Unit – 1

(Understanding Learning)

(A) Nature of learning: learning as a process and learning as an outcome
(B) Types of learning: factual, associations, conceptual, procedural, generalizations, Principles and rules.
(C) Remembering and Forgetting—Factors of remembering—encoding, storage and retrieval. Information processing approach; Causes of forgetting; Strategies for effective memorization.

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Unit – 2

(A) Concept, nature and types of motivation—intrinsic, extrinsic and achievement.
(B) Role of teacher in addressing various factors influencing learning—a few strategies—cooperative learning, peer tutoring, collaborative learning.

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Unit – 3

(A) Behavioristic Learning—Concept of connectionism (Thorndike) and conditioning (Pavlov & Skinner) and their educational implications.
(B) Cognitive Learning—Concept of Gestalt and its educational implications; Discovery learning (Bruner), Cognitive Constructivist Learning (Piaget)
(C) Social Cognitive Learning—Concept (Bandura), nature and implications. Teacher as role model.
(D) Social Constructivist Learning—Concept of Vygotsky, nature and implications.
(E) Humanistic Viewpoint of Learning—Carl Rogers (Self Concept Theory)

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Unit – 4

(A) Concept, Importance, Nature and Types of Transfer of Learning
(B) Theories of Transfer of Learning
(C) Methods of enhancing Transfer of Learning

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Unit – 5

(A) Role of school—Guidance, Mental health, Co-curricular activities.
(B) Strategies for organizing learning for diverse learners—Brainstorming, Within class grouping, Remedial teaching, Enrichment programme.

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Unit – 1

(Understanding Teaching)

(A) Teaching: Concepts, definition, nature and characteristics factors affecting teaching.
(B) Relation between Teaching, Instruction and Training.
(C) Maxims of teaching—Role of teacher in effective teaching.

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Unit – 2

(A) Concept Attainment Model (CAM)
(B) Advance Organizer Model (AOM)
(C) Inquiry Training Model (ITM)

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Unit – 3

(A) Task of teaching: meaning, definition and variables in teaching task.
(B) Phases of teaching task: pre-active, inter-active and post-active.
(C) Essentials of effective teaching.

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Unit – 4

(A) Levels of Teaching: memory, understanding and reflective levels of teaching
(B) Approaches to Instruction: Constructivist approach to teaching, Cooperative and Group Discussion, Games, Debate, Quiz and Seminar.
(C) Programmed Instruction (PI) & Computer Assisted Instruction (CAI)

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Unit – 5

(A) Skills of Teaching: Concepts, definition.
(B) Micro-teaching: Meaning and Procedure
(C) Developing Teaching skills: Introducing the lesson, Questioning, Use of teaching aids, Reinforcement and Illustration.
(D) Modification of Teacher Behaviour-Flanders Interaction Analysis of Category System (FIACS).

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Engagement with Field / Practicum

(Any one from the following)

(A) Micro-teaching practical through simulation mode.

(Five lessons in 5 skills on a particular topic are to be delivered in front of peer group under the guidance of the subject teacher.)
 

Teaching skills:

(i) Introducing the lesson

(ii) Questioning
(iii) Use of teaching aids

(iv) Reinforcement

(v) Illustration, [Each skill consists of five components].

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Pedagogy of a School Subject Part-I (1/2)

Unit – 1

(Nature and Theoretical aspects of Mathematics Education)

(A) The nature of mathematics

(B) Correlation of mathematics with other disciplines

(C) Scope of mathematics education

(D) Values of teaching mathematics

(E) History of Mathematics in India

(F) Teaching-learning of Mathematics from the view point of Skinner, Piaget, Bruner, Vygotsky & Dienes

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Unit – 2

(Aims and objectives of teaching Mathematics and preparation of relevant curriculum and text books)

(A) Aims and objectives of teaching mathematics at upper primary stage, secondary stage and higher secondary stage.

(B) Principles of curriculum construction

(C) Principles of text book preparation

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Unit – 3

(Mathematics Teacher and Teaching learning process in Mathematics)

(A) Teaching methods in mathematics—e.g. Inductive & Deductive Method, Method of analysis and synthesis, Project method, Mathematical induction, Heuristic method, Problem Solving Method.

(B) Learning Resources in relation to Teaching of mathematics with special reference to calculator and computer.

(C) Qualities and professional growth of Mathematics teacher.

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Unit – 4

(Learning Designing)

(A) Concept, Importance and Types of Learning Design

(B) Steps of Learning Design

(C) Qualities of Good Learning Design

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Unit – 5

(Assessment and Evaluation)

(A) Assessment and evaluation-meaning, scope & Types

(B) Different types of test items

(C) Techniques of Evaluation in Mathematics

(D) Basic principles of construction of test items

(E) Continuous and Comprehensive Evaluation (CCE)

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Engagement with Field / Practicum

(Preparation of one Learning Design (compulsory) and any one from the following)

(A) Write an essay on nature of Mathematics and contribution of Indian Mathematics

(B) Preparation of various teaching aids

(C) Preparation of programmed learning material for selected Units in Mathematics

(D) Construction of achievement tests

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Pedagogy of a School Subject Part-I (1/2)

PEDAGOGY OF LANGUAGE TEACHING

(Bengali, English, Sanskrit, Hindi, Urdu & Arabic)

Unit – 1

(Foundations of Language Teaching)

(A) Historical background and present status of language teaching in India.
(B) Origin of own languages (taken as school subject)
(C) Significance of Mother tongue/Target Language
(D) Concept of 1st Language, 2nd Language and 3rd Language in West Bengal
(E) Relation between language and dialect
(F) Language position and importance in Secondary School Curriculum in West Bengal
(G) Aims and objectives of Language Teaching

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Unit – 2

(A) Theories of Language Teaching—Behaviourist, Cognitivist, Inter- actionist & Constructivist
(B) Concept and importance of pedagogical analysis of language
(C) Language Teaching Skills
(D) Behavioural/Instructional objectives of Language Teaching
(E) Teaching strategies for Language

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Unit – 3

(A) Methods and Approaches of Language Teaching: Concept, Characteristics, Procedure, Importance and Limitations.
(B) Approaches to Language Teaching:
(C) Teaching different content areas—objectives, importance and procedure:
❖ Prose

❖ Poetry

❖ Drama

❖ Grammar

❖ Composition.
 

(D)Spelling mistake—causes and method of correction

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Unit – 4

(Assessment of Language Teaching)

(A) Achievement Test.
(B) Properties (elements) and Areas (aspects) of a language Test.
(C) Principles for constructing a Language Test.
(D) Construction of a language question paper including general instruction with nature of options, overall coverage and marking scheme.

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Unit – 5

(Learning Design & Learning Resources in Language Teaching)

(A) Concept, Importance and Types of Learning Design.
(B) Steps of Learning Design.
(C) Qualities of Good Learning Design
(D) Meaning, type, functions, prepa-ration and utilization of learning resources in language: Text Books, Models, Charts, Pictures, Reference Books, Computer Assisted Learning.

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Engagement with Field / Practicum

(Preparation of one Learning Design (compulsory) and any one from the following)

(A) Speech and Speech Mechanism.
(B) Word Formation
(C) Syntax
(D) Task analysis and Content Analysis

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Pedagogy of a School Subject Part-I (1/2)

PEDAGOGY OF SOCIAL SCIENCE TEACHING

(History, Geography, Political Science, Economics, Education Commerce, Sociology, Philosophy, Music, Fine Arts, Psychology)

Unit – 1

(Foundation of Social Science Teaching)

(A) Aims and objectives of Social Science Teaching.
(B) Social Science Curriculum, Values of Social Science Teaching.
(C) Inter relationship of various branches of Social Science
(D) Innovations in Social Science teaching
(E) Inculcation of National Integrity through social science teaching

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Unit – 2

(Strategies of Social Science Teaching)

(A) Features, Limitations and comparison of different methods
(B) Lecture Method,
(C) Interactive Method

(D) Demonstration-observation method,
(E) Regional Method
(F) Heuristic Method,
(G) Project Method
(H) CAI

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Unit – 3

(Learning Resource in Social Science Teaching)

(A) Meaning, type and importance of Learning Resources.
(B) Quality of good social science text book.
(C) Teaching aids in Social Science.
(D) Improvisation of Teaching Aids.
(E) Planning and organization of Social Science Laboratory

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Unit – 4

(Learning Designing)

(A) Concept, Importance and Types of Learning Design

(B) Steps of Learning Design

(C) Qualities of Good Learning Design

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Unit – 5

(Evaluation in Social Science Education)

(A) Evaluation devices, evaluation programme in social studies
(B) Competency based evaluation, continuous and comprehensive evaluation; formative and summative evaluation, diagnose and remediation;
construction of assessment tools like achievement test.

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Engagement with Field / Practicum

(Preparation of one Learning Design (compulsory) and any one from the following)

(A) Visit to any one following places—
● Historical Places
● Ecological Places
● Commercial Places
● Political Places
(B) Organization of any one following Programmes—
● Environment Awareness
● Social Awareness
● Election Awareness
● Blood Donation
● Exhibition
● Demonstration of Lab-based activities wherever applicable

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Pedagogy of a School Subject Part-I (1/2)

PEDAGOGY OF SCIENCE TEACHING

(Physical Science, Life Science, Computer Science & Application)

Unit – 1

(Foundation of science Teaching)

(A) Aims and objectives of science teaching.
(B) Science Curriculum, Values of Science Teaching.
(C) Inter relationship of various branches of science.
(D) Scientific aptitude and attitude
(E) Innovations in science teaching

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Unit – 2

(Strategies of Science Teaching)

(A) Features, Limitations and comparison of different methods
(B) Lecture Method
(C) Demonstration method
(D) Heuristic Method
(E) Laboratory Method
(F) Project Method
(G) CAI
(H) Problem Solving Method

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Unit – 3

(Planning of Science Laboratory)

(A) Importance of Science Laboratory
(B) Organization / Planning a Science Laboratory
(C) Equipment of Science Laboratory

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Unit – 4

(Learning Resource in Science Teaching)

(A) Meaning, type and importance of Learning Resources
(B) Quality of good Science text book
(C) Teaching aids in Science
(D) Improvisation of Teaching Aids

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Unit – 5

(Learning Designing)

(A) Concept, Importance and Types of Learning Design
(B) Steps of Learning Design
(C) Qualities of Good Learning Design

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Engagement with Field / Practicum

(Preparation of one Learning Design (compulsory) and any one from the following)

(A) Preparation of materials & programmes to inculcate scientific attitude
(B) Script writing for Radio/TV/Video on science topics
(C) Demonstration of Science Experiments

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Unit – 1

(Epistemological bases of Education)

(A) Meaning of epistemology with reference to the process of knowledge building and generation.
(B) Distinction and relationship between: Knowledge and skill, Teaching and training, Knowledge and information, Reason and belief.

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Unit – 2

(A) Significance of Philosophy in Education.
(B) Brief account of the tenets of the following philosophers of education
–Swami Vivekananda, Gandhi, Tagore, Aurobindo, Dewey, Dr. Sarvapalli Radhakrishnan and Sir Asutosh Mukherjee.
(C) Relevance of the philosophy of the aforesaid philosophers in Indian education with regard to activity, discovery and dialogue.

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Unit – 3

(A) Constitutional goal for Indian Education
(B) Social issues in education—Globalization, multiculturalism, secularism, education for sustainable development
(C) Nationalism, universalism and secularism—their interrelationship with education
(D) Illiteracy, poverty, socially disadvantaged groups gender inequality

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Unit – 4

(A) Four pillars of education.
(B) Aims of education: Personal, Social, Economic and National Development
(C) Education for generation, conservation and transmission of knowledge
(D) Agencies of education: home, school, community and media
(E) Types of education: formal, non-formal, informal and role of their agencies

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Unit – 5

(A) Meaning, Characteristics & types of Curriculum
(B) Nature & Scope of Curriculum
(C) Necessity of Curriculum
(D) Principles of framing curriculum
(E) Role of State in curriculum
(F) Constitutional values and national culture in curriculum

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Engagement with Field / Practicum

(Any one from the following)

(A) Policy analysis National Curriculum Frameworks (NCF-2000 & 2005)
(B) Identification of core, hidden, null and latent curriculum in textbooks.
(C) Designing an activity based curriculum
(D) Analysis of School Curriculum at different stages

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Unit – 1

(Concept of Evaluation and Assessment)

(A) Meaning of Test, Measurement, Assessment and Evaluation
(B) Distinguish among Measurement, Assessment and Evaluation
(C) Nature and purpose of Evaluation

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Unit – 2

(A) Approaches–Formative and Summative; NRT and CRT
(B) Techniques–observational, self-reporting, psychological and Educa- tional tests
(C) Validity–Meaning, Types and Measurement
(D) Reliability–Meaning, Types and Measurement
(E) Norm and Usability

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Unit – 3

(A) Meaning and concept
(B) Preliminary idea about–Intelligence test, Aptitude test, Interest Inven- tory, Attitude test, Creativity and Personality
(C) Achievement test–Meaning, characteristics, steps for construction and uses
(D) Diagnostic and prognostic test

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Unit – 4

(A) Types of Tests; Written Test, Oral Test, NRT, CRT, Summative Test, Formative Test, Diagnostic Test.
(B) Scoring and Grading, Analysis of Score and Its Interpretation
(a) Tabulation of data.
(b) Graphical (Histogram, frequency Polygon)
(c) Central Tendency (Mean, Median Mode)
(d) Deviation–Standard.

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Unit – 5

(A) Problem–Learner; Concept and Types,
(B) Identification of Problem–Learner; Observation, Case Study, Socio- Metric & Testing (Educational and Psychological) Techniques.
(C) Remedial Measures—Guidance & Counseling, Life-Skill Training.

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Unit – 1

(Infrastructural facilities)

(A) Rooms (types and numbers),
(B) Classroom furniture,
(C) Sanitation facility,
(D) Drinking water,
(E) Playground etc.
(F) Library

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Unit – 2

(A) Teaching staff (Full Time + Part Time + Para teacher)
(B) Non -Teaching staff
(C) Students:- Boys / Girls / SC / ST /OBC / Minority / Special Needs Children.
(D) Teacher-student Ratio.

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Unit – 3

(A) Managing Committee
(B) Committees for Academic Purposes
(C) Different Committees
(D) Fee Structure,
(E) Number of units/School hour/time table/periods
(F) Students participation—student Self-Government.
(G) Records:

❖ Accounts related

❖ Staff related

❖ Student related

❖ Curriculum related

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Unit – 4

(A) Mid-Day Meal
(B) Book bank for poor students
(C) Tutorial for weaker students

(D)Remedial teaching
(E) Parent Teacher Association
(F) Staff Welfare Service
(G) Health Programme
(H) Conducting Talent Search Examination
(F) Providing Scholarship

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Unit – 5

(A) Community involvement in decision making.
(B) Community Contribution to school
(C) Meeting with community members
(D) School response to parents.

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Engagement with Field / Practicum

(Any two from the following)

(A) Writing educational objectives, learning experience and corresponding evaluation techniques, General and specific objectives
(B) Framing measurable and non-measurable learning outcomes
(C) Determining the objectivity given an answer key
(D) Determining the objectivity of a tool
(E) Finding out the content validity of the given question paper
(F) Designing Rating scale, Questionnaire, Interview Schedule in a given a topic
(G) Framing Different types of questions
(H) Preparation of Blue Print and a question paper
(I) Prepare graphs and use statistics for analysis of test result

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Unit – 1

(Drama and its Fundamentals)

(A) Drama as a tool of learning
(B) Different Forms of Drama
(C) Role play and Simulation
(D) Use of Drama for Educational and social change (Street play, Dramatiza- tion of a lesson)
(E) Use of Drama Techniques in the Classroom: voice and speech, mime and movements, improvisation, skills of observation, imitation and presentation

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Unit – 2

(A) TSur, Taal and Laya (Sargam)
(B) Vocal - Folk songs, Poems, Prayers
(C) Singing along with "Karaoke"
(D) Composition of Songs, Poems, Prayers
(E) Integration of Gayan and Vadan in Educational practices

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Unit – 3

(A) Various Dance Forms - Bharat Natyam, Kathakali, Folk dance: Garba, Bhavai, Bhangada, Bihu and various other dances.
(B) Integration of Dance in educational practices (Action songs, Nritya Natika)

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Unit – 4

(A) Colours, Strokes and Sketching—understanding of various means and perspectives
(B) Different forms of painting—Worli art, Madhubani art, Glass painting, Fabric painting and various forms of painting
(C) Use of Drawing and Painting in Education—Chart making, Poster mak- ing, match-stick drawing and other forms

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Unit – 5

(A) Creative writing—Story writing, Poetry writing
(B) Model making—Clay modeling, Origami, Puppet making
(C) Decorative Art—Rangoli, Ikebana, Wall painting (Mural)
(D) Designing—Computer graphics, CD Cover, Book cover, Collage work
(E) The use of different art forms in Education

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Engagement with Field / Practicum

(Any one of the following)

(A) Develop a script of any lesson in any subject of your choice to perform a Play / Drama.
(B) Develop a script for the street play focusing on "Girl's education and Women empowerment".
(C) Prepare a script of Bhavai based on some Socio-political issues.
(D) Prepare a pictorial monograph on "Various folk dance of Gujarat".
(E) Prepare a pictorial monograph on "Various Dance forms in India".
(F) Prepare a calendar chart on "Various Musical Instruments in India".
(G) Develop an Audio CD based on newly composed Poems of Gujrati/Hindi language.
(H) Prepare some useful, productive and decorative models out of the west materials.
(I) Visit the Faculty of Performing Arts in your city and prepare a detailed report on its multifarious functioning.
(J) Organize a competition on some Decorative/Performing Art forms in the school during your School Internship programme and prepare a report on it.
(K) Organize a workshop on some selected Creative Art forms in the school during your School Internship programme and prepare a report on it.
(L) Develop a creative design based on your choice for CD Cover or Book cover.
(M) Develop a design or picture based on collage work.

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