B.Ed. Integrated Programme -Course Outline-2011-2012 Onwards Course Code

UBE0101 UBE0102 UBE0103 UBE0103A UBE0103B UBE0103C UBE0103D UBE0103E UBE0104 UBE0104A UBE0104B UBE0104C UBE0104D UBE0104E UBE0104F UBE0104G UBE0104H UBE0104I UBE0104J UBE0104K UBE0104L UBE0104M UBE0105 UBE0106 UBE0107 UBE0201 UBE0202 UBE0203 UBE0203A UBE0203B UBE0203C UBE0203D UBE0203E UBE0204 UBE0204A UBE0204B UBE0204C UBE0204D UBE0204E UBE0204F UBE0204G UBE0204H UBE0204I UBE0204J UBE0204K UBE0204L UBE0204M UBE0205 UBE0206 UBE0207

Paper(s) Pre-B.Ed courses Psycho Social Bases of Education Essentials of Teaching and Learning B.Ed. I Semester Educational system in Emerging India Psychology of Education Elective (Any one) Health and Physical Education Pre-Primary Education Measurement and Evaluation Vocational Education and Training Extension Education and Rural Development Optional Subject (Any two) Language Education Tamil I Language Education English I Language Education Hindi I Mathematics Education I Physical Science Education I Biological Science Education I Home Science Education I Tamil Education I English Education I Hindi Education-I Economics Education I Social Science Education I Computer Education I Teaching competency (Practice Teaching I) Practical-I VSR B.Ed. II Semester Curriculum Development and Evaluation Educational Technology and Innovations Elective (Any one) Institution planning and Administration Environmental Education Aesthetic and creative Education Peace Education Guidance and Counselling Optional Subject (any two) Language Education Tamil II Language Education English II Language Education Hindi II Mathematics Education II Physical Science Education II Biological Science Education II Home Science Education II Tamil Education II English Education II Hindi Education II Economics Education II Social Science Education II Computer Education II Teaching Competency-II Practicals-II Project Work Total

50

Max. External 50

Total marks 100

No. of Credit 4

50

50

100

4 (8)

50 50

50 50

100 100

4 4

50

50

100

4

50 50

50 50

100 100

4 4

50 50

50 50

100 100 100

4 4 4 (32)

50 50

50 50

100 100

4 4

50

50

100

4

50 50

50 50

100 100

4 4

50 50 50 850

50 50 25+25 850

100 100 100 1800

4 4 4 (32) 72

CFA

GANDHIGRAM RURAL UNIVERSITY GANDHIGRAM


       
                           




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Dindigul District

PSYCHO–SOCIAL BASES OF EDUCATION Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To know the basics of education To understand education from a psychological perspective To understand the sociological basis of education To know the psycho-social determinants of education To familiarize the pedagogical concepts and its application in teacher education Unit I Basics of Education Education - concept, meaning, objectives and scope. Education as science, Education as a Social Process, Education for Human Resources Development Individual,

Social

and

Cultural

aims

of

education,

cultural

heritage

and

education.Functions of Education – individual and social functions of education. Unit II Psychological Basis Biological and psychological bases of behavior: concept of growth, development and maturation. Dimensions of Development – physical, cognitive, emotional, social and moral. Principles and process of learning - factors influencing learning-motivation rewards and punishment – remembering and forgetting, Individual Difference -Transfer of learning - Development of personality, Intelligence and Creativity. Unit III

Sociological Basis

School as a social subsystem - school and society - school & community relationship, community schools and colleges - Agencies of Education – formal, informal and non-formal. Education for socialization - social change-social mobility - social stratification Education for social justice, democracy and citizenship.

Unit IV

Psycho–Social Determinants of Education

Habits and habit formation, Concept and concept formation - Group dynamics, Defense mechanism - Mental Health and Hygiene.

Gandhian concept of education for integrated development of human being. Unit V

Pedagogical Basis

Taxonomy of educational objectives – Benjamin Bloom’s classification cognitive, affective and psychomotor domains. Teacher and classroom behavior – characteristics of a good teacher behaviour Flanders Interaction Analysis. Role and functions of teachers - as a planner, facilitator, counselor and researcher. References 1. Bhattacharya S., Foundation of Education, Delhi: Atlantic Publishers, 1996. 2. Banerjee A.C., & Sharma S.R., Sociological and Philosophical Issues in Education, Jaipur: Book Enclave, 1999. 3. Chandra, S.S & Sharma R.K Sociology of Education, New Delhi, Atlantic Publisher, 2002 4. Curren Reandall (Edited) A companion to philosophy of Education, New York Black Well Publishing 2003. 5. Dash.B.N, Teacher and Education in the emerging Indian society, New Delhi: Neelkamal Publications, 2000. 6. Gupta.N, Human Values in Education, New Delhi: Concept publications, 2000. 7. Hemlata, T. Sociological Foundation of Education, New Delhi, Kanishka Publisher, 2002. 8. Heyting, prieda (Edited) Methods in philosophy of Education. London. Routledge,2001 9. Jayaram N, Sociology of Education in India, Jaipur: Rawat Publication, 1990 10. Mangal S. K, Advanced Educational Psychology, New Delhi: Prentice Hall, 1993.

ESSENTIALS OF TEACHING AND LEARNING Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To acquaint students with the concept of teaching and its components. To develop an understanding about general principles of teaching. To know the role of teachers in teaching in teaching and learning. To understand the professional ethics and qualities of a good teacher. To familiarize with the importance of teacher-student relationship. UNIT I Introduction Teaching: Concept, Nature and Characteristics of teaching - Phases and Operations of Teaching - Variables of teaching. Learning: Concept, Nature and Characteristics of learning - Effective learning Factors influencing learning. UNIT II Teaching and Learning Teaching and Learning: Relationship between Teaching and Learning Principles of Teaching and Learning. Levels of Teaching and Learning: memory level, understanding and reflective level - Significance of Teaching and Learning. UNIT III Teaching Profession & Teacher Efficiency Teaching as Profession: Characteristics of a profession - characteristics of teaching profession - Committed teacher - Professional traits of a teacher. Qualities of a good teacher - Qualifications-Duties and Responsibilities Training of teachers - Pre-service and In-service. Professional ethics of teacher Teacher accountability. UNIT IV Innovative Teaching Practices & ET Micro Teaching - Simulated Teaching - Tean Teaching-Maxims of Teaching Instructional Strategies. ET: Concept - Meaning - Definition - Scope and Limitation - Components of Education Technology - Audio visuval aids- Improvised aids. IT: Concept – Meaning – Definition - Scope and Limitation. ICT: Concept – Meaning – Definition - Scope and Limitation - CAI, CAL, CALL, CLM. UNIT V Monitoring and Evaluation of Teaching

Evaluation: Concept – Meaning – Definition – Aims – Methods – Normative – Summative - Norm Referenced and Criterion Referenced Tests. Need for teacher evaluation - Need for student’s evaluation - Tools for teacher evaluation - problems of student’s evaluation - Self and Peer evaluation - Priciples of Teacher evaluation. Teaching competency - Teacher efficiency - Teacher effectiveness - CBTE. References 1. Aggarwal.J.C, Principles, Methods & Techniques of Teaching II edition 2. Khanna.S.D, Saxena.V.K, Lampa.L.P and Murthi.V, Technology of teaching and essentials of teaching learning, Delhi: 2002. 3. Mangal.S.K, Essentials of Teaching-Learning and Information Technology. Ludhiana: Tandon Pub, 2002. 4. Mahesh kumar, Modern teaching of Information Technology, Anmol Publication Pvt.Ltd, New Delhi: 2004. 5. Nayak.A.K and Rao.V.K, Classroom Teaching Methods and Practices, APH Publishing Corporation NewDelhi: 2004. 6. Percy Nunn, Principles of Education, Discovery Publishing House, New Delhi: 1999. 7. Premkumar Jha, Teacher Education: Global context and framework, Delhi: VISTA International Pub, 2005Tamilnadu Open University B.Ed Study material, Chennai: 2004. 8. Rao.V.K,Teacher Education, APH Publishing Corporation New Delhi: 2004 9. Status of teachers in India, NCERT Publications New Delhi: 1993. 10. Walia.K (Ed.), Teacher Commitment, NCERT Publications New Delhi: 2003.

UBE0101 Credit – 4 Hours – 64 Course Objectives

EDUCATIONAL SYSTEM IN EMERGING INDIA Max Marks: 100

To understand the role of education and role of teacher in society To analyze the various challenges, solutions and reforms in education. To create involvement in students of society and development. To familiarize the concepts of Value and Human rights education.

Unit I

Our Educational Heritage Foundations of Education - Philosophical, Sociological & Pedagogical aspects –

Influence of Hinduism – Buddhism – Jainism – Islam & Christianity. Education in the pre-independent and post - independent India - Policies, Reports and commissions.

Unit II Educational Thought Educational Ideas, thoughts and contributions of Indian philosophers: M.K. Gandhi – Swami Vivekananda – Sri.Aurobindo – Rabindranath Tagore – J.Krishna moorthy – A.P.J.AbdulKalam. Western philosophers: Plato – Rousseau – Dewey – Froebel – Montessori – Ivan Illich.

Unit III Educational Development Constitutional provisions in education – Secularism and education -Equalization of educational opportunities, achieving equity – Barriers and solutions –weaker sections – Education of girls–Disabled and culturally deprived. Democracy -National and International understanding – socio-emotional integration –– Economic development – Liberalization, Privatization, Globalization and Industrialization -Education for Rural Development. Unit IV Challenges in Education Pre-primary – infrastructure – enrolment & quality, Primary Education – problems and solutions. Secondary and Higher secondary Education – various systems of education – State board – Matriculation – CBSE, ICSE and NCERT. Tertiary Education - Role of colleges and universities – Quality concerns in education – Employability – Distance education and Open learning systems.

Unit V Value Education

Values: meaning, definition, concept, important and types. Components of value-value inculcation, National goals and value education, value of democracy, socialism, freedom, discipline, rights and duties of Indian citizens – Human rights education with reference to child rights –– Education for peace and harmony. References 1. Anand C.L and (et al) The teacher and education in the Emerging Indian Society, New Delhi: NCERT, 1992. 2. Dash.B.N – Teacher and Education in the emerging Indian society – New Delhi: Neelkamal Publications, 2000. 3. Durkheim E, Education and Sociology, New York: The Free Press, 1966. 4. Gupta.N, Human values in Education, New Delhi: Concept Publishing Company, 2000. 5. Mohanty J, Education in the Emerging Indian Society, New Delhi: Sterling Publishers, 1982. 6. Mukherjee R.R, Ancient Indian Education, New Delhi: Motilal Banarasidas, 1974. 7. Seetharamu R.S, Philosophies of Indian Education, New Delhi: Ashish publications, 1978. 8. Shukla S, and Kumar K., Sociological Perspectives in Education, New Delhi: Chanakya Publication, 1985. 9. Sukumaran Nair.V., Emerging facts of Education, Kerela: Literacy forum, 2003 10. Tilak Raj Bhardwaj, Education of Human values, New Delhi: Mittal Publications, 1999. 11. UNESCO: Inequalities in Educational Development, ANIIEP Seminar, Paris: UNESCO, 1982. 12. Venkataiah.N, Value Education, New Delhi: APH Publishing Corporation, 1998.

UBE0102 Credit – 4 Hours – 64 Course Objectives

PSYCHOLOGY OF EDUCATION Max. Marks: 100

To understand the basic concepts of education and psychology To appraise the concept of growth and development To acquaint with nature of attention, perception and concept formation. To acquire the nature of attitude, aptitude and motivation. To understand the nature of learning and intelligence To facilitate the development of personality, guidance and counseling. Unit I

Nature of Educational Psychology

Meaning of Psychology, Educational psychology definition, nature, scope -Methods of Educational Psychology - Significance of Educational Psychology to teacher. Unit II

Concept of Growth and Development

Concepts, Principles, stages and charactertics of growth and development Attention, Perception, Concept formation - Piaget’s, Bruner’s stage of cognitive development. Unit III Attitude, Aptitude and Motivation Attitude - Measurement of Attitude – Aptitude - Measurement of Aptitude – Interest - Interest Schedule-Motivation – Types – Motivation cycle, Maslow’s hierarchy, Achievement, Motivation - Role of reward and Punishment – Goal as a motivational factor - Implications for the teacher. Unit IV Nature of Learning and Intelligence Meaning, Definition, Characteristics, Process of Learning, Learning curve -Learning theories - Trial and Error, conditioning, classical operant, insight factors affecting learning – Intelligence - Nature, theories, assessment, significance.

Unit V Development of Personality, Guidance and Counselling Meaning, Definition, Characteristics of Personality - Theories of Personality, assessment of Personality, Integrated Personality - Guidance and counseling -Meaning, Need, Types - Organization of guidance. Programme in a school, counseling.

References 1. Alport G.W., Personality and Psychological Interpretation, London: 1927. 2. Hurlock and Elizabeth B., Development Psychology, New Delhi: Mcgraw Hill Publishing Company, 1977. 3. Kuppuswamy B., Advanced Educational Psychology, New Delhi: Sterling Publishers Pvt. Ltd.1967. 4. Kupuswamy B., Text Book of Child Behavior and Development, 2nd Ed., New Delhi: Vikas Publishing House, 1989. 5. Mangal S. K, Advanced Educational Psychology, New York: Harper and Brother, 1967. 6. Meenakshisundaram A., Foundations of Educational Psychology, Dindigul: Kavyamala Publications, 2005. 7. Morgan and King, Introduction to psychology, 5th ed. New Delhi: Tata Mcgraw Hill Publishing Company, 1976. 8. Parry, John and Adiseshiah W.T.V, Experimental Psychology, Madras: Alied Publishers Pvt. Ltd., 1977. 9. Robert R, Rielly and Ernest L Lewis, Educational Psychology, New York: Mcmillan Publishing Company, 1983. 10. Santhanam S., Teacher and learners, Madras: Asian Book Company, 1985

UBE0103 A Credit-4 Hours-64

HEALTH AND PHYSICAL EDUCATION Max.Marks:100

Course Objectives To study the theoretical assumption behind the practice of modern Physical

Education To develop skills in organizing the physical education programmes in schools To study the principles of health education To understand the curriculum planning in health education To introduce the students to yoga and its practices To understand the effect of physical education and sports on health status. Unit I

Introduction to Physical Education Physical education: meaning, implications, aims and objectives. Foundations of

Physical Education, Concept of Physical Fitness - Recreation - Physiological effects of exercise - Growth and development for the practice of physical education Interaction of Health, Physical Education and Physical fitness - concept of positive health.

Unit II

Physical Education Programmes in Schools

Organization of physical education programme in secondary schools Competitions – their role, values and limitations - Team and house system Classification of pupils for instructional and other purposes - preparation of fixtures Organization of annual athletic meet including lay out of a standard track with provision of staggers and field markings - Evaluation of student’s performances in physical education programmes.

Unit III

Principles of Health and Health Education

Definition of health – Dimensions of health - Definition of health education and - R-KAP - Principles of health education and its importance and need - Common ailments of school children - Communicable diseases, infectious diseases and deficiency diseases - Cleanliness and Personal Hygiene - Positive mental health – counseling against alcohol, smoking and drug abuse - Food and nutrition – safety education and first aid.

Unit IV Health Education–Planning and Practice Curriculum planning for school health education – its need and importance Principles involved in planning implementation of School health education Programme

- School health programme - Health instruction – health appraisal - health service and health counseling - healthful environment - Teachers role and responsibilities in school health programme and health evaluation.

Unit V

Yoga and Meditation

Yoga: Definition, different schools of yoga - Jnana Yoga, Bhakti yoga, Karma Yoga, Mantra Yoga, Yantra Yoga, Laya /Kundalini yoga, Thantra yoga, Hatha Yoga and Raja Yoga - its need and importance – practice of yoga and physical exercise – Meditation – meaning - types of meditation – Mantra meditation, Object meditation, Breathing meditation, Walking meditation and Gandhian way of meditation/Silent meditation - Therapeutical value of meditation – its need and importance. References 1. Bucher Charles, Foundation of Physical Education, St. Louis, The C.V. Hosby and Co. 2. Chandrasekaran, Sound Health through Yoga, Madurai :Prem Kalyan Publications, Sedipatti, 1999. 3. First Aid Manual, St. John Ambulance Association and the British Red Lajpat Rai et.al, Meditation Technique and their scientific evaluation, Anubhav Rai, Publication, Gurgaon, Haryana, India, 1998. 4. NCERT, National Curriculum for Elementary and Secondary School A Frame work, 1996. 5. Om Prakash Tiwari, Asana-Why and How, Lonavla :Kaivalyadhama, 2002. 6. Swami Satyananda Saraswathi, Asana Pranayama Mudra Bandha, Bihar: Toga, 1997. 7. Satya Pal, Yogasana and Sadhana,New Delhi: Pustak Mahal, Khari Baoli, 2003. 8. World Health Organization, Comprehensive School Health Curriculum, Regional Office for South–East Asia, New Delhi.1991.

UBE0103B

PRE-PRIMARY EDUCATION

Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To understand the child and the role of teaching in fostering the Childs overall developments. To gain the knowledge about the pre-school education based on the principles of child development under Indian condition. To be aware of the recent in pre-school programmes and child development. To develop skills related to programme planning in pre-schools and To develop the skills of organizing pre-schools. Unit I

Introduction to Early Childhood Education History of early child hood education and pre-school movement – contributions

of the following philosophers and educationists – Rousseau, Frobel and Montessori – needs of children – importance of pre-school education principles involved in programme planning – long term, short term, a full-day school programme. Programme for different age groups. Unit II

Growth and Development during Early Childhood

Nature of birth – parental development – event of birth types of birth – prenatal and postnatal care – All round development – physical, emotional, social, cognitive and moral aspects – exceptional children – physically handicapped, mentally retarded socially handicapped and emotionally deprived. Adjustment problems and behaviour problem of children – parent education programmes. Unit III

Instructional Material

Preparation of Audio-visual aids – practice of teaching skills through micro teaching – demonstration of activities such as story telling, music, creative activities, readiness activities and some experiences – corner arrangements – furniture and equipment for various activities – building and facilities.

Unit IV Curriculum Planning Planning the curriculum for pre-school teachers, language teaching, number of works etc. Analysis of curriculum for pre-school education of different types – preschool education in National education policy – private and voluntary agencies – organization and programmes for child welfare in India. TINP, Noon meal programme, ICDS, ICCR, ANP, NCERT, NIPCCD, CSWB, CASA CARE, UNESCO, UNICEF etc. Unit V Evaluation in Pre-School Education Records and registers to be maintained in the pre-school–child, study techniques – importance-observing children’s various developments, cumulative record, case study etc.– preparing and administering the test for measuring cognitive development and concept formation. Administering and interpreting the test scores. Practicals 1. Reporting of the visit of nursery schools 2. Arranging different corners in the pre-school doll corner, creative corner, music corner, story corner, science corner etc. 3. Preparation of visual aids to teach various concepts – measurement, colour, space, animals, birds, flowers, vehicles, national leaders, social workers, number, festival celebration etc. 4. Audio recording for teaching a nursery rhyme, story telling and free conversation. 5. Conducting and recording field visits, exhibition and parent education programme. 6. Preparation and administration of an achievement test in Home Science.

References 1. Aggarwal J.C, Methods and Materials of Nursery Education, Delhi: Doaba House, 1990. 2. Day Barbara, Early childhood education, organizing learning activities, New York: Macmillan, 1983.

3. Elizabeth B.Hwlock, Child development, New Delhi: McGraw Hill Publishers,1987. 4. Grewal J.S, Early Childhood Education, Agra: National Psychological Corporation, 1984. 5. Khurshrid-ul-islam and Rao.V.K, Early Childhood care and education, New Delhi: Common wealth publishers, 1997. 6. Pankajam,

Pre-School

Education

in

India,

Gandhigram:

Gandhigram

Publication, 2000. 7. Pant.S.K, Gender bias in girl childhood education, New Delhi: Kanishka Publishers Distributors, 2002. 8. Pathak,C.K, Early childhood Education, New Delhi: Rajwat Publication, 2003 9. Spoked B.L. (ed), Handbook of research in early childhood education, New York: The Free Press, 1982. 10. SuriyaKandhi. A., Child Development, Gandhigram: Gandhigram Publication, 2000. 11. Travers J.E, The growing child, Introduction to child development, New York: John Kluley, 1977.

UBE0103C MEASUREMENT AND EVALUATION Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To understand the basic concepts and practices in educational measurement To develop skills and competencies for the use of testing techniques To understand about various educational and mental measurement tools. To enable the student teacher to interpret the test results. Unit I

Basic Principles of Evaluation and Measurement Evalution: Concept, Meaning, Principles, importance, Purpose of measurement –

nominal, ordinal, interval & ratio - Concept of testing and measurement. Unit II Methods of Evaluation Formative and Summative evaluation - Subjective and objective tests, essay type, short answer, objective types, merits & demerits - Trends in educational evaluation, internal assessment - Grading, semester system, question bank - Computers in evaluation. Unit III Construction of Tests Test construction: planning and design, preparation of blue print - Steps in the construction of a test - General principles of test construction and its standardization Writing test items: objective type, essay type and interpretive type. Unit IV Standardisation of Tests Basic characteristics of good measuring instruments: validity, reliability, objectivity, usability and norms - Item analysis - Norm referenced and criterion referenced tests standard scores, T- scores, Steps involved in standardizing a test Achievement tests: construction of standardized achievement tests.

Unit V Types of Tests Types of test items - Construction of attitude scales, types of scales, preparation of test items - Measurement of intelligence: concept of I.Q. Individual and group tests

of intelligence - Aptitudes and personality tests: use of aptitude tests – overview - Use of interest inventors - Assessment of personality: interview, self report inventories, rating scale, projective techniques. Practicals 1. Administration of a psychological test and interpretation of test results 2. Determination of reliability and validity of any self made test 3. Construction of a test battery with at least five types of test items 4. Preparation of statements for an attitude scale. References 1. Anastasi, A, Psychological Testing, New York: Macmillan Co., 1961. 2. Cohen, Jay, Ronald et al., Psychological Testing and Assessment and Introduction to Tests and Measurement, California: Mayfield publishing Company, 1995. 3. Cronbach, L.J, Essentials of Psychological Testing, New York : Harper,1972 4. Edwards A.K, Techniques of Attitude Scale Construction, Bombay: Vakils Feffor and Simons Pvt. Ltd., 1957. 5. Freeman, F.S, Theory and practice of Psychological Testing, New Delhi: Oxford & IBH Publishing Co, 1963. 6. Ferguson, L.W, Personality Measurement, New York: McGraw Hill Book Company, 1952. 7. Guilford, J.P, Psychometric methods, Bombay: McGraw Hill, 1978. 8. Garrett, H.E, Statistics in Psychology and Education, Bombay, Allied Pacific Pvt. Ltd., 1958. 9. Kaul. P.N., Elements of Scientific Methods, New Delhi: Sulthan and Sons. 10. Mursell, James, L., Psychological Tests, New York :Longmans, 1975 11. Rawat, D.S, Measurement Evaluation and Statistics in Education, New Delhi: New Raj Book Depot, 1982. 12. Rajamanickam, M, Modern psychophysical and scaling methods and experimentation, New Delhi: Concept publishing company, 2002. 13. Ramamanickam, M, Statistical methods in psychological and Educational Research, New Delhi: Concept publishing company, 2001.

UBE0103D VOCATIONAL EDUCATION AND TRAINING Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To acquire knowledge of the various aspects of vocational education. To study the role of vocational education in increasing productivity. To develop proper attitude towards vocational education. To study the salient features of organizations To give vocational training and entrepreneurship skills. Unit I Vocational Education: Concept and Need Concepts of vocational and technical education – Need and importance. Vocational Education for Human resources development – Vocational education and economic development - relation of general, technical and vocational education.

Unit II Vocational Education at Secondary Stage Objectives, course of study-list of vocations – syllabus, scheme of examination – qualification and training of teachers for vocational education. Major areas of vocational education. Problems of vocational education - suggestions for improvement. Unit III Vocational Education Programmes Work experience – Concept – distinction between work experience and vocational education.Basic education – concept – merits – criticism, need and importance, Scheme of multipurpose schools. S.U.P.W. – Concept – Objectives – selection of activities programme – types of activities and their advantages.

Unit IV Technical Institutions ITI and Polytechnic – need and importance – classification, admission process – course of study – organization and administration at state level, vocational guidance – need and importance-vocational fitness and appraisal-recent trends in technical education.

Unit V Occupational Training Salient features and co-operation with industries and other organizations. Vocational education and training, training for self employment and small scale village industry. Vocational Trades and Training – Food processing-Bakery, Handmade paper – Textiles, Khadi and Handloom, Cottage Industries – Diary – Agri – Handicrafts – Herbal products – Painting – Construction – Leather Works.

References 1. Aggarwal J.C.Aggarwal S.P, Vocational Education, New Delhi: Doaba House Publishers, 1987. 2. Corrazzini, A.J, The Decision to invert in vocation Education: An Analysis of costs and benefits, New Delhi: Drivendra Publication, Administration of vocational education concept, 2001. 3. Delors, Jacq1ues, Learning the treasure, Paris: UNESCO, 1986. 4. Dhirendra Verma, Administration of Vocational Education, New Delhi: Concept Publication, 2001. 5. Griffiths et al, Organizing schools for effective Education, New York: The interstate printers and publishers, 1992. 6. Kothari Commission report, New Delhi: Ministry of Education, (1964-66). 7. Luthans Fred, Organizational Behavior, New Delhi: Mc.Graw Hill, 1998. 8. Ministry of Human Resource Development, National Policy on Education, New Delhi, Govt. of India, 1986. 9. Indian Education Commission (1952-53), New Delhi: Ministry of Education. 10. Vanaja Rao, Inquiry training model, New Delhi: DPH,1997. 11. Vasanth Desai, Small Scale Industries and Entrepreneurship, New Delhi: HPH Publication, 2000.

UBE0103E EXTENSION EDUCATION AND RURAL DEVELOPMENT Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To develop the knowledge about the significance of Rural Development and various programmes of Rural Development To understand the approaches and strategies of Rural Development in solving problems in rural areas To acquire skills in application of various techniques of Extension education to promote rural development To develop skills in preparing aids to train the rural masses To develop attitude to work in rural areas and educate rural masses. Unit I Extension Education–Basic Concepts Extension – concept, philosophy and principle – Extension education – definition, objectives and scope, Role of extension in formal, non-formal and informal education – relationship with other disciplines – extension education at various levels – secondary, higher secondary, college level – steps in extension teaching. Unit II Methods and Strategies in Extension Education Individual – group and mass methods in Extension, Preparation of AV aids and their application – Training and Instruction – Training model – types of training – training for extension personnel – Information technology for extension education Intervention strategies and innovative practices. Extension education communication – meaning, types, functions, models, barriers – development communication – communication through satellite. Media Education: Concept, need, knowledge connectivity - Types - Telephone, T.V, Internet, Satellite, LMS (Learning Management System), e-governance. Unit III Extension Education and the Exceptional Children Education of Children with special needs - types of exceptional children – physically, challenged, mentally retarded and socially deprived children - their educational needs – Learning disabilities - Dyslexia, Dysgraphia, Dyscalculia, Dysnomia and

Non-verbal Learning Disability (NLD) Integrated education

Mainstreaming Special education programme in India – Inclusive education Alternative education programme-Referral services – Community intervention -Advocacy for community awareness and public support – Education of the bright and gifted children in rural India.

Unit IV Rural Development–Dimensions and Programmes Rural Development – Objectives, scope and strategies of Rural Development – Rural Development Programmes in pre and post Independent India – New Panchayat Raj system and educational Institutions – Education through participatory learning techniques, PRA, people’s education programmes.

Unit V Rural Extension and Community Development Principles and approaches of Rural Extension, Community Development Programmes, Employment generation, rural entrepreneurship - Health education School Health programme - Health appraisal. Screening Tests, growth charts medical examination and health records and community health practices, RCH, Role of NGOs in community development. References 1. Adiv Reddy, Extension Education, Bapatla: Sree Lakshmi Press, 1987 2. Dahama O.P. & Bhatnagar, Education and Communication for Development, New Delhi: Oxford IBH publishers, 1990. 3. Eswaran.A, (Com.,) ABC of Extension Education, Gandhigram, GRI, 1987. 4. Mishra S.N–Society of Social economists Readings integrated Rural Development Panchayat Raj Bureacracy and Rural Development.1984. 5. Pankajam G., Extension Education, New Delhi: 2000. 6. Park. K–Textbook of Preventive and social medicine, Jabalpur: M/S Banar Sida, Bhanot Publishers.1988. 7. Samnta R.K–Management and Rural Development, New Delhi: McGrew hill Publishers, 1995. 8. Sangh Mittra, Rural Education, New Delhi: Kalpaz Publications, 2002.

9. Sharma, S.R, New Perspectives on Extension Education, Jaipur: Jai Bhawan Publishers, 2002. 10. Sita Ram Sharma, Extension Education, New Delhi: OMSONS Publication, 1998. 11. Venkata Reddy, Rural development in India, New Delhi: Himalaya publishers, 1995. 12. Waghnare S.K., Teaching of extension education, New Delhi: Metropolitan books, 1992.

UBE0104A LANGUAGE EDUCATION–TAMIL I Credit – 4 Hours – 64

Max.Marks: 100

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UBE0104I

ENGLISH EDUCATION-I

Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To enable the pupil to develop communication and language skills To familiarize the pupil with various aspects of English language To help the pupil to develop instructional and learning strategies To acquire a working knowledge of evaluation techniques To develop proficiency in pedagogical analysis of secondary school English. Unit I Introduction Nature, objectives and values of learning and teaching English in India. English as International Language – English as second language – English as a skill subject – acquisition of skills at different levels. Listening: intensive and extensive listening, phases of listening – Reading - types of reading – silent reading and loud reading – Reading for comprehension – Skimming and Scanning – Vocabulary – selection of vocabulary items, Vocabulary games, spelling errors, remedial measures, writing process - types of writing. Study skills - gathering skills, storage skills, retrieval skills Supplementary skills, Reference skills.

Unit II Instructional Strategies Audio lingual method, Cognitive anti method, cognitive code method, Naturalistic method - Communicative approach, Functional notional approach, context based approach, Script based approach. Teaching of Prose, Poetry, Vocabulary.

Unit III

Learning Strategies

Learning strategies in English language-teaching through micro teaching practice - link practice - Unit plan, Lesson plan and plan of action - reciting Rhymes, reading composition – Writing – Dialogue - Letter writing. Correction of the composition, conversation, Debate, Radio lessons - TV lessons, Computer Assisted instruction-Role play, Dramatization, language Games, précis writing - strategies for overcoming the difficulties in learning English.

Unit IV Supportive Resources and Evaluation Techniques Language Laboratory – Role of linguaphone, tape-recorder, films and slides, audio cassettes, Video – TV, library, dictionaries, talking books, computer CD’s and computer - Evaluation and measurement – Types of test: subjective and objective; Norm - referenced and criterion - referenced, Oral tests – Reading comprehension tests - Writing blue-print – construction of achievement test – continuous evaluation – Diagnosis and remedial teaching.

Unit V

Pedagogical Analysis of Secondary School English

Phonetics, syllabification – Idiom and phrases, word clipping, word building, kinds of passive voice, lexical and non-lexical filler, Acronym, cliché, Error spotting, starters – simple, complex, compound, describing process, Eponymous, Euphemism, grammatical functions. Practicals 1. Awareness of different phonemic scripts. 2. Oral practices in sounds that cause difficulty. 3. Oral practices in word stress and sentence stress. 4. Practice in transcription from ordinary script into phonetic script and viceversa including the transcription of short dialogues. 5. Reviewing a book and an English film. 6. Editing a magazine (for school students) 7. Examinations of phonetic scripts used in various textbooks and dictionaries. 8. Preparations of aids to make the high school and higher secondary pupils to understand certain grammatical concepts. 9. An oral test assessing the teacher trainees, knowledge and mastery of the various areas in grammar. 10. Preparing language learning materials through computer.

References 1. Allen Campell, Teaching English Language, New Delhi: McGraw Hill Publishers, 1972. 2. Balasubramanian.T.A, A Text-book of English Phonetics to Indian Studies, New Delhi: Macmillan, 2000. 3. Billows.F.L, The techniques of Language teaching, London: Longman, 2001. 4. Frisby, A.W., Teaching of English, London: Longmans, 1970 5. Gokak. V.K., English in India – Its present teaching, London: Longman Future, Asia Publishing House, 1994. 6. Jack C.Richards and Theodore S.Rodgers., Approaches and methods in Language Teaching, II edition, Cambridge: Cambridge University Press, 2005. 7. Mark Lester, Introductory Transformation Grammar of English, New Delhi: Macmillan, 1977 8. Morris.L, The Art of Teaching English as a living, New Delhi: Macmillan Publishers, 2000. 9. Sarah Freeman, Written Communication in English, London: Orient Longmans, 1977. 10. Shaikh Mowla, Prabhakar Rao.M, Sarojini.B, Methods of teaching English, New Delhi: Neelkamal Publication, 2004. 11. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s University 12. Adrian Doff-Teach English A training course for teacher-Cambridge teacher training and development. 13. Prem Shankar, Teaching of English, New Delhi: APH Publishing Corporation.

UBE0104J HINDI EDUCATION I Credit – 4 Hours - 64

Max Marks: 100

Course Objectives To develop trainees understanding of the nature of language learning To make them understand the aims of teaching a language To develop in them the essential skills of language teaching To train them to become efficient in the use of modern instructional methods and class room techniques To develop interest in various activities which are useful in promoting the teaching of Hindi UNIT I

THE PLACE OF LANGUAGE IN EDUCATION

Aims and objectives of teaching a language - Place of Hindi in Tamilnadu, Importance of Hindi as the National and official language of India, The three language formula - Acquisition of the four language skills – understanding, speaking, reading and writing. UNIT II

GENERAL PRINCIPLES OF LANGUAGE LEARNING

The Psychology of language learning – Important principles – How a language is learned – Learning theories with reference to language – The functions of a language. UNIT III

METHODS OF TEACHING HINDI

Oral approach, Direct method – Structural approach communicative approach – Play way method – Dramatization – Role of play – Simulation – Projects – Assignment method, etc. UNIT IV

TEACHING OF DETAILED PROSE

Aims, objectives and methods of teaching prose - Teaching of poetry-Definition of poetry-Aims, objectives and methods of teaching poetry - Teaching of grammarAims, objectives and methods of grammar - Teaching of drama-Aims, objectives and methods of drama

UNIT V

EDUCATIONAL TECHNOLOGY IN HINDI TEACHING

Black board, pictures, flash cards, radio, record player, video cassette player, television, slide projector, overhead projector, video camera, computer language laboratory etc. Teaching aids like flannel, graphs, charts, models, diagrams, newspapers and magazines, posters, substitution tables, bulletin boards, objects and specimens.

References 1. Acharya Sithram Chathurvedi, Bhasha Ki Siksha. 2. Dr.Sreedharanantha Mukherji, Rashtra Bhasha Ki Siksha 3. P.G. Kamath, Anya Bhasha Sikshan Eak Bhasha vajanik Drishty 4. K.M. Siva Ram Sharma. Hindi Sikshan Kala. 5. Bhari Yogendra Jit. Hindi Bhasha Sikshan. 6. Shri Sathyanarayan Thripadi. Hindi Bhasha Aur Lipi Ka Aithihasic Vikas. 7. Dr.Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan Aur Reehana. 8. Nanda Bulare Baj Peyi, Sahitya Sushama.

UBE0104K

ECONOMICS EDUCATION-I

Credit – 4

Max. Marks: 100

Hours–64 Course Objectives

To acquire knowledge about the nature and functioning of the Economics To develop skills in using instructional strategies and methods of teaching Economics. To analysis the various problems of economics education in India. To develop competency in curriculum preparation and evaluation.

Unit I Introduction Meaning, scope and definitions of Economics – Economics in Education-fields of Economics – Economics and other Social Science subjects - Aims and objectives of Teaching Economics at different stages, Inculcation of values through study of Economics, Taxonomical approach to the teaching of economics.

Unit II Curriculum in Economics Curriculum in Economics - Modern concepts - defects in the present curriculum - Principles, structure and Organization - Curriculum Designing – models - content, analysis of secondary and Higher secondary textbooks - Instructions in Teaching economics - Annual plan, unit plan and lesson plan – curricular reforms. Unit III

Instructional Materials

Use of Graphic Materials – Picture – Charts – Types – Tables, Diagrams, Graphs, Posters, Display Boards, Instructional Sources – Textbook – Periodicals – Journals – Reference Materials – Community Resource - Technical Documents – Survey Reports – Current Economic review – Planning - Annual Reports/Documents. Economics Teacher - Qualities of a good teacher - Responsibilities-pre-service-Inservice programmes - NCERT, SCERT, DIET - Professional Ethics.

Unit IV

Methods and Evaluation

Methods of Teaching economics - Lecture method, demonstration method, deductive and inductive method, problem solving method, project method, and case study method, Modern Approaches-workshop, Independent study, assignment, individualized instruction, teaching small groups, Team teaching, seminar, symposium, panel discussion and conferences. Importance of Evaluation in Economics teaching - Tools and techniques of evaluation - objective and subjective type of tests - Teacher made standardized tests – preparation - Interpretation of results - Blue print - Diagnostic and remedial measures Examination reforms - semester pattern - Internal and external - continuous evaluation - CBCS-CFA. Unit V

Pedagogical Analysis of Secondary School Economics

Evolution of Economic Thought-meaning of Growth and Development – characteristic of underdeveloped countries-Role of Government in development – Rostow’s stages – Mathews – J.S.Will – Theories of population – poverty – unemployment – planning – need – types, planning in India – First to Ten Five year planning. Contribution of Manmohan Singh and Amarthya sen to Economics. National theme – Basic concepts – Accounts – GNS–GDP–NDP–perceptive income – Depreciation – Net indirect taxes – Industries - pattern of Industrial development – problems – measures – Banking-Foreign Trade–Liberalization, Privatization, Globalization (LPG), urbanization – HRD – meaning – need – Education and training – Importance of quality Education.

Practicals 1. Budgeting economic expenses of your family/school 2. Write-up on current economic policies 3. Conducting economic surveys 4. Study of Micro enterprises 5. Writing a lesson plan.

References 1. Aggarwal, S.M. The Teaching of Economics, New Delhi, Prentice Hall, 1991. 2. Amita, Y., The Teaching of Economics, New Delhi: Deep and Deep Publication, 2001. 3. Chanhan,S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas Publications, 1979. 4. Dreze.J. and Seu.A., Economic Development and social opportunity, New Delhi: oxford University press,1995. 5. Haijela, P.D, Goswari, M.P, Economic Performs and Employment, New Delhi: Deep and Deep publications, 2000. 6. Johnston, J.N, Indicators of Education, London: Kogan page, 1981. 7. Keits G. Lumsden, New Development in the Teaching of Economics, New Jersey: Prentice Hall, 1967. 8. Knopt. Keynon. A. The teaching of Elementary Economics, New York: James & Stauss, Holt Rinehart and Winston, 1960. 9. Mohanty,I, Educational Technology and Communication Media, Calicut: Valavde,1980 10. Sharma.R.C., Modern Economics Teaching., New Delhi: Dhanpati Rai and Sons, 1985 11. Vakil, Teaching of Economics, New Delhi: Prentice Hall, 1989.

UBE0104L SOCIAL SCIENCES EDUCATION-I Credit – 4

Hours – 64

Max. Marks: 100

Course Objectives To appreciate the need for learning

History , Geography, Sociology, and

Economics either as a separate discipline or as an integrated discipline To develop knowledge about the basic principles and steps of test construction in social science To develop the classroom skills needed for teaching of Social Science To organize co-curricular activities and mobilize community resources To acquire the ability to develop instructional support materials. Unit I Introduction Meaning, scope, importance and definition of Social Sciences – Integration of Subjects - Economics, History, Geography, Civics, Sociology, Cooperation, Rural Industries and Management, Political Science, Gandhian Thought and Peace Science – Aims, Objectives of teaching Social Science - Values in Social Science: Practical values, Cultural values, Social values, Intellectual and disciplinary values. Unit II

Social Science Curriculum

Science Curriculum: Modern concept - Principles, structure and organization Defects in the present Curriculum – Curriculum designing, models, Content Analysis of primary, secondary and higher secondary Text books. Instructions to Teach Social Science, annual plan, unit plan and lesson plan, curricular reforms.

Unit III Instructional Materials Instructional materials: Textbooks, Periodicals and Journals - Government documents and reports – Newspapers - Publication data-community resources Graphical materials - charts, pictures, Graphs, tables, Boards - Bulletin, Clip Board, PLM, CAI, Radio, TV, Slides preparation – Preparation of teaching aids- Albumworking models. Social Science Teacher: Qualities of a good teacher - professional ethics – Responsibilities – Pre-service-In service programmes - Summer Institutes-NCERT, SCERT, DIET.

Unit IV Methods and Evaluation Methods of teaching Social Science subjects - Lecture method, inductive and deductive approach, case study, student motivated approach, Activity centered approach, source method - modern approaches - Seminar, symposium, panel discussion, group teaching, individualized instruction, independent study, workshop and conferences. Importance of Evaluation in Social Science teaching - Tools and techniques of Evaluation in Social Science – objective and subjective type of tests - Teacher made standard tests – Contruction - Interpretation of results – Blue print-diagnostic and remedial measures - examination reforms - semester pattern - internal, external, continuous evaluation - CBCS-CFA. Unit V

Pedagogical Analysis of Content in Social Science at Secondary School Level

Indus Valley Civilization, Ashoka and Buddism, Akbar’s religious policy – socio–religious reform movements – freedom movement, population explosion, unemployment problems – Indian Foreign Policy – Unity in Diversity, Composite Culture – Parliamentary vs Presidential types of Government – Conservation of natural resources. Fundamental concepts in Geomorphology – Latitudes and longitudes, origin of earth – earth’s movements, topography – Human settlement – urban and ruralEnvironmental Geography – concept and its types, man in environment, ecology and ecosystem-regional geography. Practicals 1. Writing lesson plan. 2. Preparation of instructional material for a unit for providing maximum possible sensory experiences, 3. Doing a project and recording observations. 4. Conducting field survey reporting. 5. Primary and Secondary data 6. Preparation of case studies for an area development. 7. Map drawing.

References 1. Bhattacharya Srinivas and Daiji D.R., Teaching Social Studies in Indian

Schools, Baroda: Acharya Book Depot, 1992. 2. Bining C. Arthur and Bining, Teaching the Social Studies In Secondary

Schools, New York: McGraw Hill Book Company, 1952. 3. Chauhan S.S: Innovations in Teaching – Learning Process, New Delhi: Prentice Hall India ltd, 1981. 4. Edgar Blue Wesley, Teaching Social Studies in High Schools, Boston: D.C Heath& Co, 1950. 5. Kabir Kumayun and Mathai, The Teaching of Social Science in India, New Delhi: A Universal Publication, 1968. 6. Memming James, The Teaching Social Studies in secondary school, London: Longman Green &Co, 1950. 7. NCERT: Measurement and Evaluation.New Delhi, 2003. 8. Taneja Vidya Ratha, Teaching of Social Studies, Chandigar: Mohendia Capital Publishers, 1958. 9. Rambai and Patel: Educational theory and practice, New Delhi: Sterling Publications, 1982. 10. Sampath, K., et al – Introduction to Educational Technology, New Delhi: Sterling Publishers, 1992. 11. Willey E.B. Teaching Social Studies in High School, Boston: Heeth & Co., 1995.

UBE0104M

COMPUTER EDUCATION-I

Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To acquire the knowledge of the nature of computers and its development. To understand long term and short term goals of teaching computer science. To develop effective instructional skills and competency in structuring lesson plans. To understand and practice the different methods and techniques of teaching and develop competency in teaching. Unit I Nature, Scope and Development of Computers Meaning and Definition of Computers - Characteristics of computers - History and Development of computers - correlation of computer science with other subjects. Unit II

Aims and Goals of Teaching Computers

Need and Significance of computer education – aims - practical, social and cultural. Instructional objectives - GIO’s and SLO’s related to cognitive, affective and psychomotor domains. Unit III Micro Teaching Skills and Instructional Methods Micro Teaching - origin, need and procedure cycle. Skills: Questioning, explaining, using blackboard, stimulus variation and reinforcement. Methods of teaching - Lecture, Induction-Deduction, Analytic - Synthetic, problem solving, project, Heuristic and laboratory method. Importance of teaching aids – projected - Non-projected - Specific uses of aids. Lesson plan: Need, components, uses of lesson plan, unit plan. Unit IV Special Instructional Approaches CAI and programmed learning - Recreational activities in teaching computers (Games, puzzles, Quiz etc) Instructional methods-Seminar, group discussion and team teaching, drill, supervised study.

Unit V Testing and Evaluation Computer based evaluation - Types of test-prognostic, diagnostic and achievement tests-characteristics of a good test - construction of tests - Blue print Interpretation of scores. References 1. Adam, D.M, Computers and Teacher Training: A Practical guide, New York: Haworth Prentice, 1985. 2. Behera, S.C, Educational Television Programmes, New Delhi: Deep and Deep Publications, 1991. 3. Coburn, P and et al, Practical Guide to computers in Education, Addison: Wesley Publications, 1985. 4. Desmonde, W.H, Computers and uses, New Delhi: Prentice Hall, 1985. 5. Graeme, K, Blackboard to Computers: A Guide to Educational Aids, London: Ward Lock, 1969. 6. Harley, Hahn, The Internet completereference, New Delhi: McGraw Hill, 1996. 7. Leon Alexis and Leon Mathews, Fundamentals of Information Technology, Chennai: Leon Press, 1999. 8. Rebecca J.Fiala, Jeff Grisenthwaite, Marin reid, Karl Schwartz, Cathy vescky, Microsoft office 2000, PB Publications, New Delhi, 2003. 9. Saxena, Sanjay, A First course in Computers, New Delhi: Vikas Pub., 2004. 10. Tauber, B, Mastering Front 2000, New Delhi: PB Publications, 2004. Warner, Scoot, Teach Yourself Visual Basic 6, New Delhi: McGraw Hill.

UBE0201

CURRICULUM DEVELOPMENT AND EVALUATION

Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To understand the principles in curriculum development To analyze the foundation of curriculum development To develop skills in preparing curriculum design for secondary education To evolve strategies for curriculum transaction and evaluation To study the innovation in curriculum Unit I Curriculum Development Meaning, nature and purpose of curriculum - Principles of curriculum development - Concept of curriculum development - Identification of learning activities and experiences - curriculum transaction and evaluation - Criteria of curriculum development – articulation, continuity, balance - Approaches to curriculum organization. Unit II Foundation of Curriculum Development Philosophical foundation - Socio-cultural foundation - Psycho-linguistic foundation - Economic – institutional foundation - National curriculum: concept and importance, core components of curriculum. Unit III Curriculum Designs Types of curriculum designs: subject centered – Activity - cum-experience centered - Undifferentiated and differentiated - Core curriculum, Hidden curriculum.

Unit IV Curriculum Transaction and Evaluation Analysis of curricular content - Designing units – suitable presentation modes Teacher as curriculum practitioner - Instructional planning for effective teachingModels of curriculum Development - Need for curriculum evaluation - Aspects of curriculum evaluation - Internal and external criteria of evaluation.

Unit V Innovation in Curriculum Concept of innovation and change - Factors influencing curriculum reform Elements of change process - Preparation and uses of resources units - Participation of pupils, teachers, administrators and education leaders – Barriers to change - New experiments in the realm of curriculum: E curriculum – E-learning, On Line Courses – E-books – Internet – Internet Pedagogy – e-content development - Information technology and curriculum change. References 1. Allen C. Ornsteing and Franchie P.Hunkins, Curriculum Foundation, Principles and lessons, London: Prentice Hall International (U.K) limited, 1988. 2. Burz , Performance based Curriculum for science, New Delhi: Sage Publication, 1997 3. Dankin.M. – The international Encyclopedia of Teaching and Teacher Education, Oxford: Pergman, 1987. 4. Erickson, H, Concept-based curriculum and Instruction, New Delhi: Sage publication, 1998. 5. Pilliai.G.S- Readings in Education Technology, Madurai: Nirmal & Co, 1981. 6. Reddy Malla Mamidi and S.Ravishankar, Curriculum Development and Educational Technology, New Delhi: Sterling Publishers, 1984. 7. Saylor Galen, J. and William Alanda, Planning Curriculum School, New York: Holt Rinchart and Winston Inc, 1965. 8. Scherry Allan.A.C, Education Technology, U.K: John Wiley, 1976. 9. Tammer, Dainal and Lanel N.Tarner, Curriculum Development Theory into practice, New York: Macmillan Publishing house, 1975. 10. UNESCO, Learning the Treasure, UNESCO: UNESCO Publications, 1996. 11. Vaidya, N. R.C., Science Teaching for 21st Century, New Delhi: Deep and Deep Publication, 1998.

UBE0202

EDUCATIONAL TECHNOLOGY AND INNOVATIONS

Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To understand educational technology and its applications in teaching – learning Process. To expose the modern methods and approaches in teaching - learning Process. To understand and apply the systems approach in teaching - learning Process. To know the computer applications in learning - learning Process. To acquaint with the innovations in Educational Technology.

Unit I

ET-Introduction Educational Technology: concept - meaning - definition - scope and limitations.

Forms of Educational technology. Educational technology in teaching: learning Components of Educational Technology – ET and Audiovisual aids – ET as a system usage of educational technology. Unit II Class Room Interaction and Self Instructional Methods Class room interaction: Need and importance - Class room interaction analysis techniques - Self-instructional methods: Auto learning and self-study. Personalized System of Instruction (PSI), programmed learning – Objectives, Principles and steps involved in preparing programmed material. Instructional applications of computers: hardware and software, Computer Aided teaching techniques: CAI-Advantages, Role of Teacher.CAL, CALL, CML. Unit III

Systems Approach and Communication

Phases of System Approach: Analysis, Design and Management Principles of System Design, Application of systems approach to classroom Instruction. Communication:

Meaning

-

elements

of

Communication,

models

of

Communication, Barriers of Communication-Factors affecting CommunicationComputer Mediated Communication (CMC).

Unit IV Mass Media Approach to Instructions Media and methods: Need and Scope - Selection of Media for teaching – learning, Multi-Media Approach in Learning. Brain storming – Mastery learning – Discovery learning. C.C.T.V., VCD player, Educational Television-Educational Satellite – Tele and video conferencing. Unit V Innovations in Instruction Instructional Designs, Guidelines for Instructional Designing – steps for design of instruction - E-learning – E-teaching and E-content development - E-library. Models of Teaching – concept, essential elements – teaching models – social interaction, information processing, personal models and behavioral systems. Virtual Classroom teaching – Digital classroom-Countrywide Classroom. References 1. Alexis Leon & Mathews Leon, Fundamental of Information Technology, New Delhi: LeonTECHWorld, 1999. 2. Arun Baveja, Introduction to Information Technology, New Delhi: Kalpaz Publication, 2000. 3. AIDI, S.M Modern Teaching of Educational Technology. New Delhi: Ammol Publications (P) Ltd., 2004. 4. Bhatt & Sharma S.R., Educational Technology, New Delhi: Kanishka Publishers, 1992. 5. David Layton (Ed), Innovations in Science and Technology, New Delhi: Stanley Publishers, 2000. 6. Joyce M & Weil J., Models of teaching, New Delhi: Prentice Hall, 1992. 7. Kumar K.L, Educational Technology, New Delhi: New Age Publishers, 1996. 8. Ramesh Verma & Suresh Sharma, Modern Trends in Teaching Technology, New Delhi: Ammol Publications Pvt.Ltd, 2003, 2005. 9. Sampath K. et al – Introduction to Educational Technology, New Delhi: Sterling publishers Pvt. Ltd., 1992. 10. Sharma R.A, Technology of Teaching, Meerut: International Publishers, 1991. 11. Tarachan, Pahuja, N.P Essentioals of Instructional Technology. New Delhi. Anmol Publication (P) Ltd., 2004. 12. Usha Rao, Educational Technology, Bombay: Himalaya Publishing House, 1991.

UBE0203A INSTITUTIONAL PLANNING AND ADMINISTRATION Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To enable the students to familiarize with educational planning To acquaint with the objectives principles of Institutional planning To acquire the students with proper understanding of the functions of educational administration at various levels. To understand the need and mode on educational supervision and its role. To recognize the basic qualities required for leadership and educational administration. Unit I Educational Planning Educational planning – Meaning and Nature - place of education in the five year plans – Different levels of educational planning – Long term, short term and annual plans - Approaches to educational planning - perspective planning. Unit II Institutional Planning Institutional planning – Meaning, concept - Need and objectives Identification and qualification of need – Role of pupils, teachers and principals involvement of public and co-operation of the community. Emphasis in institutional planning on voluntary human effort and local resources - place of administratives personnel of the government in helping. Unit III Educational Administration Need for educational administration at various levels, varying objectives Important functions - Nature of administration - Elastic, purposeful and dynamic. Hierarchy in educational administration - Centre and State - Their role in policy making – NCERT and its impact on administrative practices. Education in the state list and its implications - The role of the Ministers and elected representatives in shaping educational policies - The work education secretariat - Machinery for implementation Director of education-its branches-its executive - Their role and functions.

Unit IV Educational Supervision Meaning and nature – Supervision as service activity - Supervision as a process Supervision as functions - Supervision as educational leadership - Modern Supervision - Functions of supervision - Planning the supervisory programme - Organising supervisory programme - Implementing supervisory programme. Unit V Leadership and Educational Administration Meaning and nature of leadership - Theories of leadership - Styles of leadership qualities of a good leader - Measurement of leadership. Secondary school under different management - center, state and private agencies public schools, sainik schools, oriental school etc. - Study of differences in administration staff pattern syllabus. References 1. Ministry of Education:An organizational History by National Institute of Educational Planning and administration. 2. Problems and strategies of Educational planning UNESCO (IIEP) 3. Fundamentals of Educational PlanningUNESCO. 4. Digumarti Baskara Rao, National policy on education, New Delhi: Mittal Publications, 2001. 5. Report of the education commission (1964-66). 6. Educational planning by Laxmi Devi, New Delhi: Anmol Publication pvt.ltd. 1998. 7. Managal.S, Advanced Educational Psychology,New Delhi, Anmol Publicaiton Pvt.Ltd, 1998 8. Tanner, Daniel and Laural, Supervision in Education; Problems and Practices Newyork: Macmillan Publishing Caompany, 1987. 9. Jamnalal Bayti, Student leadership, Mittal Publications, New Delhi, 1989.

UBE0203B

ENVIRONMENTAL EDUCATION

Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To make the students aware of environment and its problems. To familiarize with the concept and principles of environmental education To inculcate the skills in organizing learning experiences and evaluation To develop a sense of responsibility towards conservation of environment. Unit I

Introduction to Environmental Education Meaning, nature and scope of environmental education - Guiding principles of

environmental education - Aims and objectives of environmental education-Role of school in environmental conservation and sustainable development. Unit II

Understanding the Environment and Its Problems

Concept of environment, biodiversity, eco system, man and environment relationship – impact of environment on human development. Environmental degradation causes and effects – global and local perspectives.Environmental protection and conservation – restoration of man-nature balance; conservation of soil, water, wildlife and forests. Environmental awareness – Role of Government, NGOs, and international agencies.Programmes of attitudinal change for safe environment, eco feminization. Unit III

Environment and Quality of Life

Population growth, poverty, nutrition, health and sanitation.School programme, Curricular and Co-curricular activities. SSA on Environmental education and Education for sustainable development. Gandhian strategies for Environmental conservation. Achieving Sustainable Develop through Education policy changes –National - State Activities - Technology and Information - Global, multicultural perspectives. Unit IV

Changes in Environmental Education

Role of Teachers, individuals, youth, community, NGO’s and Government in Environmental Education. Changes in educational systems. Need for reforms Enhancing the quality in Environmental education-Teacher education environmental education.

Unit V

Innovation in Environmental Education

Need for Innovative strategies in Environmental Education- Effective communication media in environment education - Reorienting environmental education - Reforms in environmental education - Integrating environmental issus and knowledge into regular education. Practicals 1.

Conducting exhibitions and environmental fairs/festivals, field surveys, participation with the community, awareness programmes, camping / excursions, preparation of soft ware on environment

2.

Setting up of Eco-clubs.

References 1. Agarwal S.K, Environmental issues and themes, New Delhi: ABH Pub., 1992 2. Bakish, Trilochan. S & Navehm Zev (Ed), Environmental education, New York: Methods Application, 1986. 3. Bennet, Dean. B, Evaluating environmental education programmes, New York: 1992. 4. Ghauta, Ramesh (ed.) Environmental Education, New Delhi: Concept Publications, 1999. 5. Kumar S.B, Environmental problems and Gandhian solutions, New Delhi: Deep & Deep publication, 2002. 6. Pankaj Srivastava and SingD.P, Environmental Education, New Delhi: Anmol Publication, 2002. 7. Prabakar.V.K, Environmental Awearness Training and Education, New Delhi: Anmol Publication, 2001. 8. Sharma.R.C, Environmental Education, New Delhi: Metropolitan Book Pvt. Ltd., 1986. 9. Trivedi P.R, Environmental Education, New Delhi: A.P.H.Corporation, 2004. 10. Singh and Sandhir SharmaP.P, Teaching of Environment New Trends and innovation, New Delhi: Deep&Deep Publications Pvt.ltd. 11. Purushotham Reddy.K, and Narashimha Reddy.D, Environmental Education, New Delhi: Neelkamal Publications Pvt.ltd.2002.

UBE0203C

AESTHETIC AND CREATIVE EDUCATION

Credit - 4 Hours - 64

Max. Marks: 100

Course objectives To understand the traditional Indian music and performing arts. To acquire knowledge about the classification of Indian music and performing arts. To develop the basic skills for teaching music and performing arts. To prepare educational strategies for aesthetic and creative education To evaluate the performance of students. Unit I Concept meaning and importance of Aesthetic education - Indian music and performing arts - musical traditions in Tamil Nadu (Karnatic, Folk and Tamilisai) Tradition of performing arts (Bharathanatiyam and Folk dances) – Contributions of music and dance artists to our cultural heritage. Unit II Educational techniques in Music and performing arts – Enriching voice-culture, Raga, Tala, Instruments-technical terms in Karnatic music for teaching - facial expression, foot-steps, mudras, postures in Bharathanatiyam for teaching performing arts like story - telling, demonstration, dramatics (Social oriented, History oriented etc.,), Play way method. Unit III Developing composing skill of a music teacher – techniques for composing – poems, rhymes, hymns etc.,-Aids for developing choreographic method of teaching identification and nurturing of different talents among the students. Unit IV Creative teaching through music and performing arts – music in different grades – aims and objective of

teaching music and performing arts – Building musical

experience – Role of a music teacher in school activities – use of musical instruments, types of instruments and developing skills - Aids for teaching music and performing arts.

Unit V Arts and Aesthetic Education – Needs and importance of art and as\esthetic education - Approach to art and aesthetic education - care elements of the art curriculum - Art curriculum at different stages as suggested by massive teacher orientation programme organized by NCERT. Practicals 1. Basic lessons for singing favorable and easiest tunes 2. Simple rages for improvisation singing method for the following i) Rhymes ii) Poems iii) hymns iv) awareness songs 3. foot movement for teaching performing Arts 4. Importance and utilization of Gestures, postures and Rasa. 5. Creative skill in making, musical–choir, music club, cultural group activities and writing criticism for a song or a dance performance. 6. Clay- modeling, paper–sculpture, book-binding, Art from waste (10 items), Needle-work in towel, hand-karchiefs, painting (pottery, glass). References 1. Bhawna Misra, Art,Craft and Physical Education, New Delhi: Mohit publications, 2002. 2. Chakrabarti, S., Impact of music and sports on primary school children: An exploratory study. Journal of Extension Research, Vol.12, 1988. 3. Chelladurai,P.N Thinnaga Isayeyal, Dindigul :Vaikarai Pathipagam , 1998. 4. Dasgupta,R.S. and Deborah.D., Education at the dawn of new million, The effects of a mastery learning setting on developmental maths, at the junior college, Disseration Abstracts international, Vol.52, 1991. 5. Dash B.N, Teacher and Education in the Emerging India Society (Vol. I & II) New Delhi: Neelkamal publications, 2002. 6. Eyle.M.J. Research for excellence: An effective schools source book, Washington: D.C: U.S., Govt. printing press, 1985. 7. Gowri Kuppusamy, Teaching of Music, New Delhi: Sterling publishers, 1980. 8. James, H.B., Mastery learning theory and practice, U.S.A.: Holt, Renchart and Winson INC, 1970. 9. Kalaimani Saraswathi, Bharata Natyakalai, Madras: Thirumagal Nilayam, 1994. 10. Rupali Tripathi, Teaching of music, New Delhi: Mohit Publication, 2004.

UBE0203D PEACE EDUCATION Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To understand the concept of peace education To understand the dynamics of transformation of violence into peace To study the nature of conflicts and their resolution To imbibe the knowledge, attitudes values and skills needed to achieve and sustain a global culture of peace To study the adapt peace education in the curriculum.

Unit I Peace Education Meaning and concept of peace – Need, aims and objectives of peace education – Status of Peace Education. In the curriculum – National Curriculum Framwork Review2005 - Gandhian philosophy of peace and non-violence - Peace Education in Gandhian Perspective.

Unit II Violence in Social and Educational Setting Violence - nature and types - Culture of war and violence - Factors contributing to violence in schools - Violence and aggression - rejection and withdrawal – violence in media-effects of violence on students - measures to control violence in school.

Unit III Peace and Value Education Essential Peace Values to enhance the quality of life - Truth, nonviolence, love and Mercy, Fearlessness, Freedom, Justice, Equality and Equity, Rights and Duties, Means and Ends, Righteousness, Punctuality, Responsibility and Accountability, Forgiveness and Reconciliation, Mutual help, Co-operation, Non-possession and Voluntary poverty and simple living and High thinking. Unit IV Conflict and Conflict Resolution Conflict – Positive and negative aspects – Difference between Conflicts Management and conflict – tools - techniques to manage emotional tensions -reducting conflicts among students.

Unit V

Educating for Culture of Peace

Tolerance and respect for human rights – Critical thinking and active nonviolence – classroom activities – social justice and civic responsibility – The role of peace education in developed and developing countries – Adaptation of peace education in the curriculum. References 1. Adams, D (Ed) UNESCO and a Culture of Peace: Promoting a Global Movement, Paris: UNESCO, 1997. 2. Andrews.M.L, Educating for Peacemaking abilities, Cambridge:

Harvard

University.1985. 3. Fountain S, Peace Education in UNICEF, New York: UNICEF, 1999. 4. Handa, M.L, Manifesto for a Peaceful world order: A Gandhian Perspectives, Delhi: Gandhi Bhawan Unit of Delhi, 1983. 5. Muzumdar, H.T, Mahatma Gandhi Peaceful Revlution, New York: Charles Scribher’s Sons, 1952. 6. Patel R.S, Educational Philosophy of Mahatma Gandhi, Ahemedabad, 1956. 7. Patric, Meyer, Brrish, Culture of peace: A Challenges for schools, Paris: UNESCO Publishing, 1995. 8. Readon, Betty.A, Tolerance – the threshold of peace, the Teacher’s library, Paris: UNESCO Publishing House, Paris, 1997. 9. Saroj Pandey, Peace Education, New Delhi: NCERT, 2004. 10. The role of education in developed and developing countries for international understanding and peace: Conference Proceedings, Seoul: 1982. 11. UNESCO, Learning to live together in peace and harmony, A UNESCO APNIEVE source books for teacher education and tertiary level education , Bangkok : UNESCO principal regional office for Asia and the Pacific, , 1998. 12. WHO, WHO information series on school health, document three. Violence prevention: an important Element of a health promoting school, Geneva: UNESCO, 1999.

UBE0203E GUIDANCE AND COUNSELLING Credit – 4 Hours – 64

Max. Marks: 100

Course Objectives To appraise the students the concept and principles of guidance and counseling To prepare them for organizing, guidance and counselling in a schools To develop skills in offering guidance and counselling to students To study the recent trends in guidance and counselling programme To acquaint with the guidance and counselling programmes for special groups.

Unit I Introduction to Guidance Nature, principles, purpose of guidance - Guidance an integral part of education - Historical development of guidance and counseling movement - Types of guidance – scope and functions of educational, vocational, personal, and social guidance. Need and scope of group guidance, activities for organizing group guidance services in educational institutions.

Unit II Principles and Practice of Counselling Nature and principles of counseling-Approaches to counseling – directive, nondirective, eclectic - Characteristics, role and functions of counsellor: counsellor as carrier master, professional preparation of counselor, teacher as a counsellor.

Unit III Techniques of Collecting Information for Guidance Testing techniques – types of tests used in guidance - Tests of intelligence, aptitude, interest, achievement and personality – Strengths and limitations of testing techniques in guidance - Non-testing techniques – observation, questionnaire, rating scale, interview, anecdotal record, cumulative record, case study. Unit IV Guidance Services Organization of guidance services, types of organization: centralized form, decentralized form, mixed form - Functions of school guidance services - Individual information service – types of data about the individual/student sources of information -

Occupational information service – sources of information, methods of classifying and disseminating occupational information - Placement service -educational and vocational placement - Remedial services and follow up service -Evaluation of guidance programme. Unit V Guidance for Special Groups Special emphasis on guidance for gifted children – slow learners – disabled children – mentally retarded, orthopedically handicapped, visually disabled, deaf and dump, maladjusted – juvenile delinquents. Guidence and Counseling Agencies - Career talks - Career guidance bureau and carrier corners. Recent trends of research in guidance and counseling in India. References 1. Anastasi A, Differential Psychology, New York: Macmillan Co, 1982. 2. Arbuckle Dugland, Guidance Counselling in the class room, Allyn & Bacon Inco, 1985. 3. Crow & Crow, An introduction to Guidance, Eurasia Publishing House, New Delhi: 1992. 4. Freeman E.S, Theory and Practice of Psychological Testing, New Delhi: Henry Holt, 1995. 5. Indu Devae, Guidance and Counselling in Indian Education, New Delhi: NCERT, 1978. 6. Jones. A.J., Principles of Guidance, New Delhi: Mc Grew Hills Publishers, 1970. 7. Kochar, S.K., Educational and Vocational Guidance in Secondary Schools, New Delhi: Sterling Publishers, Pvt. Ltd. 1990. 8. Mathur, S.S., Educational Psychology, Agra: Vinod Pustak Mandor, 1981 9. Pressey S.L, Psychology in Education, New York: Harper & Brother, 1967. 10. Rogers Car.L, Client centred therapy Houghton, Boston: Hiffin, 1951. 11. Super D.R, The psychology of Careers, New York: Harrer, 1960.

UBE0204A LANGUAGE EDUCATION – TAMIL II Credit – 4 Hours – 64

Max.Marks: 100

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UBE0204B

LANGUAGE TEACHING ENGLISH II

Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To familiaries with foreign language teaching To acquaint with innovative approach in language teaching To acquire the recent trends in language teaching. To know various theories of L1 and L2 language acquisition To understand language variations. Unit I Foreign language teaching - Effective language teaching - In-service training for language teachers - Goals of foreign language teaching/learning. Unit II Communicative language teaching - Teaching listening skills - Teaching speaking skills - Teaching Reading skills - Teaching writing skills Unit III Communication Language Learning (CLL) - Total Physical Response (TPR) Task Based Language Teaching (TBLT) - English for Specific Purpose (ESP) - Skill based or Competency Based Teaching (CBT) – Communicative Competence. Unit IV Language Learning - Language acquisition and learning - Theories of L1Cognitivism - at Naturalism - Theories of L2 learning – Discourse theory Neurofunctional theory. Unit V

Language variation - Early studies - Dialectologists - Anthropological linguistics – Structuralisms - Causes of variability - region, social class, caste, community, ethnicity.

References 1. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s University. 2. Adrian Doff-Teach English A training course for teacher-Cambridge teacher training and development. 3. Adrian Doff., Teach English: Cambridge teacher training and development, Cambridge: Cambridge University press, 2004. 4. Andrew Wright, Pictures for language learning, Cambridge: Cambridge University press, 1974. 5. Billows F.L, Techniques of Language Teaching, London: Longmans, 1964. 6. Billows.F.L, The techniques of Language teaching, London: Longman, 2001. 7. Gokak.V.K English in India – Its present teaching, London: Asia Publishing House, 1994. 8. Merris L, The teaching of English as a Second language, New Delhi: Macmillan, 1982. 9. Merton Babcock. C. The Harper handbook of Communication skills, 1982. 10. Morris.L, The Art of Teaching English as a living, London: Macmillan Publishers, 2000. 11. Prem Shankar, Teaching of English, New Delhi: APH Publishing Corporation

UBE0204D

MATHEMATICS EDUCATION II

Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To understand the principles of curriculum construction with emphasis on content and organization To acquint with equipments and Instructional Resources for Teaching Mathematics. To know the impotance of computers in teaching and learning of mathematics. To understand the impotance of learning theories and strategies in mathematics. To acquint the skills of innovative models of mathematics teaching. Unit I

Principles of Curriculum Development in Mathematics Curriculum development in mathematics - Need and Importance - Types of

curriculum development and strategies to be employed - stages of curriculum development in mathematics - Different approaches followed in curriculum development in mathematics. Unit II Equipments and Resources for Mathematics Teaching Text books: Importance, qualities, reference books, work book - Mathematics Library - mathematics club and its activities. Mathematics teacher: Qualification, Special qualities of mathematics teacher. Unit III Computers in Mathematics Education The role of computers in teaching and learning of mathematics - The uses of application software packages - MS office-Word, Excel, Power Point presentation. The uses of multimedia and internet and their applications to learning mathematics.

Unit IV Models of Teaching Mathematics and Class-room Interaction Formation and application of mathematical concepts - Concept attainment model, advanced organizer model, Jurisprudential Inquiry model. Classroom interaction analysis (Flanders Interaction Analysis Category System) and it implications in learning mathematics. Unit V Learning Theories and Strategies Individualised learning techniques - Concept mapping, Keller plan and learning packages-Dalton plan-benefits, criticisms - supervised study - Programmed learning Computer Assisted Instruction. Group learning techniques - Cooperative learning, Buzz sessions, Group discussions - mathematical games – Fuzzy concepts in Mathematics. Practicals 1. Preparation of model practical lab for maths 2. Developing the skills to participate in a mathematical club. 3. Organising mathematical clubs and the corresponding activities 4. Programmes in MS office 5. Analyzing the curriculum for Mathematics. References 1. Mangal, S.K., & Mangal, S. Essentials of educationaltechnology and management Meerut: loyal book depot.2005. 2. Muthaiah.N. Romping of Numbers. Hyderabad: Neelkamal Publications.2009. 3. Kapoor, S.K The teaching of vedic mathematics. New Delhi: Lotus Press.2006. 4. Kulshreshtha, A.K, Teaching of Mathematics. Meeut: R.Lall Books Depot.2008. 5. Paswan, N.K., Modern Methods of Teaching Mathematics, New Delhi: Cyber tec Publication, 2006. 6. Schwartz, S.L. Teaching young children mathematics. London: Atlantic Publishers & Distributors (P) Ltd.2007 7. Sidhu, K.S The teaching of mathematics. New Delhi: Sterling Publisher Private Ltd.2006. 8. Singh, Chitragada and R.P. Rohatagi. K, Teaching of Modern Mathematics, New Delhi: Dominant Publications and Distributors, 2005. 9. Sundararajan S, Theory & Principles and Methods of Teaching school Mathematics, The teacher’s publishing house, 1960. Servas, W., Varga, T., Teaching School Mathematics, UNESCO: 1995.

UBE0204E PHYSICAL SCIENCE EDUCATION II Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To know the importance of Education Technology in teaching Physical Science To understand well about curriculum construction To verify the qualities of a good science text book To gain the knowledge of constructing a good physical science laboratory Tog understand the qualities and qualifications of a good science teacher Unit I Education Technology Edgar Dale’s cone of Experience-Projected aids and Non-Projected aids - Audio Visual Aids in Physical Science teaching - their importance. Uses of Educational Broadcasts: Radio and TV Lessons. Teleconferencing or Interactive Television, Vedio Conferencing, Edusat. Use of Internet in teaching Physical Science. E-learning Teaching machines, Virtual Universities. Audio - Video Players - Tapes and CDs - OHP and transperancies, Slide and Film projectors, Multimedia, Computers, Charts, models (Static and working) Flash Cards, Pictures, Black board and Chalk, Flannel, Magnetic and Bulletin boards. Unit II Curriculum Construction in Physical Science Curriculum: Principles of Curriculum construction - Criteria of selection of content matter - Organization of content, Critical evaluation of Tamilnadu Secondary School Science curriculum. Curriculum improvement projects in India (NCERT) and Abroad (CBA, Nuffield Project), Chemstudy, PSSC. Unit III Science Text Book

Qualities of a good science text book. Use of text books inside and outside class room- Criteria for evaluation of Science text book - Science Libraries: values of Science Library. A knowledge of all the concepts in Physics and Chemistry up to X/XI standard, text books.

Unit IV Physical Science Laboratory Physical Science laboratory: Selection of Physical facilities and Planning and equipping - Organization and maintenance of laboratory - Storage of chemicals Records and Registers to be maintained –Improvisation of apparatus - Accidents and first aid. Co-curricular Activities - organization of science clubs - science exhibition and fairs, fieldtrips and excursions. Unit V Good Science Teacher Qualities and Competencies of a science teacher: Inservice training of science teacher - Improvement of professional competencies of science teacher. Management of science class. Attention to individual differences - Giving importance to problems raised by students. Teacher Evaluation: Self - evaluation of teaching -Evaluation of teachers, by pupils, by informal talk and administering questionnaire - Maintenance of records. References 1. Aggarwal J.C.Essentials of Educational Technology. Innovations in Teaching-Learning. Vikas Publications House. Delhi 2007. 2. Edger Dale, Audio-Visual Methods in Teaching, Revised Edition, Dryden Press, New York. 3. Garrett, Statistics in Psychology and Education, Vakils, Feffer and Simons Ltd, Bombay, 1979. 4. Guptha, S.K.Teaching of Physical Science in Secondary Schools, Sterling Publications, 1985. 5. Sivarajan K. Trends and developments in Modern Educational Practices Calicut University 2006. 6. Sivarajan.k, Faziluddin.A, Science Education, Methodology of Teaching and Pedagogic Analysis. Calicut University.2000

UBE0204F BIOLOGICAL SCIENCE EDUCATION II Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To enable the student teacher understand the principles of curriculum To help them organize biology laboratory To acquaint them with the management aspects of laboratory To help them understand the co-curriculum activities in biology To provide techniques of guidance and counseling for biology students. Unit I

Planning the Curriculum Defining the term “Curriculum” and Principles of curriculum construction in

biology. Selection and arrangement of topics at various level. B.S.C.S and Nuffield secondary science projects, NCERT curriculum. Plan of arrangement according to age of pupils - analysis of the biology syllabus for standards IX, X, XI and XII. Biological science learning – Primary, Secondary levels. Unit II Biology Laboratory Organization Defining the term ‘laboratory’ - need for planning the biology laboratoryAdvantages of laboratory in Biology teaching. Laboratory assistant and dutiesmaintance of registers and records. Selection of apparatus and chemicals and purchase of the apparatus for biology laboratory. Care and maintance of apparatus Unit III Planning and Management Special features of the Biology laboratory – Planning - Higher Secondary lab. High School lab, all purpose lab. Organizing and conducting Biology practical works Laboratory accident - prevention and first aids. Unit IV

Co-Curricular Activities

Need and importance - different varieties of co-curriculur in Biology - Hobbies in Biology - Biology club: Aims, Organization- Activities of Horticulture, Apiculture and Sericulture. Role of the teacher, student and public in stimulating cocurriculur programmes. Biology fairs and Biology exhibition: organization, values and its importance in teaching Biology. Biological Science talent research. Unit V

Guidance and Counselling of Biology

Diagnosing the difficulties in learning biology - Suitable remedial measures The role of biology teacher, Headmaster and Public in providing guidance and counseling biology activities. Characteristics of slow and gifted learners - Teaching of biology to cater to the needs of different individual – home assignments and individual practical as a measure of catering to varying needs of the pupils of Biology.Vocational guidance and its importance in Biological science. Practicals 1. Design and carry out simple investigatory projects in Biology 2. Preparation of improvise Biology Model 3. Preparation of Charts, Micro slides, Herbarium, stuffed animal-invertebrate, vertebrate. 4. Preparation of food items (any three): preparation of Janatha fridge. References 1. Chand and Tare, Educational Technology, Allahabad: Horizon Publishers, 1992. 2. Das.R.C, Seience Teaching in School, New Delhi: Sterling Publications Pvt. ltd., 1992. 3. Jaganath Methanthi, Educational Technology, New Delhi: Deep and Deep Publications, 1992. 4. Kochhaar.S.K, Guidance and Counselling in Colleges and Universities, New Delhi: Sterling Publishers Pvt. ltd., 1992. 5. Koli.V.K, Teaching of Science, M/S. Krishna Bros Amristar: Hall Bazar, 1969. 6. Rai.B.C, Method of Teaching Science, Lucknow: Prakashan Kendra, Sitapura Road, 1983. 7. Rajagopal.K, Teaching Biology, Govt. of Tamil Nadu, 1978. 8. Ratho.T.N and Ravi Prakash, Emerging Trends in Teaching Biology, Allahabad: Horizon Publishers, 1996.

9. Sampath.K, Introduction to Educational Technology, New Delhi: sterling Publishers Pvt. Ltd, 1992. 10. Sharma. R.C, Modern Teaching Science, Delhi Jullunder: J.C.Kanpur for Dhanpet Rai and Sons, 1975. 11. Vedanayagam, E.G, Taching for College Teachers. New Delhi: Sterling publishers Pvt. Ltd.1994. UBE0204G HOME SCIENCE EDUCATION II Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To familiarize the teacher-trainees with different tools for teaching Home Science To familiarize the teacher-trainees with instructional aids in Home Science To help the teacher trainee to understand trends in Home Science To promote the study of Home Science as an academic and Vocational Course To help the teacher trainee to develop skills in organizing home science laboratory. Unit I

Home Science Curriculum and Correlation in Home Science Home Science Curriculum Development: Meaning - Concept - Principles of

Curriculum construction - Curriculum development - Organization of curriculum and syllabus. Correlation – Need - Types of correlation - correlation with other subjects, Present syllabus - Defects in the Existing curriculum. Unit II

Area, Scope and Co-curricular Activities

Nature and Scope of Teaching: Food and Nutrition, Cookery, Household management, Textiles, clothing and laundry, child development and mother craft, Human relationship and health, First Aid and Home Nursing. Co-curricular Activities: Importance of field trip - Organizing Exibition – Organizing Home Science Club. Unit III Home Science Teacher Home Science Teacher: Competencies - Maintaining optimum physical and mental health - Acquiring knowledge - Teaching efficiency - Professional ethics and

growth - Personality traits - Duties and Responsibilities - Teacher’s contribution to the school and community. Unit IV Home Science Laboratory, Library and Time Table Home Science Laboratory - Organization of the laboratory - Laboratory equipments and their maintenance. Library: Aim, need and organization. Time Table: Need of the school time-table, various types. Unit V

Text Book of Home Science, Examination and Evaluation

Text books - Criteria of good text books - Critical review of Home science text books used in Higher Secondary schools. Achievement tests - Essay and objective types - Construction and uses of tests Diagnostic testing and remedial teaching. References 1. Bloom and Benjamin (Ed.,) and others, Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook1: Cognitive Domain, New York: David McKAY Company, 1965. 2. Broudy, Harry S and Palmer and John R, Examples of Teaching Method, Chicago: Second Printing, Rand Mcnally & Co., 1966. 3. Chandra Arvinda, Fundamentals of Teaching Home Science, New Delhi: Sterling publishers. 4. Dale Edgar, Audio Visual Methods in Teaching, revised edition, New York: Rivehart and Winston, 1962. 5. Das, R.R and Ray Binita, Teaching of Home Science, New Delhi: Sterling Publishers, 1989. 6. Devadas R.P, Teaching Home Science, All India Council for Teaching Science, 1976.

UBE0204H

SPECIAL TAMIL EDUCATION-II $

Credit – 4 Hours – 64

Max.Marks: 100

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UBE0204I

ENGLISH EDUCATION-II

Credit – 4 Hours – 64

Max.Marks: 100

Course Objective To acquaint with concept of in learning English To understand the innovative methodology of Teaching English. To evaluate qualities of an effective teacher. To familiarize with English curriculum To acquire the skills of doing content analysis in English text book. Unit I Approach method strategy and technique-Research findings on the effectiveness of various methods and approaches - Quality in learning English - The Internet Power Point Presentation – Merits - Language Lab – system – Types - Broadcast type library type, computerized. Unit II Methodology of teaching English in the new millennium - Content basis - Silent way – Suggestopedia - Strategopedia Unit III Evaluation – Testing - Approaches to testing - An efficient English teacher -The living corpses - The competent - Multiple intelligence - Collaborative learning Pragmatic Unit IV Curriculum Designing - Content selection skill based, structure based, situation– based, logical and psychological. Continuity and sequence curriculum revision improvement NCERT English curriculum. Assessment of different school curriculum.

Unit V An analysis of the Teaching items - Prescribed in standard VII to X in Tamilnadu School Textbook committee. References 1. Allen Campell, Teaching English Language, New Delhi: McGraw Hill Publishers, 1972. 2. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s University 3. Balasubramanian.T.A, A Text-book of English Phonetics to Indian Studies, New Delhi: Macmillan, 2000. 4. Billows.F.L, The techniques of Language teaching, London: Longman, 2001. 5. Frisby, A.W., Teaching of English, London: Longmans, 1970 6. Gokak. V.K., English in India – Its present teaching, London: Longman Future, Asia Publishing House, 1994. 7. Jack C.Richards and Theodore S.Rodgers., Approaches and methods in Language Teaching, II edition, Cambridge: Cambridge University Press, 2005. 8. Jesa.M,

Efficient

English

Teaching,

New

Delhi:APH

Publishing

corporation,2005. 9. Mark Lester, Introductory Transformation Grammar of English, New Delhi: Macmillan, 1977 10. Morris.L, The Art of Teaching English as a living, New Delhi: Macmillan Publishers, 2000. 11. Sarah Freeman, Written Communication in English, London: Orient Longmans, 1977. 12. Shaikh Mowla, Prabhakar Rao.M, Sarojini.B, Methods of teaching English, New Delhi: Neelkamal Publication, 2004. 13. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s University 14. Adrian Doff-Teach English A training course for teacher-Cambridge teacher training and development.

UBE0204J HINDI EDUCATION II Credit – 4 Hours - 64

Max Marks: 100

Course Objectives To make student-teachers conversant with modern trends and methods of teaching Hindi To help teacher trainees in developing the four fold language skills in students To make student – teachers capable of developing communicative skills in Hindi To develop the skill of preparing teaching aids in Hindi To make student-teachers aware of different types of evaluation techniques in Hindi UNIT I

MODERN TRENDS AND METHODS OF TEACHING

Models of teaching – programmed learning – instructional module – panel discussions - seminars – simulated teaching - computer assisted instruction – their importance in relation to the teaching of Hindi as second language. UNIT II

LANGUAGE SKILLS

Comprehension skills – Listening and reporting taped stories, speeches and reports, commentaries etc on radio and Television - Oral work: Conversation, discussion, Importance of good pronunciation – causes of wrong pronunciation – Remedial measures - Objectives of teaching reading – Different types of reading – Methods of teaching reading - Writing skills: The mechanics of writing – Different Methods of teaching writing - Techniques to develop speaking skills – questioning and answering in Hindi UNIT III

PREPARATIOIN OF LEARNING AIDS

To develop skill in preparing teaching aids – models, charts, pictures, posters, cartoons, advertisement, magazine and newspaper articles, manuscript magazine, audio cassettes, CD’s.

UNIT IV

COMMUNICATIVE HINDI

Techniques to develop students’ skill in communicative Hindi, procedures for the development of communicative skills of students in different situations – In business, in conferences, in reporting, in daily life etc. UNIT V

EVALUATION

Importance, different methods, qualities of achievement tests, construction of objective based test items, different types of questions – short answer type and essay type – their relative importance in evaluation – construction of achievement tests, diagnostic test and its uses.

References 1. Acharya Sithram Chathurvedi, Bhasha Ki Siksha. 2. Dr.Sreedharanantha Mukherji, Rashtra Bhasha Ki Siksha 3. P.G. Kamath, Anya Bhasha Sikshan Eak Bhasha vajanik Drishty 4. K.M. Siva Ram Sharma. Hindi Sikshan Kala. 5. Bhari Yogendra Jit. Hindi Bhasha Sikshan. 6. Shri Sathyanarayan Thripadi. Hindi Bhasha Aur Lipi Ka Aithihasic Vikas. 7. Dr.Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan Aur Reehana. 8. Nanda Bulare Baj Peyi, Sahitya Sushama.

UBE0204K

ECONOMICS EDUCATION II

Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To understand the importance of economics as a subject in the development of the sustainable socio-economic development To help the pupils to develop instructional and learning strategies To enable the learners to develop proficiency in pedagogical aspect of economics at higher secondary level To acquaint the pupils with the context domains of economics teaching at plus one and plus two levels Unit I Introduction Importance of teaching economics as a subject at higher secondary level – Current trends and challenges – Problems and prospects in economics teaching. Unit II The Basic Divisions in Economics The basic economic problems:

Economic systems – traditional economy –

market economy – command economy – mixed economy Unit III Equipment and Resources Text books – Library – Computer lab – Audio Visual aids – Pupils Record – Field Trips – Community resources – Evaluation – Economics Teacher Unit IV Applications of Educational Technology in Economics Programmed learning: Linear, Branching and methetic programmes; systems approach and cooperative teaching methods applied in economics Unit V Context in Economics Teaching at Higher Secondary Level

Text books on Indian Economics higher secondary first year, Tamil Nadu Text book Corporation Text book on Economic theory higher secondary second year, Tamil Nadu text Book corporation. References 1. Aggarwal, S.M. The Teaching of Economics, New Delhi, Prentice Hall, 1991. 2. Amita, Y., The Teaching of Economics, New Delhi: Deep and Deep Publication, 2001. 3. Chanhan, S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas Publications, 1979. 4. Dhinra Ishwar, C. The Indian Economy Environment and Policy, New Delhi, Sultan Chand and Sons, 2001 5. Dreze.J. and Seu. A., Economic Development and social opportunity, New Delhi: oxford University press, 1995. 6. Ganguli, Studies in Indian Economic problems, Chennai, Allied Publishers, 1978 7. Haijela, P.D, Goswari, M.P, Economic Performs and Employment, New Delhi: Deep and Deep publications, 2000. 8. Johnston, J.N, Indicators of Education, London: Kogan page, 1981. 9. Karthick G.S., Teaching of Economics, New Delhi, Sumit Enterprises, 2005 10. Keits G. Lumsden, New Development in the Teaching of Economics, New Jersey: Prentice Hall, 1967. 11. Knopt. Keynon. A. The teaching of Elementary Economics, New York: James & Stauss, Holt Rinehart and Winston, 1960. 12. Kochhar S.K., Methods and Techniques of Teaching, New Delhi, Sterling publishers, 1985

UBE0204L

SOCIAL SCIENCE EDUCATION– II

Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To help the learners to understand the interdisciplinary topics in the secondary school Social science subjects. To enable the learners to develop skills in the use of appropriate use of aids in Social Science teaching. To help the pupils to develop interdisciplinary instructional and learning strategies. To acquaint the learners with the content domains of social science teaching at Secondary level. To develop skills among learners in o rganizing co-curricular activities based on social Science learning. UNIT I Correlation of Social Science in the Secondary Syllabus Meaning, concept and dimensions of History, Geography, Civics and Economics - Interlinkages. UNIT II Content Domains in Social Sciences Critical study of the Social Sciences syllabi of standards VI to X. UNIT III Innovative Methods of Teaching Social Science Subjects Problem solving method – textbook recitation – Project and Laboratory method – Activity Based Learning Inputs – Dramatization – Role play – Innovative Teaching Strategies. UNIT IV Teaching Aids in Social Science Subjects Application of time-line charts, maps, symbols and map-reading. Graphic Aids; Radio, Television, Educational films, videos and Educational Technology aids. Field trips and Exhibitions, Blackboards, textbooks, workbooks and community resources.

UNIT V The Social Science Teacher - Pre-service and in-service training - continuous and consistent learning of new inputs in social science domains

Practicals 1. Preparation of maps and charts 2. Picture Album 3. Field observations and reporting 4. Community based development initiatives References 1. Bhattacharya Srinivas and Daiji D.R., Teaching Social Studies in Indian

Schools, Baroda: Acharya Book Depot, 1992. 2. Bining C. Arthur and Bining, Teaching the Social Studies In Secondary

Schools, New York: McGraw Hill Book Company, 1952. 3. Chauhan S.S: Innovations in Teaching – Learning Process, New Delhi: Prentice Hall India ltd, 1981. 4. Copsill, G.H, The Teaching of Geography.NCERT, Practical Geography: A text book for Secondary schools 5. Edgar Blue Wesley, Teaching Social Studies in High Schools, Boston: D.C Heath& Co, 1950. 6. Kabir Kumayun and Mathai, The Teaching of Social Science in India, New Delhi: A Universal Publication, 1968. 7. Memming James, The Teaching Social Studies in secondary school, London: Longman Green &Co, 1950. 8. NCERT: Measurement and Evaluation. New Delhi,2003. 9. Pickles, T. Elementary Map – reading, Unesco Better History Text books. 10. Rambai and Patel : Educational theory and practice, New Delhi: Sterling Publications,1982 11. Sampath, K., et al – Introduction to Educational Technology, New Delhi: Sterling Publishers, 1992. 12. Taneja Vidya Ratha, Teaching of Social Studies, Chandigar: Mohendia Capital Publishers, 1958. 13. Teaching of Social studies in Secondary school.Chaterjee National Atlas of India, Survey of India, DehraDun.

14. Willey E.B. Teaching Social Studies in High School, Boston: Heeth & Co., 1995.

UBE0204M

COMPUTER EDUCATION II

Credit – 4 Hours – 64

Max.Marks: 100

Course Objectives To develop the ability to prepare and use the audio-visual aids and mass media effectively. To develop the competency to construct and administer diagnostic and achievement tests and to develop competence in evaluation techniques applied to computer science. To understand the principles of curriculum construction with emphasis on content and organization. Unit I Curriculum Designing in Computer Education Curriculum – Content – Principles - Selection of content - content organization logical and psychological, spiral and topical. Unit II Equipments and Resources for Computers Text books - Importance, qualities, Library - Importance and need. Computer teacher - Qualification, special qualities of computer teacher. Unit II Computer Education Programming - Flow chart – MS office tools: MS Word, MS PowerPoint, MS Excel, MS Front page, Web designing. Unit IV Analysis of Content Analysis of content prescribed for computer textbook XI and XII of Tamilnadu text book committee. Unit V Recent Trends in Computer Education

Recent trends in computer education - need for research in computer education online learning, e-learning, virtual learning.

References 1. Adam, D.M, Computers and Teacher Training: A Practical guide, New York: Haworth Prentice, 1985. 2. Behera, S.C, Educational Television Programmes, New Delhi: Deep and Deep Publications, 1991. 3. Coburn, P and et al, Practical Guide to computers in Education, Addison: Wesley Publications, 1985. 4. Desmonde, W.H, Computers and uses, New Delhi: Prentice Hall, 1985. 5. Graeme, K, Blackboard to Computers: A Guide to Educational Aids, London: Ward Lock, 1969. 6. Harley, Hahn, The Internet complete reference, New Delhi: McGraw Hill, 1996. 7. Leon Alexis and Leon Mathews, Fundamentals of Information Technology, Chennai: Leon Press, 1999. 8. Rebecca J.Fiala, Jeff Grisenthwaite, Marin reid, Karl Schwartz, Cathy vescky, Microsoft office 2000, PB Publications, New Delhi,2003. 9. Saxena, Sanjay, A First course in Computers, New Delhi: Vikas Pub., 2004. 10. Tauber, B, Mastering Front 2000, New Delhi: PB Publications, 2004. 11. Warner, Scoot, Teach Yourself Visual Basic 6, New Delhi: McGraw Hill Publishing company, 2005.