Semester-II (Core Courses)

Course Title: Knowledge and Curriculum

Course Category: CC Credits – 5
Course Code: EDB 2001
L T P
Max.Marks:100
4 1 0
(Theory: 80, Internal-20)

Objective of the Course

After the transaction of the course, student teachers will be able to :
 To understand and explore the concept of education.
 To develop understanding of philosophical, sociological and historical dimensions
of education
 To Analyze the philosophical reflections and educational thoughts of great Educational
thinkers.
 To Understand the nature of knowledge in Education and its contribution to status of
Education as a discipline and interdisciplinary in nature.
 To Realize the need and importance of equity and equality in education.
 To Examine the concerns and issues related to curriculum.

Course Contents:

Unit-I Knowledge Basis of Education

1.1. Basic concepts of Education: Teaching, Training, Learning, Skill, Beliefs and
Education.
1.2. Contribution of Gandhi & Tagore in relation to child-centered education (activity,
Discovery, Dialogue)
1.3. Concept, sources & types of Knowledge

Unit-II Curriculum Development

2.1 Concept of Curriculum and Syllabus: Dimensions of Curriculum and their
relationship with aims of education.
2.2 Curriculum at different levels- National, State and School.
2.3 Determinants of curriculum: Philosophical, Psychological, Sociological, Political,
Culture and Economic.
2.4 Basic considerations in Curriculum Development

Unit-III Social Basis of Education

3.1 Basic concepts of Society: Socialization, Equity and Equality, Modernity with reference to
industrialization, democracy and individual Autonomy.
3.2 The role of culture, economy and historical forces in shaping the aims of education.
3.3 Individual opportunity, social justice and dignity in context of democratic education.
3.4 A study of Secularism, Nationalism and Universalism and their interrela tionship with
education.
Unit-IV Curriculum Practices
4.1 Teachers’ experiences and concerns: Laboratory work, Library and References, Field Survey,
Group Discussion.
4.2 Nature of learner and learning process and subject matter.
4.3 Knowledge and ideology in relation to curriculum and text books.
4.4 National curriculum framework: Concept need and process of development.

Practicum/ Internal Works: (Any one)

 Socio-economic educational survey of nearby village/ urban settings.
 Role of education in empowerment of weaker sections of society.
 To analyze and prepare a report on the present curric ulum of Board/ CBSE in the light of
various determinates of curriculum development.
 To survey and prepare a project report on how far the present system of education is able
to inculcate secularism, nationalism, and universalism.

References:
Butchvarov, P. (1970), The Concept of Knowledge, Evanston, Illinois: North Western University
Press.
Chomsky, N (1986). Knowledge of Language, New York : Prager.
Cole Luella ( 1950). A History of Education: Socrates to Montessori, NewYork: Holt, Rinehart
& Winston.
Datta, D.M. (1972). Six ways of Knowing. Calcultta.: Calcultta University Press,
Dewey, J.( 1997.)My Pedagogic Creed’, in D.J. Flinders and S.J. Thorton(eds.) The Curriculum
Studies Reader, New York: Routledge.
Dewey, J ( 1997 ) Experience and Education, Touchstone, New York
Dewey, J (1956). The Child and the Curriculum and School and Society, University of Chicago
Press, U.S.A. Chicago, Illinois.
Krishna M. J. (1947) On Education, New Delhi: Orient Longman.
Kumar K. (1996). Learning From Conflict, New Delhi: Orient Longman.
Lakshmi, T.K.S. & Yadav M.S.( 1992). Education: Its Evolving Characteristics, in New
Frontiers in Education, Vol. XXII, No.4, Oct-Dec.
Margaret, K.T.( 1999.) The open Classroom, Orient Longman: New Delhi: Hirst. Paul,
Knowledge and curriculum.
Peters, R.S.( 1967) The Concept of Education, UK: Routledge.
Power, E, J., M (1962). Currents in the History of Education, New York. : McGraw Hill Book
Co. Inc.
Prema C. (2001). Teaching & Learning: The Culture of pedagogy, NewDelhi: Sage Publication.
 Semester-II
Course Title: Learning and Teaching
Course Category: CC Credits – 5
Course Code: EDB 2002
Max.Marks:100 L T P
(Theory : 80, Internal:20) 4 1 0

Objectives of the Course:

 To understand the Concept of learning.
 To explain the strategies and paradigms of learning.
 To identify the individual differences among the learners.
 To describe the educational implications of different theories of learning.
 To understand the Concept of teaching.
 To differentiate the relation with the modalities & variables in the teaching Process.
 To describe the phases & models of teaching.
 To understand the Strategies of Teaching.

Course Contents
Unit-I Understanding Learning
1.1 Learning : Concept, Nature, types of learning & Factors influenc ing learning,.
1.2 Learning strategies : Co-operative learning, peer-tutoring & collaborative & group learning;
1.3 Role of Teacher & School in relation to learning strategies.
1.3 Individual Differences: Concept, Types, Causes & Educational implications.

Unit-II Learning Paradigm

2.1 Theories of Learning :
 Connectionism theory (Trial & Error: Thorndike), concept, laws of learning &
Educational Implications.
 Conditioning theories: Classical conditioning (Pavlov) & Operant Conditioning
(Skinner): Concept, characteristics and Educational Implications.
 Social constructivist theory (Vygotsky & Bandura): Concept, nature & Educational
Implications.

Unit-III Understanding Teaching

3.1 Teaching: Concept, characteristic, features and levels of teaching.
3.2 Related concepts of Teaching (Training, conditioning, instruction & indoctrination)
3.3 Variables in the Teaching Process: The Learning task (Instructional Objectives), Learning
Behaviour (Entry behaviours & Learner’s characteristics) Teacher Behaviour: (Competence,
Personality, Teaching Style).
3.4 Social-constructivist approach in teaching (Applications of Bruner, Ausubel & Vygotsky’s
ideas in teaching).
 Unit-IV Phase & Models of Teaching
4.1 Phase of Teaching: Pre-active, Interactive and Post-active.
4.2 Models of Teaching: Meaning, Need & Elements, Basic Teaching Model (Glaser), Concept
Attainment Model (Bruner).
4.3 Teaching Strategies: Brain-Storming, Simulation, Role-playing, Gaming, Remedial teaching
& Enrichment Programme.

Practicum/ Internal (Any one of the following)

 Observation report on Teaching- learning transaction process in School teaching practice.
 Seminar/ Presentation on learning theories.
 Application of teaching strategies (Brain-Storming, Simulation, Role-playing, Gaming,
Remedial teaching) on any current/ social issue.
 Case-study on Individual differences.

References:
Chauhan, S.S. (2014). “Innovations in Teaching Learning Process”, Noida: Vikas Publishing
House Private Ltd.
Dececco, J.P. (1988) “The Psychology of Learning and Instruction”, New Delhi: Prentice
Hall.
Gagne, R.M. (1977). “The conditions of learning”, New York, Chicago: Holt, Rinchart and
Winston.
Joyce, B. & Weil, M. (1992). “Models of Teaching”, New Delhi, Prentice Hall.
Kulkarni, S.S. (1986). “Introduction to Educational Technology”, New Delhi: oxford & IBH
Publishing Company.
Pandey, K.P.(1983). “Dynamics of Teaching Behaviour”, Ghaziabad: Amitash Parkashan.
Pandey, K.P. (1980). “A First Course in Instructional Technology”, Delhi: Amitash
Parkashan.
Skinner, B.F.( 1968). “The Technology of teaching”, New York: Appleton Century Crofts.
Sharma, R.A. (1991). “Technology of Teaching”, Meerut: R. Lall Book Depot.
Sharma, S.K. (2005). “Learning and Teaching: Learning process”, Delhi: Gyan Books Private
Ltd.
Srivastava, D.S. and Kumari, S. (2005). “Education: Understanding the learner”, Delhi: Gyan
Books Private Ltd.
Walia, J.S. (2011). “Technology of Teaching”, Jalandhar: Ahim Paul Publishers.
Walia, J.S. (2012). “Teaching Learning Process”, Jalandhar: Ahim Paul Publishers.
 Semester-II
Course Title: Pedagogy of Hindi
Course Category: PC Credits: 3
Course Code: EDB 2003
L T P
Max.Marks:50
3 0 0
(Theory: 35, Internal: 15)

vf/kxe miyfC/k
bl ikB~;dze ds iwjk gksus ds ckn Nk= f“k{kd l{ke gksxkA
1- Hkk‘kk lajpuk esa fgUnh Hkk‘kk rRoksa dk Kku iznku djukA
2- Jo.k] Hkk‘k.k] okpu ,oa ys[ku lEcU/kh Hkk‘kk;h dkS“kyksa dk KkuA
3- bdkbZ] nSfud o lw{e ikB ;kstukvksa ds egRo ls voxr djkuk gSA
4- fgUnh Hkk‘kk ds oSKkfud Lo#iksa dkS“kyksa dk Kku djkukA
5- fgUnh Hkk‘kk dh fofHkUu fo/kkvksa ,oa muds O;ogkfjd f“k{k.k ikB ;kstukvksa dk
Kku djkukA
6- ekr` Hkk‘kk ,oa jk‘VªHkk‘kk ds #i esa fgUnh dh fLFkfr ls voxr djkukA

bdkbZ izFke& fgUnh Hkk‘kk dh izd`fr egRo] mn~ns“; ,oa fl)kUr&

1- fgUnh Hkk‘kk dk vFkZ ,oa izd`frA

2- fgUnh Hkk‘kk dk egRo ekr`Hkk‘kk ,oa jk‘VªHkk‘kk ds #i esa
3- ekr`Hkk‘kk ,oa vU; Hkk‘kk ds #i esa fgUnh f“k{k.k ds mn~ns“; dkS“kykRed
mn~ns“k] KkukRed mn~ns“;] lkSUn;Z cks/kd mn~ns“;] jpukRed rFkk
vfHko`RrlRed mn~ns“;A
4- fgUnh Hkk‘kk f“k{k.k ds mn~ns“; ¼lkekU; ,oa fof“k‘V½
5- fgUnh Hkk‘kk f“k{k.k ds lkekU; fl)kUrA

bdkbZ f}rh;& fgUnh Hkk"kk dk ikB~; dze&

d& 1-fgUnh ds fofo/k #i

2-vUrjkZ‘Vªh; Lrj ij fgUnh
3-Kku dh Hkk‘kk ds #i esa fgUnh
4-jk‘VªHkk‘kk ds #i esa fgUnh
5-f“k{kd& f“k{kkFkhZ lEcU/k ds igyw ds #i esa Hkk‘kk

[k& ikB~;&iqLrd ds xq.k ,oa mi;ksfxrk

1- ikB~;&iqLrd dh fo“ks‘krk;s
2- ikB~;&iqLrd dk fo“ys‘k.k ,oa vkykspukRed ewY;kadu
x& ikB ;kstuk ,o f“k{kd lgk;d lkexzh
1- ikB ;kstuk fuekZ.k ds mikxe] bdkbZ ;kstuk ,oa mldh mi;ksfxrkA
2- x|&i| dgkuh] fucU/k ukVd ,oa O;kdj.k dh ikB&;kstuk rS;kj djuk ¼ikB~;dze ds
vuqlkj½
3- f“k{k.k lgk;d lkexzh & n`“;&JO; lkexzh dk iz;ksx ,oa egRo

r`rh; bdkbZ& fgUnh f’k{k.k esa fofHkUu fo/kk;sa ,oa f’k{k.k fof/k;ksa
1- x| f“k{k.k ] i| f“k{k.k ,oa O;kdj.k f“k{k.kA
2- jpuk f“k{k.k ¼i=] fuoU/k] dgkuh½
 3- fofHkUu bdkbZ fo/kkvksa ij ikB&;kstuk fuekZ.kA
4- vuqokn fof/k] izR;{k fof/k vkxeu&fuxeu fof/k] iz;kstuk fof/k] i;Zosf{kr fof/k] funsZ“ku
fof/k] Lok/;k; fof/k]vFkZ cks/k fof/k] iz“uksRrj fof/k] O;k[;k fof/k] O;k[;ku fof/kA
5 fgUnh f’k{k.k esa ewY;kadu&ewY;kadu dk vFkZ] Lo#i ,oa egRo

izk;ksftd dk;Z &

1- vk/kqfud dfo ;k lkfgR;dkj ds O;fDrRo vkSj d`frRo ij vkys[k rS;kj djukA
2- i=&if=dkvksa esa izdkf“kr jpukvksa vFkok u;h ledkyhu lkfgR; dh iqLrdksa dk v/;;u]
fo“ys‘k.k vkSj mudh “kS{kf.kd leL;k;saA
3- vkl ikl ds {ks= ds fdlh fof“k‘V leqnk; ds yksxksa dk Hkk‘kk losZ{k.k vkSj mudh
“kCnkoyh dk v/;;u djukA

laUnHkZ xzUFk lwph

1- ik.Ms;] vkj0 ,l0 ¼2008½ fgUnh f“k{k.k] fouksn iqLrd efUnj] vkxjk&2
2- ukFk] nsosUnz] jk‘VªHkk‘kk fgUnh dh leL;k,sa ,oa lek/kkuA
3- HkkbZ] ;ksxsUnz thr] ¼2007½ fgUnh Hkk‘kk f“k{k.k] fouksn iqLrd efUnj]
vkxjk&2
4- “kekZ] y{ehukjk;u ¼2001½ fgUnh lajpuk dk v/;;u&v/;kiu] dsUnzh; fgUnh
laLFkku] vkxjk
5- “kekZ] y{ehukjk;u ¼2004½ Hkk‘kk dh f“k{k.k fof/k;kW ,oa ikB fu;kstu fouksn
iqLrd efUnj] vkxjk&2
6- vksM] ,y0 ds0 ¼1986½ fgUnh f“k{k.k
 Semester-II
Course Title: Pedagogy of English
Course Category: PC Credits: 3
Course Code: EDB 2004
L T P
Max.Marks:50
3 0 0
(Theory: 35, Internal: 15)

Objectives of the Course:

To know about various basic application of grammar.
To explain the place of English language in India.
To describe English as a Second language in the multi -lingual country like India.
To explain different methods of teaching English.
To apply different teaching skills in the class room.
To develop lesson plan, micro lesson plan, TLM (Teaching Learning Materials)
for teaching English as a second Language.

Course Contents:
Unit I - Place, Importance and Objectives of English as a Second Language:-
1.1 Importance of English language: comprehension of English and mother tongue
based learning.
1.2 Position of English: Pre & post Independence in India.
1.3 Status of English in Indian school curriculum
1.3.1 Second language
1.3.2 First language
1.4 English language teaching: problems & issues
1.4.1 Library language
1.4.2 Window on the world
1.4.3 Medium of instruction
1.5 Aims and objectives teaching English at different levels.

Unit II - Methods, Approaches and Strategies:

2.1 Grammar-cum-Translation method
2.2 Direct method, Audio- lingual and bilingual method
2.3 Structural approach and Communicative approach
2.4 Collaborative learning and Dramatization.
2.5 Strategies: Language games, Puzzles, role playing, concept mapping

Unit III - Developing Language Teaching Skills:

3.1 Lesson planning: Concept, importance, preparation of Unit plan & Resource plan
3.2 Teaching Prose, Poetry, Story and Grammar.
3.3 Strategies of Teaching Skill: Listening, Reading, Speaking and Writing.
3.4 Supplementary skills: Reference Skill (e.g. using Dictionaries, Thesaurus, and
Encyclopedias)
Practicum/Internal Work :( any one)
List of structural items included in the text book at the secondary stage.
Preparation of 5 word cards, 5 Picture cards and 5 puzzles.
Enlist 50 innovative words with lexical interpretation.

References :
Bansal, R.K. and Harrison, J.B. (1972), Spoken English for Indians, Madras :
Orient Longman Ltd.
Baruah, T.C. (1985), The English Teachers’ Handbook, New Delhi: Sterling
Publishing Pvt. Ltd.
Bright and McGregor (2000), Teaching English as Second Language, Longman.
Brumfit, C.J. (1984), Communicative Methodology in Language Teaching,
Cambridge: C.U.P.
Collins cobuild English Grammar (2000), Harper Collins Publisher, India,
Gimson A.C. (1980), An Introduction to the Pronunciation of English, London:
Edward Arnold.
Hornby, A.S. (1998), Guide to-Patterns and Usage in English O.U.P
 Lado, Robert (1971), Language Teaching, New Delhi, Tata McGraw Hill
Publishing House Co. Ltd.
 Leech, Geofferey and Svartvik, Jan (2000), Communicative Grammar of English
Cambridge C.U.P.
Paliwal, A.K. (1998), English Language Teaching, Jaipur: Surbhi Publication.
Palmer, H.L. (1964-65), The Principles of Language study, London: O.U.P.
Quirk, Randolph and Greenbaum, (1973), A University Grammar of English,
London.
Richards J,C. and Rodgers.T.S. (1985), Approaches and Methods in Language
Teaching, Cambridge C.U.P.
Roach, Peter, (1991), English Phonetics and Phonology. Cambridge, C.U.P.
 Thomson, A.J. and Martinet (1998), A Practical English Grammar, ELBS, O.U.P.
Venkateshwaran, S. (1995), Principles of Teaching English. Dehli: Vikas
Publishing House Pvt. Ltd.
Willis, Jane (1997), Teaching English Through English, O.U.P.
 Semester-II
Course Title: Pedagogy of Sanskrit
Course Category: PC Credits: 3
Course Code: EDB 2005
L T P
Max.Marks:50
3 0 0
(Theory: 35, Internal: 15)

vf/kxe miyfC/k;k¡&
1- Hkk‘kk f“k{k.k ds vk/kkjHkwr fl)kUrksa dk fodkl djukA
2- laLd`r f“k{k.k ds mn~ns“;ksa dk fu/kkZj.k ,o O;ogkfjd ifjorZu gsrq iz;kl djukA
3- fofHkUu fo/kkvksa ds lQy v/;kiu gsrq fofHkUu fof/k;ksa dk iz;ksx djukA
4- laLd`r Hkk‘kk;h n{krk esa gksus okyh v“kqf);ksa dk dkS“kykuqlkj funku djukA

bdkbZ izFke& laLd`r Hkk"kk dh izd`fr ,oa egRoA

1- Hkk‘kk vFkZ] ifjHkk‘kk,sa] fodkl ,oa fo“ks‘krk,sa
2- Hkkjrh; lekt esa laLd`r dk egRo vkSj bldk izkFkfed fuEu ek/;fed Lrjksa dsikB~;dze
esa LFkku ,oa f=Hkk‘kk lw= ds vUrxZr laLd`rA
3- laLd`r f“k{k.k ds mn~ns“; laLd`r ds izeq[k f“k{k.k mn~ns“;A ¼lkekU; ,oa fof“k‘V½
4- laLd`r f“k{k.k esa d{kk f“k{k.k dks lkekU; fl)kUrA

bdkbZ f}rh; laLd`r Hkk"kk dk ikB~;dze

1 ikB~;dze dk vFkZ ,oa fuekZ.k ds fl)kUr
2 fofo/k Lrjksa ij v/;;u dh fo‘k;oLrq
3 laLd`r ds orZeku ikB~;dze dk lekykspukRed ewY;kadu vkSj izxfr gsrq lq>koA
4 laLd`r f“k{k.k esa JO;&n`“; lkexzh vFkZ] egRo ,oa iz;ksxA
5 laLd`r f“k{k.k v/;;u esa vkus okyh dfBukb;kW ,oa mudk lek/kkuA

r`rh; bdkbZ &laLd`r f’k{k.k esa fofHkUu fo/kk;sa ,oa f’k{k.k fof/k;ka
1 x| f“k{k.k] dkO; f“k{k.k] laLd`r ukVd f“k{k.k] laLd`r O;kdj.k f“k{k.k]A
2 laLd`r jpuk f“k{k.k] laLd`r vuqokn f“k{k.k] A
3 fofHkUu bdkbZ fo/kkvksa ij ikB&;kstuk fuekZ.k]
4 laLd`r Hkk‘kk dh f“k{k.k fof/k;ka] &
laHkk‘k.k fof/k] vuqdj.k fof/k] izR;{k fof/k] vuqokn fof/k] fp= o.kZu fof/k] dgkuh
fof/k] lquks vkSj cksyks fof/k] vH;kl fof/k] laokn fof/kA
5 laLd~r f“k{k.k esa ewY;kadu&
d& ewY;kadu dk vFkZ ] Lo#i ,oa fo“ks‘krk;sa

izk;ksfxd dk;Z&
1- fdlh ,d laLd`r dfo dk foLr`r ifjp; nsrs gq;s laLd`r esa fdlh jpuk ij vkys[k rS;kj
djukA
 2- vius iM+ksl ds 05 fo|ky;ksa dk Hkze.k dj f=Hkk‘kk lw= dh fLFkfr dh fjikVZ rS;kj
djukA
3- fdlh ,d laLd`r if=dk dh leh{kkA

laUnHkZ xzUFk lwph

1- prqosZnh] ,l0 laLd`r f“k{k.k] uUn ifCyds“ku]
2- pkScs] ch0 ,l0 ¼1985½laLd`r f“k{k.k] m0 iz0 fgUnh laLFkku] y[kuÅ
3- feRry] laUrks‘k ¼2004½laLd`r f“k{k.k] vkj0 yky0 cqd fMiks] esjB
4- ik.Ms;] vk0 ,l0 ¼1991½laLd`r f“k{k.k] fouksn iqLrd efUnj] vkxjk&2
5- xkSre] “kSytk ,oa xkSre] jtuh ¼2006½laLd`r f“k{k.k] fouksn iqLrd efUnj] vkxjk&
 Semester-II
Course Title: Pedagogy of Biology

Course Category: PC Credits: 3

Course Code: EDB 2007
L T P
Max. Marks: 50
3 0 0
(Theory: 35, Internal: 15)

Objectives of the Course

After completion of the course, student teachers will be able to:
develop awareness about developments in the area of biological sciences.
orient prospective teachers in specific educational aspects of science e.g. aims and
objective of biological science, pedagogical analysis of contents in biological sciences,
methods of teaching, evaluation
enable prospective teachers to be effective teachers in order to perform the required role
as a biological teacher under Indian School conditions

Course Content

UNIT I: Nature, Aims & Objective

1.1 Origin & nature of Biological Science
1.2 Values of Biological Sciences
1.3 Relation of Biology to other school subject
1.4 Difference between aims and objectives
1.5 General aims and objectives for different level of school teaching
1.6 Blooms taxonomy of educational objectives
1.7 Writing the objectives in terms of learning outcomes

Unit II: Method, Technique and Lesson Plan

2.1 Different method and techniques of teaching Biology
2.2 Teacher centered methods-Lecture Method , Demonstration Method
2.3 Pupil centered method-Problem-solving method ,heuristic method , project method,
assignment method , laboratory method & field trip
2.4 Importance of planning in teaching ,preparing a lesson plan
2.5 preparation of unit plan and resource unit plan

Unit III: Curriculum and Evaluation

3.1 Principles of curriculum development as applied to Biology Science.
3.2 Evaluation of existing Biology curriculum.
3.3 Importance and types of audio-visual aids, Improvised Teaching Aids.
3.4 Need, importance and evaluation of Biology text books.
3.5 Concept of measurement and evaluation, difference between measurement and
evaluation.
3.6 Techniques of evaluation and characteristics of a good test
 `
Practicum/Internal Work: (any one)
 To construction and administration of an achievement test in Biology
 To give Pedagogical Analysis any one topic
Develop working model for teaching Biology in any secondary class.

References:
Aggarwal, D. D. (2008). Modern Method of Teaching Biology, Karanpaper Books. New
Delhi.
Anderson, R.D. (1992). Issues of Curriculum Reform in Science, Mathematics and
Higher Order Thinking Across the Disciplines: The Curriculum U.S.A: University of
Colorado.
Bremmer, J. (1967). Teaching Biology, Macmillan, London.
Buffaloe, N. and Throneberry, J.B. (1972). Principles of Biology University Press, New
Delhi: Prentice- Hall of India Ltd.
Carin. &Robert, S. (1989).Teaching Modern Science (5th edition). U.S.A: Merill
Publishing Co.

Green, T.L. (1965). The Teaching of Biology in Tropical Secondary Schools, London:
Oxford University Press.
Gupta, S.K. (1985).Teaching of Physical Science in Secondary Schools. New Delhi,
Sterling Publishing (Pvt. Ltd).
Heiss. E.D., Obourn. S., & Hoffman. C.W. (1985) Modern Science Teaching. New
Delhi: Sterling Publishing (Pvt) Ltd. Macmillian Company Press.
Heiss, Obourn.,& Hoffman. (1985) Modern Science in Secondary Schools. New Delhi:
Sterling Publishing Private Ltd.
Nayak, (2003). Teaching of Physics. New Delhi: APH Publications.
Pandey,(2003). Major Issues in Science Teaching. New Delhi: Sumit Publications.
Passi, B.K. (1976). Becoming a Better Teacher: Micro Teaching Approach,
Ahemedabad: Sahitya Mudranalaya.
Patton, M.Q. (1980).Qualitative Evaluation Methods. New Delhi: Sage Publications.
Sharma, R.C. (2006). Modern Science Teaching .New Delhi: Dha npat Rai Publications.
Siddifit, S. (1985). Teaching of Science Today and Tomorrow. New Delhi: Doba's
House.
Yadav, M.S. (2003) Teaching of Science. New Delhi: Anmol Publications
 Semester-II
Course Title: Pedagogy of Mathematics
Course Category: PC Credits: 3
Course Code: EDB 2008
L T P
Max.Marks:50
3 0 0
(Theory: 35, Internal: 15)

Objectives of the Course:

• To understand and appreciate the uses and Significance of Mathematics in daily life.
• To learn successfully various approaches of teaching mathematics and use them judiciously.
• To know the methods of planning instruction for the classroom.
• To prepare curricular activities and organize the mathematics Laboratory.
• To appreciate and organize activities to develop aesthetics of mathematics.
• To give competence in teaching different mathematics topic effectively

Unit- I Concept, Meaning and Objectives of Mathematics

1.1 Concept, meaning and nature of mathematics.
1.2 History of mathematics.
1.3 Contribution of Indians and western mathematics.
1.4 Aims and objectives of teaching mathematics.
1.5 Blooms Taxonomy relating to the teaching objectives in mathematics (cognitive, Affective,
psychomotor domain)

Unit II: Methods, Techniques and Aids of Teaching Mathematics

2.1 Methods of teaching Mathematics: Modified form of lecture (lecture-cum-demonstration,
Inductive-
Deductive, Analytic-synthetic, Problem-solving, Laboratory, Project)
2.2 Techniques of teaching Mathematics: Oral, Written, Drill, Self-study
2.3 Audio-visual Aids in Mathematics teaching: Importance, principles of selection, types and
uses
2.4 Mathematics club, workshop and seminars.

Unit III: Planning of Teaching and Evaluation

3.1 Lesson planning- concept, importance, preparation
3.2 Unit plan– concept, importance and preparation
3.3 Construction of unit tests: Design and Blue print.
3.4 Concept, need, importance & process of Evaluation
3.5 Functions and characteristics of good Evaluation
Practicum/Internal Work: (any one)
• Improvising Low cost teaching aids in mathematics.
• Preparation of a unit plan in Mathematics.
 Prepare one working model for teaching maths in primary/secondary class.

References:

• Kumar S., Ratnalikar D. N. (2003), Teaching of mathematics, Anmol Publications

Pvt. Ltd. New Delhi.
• Mustafa M. (2004), Teaching of mathematics, New trends and innovations, Deep
and Deep Publications Pvt. Ltd., New Delhi.
• Wadhwa S., (2000), Modern methods of teaching mathematics, Sarup and sons,
New Delhi.
• Yadav S. (2007), Teaching of mathematics, Vinod Pustak Mandir, Agra.
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 Semester-II
Course Title: Pedagogy of Social Science – I (History,Civics)
Course Category: PC Credits: 3
Course Code: EDB 2009
L T P
Max.Marks:50
3 0 0
(Theory: 35, Internal: 15)

Objectives of the Course:

•To enable the student teacher to appreciate the need for learning social science .
•To help them to understand the place of social science in the secondary school curriculum.
•To develop the skills in student-teachers to select and apply appropriate methods and evaluate
social science.
•To enable the student-teacher to critically examine the social-science syllabus and text books.
•To develop the classroom skills needed for teaching of Social-science.
•To develop the ability to organize co-curriculum activity and utilize community resources for
promoting Social-science learning.
•To acquire the ability to develop instructional support materials.
•To review the text-book of Social-science (secondary level).

Unit -I Concept, Objectives & Values

1.1 Meaning, Scope, importance and values of teaching Social-Science.
1.2 Aims and objectives of teaching of Social Studies with Special reference to present Indian
School. (Primary, Secondary-Senior Secondary).
1.3 Bloom’s taxonomy of objectives.
1.4 Writing objectives in behavioral terms with particular reference to teaching of History /civics.
1.5 Role of Social Science teacher.

Unit -II Methods and Techniques of Teaching Social-Studies

2.1 Methods of teaching Social Studies : lecture method, observation method, socialized
recitation method, Demonstration and discussion, project Method.
2.2 Techniques of teaching-questioning, Excursion, Narration, review and role playing.
2.3 Preparation and presentation of lesson plan.
2.4 Development of self- instructional material bulletin Board, Maps, Scrap book,
computerized materials.

Unit -III Development/Utilization of Instructional Aids

2.1 Charts, Models, Maps, Film sticks, Graphs, T.V., Computer
2.2 Meaning Importance and Objectives of Evaluation Devices:
Oral Test, Written Test, Practical Test, Blue Print of a Question Paper, Observation, Diagnostic
Practicum/Internal Work: (Any one)
•Studying historical monuments available locally and writing a report on it.
•Prepare a scrap book on any social issue.
•Studying any social problem and write a report of the same.

References:
•Agrawal, J.C., Teaching Social Studies, Vikas Publishing House, Put. Ltd., Delhi, 1989.
•Bining, A.C. and Brining, D.H., Teaching the Social study in Secondary School, Mc Graw Hill
Company, New York, 1952
•Bhattacharya and Daqi, D.R.., Teaching of Social Study in Indian School, Acharya Book Depot,
Baroda, 1966.
•Ellis, Arthur K, Teaching and Learning Elementary Social studies, Alloy and Bacon, Boston 1991
•Kaushik, Vijay kumar, Teaching of Social Studies in Elementary School, Anmol Publication, New
Delhi.
•Kochher, S.K., Teaching of Social Studies, Sterling Publisher Pvt. Ltd. New Delhi, 1999.
•Wesley, E.B. & Wronski, S.P. Teaching of Social Studies in High School, D.C. Health and
Company Bostan, 1958
•Yagni, K.S., Teaching of Social Studies in India, Orient Longman, Bombay, 1996
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•flag jkeiky] lkekftd v/;;u dk f'k{k.k] y{eh ukjk;.k vxzoky] vkxjk] 1998
 Semester-II
Course Title: Pedagogy of Social Science – II
(Economics,Geography)
Course Category: PC Credits: 3
Course Code: EDB 2010
L T P
Max.Marks:50
3 0 0
(Theory: 35, Internal: 15)

Objectives of the Course:

•To enable the student teacher to appreciate the need for learning social science .
•To help them to understand the place of social science in the secondary school curriculum.
•To develop the skills in student-teachers to select and apply appropriate methods and evaluate
social science.
•To enable the student-teacher to critically examine the social-science syllabus and text books.
•To develop the classroom skills needed for teaching of Social-science.
•To develop the ability to organize co-curriculum activity and utilize community resources for
promoting Social-science learning.
•To acquire the ability to develop instructional support materials.
•To review the text-book of Social-science (secondary level).

Unit -I Concept, Objectives & Values

1.1 Meaning, Scope, importance and values of teaching Social-Science.
1.2 Aims and objectives of teaching of Social Studies with Special reference to present Indian
School. (Primary, Secondary-Senior Secondary).
1.3 Bloom’s taxonomy of objectives.
1.4 Writing objectives in behavioral terms with particular reference to teaching of History /civics.
1.5 Role of Social Science teacher.

Unit -II Methods and Techniques of Teaching Social-Studies

2.1 Methods of teaching Social Studies : lecture method, observation method, socialized
recitation method, Demonstration and discussion, project Method.
2.2 Techniques of teaching-questioning, Excursion, Narration, review and role playing.
2.3 Preparation and presentation of lesson plan.
2.4 Development of self- instructional material bulletin Board, Maps, Scrap book,
computerized materials.

Unit -III Development/Utilization of Instructional Aids

2.1 Charts, Models, Maps, Film sticks, Graphs, T.V., Computer
2.2 Meaning Importance and Objectives of Evaluation Devices:
Oral Test, Written Test, Practical Test, Blue Print of a Question Paper, Observation, Diagnostic
Practicum/Internal Work: (Any one)
•Studying historical monuments available locally and writing a report on it.
•Prepare a scrap book on any Economical issue.
•Studying any Geographical problem and write a report of the same.

References:
•Agrawal, J.C., Teaching Social Studies, Vikas Publishing House, Put. Ltd., Delhi, 1989.
•Bining, A.C. and Brining, D.H., Teaching the Social study in Secondary School, Mc Graw Hill
Company, New York, 1952
•Bhattacharya and Daqi, D.R.., Teaching of Social Study in Indian School, Acharya Book Depot,
Baroda, 1966.
•Ellis, Arthur K, Teaching and Learning Elementary Social studies, Alloy and Bacon, Boston 1991
•Kaushik, Vijay kumar, Teaching of Social Studies in Elementary School, Anmol Publication, New
Delhi.
•Kochher, S.K., Teaching of Social Studies, Sterling Publisher Pvt. Ltd. New Delhi, 1999.
•Wesley, E.B. & Wronski, S.P. Teaching of Social Studies in High School, D.C. Health and
Company Bostan, 1958
•Yagni, K.S., Teaching of Social Studies in India, Orient Longman, Bombay, 1996
•izlkn] Hkqous'oj] lekt v/;;u dk f'k{k.k] KkuihB izk- fyfeVsM] iVuk & 1992
•flag jkeiky] lkekftd v/;;u dk f'k{k.k] y{eh ukjk;.k vxzoky] vkxjk] 1998
 Semester-II
Course Title: Pedagogy of Commerce
Course Category: PC Credits: 3
Course Code: EDB 2011
L T P
Max Marks: 50
3 0 0
(Theory: 35, Internal: 15)

Objectives of the Course:

• To help the student to acquire the basic understanding in the field of commerce education.
• To develop the ability to plan curriculum and instructions in commerce at school level.
• To develop the ability to critically evaluate existing school syllabus and text book.
• To impart knowledge about the methods and devices of teaching commerce and to develop the
skill of using the same.
• To develop the ability of preparing an achievement test.
• To develop commercial efficiency among students.

Unit- I: Conceptual Framework of Commerce

1.1 Meaning, Nature and scope of Commerce.
1.2 Need and significance of teaching commerce at secondary level.
1.3 General aims and objectives of teaching Commerce.
1.4 Objectives of Teaching Commerce according to Bloom’s Taxonomy of Educational
objectives.
1.5 Correlation of commerce with Economics, Mathematics, Geography, Social Science
1.6 Importance of commerce in daily life.

Unit-II: Approaches and Methods of Teaching Commerce and Lesson

Planning
2.1 Lecturer Method
2.2 Discussion Method
2.3 Project Method
2.4 Problem solving Method
2.5 Techniques of commerce teaching-questioning and demonstration.
2.6 Approaches of book-keeping teaching (journal approach, ledger approach, cash-book &
equation
approach)
2.7 Plans of commercial practice teaching (rotation, office model, battery and co-operative plan).
2.8 Teaching aids in commerce.
2.9 Co-curricular activities in commerce.

Unit- III: Evaluation in Commerce

3.1 Concept, scope and importance of evaluation.
3.2 Tools and techniques of evaluation and characteristics of a good test.
3.3 Formative and summative evaluation.
3.4 Continuous and comprehensive evaluation (CCE)
3.5 Construction and administration of an achievement test.
3.5 Diagnostic testing and remedial teaching.
Practicum/internal Work: (any one)
 Visit to banks/insurance house/ trade centers/companies/other business house and
prepare a report.
 Develop a Multi-Media lesson using appropriate ICT resources and transacting the same
before peers in simulated teaching exercise.
 Organize a co-curricular activity related to commerce for strengthening the
knowledge of any topic taught recently in the class.

References:
•Singh, R.P. & Singh, and P.: Vanijya Shikshan, Agra: Vinod Pustak Mandir.
•Tripathi, S.: Teaching Methods, New Delhi: Radha Publications.
•Chauhan, S.S.: Innovations in Teaching Learning Process, New Delhi: Vikas Publication
House.
•Siddiqui, M.H.: Excellence of Teaching, Asia Publication House, New Delhi
•Rao, S.: Teaching of Commerce, New Delhi: Anmol Publications.
•Tyagi, G.D.: Vanijya Shikshan, Agra, Agarwal Publications.
•Singh,Y.K: Teaching of Commerce, New Delhi: A.P.H. Publishing House
 Semester-II (P ractium)
Course Title: Reading & Reflecting Text
Course Category: EPC Credits – 2
Course Code: EDB 2080
L T P
Max Marks: 30
0 0 2
Objectives of the Course

 To read and respond to variety of texts in different ways, may be personal, creative or
Critical.
 To enhance their capabilities as readers and writers by becoming participants in the process
of reading
 To get involved in the reading interactively – individually and in groups become resources
for one another
 To comprehend and think reflectively on spoken or written texts
 To read critically and analyze course readings, ideas presented in the class and experiences in
schools
 To write with a sense of purpose and for an audience
 To learn to think together and develop meta-cognitive awareness to become conscious of
their own thinking process
 To develop study habits of reading and writing.
 To develop skill of summarization and note- making.

Course content (Practicum Activities)

 Read an Educational journal Article and summarize in your own words. (100-150 words).
 Read a chapter from a Educational Book and summarize in your own words. (100-150
words).
 Give Review on any one Educationist’s Autobiography. (100-150 words).
 Give Review on any one Educationist’s Biography. (100-150 words).
 Preparing a Vocabulary Book (50 words), with Meanings and Usage.
 Write a review on National Curriculum frame work-2009. (100-150 words).
 Write a review on RTE Act, 2009. (100-150 words).
 Write a review on Policy document. (100-150 words).
 Give Review on a Historical book or a Mythological book. (100-150 words).
 Give book review with critical analysis of Content and Language of the text. (Any two from
following). (100-150 words).

 Wings of Fire A.P.J. Abdul Kalam ¼vfXu dh mM+ku½

 Swami Vivekananda autobiography ¼foosdkUkUn dh vkRedFkk½
 The Story of My Experiments with Truth. (Gandhi Ji)
 Malgudi Days short story (R. K. Narayan)
 Swami Vivekananda Turning Points ¼fgUnh½
References:
 Agnihotri, R.K. and Vandhopadhyay, P.K. (ed.) (2000). Bhasha, bhubhashita or Hindi:
Ekanthsamvaad, New Delhi: Shilalekh.
 Anderson R.C. (1984). Role of the Reader’s Schema in comprehension, learning
and memory. In R.C Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in
American Schools: Basal readers and content texts. Psychology Press.
 Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York:
Primary English Teaching Association Cornell University.
 Grellet, F. (1981). Developing Reading skills: A practical guide to reading
comprehension exercise Cambridge University Press.
 Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years.
Applying a Vygotskian Model of Learning and Development in B. Spodek (Ed.)
Handbook of Research on the Education of Young Children, New York: Macmillan.137-
150.
 NCERT (2005). National Curriculum Framework (NCF). New Delhi: NCERT.
 Reading Development Cell, NCERT (2008).Reading for meaning. New Delhi: NCERT.
Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language
Arts.57(4).Tompkims, Gail E. (1994). Teaching Writing: Balancing Process and Product.
Macmillan.
 California Yule, G. (2006).The study of language. Delhi: Cambridge University Press.
 Martin, Jr. B. (1987). The Making of a Reader: A Personal Narrative. In Bernice E.
Cullinan, Children's Literature in the Reading Programme. Michigan: International
Reading Association.
 Richards, J.C. and Theodore S. R. (1986). Approaches and Methods in Language
Teaching: A description and Analysis. India: Cambridge University Press.
 Semester-II
Course Title: Scouting & Guiding
Course Category: EPC Credits – 2
Course Code: EDB 2081
L T P
Max.Marks:30
0 0 2

This is international programme to development social-sensitivity and to students and to make

students dutiful towards the nation & the world so that may serve humanity.

Objectives of the Course-

 To develop the characteristics of good citizenship.
 To develop world Peace.
 To develop two feeling of dignity of labour.
 To make Students self-reliant.
 To develop the physical, mental & spiritual powers.

Course Content (Practicum Activities)

This can be achieved though organizing a scouting camp of 6-7 days to impart training in-
 First-aid against fracture, snake bite poison, electric current etc.
 Using safety- measures against fire. Chemicals, electrical equipment, etc.
 Using compass & maps.
 Using deferent types of knots.
 Constructing a bridge, etc.
 Different types of physical exercise etc.
 Semester-II
Course Title: Understanding ICT and Its Application-II

Course Category: EPC Credits – 3

Course Code: EDB2082
L T P
Max.Marks:60
0 0 3
Learning Outcomes: after completion of this course the students will able:
 To explain the concept of ICT in education.
 To develop skills in using MS Excel applications for Education.
 To perform simple arithmetic calculations directly in a cell as well as by referring to
another cell.
 To develop skills in using MS Power Point applications for Education.
 To Develop Skills in Insert clipart images and shapes to slides.
 To use internet efficiently to access information and communicate with others.
 To understand the applications of E- learning in Education.

Course Content (Practical Activities):

MS-Excel & MS-Power Point

 MS-Excel -Concepts of Workbook
 MS-Excel - Concepts of Worksheets
 MS-Excel - Various Data Types
 MS-Excel - Using different features with data-Cell and Texts, Inserting, Removing
 MS-Excel -Resizing of Columns & Rows
 MS-Excel -Working with Data and Ranges
 MS-Excel -Entering data into worksheet,
 MS-Excel - Heading information, data, text, dates, alphanumeric, values
 MS-Excel –Saving & Quitting worksheet
 MS-Excel -Opening and moving around in an existing worksheet
 MS-Excel -Toolbars and menu
 MS-Excel - keyboard shortcuts
 MS-Excel –Coping
 MS-Excel –Renaming
 MS-Excel – moving
 MS-Excel - adding and deleting
 MS-Excel - coping entries and moving between workbooks
 MS-Excel - Different Views of Worksheets-Column Freezing, Labels
 MS-Excel - Different Views of Worksheets-Hiding, Splitting etc.,
 MS-Excel -Using different features with Data and Text
 MS-Excel - Use of Formulas- Calculations and Functions
 MS-Excel -Cell Formatting including Borders & Shading
 MS-Excel -Working with Different Chart Types
 MS-Excel -Printing of Working with various options.
 MS-Excel - Printing of Worksheets with various options.
 MS-Power Point -Creating new presentations
  MS-Power Point - working with Presentation
 MS-Power Point -Using Templates and Wizards
 MS-Power Point - Slides & it’s different views
 MS-Power Point –Inserting
 MS-Power Point -Deleting
 MS-Power Point -Copying of Slides
 MS-Power Point - Working with Notes,
 MS-Power Point – Working with Handouts
 MS-Power Point - Working with Columns and Lists
 MS-Power Point -Adding Graphics
 MS-Power Point –Animation
 MS-Power Point -Sound and Movies to a Slide
 MS-Power Point -PowerPoint Designing
 MS-Power Point -Presentation of a Slide Show
 MS-Power Point -Printing Presentations, Notes, and Handouts with print options.

References:
 Cox, J. & Urban, P. (1999). Quick Courses in Microsoft Office, New Delhi: Galgotia
Publications.
 Jain, Satish. (1990). Introduction to Computer Science and Basic Programming, New
Delhi: Prentice Hall of India.
 Saxena, S. (1998). A first Course in Computer, New Delhi: Vikas Publications.
 Sinha, P.K. (1990). Computer Fundamentals, New Delhi: BPB Publications.
 Tanenbaum, A.S. (1998). Computer Networks, New Delhi: Prentice-Hall of India.
 Intel (2003). Intel Innovation in Education, New Delhi: Student Work Book.
 Rajasekar, S. (2010). Computers in Education. ND: Neelkamal Publications Pvt. Ltd.

Semester-II
 Course Title: Yoga Education
Course Category: EPC Credits – 2
Course Code: EDB 2083
L T P
Max Marks: 30
0 0 2
Objective of the Course:
 Introduce the student teacher to the philosophical bases of Yoga.
 Understand the process of stress management through Yoga education.
 Acquire the knowledge of techniques of performing Yogasan and develop the skill for
the same.

Course Content (Practical Activities):

1. Concept of Yoga Ashtang yog:
1.1 Yoga meaning concept and importance.
1.2 Mis-concept of yog.
1.3 Precautions to keep in mind while performing Yogasan.
1.4 Different types of Yogasans & their techniques of practicing.

2. Miditation, Pranayam and stress Management.

2.1 Pranayam: meaning, nature and relationship with mind.
2.2 Different types of Pranayam. Kapalbhrika Pranayam, Surya Bhedan Pranayam,
Chandrabhedan Pranayam, Anulomvilom Pranayam.
2.3 Meditation: nature, procedure and importance.
2.4 Stress: meaning, reasons, role of Yog in stress management.

Practicum/ Internal Work: (any one)

 Yagasan, Pranayam, and Shudhi kriya organized at School level.
 Critical analysis of any theme of the course content in about eight to ten pages.