Ordinance
&
Syllabus
Bachelor of Education
(B.Ed.)
(One Year Programme)
Effective from
the session- 2013-14
Integral university, Lucknow
Kursi Road, Lucknow-226026 Phone No. 0522-2890730, 2890812, 3296117, Fax. No. 2890809
Web Site: - www.integraluniversity.ac.in
INTEGRAL UNIVERSITY
LUCKNOW
Syllabus
of
BACHELOR OF EDUCATION
(One Year Programme)
Study and Evaluation Scheme
S.No. Subject
Code
Subject Periods Evaluation Scheme Subject
Total Sessional Exam
Practical L T P CT TA Total Theory
1 ED-501 Principles of Education 04 01 00 15 10 25 75 00 100
2 ED-502 Education Psychology 03 01 01 10 05 15 60 25 100
3 ED-503 Development of Education
in India
04 01 00 15 10 25 75 00 100
4 ED-504 Educational Technology 02 01 01 07 03 10 30 10 50
5 ED-505 Computer Application in
Education
01 00 01 07 03 10 30 10 50
6 ED-506 Secondary School
Organisation
02 01 00 10 05 15 35 00 50
7 ED-507 Guidance & Counseling 02 01 00 10 05 15 35 00 50
8 ED-508 Measurement & Evaluation 02 01 00 10 05 15 35 00 50
9 ED-509 Special Education 02 01 00 10 05 15 35 00 50
10 ED-510 Teacher Education 02 01 00 10 05 15 35 00 50
11 ED-511 Environmental Education 02 01 00 10 05 15 35 00 50
12 ED-512 Methods & Technology of
Teaching English
02 01 01 15 10 25 75 00 100
13 ED-513 Methods & Technology of
Teaching Hindi
02 01 01 15 10 25 75 00 100
14 ED-514 Methods & Technology of
Teaching Urdu
02 01 01 15 10 25 75 00 100
15 ED-515 Methods & Technology of
Teaching History
03 01 00 15 10 25 75 00 100
16 ED-516 Methods & Technology of
Teaching Civics
03 01 00 15 10 25 75 00 100
17 ED-517 Methods & Technology of
Teaching Geography
03 01 00 15 10 25 75 00 100
18 ED-518 Methods & Technology of
Teaching Economics
03 01 00 15 10 25 75 00 100
19 ED-519 Methods & Technology of
Teaching Commerce
03 01 00 15 10 25 75 00 100
20 ED-520 Methods & Technology of
Teaching Mathematics
03 01 00 15 10 25 75 00 100
21 ED-521 Methods & Technology of
Teaching Physical Science
02 01 01 10 05 15 60 25 100
22 ED-522 Methods & Technology of
Teaching Biological
Science
02 01 01 10 05 15 60 25 100
23 ED-523 Methods & Technology of
Teaching Home Science
02 01 01 10 05 15 60 25 100
24 ED-524 Methods & Technology of
Teaching Arabic
03 01 00 15 10 25 75 00 100
25 ED-525 Methods & Technology of
Teaching Social Studies
03 01 00 15 10 25 75 00 100
ED-501
PRINCIPLES OF EDUCATION L T P
04 01 00
Theory: 75 Marks
Sessional: 25 Marks
Course:
Note: The paper will be divided into five units. The students will be required to answer one
question from each unit.
Unit-I
Concept of Education:
Meaning, Scope and Functions.
Aims of Education in terms of Social and Political Structure of Indian Society.
Unit-II
Agencies of Education:
Formal and informal - Home, School, Community, State, Religion and Mass-media.
Unit- III
Sum Philosophical Approaches to Education:
Critical study of idealism, Naturalism and pragmatism.
Value Education - Needand importance, Role of teacher for valve education.
Unit-IV
Education and Social Change:
1. Meaning, Nature and cope, Factor retarding social change- caste,
Language, Religion.
2. Socialization and acculturation, Education and culture.
3. Cultural heritage of India - Unit in Diversity, Secularism and
Communalism.
Unit-V
Educational Thinkers and their contribution in the development of Principles of
Education:
M.K. Gandhi, SriAurobindo and Tagore.
Montessori, Paulo Friere.
ED - 502 EDUCATION PSYCHOLOGY
L T P
03 01 01
Max Marks-75 Theory: 60 Marks
Sessional: 15 Marks
Practical: 25 Marks
Unit-I
Meaning, Nature, Scope and Methods of Educational Psychology. Human
Development:
Concept of growth and Development, Stage Specific Characteristics and development
in relationton childhood, Role of Heredity and Environment.
Unit-II
Psychology of Learning:
Nature and Concept of learning and teaching, Factor single are arming each errelated.
Transfer of learning: Factors influencing transfer of learning, Motivation in learning,
Nature, Types techniques of enhancing learner’s motivation.
Theories of learning, Thorndike trial and error, Pavlov classical conditioning, Skinner
operant conditioning and Kohler insight learning theory, and their Education a
implications.
Unit-III
Intelligence: Nature, Definition and development of intelligence, Theories of
intelligence- Two factors theory, Multi factor Theory, Structure of intellect (SI) Model,
Types of Intelligence tests.
Personality: Definition, Nature, Type andtrailtheories, Assessment of personality.
Creativity: Concept, Measurements Nurturing creativity.
Unit-IV
Psychology of adjustment- Concept of Mental Health, Mal adjustment, Symptoms
and causes of mal adjustment, Adjustment mechanism, Group dynamics, Individual
differences.
Unit-V
Memory and Forgetting: Concept, Factors influencing gretention, Strategies of
memorization. Exceptional Children: Concept, Types (Gifted and backward)
Characteristics and their education.
ED - 503 DEVELOPMENT OF EDUCATION IN INDIA
L T P
04 0100
Theory: 75 Marks
Sessional: 25 Marks
Course:
Note: The paper will be divided into five units. The students will be required to answer at least
one question from each unit.
Unit-I
(a) Education in Ancient India:
(i)Vedic Education –Vedic period, General features-Aim, Curriculum, Methods.
(ii)Buddhist Education-Buddhist period, General features-Aims curriculum, Method.
(b)Education in Muslim Period:
General features -Aims curriculum and methods. Types of institution.
Unit-II
Education during pre independence period: Early efforts of Europeans and missionaries,
Education policy of East India Company, Orientals –Occident lists controversy, Macaulay’s
minutes and Hunter Commission- 1882, Curzon’s Educational policy- 1899-1905, National
Movement and progress of edu-
cation, Sadler commission Report 1917, Hartog Committee - 1927, Wardha scheme of
education - 1937
Unit-III
Education during Post –Independence period –Radha Krishnan Commission, Mudalior
Commission, Kothari Commission, Universalization of elementary education –A critical
evaluation.
Unit-IV
National policy of Education (1968,79,86 ) Prof. Ram Murti Committee 1990-1992, Yash
Pal Committee 1992-93, Education during five year plans, International Commission on
education (1996) Delor’s Report.
Unit-V
Study of some specific problems of Indian Education –Vacationalisation and carrier choice,
curriculum frame work - NCTE, NCERT, Distance Education, Educated unemployment.
ED - 504 EDUCATIONAL TECHNOLOGY
Max. Marks : 50 L T P
02 01 01
Theory : 30 Marks Sessional : 10 Marks
Course: Practical : 10 Marks
Note: The paper will be divided into three units. The student will be required to answer at
least one question from each unit.
Unit-I
(a) Meaning, Definition, Assumptions , Objective, Role of E.T.in modern
Educational practices.
(b) Importance educational technology for teachers. Technology in
education and technology of education.
(c) Behavioral technology, Instructional technology and Teaching
technology.
(d)Approaches of E.T. : Hardware, Software and systems.
Unit-II
Teaching:
(a) Concept, Characteristics of Teaching.
(b)Teaching at different levels.
(c) Stages of Teaching: Pre-active, Interactive and post active phase,
(d) Relationship between learning and teaching.
(e)Teaching, Training, Instruction, Conditioning and indoctrination.
(f) Meaning and importance of micro teaching.
Unit-III
Designing Instructional System:
(a) Formulation of instructional objectives.
(b)Writing Instructional objectives in behavioral terms. (Bloom’s taxonomy
of objectives)
(c) Item analysis.
(d) Evaluation: Concept need and relationship between measurement
and Evaluation
(e) Preparation of blue- print of an achievement test.
(f) Developing test items for cognitive and non cognitive out comes.
(g) Setting a good question paper.
ED - 505
COMPUTER APPLICATION IN EDUCATION L T P
01 00 01
Max.Marks : 50 Theory : 30 Marks
Sessional : 10 Marks
Practical : 10 Marks
Unit-I
Introduction:
(a) History of Computer, Generation of Computer, Characteristics
and classification of computer. Need, Importance and Application of Computer.
( b) Computer Hardware : CPU, Various Input and output Devices, Mouse Keyboard, Monitor,
Printer, Scanner, Projector.
(c)Computer Software: System Software. Application Software. Various Types of Application
Software.
Unit-II
Computer Operation:
(a) Concept in Operating System: DOS and Windows.
(b) Memory: Types of Memory - RAM, ROM, Storage Devices, Floppy
Disks CD ROM.
(c) Internet and network: Website,e-mail,Searchengine;LAN,MAN
Unit-III
Computer Application:
(a)Application of Computer in education: Assisted Education.
(CAE)Computer Assisted Learning (CAL) PowerPoint and Photoshop.
(b)Computer and Teaching: Preparation of Lesson Plan, Notes, Question
paper, Preparation of Result and Report.
(c) Evaluation through the Computer.
ED - 506
SECONDARY SCHOOLORGANISATION L T P
02 01 00
Theory : 35 Marks
Sessional : 15 Marks
Note: The paper will be divided into three units. The students will be required to
answer at least on question from each unit.
Unit-I
School Principal Role and duties , Qualities needed in School Principal, Principal’s
relation with staff, Students parents, Management and department.
School staff: Role and duties. Essential qualities of a good teacher. Teacher’s relation with
principal, Students and Parents.
Unit-II
School Time Table: Meaning and needs, Types, Methods of preparation,
Criteria for an ideal timetable.
School Building and Hostel Superintendent: The school building, Furniture,
Hostel plan of building, Routine responsibilities of the Hostel Superintendent.
Unit-III
Educational Administration: Meaning concept, Scope and functions. School Discipline: Needs
and Principles, Place and Types and Rewards and Punishment School finance: Source of Income
and area of expenditure.
ED - 507
GUIDANCE AND COUNSELLING L T P
02 01 00
Theory : 35 Marks
Sessional : 15 Marks
Note: The paper will be divided into three units. The students will be required to answer at
least on question from each unit.
Unit-I
Basic concepts of Guidance and Counselling:
(a) Meaning and need of guidance.
(b) Functions of Guidance. (i)Elementary (ii) Secondary (iii)College level (c) Counselling
(i)Directive (ii)Non-directive (iii)Eclectic
Unit-II
(a) Psychological Test- Kinds, Their utility/ importance for Guidance
programme.
(b)Pupil i information service, Collection and information.
Group Guidance :(i)Aims and value of Group Guidance (ii)Activities
Unit-III
(a)Organization and evaluation of guidance programme: (b) Kinds of services
information testing counceling and fellow up. (c)Evaluation of guidance
programme.
ED - 508
MEASUREMENTAND EVALUATION L T P
02 01 00
Theory : 35Marks
Course: Sessional : 15 Marks
Note: The paper will be divided into three units. One question is to be attempted from each
Unit.
Unit-I
Principles of measurement and evaluation , Concept and need for measurement and evaluation,
Purpose of evaluation-diagnosis, Prognosis, Survey guidance, testing etc. Basic Concepts: Reliability,
Objectivity.
Unit-II
Evaluation Techniques
Technique of teaching: Written, Oral, Practical Observation, Socio metric and Projective.
Tools of testing: Test Inventories, Check list, Rating Scales.
Unit-III
Statistical treatment of data.
Normal Probability curve and it’s applications
Correlation, methods-product moment, regression, partial and multiple. Steps of
standardized test construction.
Criterion-Refrences and norm-refrences test.
Examination system in India at elementary, Secondary and University levels.
Books:
S.No. Author Name of Publication Name of Publisher
1. Verman,P.E The Measurement of University of London
Abilities Press Ltd., 1965
2. Garrtt, Henry Statistics in Psychology Mackay, New York
E and Education
3. Siddhu, K.S. Statistics in Education Sterling Publishers,
And Psychology New Delhi
4. NCERT Education Evaluation New Delhi
And Assessment
ED – 509
SPECIAL EDUCATION L T P
02 01 00
Theory: 35 Marks
Sessional: 15 Marks
Total : 50Marks
Note: The paper will be divided into three units. One question is to be attempted from each Unit.
Unit-I
Nature of Special Education: 1. Definition and concept of Special Education.
2. Prevalence of Special Need Children in India.
3. History of Special Education.
4. Identification of Exceptional Children.
6. Litigation and Legislation.
Unit -II
(a) Children with Visuals Impairment: 1. Legal and Educational Definitions
2. Characteristics
3. Causes and Prevention
4. Educational Adaptations
(b)Children with Hearing Impairment:
1. Definition and Types
2. Characteristics
3. Causes and Prevention
4. Education Adaptations
Unit-III
(a)Gifted Children: 1. Definitions and Types
2. Characteristics
3. Education Provision
(b)Creative Children:
1. Definitions and Types
2. Characteristics
3. Education Provision
Books: S.No. Author Name of Publication Name of Publisher
1. Blackhurst, A.E. An Introduction to Special Little Brown & Co., & Befdine
W.H Education Toronto (1981)
2. Hallahan, D.P. Exceptional Children Prenticer Hall of and
Kauffinan Introduction to Special India, Englewood
J.M. 1984 Education Cliffs, New Jersey
3. Cearheart, B.R Education of Exceptional International Text
1972 Child: History, Present Book Co., New
Practices & Trends York
4. Telford, C.W & The Exceptional Individual Prentice Hall Inc.
Sawrey J.M. Englewood Cliffs
1977 New Jersey
5. Punani, B & Handbook Visual Ashish Publishing
Rawal, N 1993 Handicap House, New Delhi
6. Cecil R. Reynolds Encyclopedia of Special John Wiley & Sons,
& Elain Fletcher- Education 2nd Edition New York
Janzen Vol. 1 2 & 3
7. Disabilities & Impairment Akshant Publication
An Interdisciplinary Research Journal New Delhi.
ED - 510
TEACHER EDUCATION L T P
02 01 00
Theory : 35 Marks
Sessional : 15 Marks
Total :50 Marks
Note: The paper will be divided into three units. The students will be required to
answer at least one question from each Unit.
Unit-I
Teacher Education-Meaning, nature Needs and Importance of Teachers Education.
Historical Development of Teachers Education-Ancient, Medieval and
modern Committees and commissions (Post-Independence) on Teacher Education.
Unit-II
Pre Service and In-service Teacher Education, Level specific (Pre-Primary, Primary
and Secondary) Curriculum for Teacher Education.
Unit-III
NCTE-Emergence structure and function of NCTE for Quality of Teacher Education.
UGC, NCERT, Regional Institutes of Education (RIE) SCERTS (DIETs) Curriculum
Framework of NCTE and NCERT for Teacher Education.
ED - 511
ENVIRONMENTAL EDUCATION L T P
02 01 00
Theory : 35 Marks
Sessional : 15 Marks
Note: The paper will be divided into three units. The students will be required to answer at
least one question from each Unit.
Unit-I
1. Meaning, Conceptual issues, Nature and scope of environmental
education.
2. Need and importance of environmental education.
3. Relationship of Man and Environment.
4. Ecology
Unit-II
Environment and Development:
1. Problem in the environment due to population explosion, Industrialization,
Urbanization, Centralization, Consumerism.
2. Deforestation, Ozone, depletion, global warning, endangered species.
Hyper of Pollution.
3. Disaster Management and sustainable development.
Unit-III
Environmental Education:
1. Curriculum: contents and components at secondary stage.
2. Methods of Environmental Education..
3. Eco club, social forestry.
4. Environmental Laws values and ethics.
Sessional and Activities: 15 Marks
1. Campus Beautification.
2. Development of Nursery.
3. Formulation of Eco-club.
4. Organization/conduct of quiz, debate, poster competition, slogan
writing.
ED - 512
METHODS AND TECHNOLOGY OF
TEACHING ENGLISH L T P
02 00 01
Theory : 60 Marks
Sessional : 15 Marks
Course : Practical : 25 Marks
Note :The paper will be divided into five units. The student will be required to answer
one question from each unit.
Unit-I
1. Importance of teaching English as a foreign language /second language.
2. Direct method of teaching English and its critical appraisal.
3. Structural approach to teaching English, Advantage and disadvantages.
4. Communicative Approach to teaching English.
Unit-II
1. Dr. West’s Method of teaching English.
2. Direct method of teaching English and its critical appraisal.
3. Structural approach to teaching English ,Advantage and disadvantages.
4. Communicative Approach to English.
Unit-III
1. Teaching of oral skills, Specific techniques for oral expression.
2. Teaching of Reading skills, Intensive and extensive reading, Silent reading
and reading aloud with expression.
3. Teaching of writing skills, letters, summaries, essay writing.
4. Teaching of spellings, general rules and exceptions, Mnemonics for the
Difficult words.
Unit-IV
1. Teaching of English Prose –Aims and objectives of teaching and lesson
planning.
2. Teaching of English Poetry –Aims and objectives techniques and lesson
planning.
3. Teaching of Grammar - Place of grammar in the study of English,
Deductive and inductive approaches, The mother tongue in the class.
Unit-V
1. Meaning and importance of teaching aids, Audio, Visual Aids, kinds
and uses.
2. Language Laboratory and Its importance in teaching English.
3. Preparation of good text book in English, Selection and Gradation of
Vocabulary.
4. Objective type tests, Essay type tests, Short answer type tests and the
construction of the test items.
ED - 513
METHODS AND TECHNOLOGY OF TEACHING
HINDI
Course :
Note : The paper will be divided into five units. The student will be required to answer
one question from each unit.
Unit-I
1. Language meaning, Types and importance.
2. Origin and development of Hindi Language.
3. Origin and development of Devnagri Script.
4. Place of Hindi Language in modern India.
Unit-II
1. Aims and objectives of teaching Hindi Language at Primary and
Secondary Levels of Education.
2. Lesson plan-Need and Format.
3. Teaching Aids in Language Teaching.
4. Co-curricular activities i n Language Teaching.
Unit-III
1. Teaching of loud-reading.
2. Teaching of silent-reading.
3. Characteristics of a good Hindi Text-book.
4. Qualities of a good Language Teacher.
Unit-IV
1. Teaching o f Prose-aims, Methods and lesson-planning.
2. Teaching of Poetry-aims, Methods and lesson-planning.
3. Teaching of Grammar-aims, Methods and lesson-planning.
4. Teaching of Composition -aims, Methods and lesson-planning.
Unit-V
1. Construction of essay type test.
2. Construction of objective type tests.
3. Construction of short-answer, Type tests.
4. Guide lines for item writing.
Books:- S.No. Author Name of Publisher 1. Bhai Yogendra Jeet Hindi Bhasha Shikshan MatraBhasha Shikshan BhashaShikshanVidhi
2. Khatriya, K BhashaShikshan
3. Safya, Raghunath BhashaShikshan
4.Panday, R.S. HindsiBhashaShikshan
HindiShikshan
5. Pathan, Naseema
6. Singh, Savitri
7. Lal Raman Bihari
ED - 514
METHODS AND TECHNOLOGYOF TEACHING URDU
L T P
02 01 01
Theory : 75 Marks
Sessional : 25 Marks
Course :
Note : The paper will be divided into five units. The student will be required to answer
one question from each unit.
Unit-I
1. The nature of Urdu Language and its scope. 2. Functions and purpose of Language.
3. (i)Communication (ii)Medium of Thinking (iii)Transmission of Culture
4. The origin and development of Urdu language.
5. History of Urdu Literature an outline.
6. Contribution of Urdu as a Language in national development.
Unit-II
1. Place of mother tongue in School Curriculum. The role of mother tongue in the
education of child.
2. Aims of teaching mother tongue at different levels---Primary, Lower,
Secondary and Senior Secondary Level.
3. Lesson Planning-Meaning format and practical exercise.
Unit-III
(a)Methods of Teaching:
1. Teaching of Prose (Story, Drama)
2. Teaching of Grammar
3. Teaching of Poetry (Poems, Ghazals)
(b)Mechanics of Reading:
1. Silent reading
2. Reading aloud
3. Reading for appreciation and pleasure
4. Reading interest and reading habits.
5. Supplementary reading.
Unit-IV
Text Books and Syllabus of Mother Tongue:
1. General Principles
2. Principles of Selection of the Text Books
3. Children’s literature: aims and objectives, content, form and style.
4. Teaching aid in Urdu
5. Importance, Editing wall papers and magazines.
Unit -V
a. Importance of Essay type test and objective type test in evaluation of
language abilities.
b. Construction of essay type tests, short answer tests and objective
type test.
Books:
S.No. Name of Publication Name of Publisher
1 Ansari, Akhtar Ghazal Aur Ghazal Taragi-e-Urdu-Board,ki Taleem
New Delhi, 1979
2 Ansari, Akhtar Ghazal aur Dares-
Ghazal,
Anjuman Tarikhi-e- Urdu,Aligarh
3 Ansari, Akhtar Studies in
Language and Language Teaching
Friends Aligarh, 1962
4 Abdul Haq Urdu Ki
Locedainash-o-numa
5 Masood Hasan Tarekha-Zaban-e-Urdu
6 Ahmad Hasan Tadrees on Urdu Marathzara Collage of Education,
Aurangabad,1973
7 Saiyadin, K.G.Zindagi, Zaban aur Taleem Anjuman Tariq-e- Urdu, Aligarh, 1971
8 Moinduddin Urdu Zaban ki
Tadrees
Tarikhi-Urdu Bureau, New Delhi, 1983
9 Gurrey, P. Teaching the Mother
Tongue in Secondary Schools,
Longamans London 1958
10 Ballard, P.B. The Mother Tongue
The Teaching of Modern
Languages
. UNESCO
11 Hasan Fakhrul Tareeq-e-Taaleem-e-Urdu, Usmani, Training College, Hyderabad, 1946
12 Haroon Ayub Urdu ki Dars-o-Tadrees ke
Masail,
Book House,Bhopal 1983
13 Saxena, Ram Tareekh-e-Adab-e-Urd Babu
14 Gray, C.W. Teaching of Reading
and Writing,
UNESCO, Paris, 1965
15 Razia Tabassum Amozish-e-Urdu
ED - 515
METHODS & TECHNOLOGY OF
TEACHING HISTORY L T P 030100 Theory: 75
Marks
Sessional: 25 Marks
Course : Note : The paper will be divided into five units. The student will be required to answer one
question from each unit.
Unit-I
1. Meaning Nature and Significance of History.
2. The Place of History in secondary school curriculum. 3. Objectives of Teaching History-Instructional development and social
objectives.
Unit-II Methods of Teaching History: 1. Story telling method. 2. Discussion method. 3. Source method. 4. Preparation of Lesson Plan.
Unit-III 1. Teaching Aid and Media Support 2. Development of teaching aid-map, chart, time table multimedia etc. 3. History room and Library
Unit-IV History Teacher and Text Book: 1. Characteristics of a good history text book. 2. Qualities of a good history teacher. 3. Teaching of controversial issues in History-Communalism, partition etc.
Unit-V Evaluation in History: 1. Developing an effective evaluation programme. 2. Technique of evaluation. 3. Essay. 4. Short answer. 5. Objective type text.
6. Designing a good test in history.
ED - 516 METHODSAND TECHNOLOGYOF
TEACHING CIVICS L T P
03 01 00
Theory : 75 Marks
Sessional : 25 Marks
Unit-I
1. Aims and objectives of teaching Civics in Indian schools.
2. Nature and scope of Civics and its relationship with other subjects.
3. Principals involved in the construction of syllabus for Civics.
4. Importance of teaching Civics-Propagation of Social Ideals.
Unit-II
1. Lesson Planning-Meaning and aims.
2. Steps in Lesson planning.
3. Preparation of Lesson Plan.
4. Writing teaching objectives in behavioral terms.
Unit-III
1. Problem solving method-it’s merits, Demerits and steps of problem
Solving methods.
2. Project Method-Steps of Project methods and it’s merits and
demerits.
3. Discussion Method- It’s merits and demerits.
4. Lecture Methods- It’s merits and demerits.
Unit-IV
1. Textbook and Supplementary Reading Material-their importance
And criteria for selection.
2. Edgar Dales cone of experience.
3. Textbook of Civics: Criteria of good textbooks and critical evaluation
of any school textbook.
4. Civics Room-it’s need and required material.
Unit-V
1. Evaluation, Measurement and achievement test.
2. Construction of good essays types test.
3. Construction of very short answer type items.
4. Construction of objective type items.
ED - 517
METHODS AND TECHNOLOGY OF TEACHING GEOGRAPHY
L T P
03 01 00
Theory : 75 Marks
Sessional :25 Marks
Course: Note: The paper will be divided into five units. The student will be required to answer one
question from each unit. Unit-I
1. Modern concept of Geography and its importance as a school subject.
2. Environment: Biosphere, Lithosphere, Hydrosphere and atmosphere.
3. Ecology and Ecosystem.
4. Environmental Pollution and its control.
5. Role of Geography teacher for preservation and conservation of the
resources and environment.
Unit-II
1. Aims and objectives of teaching Geography.
2. Methods of teaching Geography.
(a) Regional Method (b) Project Method (c) Laboratory Method
(d)Lecturer Method (e) Excursion Method (f) Problem Solving Method
Unit-III
1. Lesson plan for Geography: Steps-Its need and importance.
2. Aids to teaching Geography.
3. Geography room: Its need and importance.
4. Geographical instrument sand their use.
Unit-IV
1. Principles of curriculum construction and its organization
2. Syllabus of Geography at Primary Level.
3. Syllabus of Geography at Secondary Level.
4. Correlation of Geography with other School Subjects.
Unit-V
1. Concept of test, Measurement and evaluation.
2. Need, Importance and characteristics of good evaluation. 3. Construction of
essay type questions.
4. Construction of short answer type question.
5. Construction of objective type question.
ED - 518
METHODSAND TECHNOLOGY OFTEACHING
ECONOMICS L T P
03 01 00
Theory : 75 Marks
Sessional : 25 Marks
Course:
Note: The paper will be divided into five units. The student will be required to answer one question from
each unit.
Unit-I
1. Meaning, Scope and importance of Economies. 2. Major Economics systems.
3. Features of developing and developed economics.
4. Indian economic planning.
Unit-II
1. Aims and objectives of teaching Economics.
2. Curriculum in Economics.
3. Presentation of subject matter in Economics at different stages.
4. Correlation of Economics with other subjects.
Unit-III
Methods of Teaching Economics: 1. Lecture method : Merits and Demerits, Suggestion for improvement
2. Lesson Planning :meaning, Need and format
3. Project Methods: Steps, merits and demerits, Suggestion for improvement.
4. Problem methods: Steps, merits and demerits, Suggestion for improvement.
5. Discussion methods: Steps merits and demerits, Suggestion for improvement.
Unit-IV
Planning of Teaching Economics:
1. Unit Planning: Meaning, Types an preparation.
2. Lesson Planning: Meaning, Need and format.
3. Economics Classroom: Equipment and material.
4. Teaching Aids: Meaning, importance and types.
Unit-V
Construction of Achievement Test in Economics:
1. Meaning of Achievement Test.
2. Criteria of Good Achievement Test.
3. Types of Achievement Test.
4. Construction and Standardization of Achievement Test.
Books:
S.No. Author Name of Publication Name of Publisher
1. Albarry Teaching of Economics New York State Education, Dept.
2. Binning A.C. Teaching the Social Mc Graw Hill, 1952 & Binning D.h.
in Secondary Schools
3. Bossing N.I Teaching in Secondary Arvind Publishing House New Schools
Delhi, 1950
4. Chakravarty S. Teaching of Economics Himalaya Publishing in India
Bombay, 1987
5 Daughtery, A.S. Methods of Basiness & Sith - Western Pub. Co. Economics Education
Cinemate, Ohio
6. Doded, j.H. Economics in
Secondary Schools
7. High J. Teaching Secondary Valley
Schools Studies
8. Kanwar, Teaching of Economics Prakash Brother, Educational Publishers, 1970
9 Lee, Norman Teaching Economics London
Ed. Heinman Educational
Books
10. Marshall Principles of Economics
11. Moffat, M.P. Social Studies Prentice Hall of India
Instruction
12. Siddiqui, M.H. Teaching of Economics Ashish Pub. House, New
Delhi
13. Singh, R.P. Teaching of Economics
ED - 519
METHODS & TECHNOLOGY OF TEACHING
COMMERCE
Theory: 75Marks
Sessional : 25Marks
Course: Note: The paper will be divided into five units. The student will be required to answer one
question from each unit.
Unit-I 1. Importance of Commerce as a discipline & its relation with other disciplines.
2. Aims & Objectives of teaching Commerce at higher secondary stage
Unit-II 1. Content of the course, its division & co-ordination between divisions.
2. A critical review of syllabus & text books of commerce for higher secondary class.
Unit-III 1. Professional traits of a commerce teacher.
2. Evaluation in commerce teaching, Preparation of a model question paper along with its blue
print form text book of commerce.
Unit-IV
1. Lesson planning: Needs and Importance various
planning with special reference to Herbart.
2. Curriculum- Concept, Difference between Syllabus
and Curriculum,
principles for determining Commerce
Curriculum.
Unit-V 1. Teaching methods & Commerce teaching- Team teaching, Project method, Seminar,
Discussion.
2. Equipments for effective instruction & classroom arrangements, Audio Visual aids, Media.
Books:
S.No. Author Name of Publication Name of Publisher
1. Rai B.C. Commerce Teaching Lucknow Prakashan Kenora
2. Tomar Sanjeev Teaching of Commerce Vinod Pustak Mandir, Agra-2
3. Singh R.P. Teaching of Commerce Surya Publication,Meerut
4. Dame, J.F & Guidance in Business Cincinnati South,
Brinkman A.R. Education West Publishing Co.
5. Teacher’s Guide in Book Monograph 6 New
Keeping & Accountancy Delhi NCERT
ED - 520
METHODSAND TECHNOLOGY OFTEACHING MATHEMATICS
L T P 03 0100
Theory : 75 Marks Sessional :25 Marks
Course: Note: The paper will be divided into five units. The student will be required to answer one question from each unit.
Unit-I 1. History of Mathematics and contributions of Indian Mathematicians. 2. Aims and objectives of Teaching Mathematics at secondary stage. 3. Correlation of Mathematics with other subjects.
Unit-II 1. Unit Planning in Mathematics: Need, Importance, Merits and demerits and its steps for preparation. 2. Lesson planning Mathematics: Need, Importance, Steps for preparation 3. Sample lesson planning for : Arithmetic, Algebra, Geometry and Trigonometry.
Unit-III Methods: Nature, Merits and Demerits: 1. Analysis-Synthesis 2. Induction-Deduction 3. Project Method 4. Problem solving method and self-regulating learning.
Unit-IV Teaching Aids in Mathematics: 1. Audio-visual Aids 2. Geometrical Instruments. 3. OHP, opeidoscope. 4. Mathematics Textbook.
Unit-V Evaluation in Mathematics: 1. Meaning and Importance of evaluation in mathematics, Techniques of evaluation in Mathematics. 2. Characteristics of good measuring techniques. 3. Achievement test in Mathematics and construction ofa achievement test in Mathematics.
4. Remedial teaching in Mathematics.
ED - 521
METHODSAND TECHNOLOGY OFTEACHING PHYSICAL SCIENCE
L T P
03 00 01
Theory : 60 Marks
Sessional : 15 Marks
Practical : 25 Marks
Course:
Note : The paper will be divided into five units. The student will be required to answer one
question from each unit.
Unit-I
1. Meaning, Nature, Scope of teaching science.
2. Aims and Objectives of Teaching Physical Science .Writing objectives
In behavioral forms.
3. Rationale of including/Physical Science as a subject of study in
curriculum at secondary stage.
Unit-II
1. Unit Planning in Physical Science, Importance, merits and demerits,
Preparation.
2. Lesson planning in physical science, Need, importance and preparation
of lesson plan.
3. Factors affecting lesson plan : Class size, Laboratory facilities, Time
and resources.
4. Preparation of sample lesson plan on Physics/Chemistry topic.
Unit-III
Methods of Teaching Physical Science:
1. Lecture Method: Nature, Its merits and demerits. Guidance for effective
Lecture in science teaching.
2. Lecture-cum-Demonstration method: Nature, Its merits and demerits.
3. Laboratory method: Nature, Its merits and demerits.
Unit-IV
Teaching Aids:
1. Importance and Types of teaching aids.
2. Preparation and use of teaching aids.
3. Organization of excursion, Science club and science fair : Objectives
And activities.
4. Stock Registers and their maintenance.
Unit-V
Evaluation:
1. Meaning and importance of evaluation in physical science; Techniques
of evaluation in Physical Science.
2. Characteristics of good measuring techniques in Physical Science.
3. Achievement test in Physical Science and construction of a achievement
test in Physical Science.
4. Remedial teaching in Physical Science.
ED - 522
METHODSANDTECHNOLOGYOFBIOLOGICAL
SCIENCE L T P
02 01 01
Theory : 60 Marks
Sessional : 15 Marks
Practical : 25 Marks
Course:
Note: The paper will be divided into five units. The student will be required to answer one
question from each unit.
Unit-I
Content:
1. Eco-Systems, Components of Ecosystem, Food Chain and Food Web.
2. Environmental Pollution: Air and Water Pollution: Their sources and
Effects.
3. Adaptation in animals.
4. Vegetative propagation in plants.
Unit-II
1. Aims and objectives of teaching Biological Sciences at Secondary
School level.
2. Bloom’s Taxonomy of objectives.
3. Unit Planning: Meaning, Importance and preparation
4. Lesson planning: Needs, Importance and preparation of lesson plan.
Unit-III
Methods of Teaching Biological Science:
1. Lecture Method: Guidelines for effective lecture. Merits and Demerits
of Lecture method.
2. Lecture Cum- Demonstration method: Merits and Demerits
Preparation for effective demonstrations.
3. Laboratory method: Merits and Demerits of its method.
4. Project method: Meaning and the main features of a project. Advantages
And disadvantages of Project method.
Unit-IV
Aids of Teaching Bio Sciences:
1. Importance and use of teaching aid in Biological teaching.
2. Different types of teaching aids: visual and audiovisual aids. 3. Importance and need of a Biological Museum. 4. Science clubs and Science fairs: Objectives, Organization and activities.
Unit-V
Evaluation:
1.Its meaning and objectives. 2. Characteristics of good test. 4. Objective type test. 5. Construction of essay type test items and objective type test items.
ED - 523 METHODSAND TECHNOLOGYOF HOME-SCIENCE
L T P
02 01 01
Theory : 60 Marks
Sessional : 15Marks Practical : 25 Marks
Unit-I
Content of Teaching Home-Science:
1. Home-Management. 2. Basic Principles of Interior Home Decoration. 3. Food preservation and its importance. 4. Some common house-hold pests, Damages and their control. 5. Child-care.
Unit-II
Aims and Objectives of Teaching Home Science and Lesson Planning:
1. Meaning and scope of Home-Science. 2. Aims and Objectives of teaching Home-Science at secondary level. 3. Classification of Objectives with reference to Bloom’s Taxonomy. 4. Unit planning and Lesson Planning.
Unit-III
Methods and Techniques of Teaching Home Science:
1. Lecture Demonstration Methods. 2. Project Method. 3. Problem Solving Method. 4. Laboratory Method. 5. Individualize Instruction-Learning Activity Packages.
Unit-IV
Facilities Needed for Home-Science:
1. Home-Science lab, Its equipment and maintenance. 2. Audio-Visual aids in Teaching Home-Science at secondary level. 3. Black-Board Flannel Board and Bulletin Board. 4. Radio, Films, T.V. Computer.
Unit-V
1. Aims and Objectives of Evaluation in Home-Science. 2. Different Types of test and their construction for Home Science of
Secondary Classes (Essay, Short- answer And objective type tests). 3. Meaning, Construction and analysis of Achievement test in Home-Science.
ED - 524
METHODSAND TECHNOLOGY TEACHING
ARABIC L T P
03 0100
Theory : 75 Marks
Sessional : 25 Marks
Course:
Note: The paper will be divided into five units, The student will be required to answer
one question from each unit.
Unit-I
Content:
1. Language: Its meaning and functions.
2. General Principles of language learning with special reference to Arabic.
3. Development of Arabic Language.
4. Special Features of Arabic language and its Universal significance.
Unit-II
Aims and Methods of Teaching:
1. Aims and objectives of teaching Arabic as a foreign language.
2. Translation method for teaching arabic as a foreign language.
3. Direct method for teaching Arabic as a foreign language.
4. Place of mother tongue in teaching of Arabic.
Unit-III
Lesson Planning and Methods of Teaching: 1. Meaning and importance of lesson planning and the general steps of
The lesson plan.
2.Teaching of Poetry: Intensive and Extensive reading, Silent reading,
Reading aloud, Questioning, Planning a prose lesson.
3.Teaching of Poetry: Objective of a Poetry lesson, Importance of
recitation, Reading aloud, Planning a poetry plan.
4. Teaching of Grammar and composition: Place of grammar in teaching
of Arabic, Inductive and deductive approaches, Letter
writing and essay writing.
Unit-IV
Aids of Teaching:
1. Meaning and importance of teaching aids.
2. Types of teaching aids and their uses.
3. General Principal of ‘Word Selection’ (Vocabulary)
4. Salient features of a good textbook in Arabic.
Unit-V
Evaluation Techniques:
1. Oral tests and their consideration.
2. Objective type test and its construction.
3. Short answer type test and its construction.
4. Essay type test and its construction.
Books:
S.No. Author Name of Publication Name of Publisher
1. Allen H.B. Teaching of English as a Mc Graw Hill Co. New
Foreign Language York, 1965
2. Al-Naqa, Asasiyat Taalim al Lugha Khartoum(Sudan) 1978
Mahmum K. al Arabic li Ghair al-Arab, (in Arabic)
ALESCO International
Institute of Araqbic
Language
3. Kohli A.L. Techniques of Teaching Dhanpat Rai & Sons
English Delhi, 1990
4. Lado R. Language Teaching : A McGraw Hill New
Scientific Approach Delhi, 1983
5. Menon The Teaching of English Acharya Book Depot.,
T.K.N. & as a Foreign Language Baroda, 1969
Patel M.S.
6. Michel J. Foreign Language McMillan, New York, Teaching 1967
7. Nadvi A.H. Arabi Adab ki Tarikh, New Delhi, 1989 (Urdu)
Taraqui-e-Urdu Beareu
8. Rivers, W.H. Teaching Foreign Chicago University Press
Language Skills. 1947
9. Ryburn, W.M. The Teaching of English in Oxford University Press,
India. 1947
10. Samak, S.M. Final Tadris Bil Ligha Al Al-Anglo-Misriya,Cairo,
India, 1975 (In Arabic)
11. Tipping L. Teaching of English by the McMillan & Co., Ltd.
Direct Method London, 1943
Journals:
S.No. Author Name of Publication Name of Publisher 1. Harbord J. The Use of Mother Tongue ELT, 46/4, October, 1992
in the Classroom.
2. Knight B. Assessing Speaking Skills, ELT, 46/4, Ist Jan.,
A Workshop for Teacher 1985
Development
3. Tomlinson B. Using Poetry with Mixed ELT, 46/4, Ist Jan.,
Ability Language Class. 1986
ED - 525
METHODSAND TECHNOLOGY TEACHING Social Studies
L T P
03 01 00
Theory : 75 marks
Sessional :25 Marks
Unit-I
1. The need for teaching the subjects under s-Social Science/Social
Studies (History, Geography, Civics, sociology, and economics) in
schools; Concepts of Social studies and how it differs from other social sciences; Present perception about social studies; Rational for
including these are as in school curriculum; The integrated section of
the specialized approach in social science teaching. Principles of
designing a social studies curriculum.
Unit-II
1. Lesson Planning-Meaning and aims.
2. Steps in Lesson planning
3. Preparation of Lesson Plan
4. Writing teaching objectives in behavioral terms.
Unit-III
1. Problem solving method-its merits, Demerits and steps of problem solving methods.
2. Project Method-step of Project methods and it’s merits and demerits.
3. Discussion Methods-It’s Merits and Demerits.
4. Lecture methods- It’s Merits and Demerits.
Unit-IV
1. Text book and Supplementary Reading Material-the importance and criteria for selection.
2. Edger dales cone of experience.
3. Textbook of Social Science: Criteria of good textbooks and critical evaluation of school
textbook
4. Social Science Room-it’s need and required material.
Unit-V
1. Evaluation, Measurement and achievement test.
2. Constructive of good essays type test.
3. Construction of very short answer type items.
4. Construction of objective type items.
ED-504
EDUCATIONALTECHNOLOGY
(Practical) Max.Marks: 10
List of Practical:
1. Preparation of 10 Transparencies:
a. Bloom’s Taxonomy. b. Levels of Teaching. c. Phases of teaching. d. Teaching skills components. e. Micro-teaching and passi’s skills of teaching. f. Micro lesson plans, Based on teaching skills of teaching.
* Probing question. * Illustrations with examples. * Explanation. * Reinforcement.
2. Item Analysis:
Preparation of Blue Print. Preparation of a good question paper.
3. Practice Teaching in:
Micro teaching * Teaching skill of probing questions. * Explanation * Illustration with example * Reinforcement * Observation of four micro lessons, Using observation
cum rating scale schedule.
ED-522
BIOLOGY PRACTICAL SYLLABUS Max.Marks: 25
Zoology :
1. Dissection of Earthworm-Nerve Ring.
2. Dissection of Cockroach-Mouth parts.
3. Animal Physiology-Identification by Tests of glucose and starch,
4. General Survey of Animal Kingdom and Special Reference to following
specimens.
(1.) Hydra
(2.) Tapeworm
(3.) Earthworm
(4.) Star fish
(5.) Sycon
(6.) Sponge
(7.) Naja naja
(8.) Cockroach
(9.) Leech
(10.) Locust
(11.) Centipede
(12.) Crab.
(13.) Millipede.
(14.) Unio
(15.) Toad.
(16.) Ascaris
(17.) Cray Fish.
5. Study of prepared Slides:
(1.) Earthworm-Tphlosalar Region (T.S.)
(2.) Seminal Vesicle Region (T.S.)
(3.) Pharyngeal Region (T.S.)
(4.) Prostate Gland (T.S.)
(5.) Spermatheca (W.M.)
Botany
1. Section Cutting:
Glycerin Mount of stained Transverse Section of Monocot and Dicot
Stems.
2. Plant Physiology:
(1.) Demonstration of Phenomenon of osmosis by potato os mo scope.
(2.) Transpiration by bell jar method
(3.) Study of Various Stages of mitosis in a permanent Slide of root tip of
Onion.
(4.) To demonstrate the phenomenon of plasmolysis by cells of beet
root.
(5.) To measure the rate of Transpiration by Ganong’s Potometer.
