Notification141215 Curriculum of 2-Year B.Ed Programme PDF
Notification141215 Curriculum of 2-Year B.Ed Programme PDF
Notification141215 Curriculum of 2-Year B.Ed Programme PDF
Department of Education
Dibrugarh University
2015
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CURRICULUM
OF
TWO-YEAR B.ED PROGRAMME –2015
DIBRUGARH UNIVERSITY
RULES AND REGULATIONS
GENERAL OBJECTIVES:
(i) Programme: The term ‘programme’ is used to mean the whole learning
experience or combination of courses in a particular field of
study.
(ii) Course: Programme is divided into a number of courses. A course
may be considered as a paper in conventional education
system.
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(iii) Academic Year: An academic year means a period of twelve months consisting
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of two semesters.
(iv) Semester: The word “semester” is used to mean a half-yearly term or
term of studies including examinations, vacations and
semester breaks.
(v) In-semester: The word “in-semester” is used to refer to the continuous
evaluation within the half-yearly term.
(vi) End-semester: The word “end-semester” is used to refer to the terminal
processes of examinations and evaluations at the end but
within the half-yearly term.
(vii) Internal Examiner: The term ‘Internal Examiner’ refers to an examiner from
the concerned institution appointed by the Head of the
Institute from the panel approved by the Dibrugarh
University.
(viii) External Examiner: The term ‘External Examiner’ refers to an examiner from
outside the concerned institute and appointed by the
Controller of Examinations, Dibrugarh University from the
panel approved by the University.
ADMISSION:
(a) Candidates with at least 50% marks (in Aggregate)*, either in the
Bachelor’s degree and/or in the Master’s degree in Sciences/Social
Sciences/Humanities/Commerce; OR Bachelor’s in Engineering/
Technology of Dibrugarh University, or any other University
recognised by Dibrugarh University with specialization in Science
and Mathematics with at least 55% marks or any other qualification
equivalent thereto, are eligible for admission in to the programme.
*A candidate securing 50% marks or more in the Honours /
Major subject but less than 50% marks in aggregate in all the
courses/papers of the Bachelor’s degree will not be eligible for
admission to the B. Ed Programme, as the requirement is 50%
marks in aggregate.
(b) Candidates must clear the B. Ed Common Entrance Test (B. Ed CET)
conducted by the University for that academic session.
C. Reservation:
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(a) 85% of the total number of seats shall be reserved for the students
who have passed the qualifying Bachelor’s degree / Master’s degree
examination from the institutions affiliated to Dibrugarh University.
(b) There will be statutory reservation under various categories, as
follows:
SC - 7%
ST (P) - 10%
ST (H) - 5%
OBC/MOBC - 15%
Physically challenged* - 3%
* Candidates who are very negligibly disabled by visual
deficiency and the like shall not be eligible for consideration
under this reserved category.
D. Selection Criteria:
NOTE: The candidates, who clear the B. Ed CET, shall have to apply for admission
to the institution of their choice. The concerned institutions will select the candidates
for admission on the basis of their marks on the B. Ed CET and Career Performance.
E. Other Conditions:
(b) He/ She shall not do any other job during the regular teaching hours.
F. Teachers on Deputation:
The conditions given in Clause(s) A to D are not mandatory in case of
candidates deputed by the State Government/Dibrugarh University to Secondary
Teacher Education Institutions. The deputed teachers shall be admitted only
in the specified institutions as given in Govt./University notification.
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DURATION:
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(i) The duration of the B. Ed Programme shall be two years spread over4 (four)
semesters, as follows:
Semester I& III (Odd Semesters): 1st July – 31st December
Semester II & IV (Even Semesters) : 1st January – 30th June
(ii) Total number of minimum working days per semester shall be as shown in
Table – I:
Particulars Days
No. of days earmarked for Admission 10 days.
No. of Instructional Days :
(a) No. of days for Theory Courses 50 days (300 hours)
(b) No. of days for Practicum Courses 40 days (240 hours)
No. of days for Examination 20 days
Semester →
Total
Semester – I Semester – Semester - III Semester - IV
Marks
Course ↓ II
BED 10100 BED 20100 BED 30100
Courses
Knowledge
(50X2=100)
Courses -
(50X2=100) 200
Content
I & II
Experiences
(50x2=100)
Practicum
based
(50x2=100) (50x2=100)
BED 40301
Internship
(100x1=100)
Teaching
-- 300
BED 40302
(200x1=200)
in
SEMESTER – I
SEMESTER - II
SEMESTER - III
BED 30500 Content Based Activities, Micro Teaching and Question Paper 100
Setting
SEMESTER – IV
CURRICULUM TRANSACTION:
(I) Medium of Instruction: The curriculum shall be transacted in English
and/or Assamese. However, the question papers shall be designed in English
only. The students shall have to answer either in English or Assamese.
(III) Attendance:
Theory Courses:
Practicum:
(V) Internship:
Each student shall be assigned to a school for the entire period of Semester-
IV. For this purpose the institutions may have to enter in to MOU with the
concerned school. Besides the curricular activities the student shall have to
do all the activities of the school that a regular teacher does in a school.
Semester →
Total
Semester – I Semester-II Semester - III Semester - IV
End In Total End In To End In Tot End In Tot
Marks
Course ↓ Seme Seme Seme Seme tal Seme Semest al Seme Seme al
ster ster ster ster ster er ster ster
Courses
20x3=60
20x2=40
20x2=40
80x3 =
80x2 =
80x2 =
Core
700
240
300
160
200
160
200
900
Theory
Pedagogical
Knowledge
40x2 = 80
40x2 = 80
10x2= 20
10x2= 20
Courses -
200
Content
I & II
100
100
50X2=100
100
50+30+20
Communit
50X2=100
Experienc
School &
400
=100
y-based
100
100
80
20
Practicum
100
es
700
Internship
Teaching
300
240
300
60
in
C. Practicum Courses BED 10400, BED 20500, and BED 40100 shall be
assessed by a team of internal examiners. The percentages of marks
for Process and Product assessment shall be 60 and 40 respectively.
d) End-Semester Assessment :
Theory Courses:
(i) At the end of each semester, there shall be one End-Semester Examination
carrying 80% marks in each Course of the Semester covering the entire
syllabus prescribed for the Course.
(vi) There shall be provision for re-evaluation of the answer-scripts of the End-
Semester Examination with the payment of prescribed fees.
Practicum Courses:
(i) For Practicum Courses BED 30500 and BED 40200 there shall be one End-
Semester Examination carrying 80% marks. The End-Semester
Examination for these courses shall be carried out by a Board of Internal
and External examiners appointed by the Controller of Examinations,
Dibrugarh University.
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GENERAL:
For any matter not covered under these Regulations, the existing Dibrugarh University
Rules, Ordinances and the Dibrugarh University Act, 1965 (as amended) shall be applicable.
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 10100
COURSE TITLE : FOUNDATIONS OF EDUCATION
MARKS: 80 (END-SEMESTER) + 20 (IN-SEMESTER)
01. To understand the interdisciplinary nature of Education and its relation to Philosophy,
Sociology, Economics, Political Science, Management & Development studies.
02. To understand the development of various and evolving concepts of Education over time.
03. To understand the aims of Education and their bases over different time-periods.
04. To understand the relationship between education and development.
05. To examine the influences of political and policy decisions on Education.
06. To evaluate the various policies undertaken by the Governments over different periods of
time.
07. To understand how Education derives its relevance from socio- economic contexts
08. To examine the changing emphases on Education in the context of Liberalization,
Privatization & Globalization (LPG).
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any two of the following activities) 5x2=10
MARKS
01. Students shall analyse the philosophical ideas of great educationists and make
presentations on the manifestation of these ideas in the north-east or local
perspective.
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02. Students shall take part in group discussions, debates and dialogue on the diversities
and challenges of the Indian society and also critically evaluate the remedial
measures undertaken by the state to address the same.
03. Students shall analyse writings on analysis of education-development interface and
make presentations through group discussions, debates and dialogue on the themes of
sustainable development, economics and management, human resource development.
04. Students shall conduct survey the status of the implementation of state and centrally
sponsored schemes of education and prepare reports on the same.
SUGGESTED READINGS:
01. Agrawal, J.C. & Agrawal S.P. (1992). Role of UNESCO in Educational, Vikas
Publishing House,Delhi.
02. Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society,
NCERT, New Delhi.
03. Govt. of India (1986). National Policy on Education, Ministry of HRD, New Delhi.
05. Mukherji, S.M., (1966). History of Education in India, Acharya Book Depot, Baroda.
06. Naik, J.P. & Syed, N., (1974). A Student‟s History of Education in India, MacMillan,
New Delhi.
07. NCERT (1986). School Education in India – Present Status and Future Needs, New
Delhi.
11. Learning without Burden, Report of the National Advisory Committee. Education Act.
Ministry of HRD, Department of Education, October, 2004.
12. National Policy on Education. 1986. Ministry of HRD, Department of Education, New
Delhi.
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13. Seventh All India School Education Survey, NCERT: New Delhi. 2002.
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14. UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University Press.
15. UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring
Report. Paris.
16. World Bank, (2004). Reaching the Child: An Integrated Approach to Child
Development. Oxford University Press, Delhi.
17. Steven H. Cahn (1970), The Philosophical Foundation of Education, Harper & Row
Publishers, New York.
19. Lakshmi, T.K.S. and M.S. Yadav, “Education its Evolving Characteristics‖, in new
Frontiers in Education, Vol. XXII, No. 4, Oct-Dec., 1992
20. Goswami A.C. Philosophical and Sociological Bases of Education in Emerging India,
Published by Jyoti Prakashan, 2001.
21. Safaya, Shaida & Shukla, Teacher in Emerging Indin Society published by Dhanpat Rai
Publishing Company, 2006.
23. Safaya, Srivastava & Singh, Development of Education in Emerging India & Its
Current Problems published by Dhanpat Rai Publishing Company, 2007
COURSE OUTLINE
- Moral and
- Language
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- Aptitude
Educational implications of socio-cultural
characteristics:
- Home environment (socio-economic status,
type of family, learning environment in
home)
- Gender (natural differences due to gender,
effect of gender bias on learning and
personality development)
- Language (Effect of heterogeneity of language
on classroom interactions, effect of mother
tongue on learning),
- Ethnic background.
Social psychology of learner:
- Understanding concept of group, meaning and
characteristic of group,
- School as a social group,
- Group dynamics,
- Ways to promote healthy group interactions
- Development of leadership.
- Self-report.
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UNIT-5 GUIDANCE AND COUNSELLING FOR 10 16
LEARNER:
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any two of the following activities) 5x2=10
MARKS
1. Gathering data about children from different contexts: Naturalistic observations;
Interviews which allow ―listening‖ to children; Writing reflective journals about children
at work, in school, at play, etc; Anecdotal records and Narratives
2. Listening to adolescents‘ conversations in the canteen/ train/ restaurants/ parks/ bus/
workplace etc and chart out themes of their discussions / talks. (These could be recorded
as observations / speech).
3. Understanding social disadvantages: Interviews of a working child / a child who has
experienced a natural calamity or conflict / an orphan / a street child / urban poor child /
out-of-school child / a person who got married as a child etc
4. Discussions based on Film screenings: (Halo; Parzania (2007), Firaaq (2008), Sikandar
(2009), Children of a Lesser God (1986), Goodwill Hunting, Iqbal (2005), Tahaan, Bum
Bum Bole, Taare Zameen Par, Stanley Ka Dabba, Udaan, I am Kalam; Black; Swades
etc.
SUGGESTED READINGS:
01. Adler, A. (1927), Practice and Theory of Individual Psychology, New York, Harlowet
Brace and World.
05. Brown, J.S., Collins A and Dugrid, P. (1989), Situated Cognition and the Culture of
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24. Vygotsky, L.S. (1978), Mind in Society, Harvard University Press: Cambridge, Chapter
6.
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25. Woolfolk, A.E. (2009), Educational Psychology (11th Edition) (My Education Lab
Series), Prentice Hall.
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IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any two of the following activities) 5x2=10
MARKS
01. Experiencing an alternative way of learning
02. Organizing lessons by using expository and inquiry strategy as approach to teaching (At
least two)
03. Planning and preparation of ICT- integrated presentation through identification and use of
internet resources - (at least one).
SUGGESTED READINGS:
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 10401
COURSE TITLE : ICT SKILL DEVELOPMENT
Process Evaluation: 30
Product Evaluation: 20
Objectives: On completion of this course, the student will be able to--
(The Course may be carried out through workshop mode or through regular teaching
learning process)
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 10402
COURSE TITLE : LANGUAGE PROFICIENCY
Process Evaluation: 30
Product Evaluation: 20
T. Balasubramanian
Macmillan Publishers
India Limited
N.B. Form small groups (8-10) members 1. Effective
Engaging Comprehension.
UNIT - II with (a) Each of the trainees will give silent
narrative reading of selected lesson from H.C.Bhatia,
and prescribed text/s. D.S.Publishers
descriptive (b) Re-tell the account in one‘s own words (India) Delhi
accounts in the group
(c) Analyze /discuss various issues, 2. Teach it, Write it,
characters and situations from Teach it
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(The Course may be carried out through workshop mode or through regular teaching
learning process)
SUGGESTED READINGS:
1. Guide to Patterns and Usage in English. A.S. Hornby, Oxford University Press, Delhi.
N.B : Choise of language for developing language proficiency will depend on the language
( Assamese / English) to be taught at School as well as the medium of instruction for
other Pedagogical Content knowledge , Courses like General Science, Geography and
Social Science.
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Objectives:
01. To help student- teachers to understand the pluralistic issues of contemporary Indian
society.
02. To understand and examine the issues and concern related universalization of Education
– Elementary and Secondary
03. To understand the importance of indicators , standards and strategies for enhancement of
quality in secondary schools
04. To understand the need and importance of education for peace and a role of a teacher in
emphasizing its relevance in modern society
05. To examine the issues and concern related to global and local environmental crisis and
explore the strategies for sensitizing the learners towards environmental conservation
06. To help to develop critical awareness of concepts of human rights, child rights and
environmental rights.
UNIT 5 15 20
New perspective in education
Quality in education: Indicators of quality in the
context of:
a) Students‘ outcome
b) learning–environment.
c) Enhancement of quality in Secondary
Schools – teacher-training, teaching-
learning processes, curriculum
construction, infrastructure.
Concept of Human Rights education
Integrating values in school curriculum & teaching
learning processes.
Role of education in promotion of peace: implications
for pedagogy (cooperation, tolerance etc).
Environmental education and sustainable development
o Conservation
o Preservation
o Sensitization
o Integration of environmental concerns in
school curriculum & Role of Teacher
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any two of the following activities) 5x2=10
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MARKS
Assignment on provisions related to education in the Indian Constitution.
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Debates & Discussions on the provisions of UEE & USE & inequalities and
diversities of Indian society, with a North–east perspective
Project work on education for conservation of environment in local context –
Conservation of environmental resources
Methods of conservation of environmental resources
Role of teacher in conservation of environment.
SUGGESTED READINGS:
01. Anand, C.L. et.al. (1983). Teacher and Education in Emerging Indian Society, NCERT,
New Delhi.
02. Kochhar SK Pivotal Issues in Indian Education Sterling Publishers private Limited
03. Dhawan M.L. Issues in Indian Education ISHA books Delhi -110 033
04. NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi
05. Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.
06. Govt. of India (1992). Programme of Action (NPE). Min of HRD.
07. Mohanty, J., (1986). School Education in Emerging Society, Sterling Publishers,
MacMillan, New Delhi.
08. NCERT (1986). School Education in India – Present Status and Future Needs, New
Delhi.
09. Ozial, A.O. „Hand Book of School Administration and Management‟, London,
Macmillan.
10. Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
11. Ministry of Education. „Education Commission “Kothari Commission”. 1964-1966.
Education and National Development. Ministry of Education, Government of India
1966.
12. National Policy on Education. 1986. Ministry of HRD, Department of Education, New
Delhi.
13. Seventh All India School Education Survey, NCERT: New Delhi. 2002
14. UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University Press.
15. UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring
Report. Paris.
16. Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and
Private
17. Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness and learning
achievement at primary stage: International perspectives. NCERT. New Delhi.
18. UNESCO‘s report on Education for Sustainable Development.
19. Ministry of Law and Justice (2009) Right to Education. Govt of India
20. Govt of India (1992) Report of Core group on value orientation to education, Planning
Commission
21. Arvind Kumar (2003). Environmental challenges of the 21st century, APH Publishing
Corporation, New Delhi
22. Kaushik & Kaushik: Environmental Perspectives,
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20200
COURSE TITLE : ASSESSMENT AND EVALUATION
Objectives of the Course: On completion of the course, the students will be able to:
Work sheets
Assessment of Group Activities:
Collaborative/Cooperative learning and Social Skills
Portfolio assessment: Its meaning, scope and uses,
planning, development and assessment
Assessment by different individuals: Self, Peer, and
Teacher Assessment
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any two of the following activities) 5x2=10
MARKS
Analysis and interpretation of students‘ performance using statistics (Compulsory Activity)
1 Administration of a question paper in a school and scoring of answer copies
2 Submission of portfolio for assessment
3 Preparation of cumulative record card
Note: Students will have to do at least two activities from the list of activities given above.
Activity No.1 is compulsory for all students. The students will be assigned another activity from
the rest three.
SUGGESTED READINGS:
1. Anastasi A and Urbina S., Psychological Testing, PHI Learning Private Limited New
Delhi-110001, 2012
2. Aron A., Aron E. A. and Coups E., Statistics for Psychology, Pearson Education, Inc.
and Dorling Kindersley Publishing, Inc., NewDelhi, First Impression 2007
3. Ebel, R.L.: Measuring Educational Achievement ; Prentice Hall of India Pvt. Ltd, New
Delhi
5. Garrett, Henry E and Woodworth R.S., - Statistics in Psychology and Education, Vakils,
Feffer and Simons Ltd, Bombay -38, 1981.
7. Minden Dr Jack Jr Van, All About Psychological Tests and Assessment Centres, Indiana
Publishing House, New Delhi-110002, First Indiana Edition 2008
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8. Rajput, S., Singh, A., Pandit, B.L., Tiwari, A.D. and Kumar, S. , Handbook on Paper
Setting, NCERT, 2002
10. Singh A., Instructional Objectives of School Subjects, NCERT, New Delhi-110016,
2004
11. Singh A.K.: Tests, Measurement and Research Methods in Behavioural Science;
Bharati bhawan , Patna -800003, 2012 print
12. Thorndike , R.L. & Hagen , E.P: Measurment & Evaluation in Psychology &
Education; John Wiley & Sons; New York.
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20301
COURSE TITLE : TEACHING OF ASSAMESE – I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
teaching.
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1. IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one of the following activities)
5 MARKS
(i) Prepare a note on Assamese Sound System
(ii) Prepare a note on Assamese Vocabulary System
(iii) Review of an anthology of poetry/ short story and or a novel
(iv) Seminar on a given topic with M.S. Power Point Presentation.
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১ ড ভদন শভমা : অসভীয়া বাষা শশক্ষণ দ্ধশি, ষ্টুডডণ্টছ ষ্ষ্টাৰছ, গুৱাহাটী
২ মিীন্দ্ৰনাথ ষ্গাস্বাভী : ভািৃবাষা শশক্ষণ, ভশণ ভাশণক প্ৰকাশ,গুৱাহাটী
৩ হশিৰাভ দাস : অসভীয়া ভািৃবাষা শশক্ষণ দ্ধশি, শ্ৰীবূ শভ াশিশছিং ষ্কাম্পাশন, কিকিা
৪ ড০ সডিেন্দ্ৰ নাথ শভমা : অসভীয়া সাশহিেৰ সভীক্ষাত্মক ইশিফৃ ত্ত, ৩য় প্ৰ, ১৯৮৬, ষ্সৌভাৰ শপ্ৰশণ্টিং এণ্ড াশিশছিং
প্ৰাইডবট শিশভডটড, গুৱাহাটী
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৫ ড ভডহশ্বৰ ষ্নওগ : অসভীয়া সাশহিেৰ ৰূডৰখা, ৮ভ প্ৰকাশ, ১৯৯৫, চন্দ্ৰ প্ৰকাশ,গুৱাহাটী
৬ ড০ ভডহশ্বৰ ষ্নওগ : শনকা অসভীয়া বাষা, ২য় প্ৰকাশ, ১৯৯৪,, িয়াচম ফুক ষ্টি, গুৱাহাটী
৭ শশৱনাথ ফভমন : অসভীয়া আখৰ-ষ্জাোঁটশনৰ কথা, ১ভ প্ৰ, ১৯৯৩, শপ্ৰয়ফািা প্ৰকাশন, শিশনচুকীয়া
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৭ ড০ ষ্গাডিাক চন্দ্ৰ ষ্গাস্বাভী : অসভীয়া ফোকৰণৰ ষ্ভৌশিক শফচাৰ, ৩য় প্ৰকাশ, ১৯৯৩, ফীণা িাইডেৰী, গুৱাহাটী
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৮ ড০ উডন্দ্ৰনাথ ষ্গাস্বাভী : বাষা শফজ্ঞান, ৫ভ সিং ১৯৮৬, ভশণ-ভাশণক প্ৰকাশ, াণফজাৰ, গুৱাহাটী-১
৯ ড০ উডন্দ্ৰ নাথ ষ্গাস্বাভী : অসভীয়া বাষাৰ ৰূকথা, ৪থম প্ৰকাশ, ১৯৯৫, ভশণ ভাশণক প্ৰকাশ,গুৱাহাটী
১০ ড০ বীভকান্ত ফৰুৱা : অসভৰ বাষা, ষ্টুডডণ্টচ এম্প’শৰয়াভ, শডব্ৰুগড়
১১ ৰডভশ াঠক : অসভীয়া বাষাৰ ইশিহাস, ১৯৮৫, জাণমাি এম্প’শৰয়াভ, নিফাৰী
১২ শফডশ্বশ্বৰ হাজশৰকা, অসভীয়া বাষাৰ উৎশত্ত আৰু ক্ৰভশফকাশ, ১৯৮৮, জািীয় সাশহিে প্ৰকাশ, গুৱাহাটী-২০
১৩ ড০ নডগন ঠাকুৰ : বাৰিীয় বাষাৰ শৰচয়, ১৯৮৩, বাৰিী ফুক ষ্টি, ষ্গািাঘাট
১৪ ৰডভশ াঠক : বাষা শফজ্ঞানৰ বূ শভকা, ২য় প্ৰ ১৯৮৫, এি শফ এছ াশিডকশেন, গুৱাহাটী-১
১৫ বগৱান ভৰি : বাষাথমশফজ্ঞান, ১৯৮৬, অসভী প্ৰকাশ, াণফজাৰ, গুৱাহাটী-১
১৬ ড০ ভডহন্দ্ৰ ফৰা : সাশহিে উক্ৰভশনকা, ৩য় সিং , ১৯৯১, ফনিিা, শডব্ৰুগড়
১৭ িীথমনাথ শভমা : সাশহিে শফদো শৰক্ৰভা, ৪থম প্ৰ ১৯৭৬, ফাণী প্ৰকাশ, গুৱাহাটী
১৫ ফীডৰন ফৰকটকী : সাশহিেৰ টবূ শভ, ৩য় প্ৰ, ১৯৮৩, অসভ ফুক শডডা, কশিকিা-৯
১৯ ড০ প্ৰপুল্ল কটকী : সাশহিে আৰু সিংজ্ঞা, ১ভ সিং, ১৯৭৯,াঠেুশথ প্ৰস্তুশি সভন্বয় সশভশি, গুৱাহাটী শফশ্বশফদোিয়
২০ ড০ িীিা গগগ, সম্পা০ : আধু শনক অসভীয়া সাশহিেৰ শৰচয়, ২য় প্ৰ ১৯৯৪, ষ্টুডডণ্টচ এম্প’শৰয়াভ, শডব্ৰুগড়
২১ ড০ ভডহন্দ্ৰ ফৰা : অসভীয়া কশফিাৰ ছন্দ, ২য় প্ৰ ১৯৮৬, ফাণীভশন্দৰ, শডব্ৰুগড়
২২ ড০ ভডহন্দ্ৰ ফৰা : অসভীয়া ছন্দৰ শশল্পিত্ত্ব, ১৯৯০, ফনিিা, শডব্ৰুগড়
২৩ নৱকান্ত ফৰুৱা : অসভীয়া ছন্দশশল্পৰ বূ শভকা, ১৯৯৩, ষ্টুডডণ্টছ ষ্ষ্টাৰছ, গুৱাহাটী
২৪ নৱকান্ত ফৰুৱা : কশফিাৰ ষ্দহ শফচাৰ, ২য় সিং ১৯৯২ ষ্টুডডণ্টছ ষ্ষ্টাৰছ, গুৱাহাটী
২৫ ড০ ভুকুণ্ড ভাধৱ শভমা : ধ্বশন আৰু ৰসিত্ত্ব, ১৯৭৭, অসভ সাশহিে সবা, চন্দ্ৰকান্ত সশন্দগক বৱন, ষ্মাৰহাট ১
২৬ ড০ সডিেন্দ্ৰ নাথ শভমা : অসভীয়া নাটে সাশহিে, ৪থম সিং, ১৯৮৩, ষ্সৌভাৰ শপ্ৰশণ্টিং এণ্ড াশিশছিং প্ৰাইডবট
শিশভডটড, গুৱাহাটী-৮
২৭ ড০ প্ৰহ্লাদ কুভাৰ ফৰুৱা : অসভীয়া চুশট গল্পৰ অধেয়ন, ১৯৯৫, ফনিিা, শডব্ৰুগড়-১
২৮ উদয় দত্ত : চুশট গল্প, ১৯৭৪, অসভ সাশহিে সবা, ষ্মাৰহাট
২৯ শফডনাদ শভমা : উদ্ভট শচন্তা আৰু নাটক, ১ভ প্ৰ ১৯৮০, এি শফ এছ াশিডকশেন, গুৱাহাটী-১
৩০ ড০ কৰফী ষ্ডকা হাজশৰকা : অসভীয়া কশফ আৰু কশফিা, ১ভ প্ৰ ১৯৯৪, ষ্টুডডণ্টচ এম্প’শৰয়াভ, শডব্ৰুগড়
৩১ ড০ িক্ষহীৰা দাস : কশফিাৰ ৰূডৰখা,১ভ সিং ১৯৮২, ষ্দজ এণ্টাৰপ্ৰাইজ, ষ্কাকৰাঝাৰ, ষ্গাৱািাৰা
৩২ ইভদাদ উল্লা :, কশফিাৰ সশফডশষ, ১৯৮৩, অসভ সাশহিে সবা, ষ্মাৰহাট -১
০
৩৩ ড ভডহন্দ্ৰ ফৰা : ৰভনোসফাদ, ১৯৮৭, ষ্টুডডণ্টচ এম্প’শৰয়াভ, শডব্ৰুগড়
৩৪. NCERT, New Delhi : Handbook on Paper Setting, ২০০২, NCERT, New Delhi.
৩৫ Dr Mahendra Bora : The Evolution of Assamese Script,1981, Asam Sahitya Sabha, Jorhat
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20302
COURSE TITLE : TEACHING OF ENGLISH –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
01. To enrich the student-teacher with knowledge on the nature, characteristics, functions of
language and elements of English language
02. To enable the student- teacher to know about the role, function, position of English in the
school curriculum and objective of teaching English as a second language.
03. To enable the student-teacher acquire knowledge and develop competence in the teaching
of the fourfold skills of English language through different Methods, Approaches and
practical Techniques
Parenthesis, Abbreviations
Page
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any two of the following activities) 5 MARKS
SUGGESTED READINGS:
1. Aslam, Mohammad. Teaching of English. 2nd ed. New Delhi: CUP, 2008.
2. Balasubramanian, T. A Textbook of English Phonetics for Indian Students
Second Edition. Macmillan Publishers India Ltd.2013.
4.Freeman, Diane Larsen. Techniques and Principles in Language Teaching. 2nd ed.
OUP, 2000.
Page
5. Nagaraj, Geetha English Language Teaching Approaches, Methods,
Techniques. 2nd ed. Hyderabad: Orient Longman Private
Limited, 2008.
6. O‘ Connor, J.D. Better English Pronunciation.
Cambridge University Press
7. Richards, Jack C and Rodgers, Approaches and Methods in Language Teaching. 2nd
Theodore S. ed. Cambridge University Press, 2001.
12. Vyas, Manish A and Yogesh L Teaching English as a Second Language –A New
Patel (Edited) Pedagogy for a New Century. PHI Learning Private
Limited, 2010.
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Page
DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20303
COURSE TITLE : TEACHING OF MATHEMATICS –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
01. describe the nature of mathematics and also arithmetic, algebra , geometry and statistics
02. define and describe mathematical concepts, generalization and different types of proofs
03. appreciate contributions of Indian mathematicians to the field of mathematics
04. state aims and objectives of teaching mathematics and also arithmetic, algebra,
geometry and statistics.
05. describe Bloom‘s Taxonomy of Educational objectives and its revision
06. evaluate existing Secondary School Curriculum in the light of NCF- 2005
07. discuss different methods and techniques of teaching mathematics
08. compare / contrast different methods and their merits and demerits
09. use different methods in teaching mathematical concepts, proofs, propositions etc.
HISTORY OF MATHEMATICS :
Contributions of Indian Mathematicians with
reference to :
- Bhaskaracharya
- Aryabhatta
- Ramanujan
46
Methods of Teaching:
Inductive – Deductive
Analytic – Synthetic
Problem Solving
Heuristic
Laboratory
Project
Techniques of Teaching:
Oral
Drill
Assignment
Supervised study
Programmed Learning
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one of the following activities) 5MARKS
1. Baur Gregory R and Linder Olson George: Helping children Learn Mathematics.
Cummings publishing Co. INC, London.
2. Chadha, B.N. and S.M. Agarwal : Teaching Mathematics. Dhanpat Rai and Sons, Delhi.
4. Moon, B. & Mayes, A.S. (eds) (1995). Teaching and Learning in Secondary School.
London: Routledge.
6. Sidhu, K.S.: The Teaching of Mathematics; Sterling Publishers Pvt.Ltd. New Delhi-16
7. Sharma L. R., Mathematical Puzzles, UNICORN BOOKS, New Delhi-110002, 2012
8. Thakur R. K., Vedic Mathematics, UNICORN BOOKS, New Delhi-110002, 2013
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48
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20401
COURSE TITLE : TEACHING OF GENERAL SCIENCE –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one of the following activities) 5 MARKS
Evaluation of existing Science curriculum – SEBA / CBSE.
Analysis of a text-book of Science for secondary level.
Implementation of scientific method in teaching by selecting an appropriate topic from
the secondary level
Preparation of a plan for enhancing creativity in students studying at the Secondary level
SUGGESTED READINGS:
1. S.P. Kulsheshtha: Teaching of Science. 5th Revised Edition,2000, R. Lall Book Depot,
Meerat.
4. Sharma R.C. :Modern Science teaching, Sixth Revised Edition, 2012. Dhanpat Rai
Page
7. Das, R.C.: Science Teaching in Schools, 2nd Edition, 1996. Sterling Publishers, New
Delhi
8. Siddique, M.N & N.N Siddique: Teaching of Scienc Today and Tomorrow 5th Revised
Edition 1998, Doaba House.
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Page
DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20402
COURSE TITLE : TEACHING OF GEOGRAPHY –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
SUGGESTED READINGS:
1 .Adhikari,A (1999):Fundamentals of Geographical Thought, Chaitanya Publishing House,
Allahabad
2. Bhatta,Basudeb (2011): Remote Sensing and GIS, Oxford University Press
3. Hussain,M( 1988) : Evolution of Geographical Thought , Rawat Publication, Jaipur.
4. Patel,A.N. and Singh,S. (2013): Remote Sensing Principles and Applications, Scientific
Publishers
5. Shaida, B.D. and Sharma,J.C.(2005): Teaching of Geography, Dhanpat Rai Publishing
Company
6. Siddiqui,M.A. (2009): Introduction to Geographical Information System, Sharda Pustak
Bhaban, Allahabad
7. Varma, O.P.(2005): Geography Teaching, Sterling Publishers Pvt. Ltd., New Delhi
8. Varma, O.P. and Vedanayagam,E.G.(2007): Geography Teaching, Sterling Publishers Pvt.
Ltd., New Delhi
53
Page
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20403
COURSE TITLE : TEACHING OF SOCIAL SCIENCE –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
CONTAC
UNITS TOPICS T HOURS MARKS
UNIT 1 INTRODUCTION OF SOCIAL SCIENCE 08 10
Meaning, Scope, Nature and Importance of Social Science.
Distinguishing between Natural Sciences and Social Sciences
(What is 'social' about various Social Sciences?)
Aims, values and objectives of teaching Social Science
Major components of Social Science at School level (history,
geography, civics, economics and sociology) and rationals of
teaching each component in Social Science.
Present perception of Social Science in School curriculum.
Integrated teaching approach and it‘s use in teaching
component subjects of Social Science.
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one of the following activities) 5 MARKS
01. Seminar presentation on relevant topics by using aids of multimedia like power-point,
slides etc
03. Field visit to the places like commercial establishment, higher and technical educational
institutions, factories, heritage sites, habitation of ethnic community etc and Preparation
of Report.
(b) SESSIONAL TEST 5 MARKS
SUGGESTED READINGS:
01. Alen J Hoffman & Thomas F. Ryan: Social Studies and the Child‟s Expanding Self:
Teaching with a Psycho-Social Approach, published by Intext Educational Publishers,
1973
02. Ining Arthur & Bining David: Teaching of Social Studies in Secondary Schools
Published by McGraw-Hill, 1952
03. Aggarwal J C: Teaching of Social Studies, Published by Vikash Publishing House PVT.
LTD, New Delhi, 2004.
04. Kochhar S K: Teaching of Social Studies, Published by Sterling Publishers Private Ltd,
New Delhi, 2002.
08. Mangal S.K. & Mangal Uma: Teaching of Social Studies, published by PHI Learning
private Limited, New Delhi, 2011
09. Prof. S.P. Ruhela: Teaching of Social Sciences published by Neelkamal Publications
Pvt. Ltd. Hyderabad
10. Prof. S.P. Ruhela: Lesson Plans in Social Sciences published by Neelkamal Publications
Pvt. Ltd. Hyderabad
11. Report on the study of “National Study on Ten Year School Curriculum
Implementation” Published by Department of Teacher Education, NCERT, New Delhi in
2013.
17. Rajput, S., Singh, A., Pandit, B.L., Tiwari A.D., and Kumar, S., Handbook on Paper
Setting, NCERT
18. Handbook for the Teaching of Social Studies written by Association of Teachers of
Social Studies in the City of New York, published by Allyn and Bacon, 1977
19. UNESCO handbook for the teaching of social studies, Edited by Howard D. Mehlinger,
published by Croom Helm, 1981
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Page
DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20404
COURSE TITLE : TEACHING OF HISTORY -I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
Objectives of the Course: To enable the students:
1. Gain knowledge about aims and general objectives of teaching secondary school history.
2. Develop an understanding of the significance of history in the school curriculum and life.
3. Develop skills of pedagogical and textbook analysis.
4. Develop an understanding of the importance of co- curricular activities in the teaching of
history.
5. Develop an understanding of the multifarious role of the history teacher in the present
context.
6. Appreciate the need for continuing education of history teachers.
7. Identify difficulties in learning concepts and generalization and provide suitable remedial
instruction.
8. Justify the importance of teaching history at the secondary level.
9. Do curriculum planning and select learning material in history appropriate to different
classes at this level.
CONTACT
UNITS TOPICS MARKS
HOURS
UNIT 1 IMPORTANCE OF HISTORY IN THE SCHOOL
CURRICULUM
Concept of History- Meaning and definitions of History
Nature of History & Scope of History
Dynamic concept and status of History
History as a science and Art- objectivity and scientific study 8 10
of history.
Aims and objectives of Teaching History at Secondary level.
Instructional objectives of Teaching History at Secondary
level
Values of Teaching History
UNIT 2 CURRICULUM ORGANISATION AND ANALYSIS
Meaning and concept of curriculum.
History in the school Curriculum
Social environment and History curriculum
Principles for selecting History Curriculum
Approaches to curriculum construction 10 10
a) Chronological, b) Concentric, c) Topical,
d) Regressive method, and f) Lines of development
Selection of subject matters and contents of History for
57
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one of the following activities) 5 MARKS
1. Agarwal, J.C.: Teaching of History- a practical Approach, Vikas Publishing House Pvt.
Ltd., New Delhi.
2. Ali, B. Sheik.: History: Its Theory and Method, Macmillan India Limited.
3. Baruah. B, Dahal,C & R.Bora, Introduction to History and Its Sources, Kiran Prakashan,
Dhemaji, 2014.
4. Bhatia, R.L.: Contemporary Teaching of History, Surjeet Publications, New Delhi.
5. Carr, E.H.: What is History? Newyork, Macmillan
6. Kochhar, S. K., Teaching of History, Sterling Publishers Pvt. Ltd., New Delhi.
7. Shaida,B.D.,& Sahab Singh., Teaching of History, Dhanpat Rai Publishing Co.(P)Ltd.
8. Singh,R.P., Teaching of History, R. Lall Book Depot, Meerut, 2010.
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20405
COURSE TITLE : TEACHING OF MUSIC –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
Objectives of the Course: To enable the students:
CONTAC MARK
UNITS TOPICS
T HOURS S
UNIT 1 History and Evolution of Indian Music
Different ages (Ancient, Medieval and Modern)
Concept of;
Hindustani Sangeet paddhati 15 20
Karnataki Sangeet paddhati
Sattriya Sangeet Paddhati
Concept of different musical Instrument of Indian Music
SUGGESTED READINGS:
1. Sangeet Visharad Part I & III - Laxmi Narayan Garg, Sangeet Karyalaya
3. Rag Sangeet -Biren Kr. Phukan, Sri Khagendra Narayan Dutta Boruah, 1990
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20501
COURSE TITLE : PHYSICAL & YOGA EDUCATION
Process Assessment = 30
Product Assessment = 20
Objectives of the Course: After going through this course the students will be able to
UNIT NO UNITS
UNIT- 1 Introduction to Yoga and Yogic practices
- Concept
- History of the development of Yoga
- Astanga Yoga
- Schools of yoga: Raja Yoga and Hatha Yoga
- Yoga as a discipline
- Introduction to Yogic texts
- Yogic practices for healthy living
- Introduction to some selected yogic practices
UNIT- 2 Yoga and Health
- Need for Yoga for physical health
- Concept of health, healing and disease: Yogic perspectives
- Potential causes of ill health
- Yogic principles for healthy living
61
End-Semester: Students will be required to demonstrate at least three activities from the given
list of practicum
(Students will be attached with a Yoga institute as intern for a certain period which may be a few
62
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20502
COURSE TITLE : ART IN EDUCATION AND WORK EXPERIENCE
Process Assessment: 30
Product Assessment: 20
school textbook.
Page
Unit Fine Art in i. Necessity and appreciation of Sub Unit ‗i‘ shall be presented 10
3 education fine art education. through lecture and discussion mode.
64
Page
DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30100
COURSE TITLE : SCHOOL ORGANISATION AND MANAGEMENT
MARKS: 80 (END-SEMESTER) + 20 (IN-SEMESTER)
purposes.
UNIT 3 SCHOOL ENVIRONMENT- TEACHER’S ROLE 10 16
Professional Ethics of Teacher.
Duties and Responsibilities of a teacher in creating
good school environment.
Duties and Responsibilities of a Head of the school
in creating good school environment.
Leadership style of the Headmaster and its influence
on teacher role performance.
Visualize the requirements- procure, maintain and
replenish with support of authorities
Performance Appraisal (Self-appraisal, User-
appraisal, Employer-appraisal) - Teaching & Non-
teaching staff.
Factors affecting school environment - goodwill,
acceptance, belongingness, openness, orderliness,
and access among teachers.
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES:(Any two of the following activities) 5X2=10
Page
MARKS
Practice of various approaches to classroom management in simulated group - work
Group discussion on the various school systems in India and their relevance.
Review the school time-table planning and assess its effectiveness in the light of National
Curriculum Framework 2005
Preparation of a Perspective Plan (to be implemented during the next three years) for
improving the functioning of a school
Project work on merits & demerits of schools under different types of management:
Government, Provincialized and Private.
01. Alka, Kalra (1977) Efficient School Management and Role of Principals, APH
Publishing Corporation, New Delhi.
02. Bagley, Classroom Management, New York: Macmillan
03. Buch, T (et al) (1980) Approaches to School Management, Harper & Row
Publishers, London.
07. Griffiths, J. Podirsky, M. Deakin, S. and Maxwell, S. (2002). Classroom Layout. URL:
http://ehlt.flinders.edu.au/education/DLT/2002/environs/suyin/overview.html.
09. Khan, M S (1990) Educational Administration, Asia, Publishing House, New Delhi.
10. Marsh, C. (2000). Handbook for Beginning Teachers. Second Edition. Pearson
Education: Australia.
11. Naik, J P (1970) Institutional Planning, Asia Institute for Educational Planning and
Administration, New Delhi.
DIBRUGARH UNIVERSITY
COURSE NO. BED 30201
COURSE TITLE : GENDER, SCHOOL AND SOCIETY
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
Objectives of the Course:
To enable student teachers to understand the concept of gender and its related terms.
Understand gender discrimination in construction and dissemination of knowledge and
its prevalence in school and society
Develop gender awareness and sensitivity in transacting curriculum.
COURSE OUTLINE
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES:(Any one activity) 5 MARKS
SUGGESTED READINGS:
Page
Chanana, Karuna. 1988 Socialization, Education and Women. Nehru Memorial Museum and
Library: New Delhi
Dube, Leela. 2000 Anthropological Explorations in Gender: Intersecting Fields. Sage
Publications: New Delhi
Dube, Leela 1997. Women and Kinship: Comparative Perspectives on Gender in South and
South-East Asia (New York: United Nations University Press)
Beasley, Chris. 1999. What is Feminism: An Introduction to Feminist Theory. Sage: New Delhi
Conway, Jill K., et al. 1987. ‗Introduction: The Concept of Gender‘, Daedalus, Vol. 116, No. 4,
Learning about Women: Gender, Politics, and Power (Fall): XXI-XXX
Engineer, Asghar Ali. 1994. ‗Status of Muslim Women‘, Economic and Political Weekly, Vol.
29, No. 6 (Feb.): 297-300
Erikson, Erik H. 1964. ‗Inner and Outer Space: Reflection on Womanhood‘, Daedalus, Vol.93,
No.2, The Woman in America (Spring): 582-606
Ganesh, K. 1994. ‗Crossing the Threshold of Numbers: The Hierarchy of Gender in the Family
in India‘, Indian Journal of Social Science, 7(3 & 4): 355-62
Ganesh, K. 1999. ‗Patrilineal Structure and Agency of Women: Issues in Gendered
Socialization‘ in T. S. Saraswathi (ed.), Culture, Socialization and Human DevelopmentDelhi:
Sage Publication India Pvt. Ltd.
Gardner, Carol Brooks. 1983. ‗Passing By: Street Remarks, Address Rights, and the Urban
Female‘, Sociological Inquiry 50: 328-56
Gilligan, Carol. 1982. In a Different Voice England: Harvard University Press
Government of India. 1975 a. Towards Equality: Report of the Committee on the Status of
Women in India (Delhi: Department of Social Welfare, Government of India)
Government of India. 1994.The Girl Child and the Family: An Action Research Study.
Department of Women and Child Development Delhi: HRD Ministry, Government of India
Hasan, Zoya and Menon, Ritu.. 2005. Educating Muslim Girls: A Comparison of Five Indian
Cities Delhi: Women Unlimited
Kumar, Krishna. 2010. ‗Culture, State and Girls: An Educational Perspective‘ Economic and
Political Weekly Vol. XLV No. 17 April 24
Kumar, Krishna. 2013 Choodi Bazar Mein Ladki. Rajkamal: New Delhi
Patel, Tulsi. 2007.‗Female Foeticide, Family Planning and State-Society Intersection in India‘ in
Tulsi Patel (ed.), Sex- Selective Abortion in India Delhi: Sage Publications
Ridgeway, Cecilia L. and Correll, Shelley J. 2004. ‗Unpacking the Gender System: A
Theoretical Perspective on Gender Beliefs and Social Relations‘, Gender and Society, Vol. 18,
No. 4 Aug.
West, Candace and Zimmerman, Don H. 1987. ‗Doing Gender‘, Gender and Society, Vol. 1, No.
2 Jun.: 125-15
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69
DIBRUGARH UNIVERSITY
COURSE NO. BED 30202
COURSE TITLE : CREATING AN INCLUSIVE SCHOOL
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
Course Objectives: On completion of the course, student- teachers will be able to-
Understand the changing definitions related to Children with Special Needs (CWSN)
Understand the policies, initiatives and practices in the area of inclusion
Identify barriers of CWSN to learning and participation
Course Content:
Educational programme: 10
UNIT-III Educational programme for Slow learner
Educational programme for Learning Disabled
SUGGESTED READINGS:
Page
1. Baquer, A. and Sharma, A. (1997). Disability: Challenges Vs. Responses. CAN, New
Delhi
2. Brelje, W. (1999),Global Perspective on Education of the Deaf. Selected countries, Butte
Publication Inc. – USA.
3. Cruschank, W.M. (1975), Psychology of Exceptional Children and Youth. Englewood Cliffs N.J.:
Prentice Hall
4. Deno, E. (1973), Instructional Alternatives for Exceptional Children, Reston V A E.F.
5. Dessent, T. (1987), Making the Ordinary School Special. The Falmer Press, London.
6. Evans, R.C. & MC Laughlin, P.3. (1993), Recent Advances in Special Education and
Rehabilitation. Boston : Andover Medical Publishers
7. Evans, P&Verma, V. (Eds) (1990), Special Education. Past Present and Future. The
Falmer Press.
8. Friel, J. (1997), Children with special needs, Jessica Kingsley Publication, London
9. Guilford, P. (1971). Special Education Needs. Routlege Kagan Paul
10. Hollahan, D and Kauffman, ].M. (1978), Exceptional Children: An Introduction to
Special Education. Ni. Englewood Cliffs: Prentice Hall.
11. Panda, K.C. (1997), Education of Exceptional Children, New Delhi , Vikas Publishing House.
12. Pandey, R.S. and Advani, L. (1995), Perspectives in Disability and Rehabilitation. New Delhi :
Vikas Publishing House.
13. Stephens, T.M. et al (1983), Teaching Mainstream Students. New York: John Wiley.
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71
DIBRUGARH UNIVERSITY
COURSE NO. BED 30301
COURSE TITLE : TEACHING OF ASSAMESE – II
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
1.80 Writing
1.81 Mechanism of writing skills; spelling, punctuation
72
reproduction.
1.83 Composition – guided and free, letter and application
writing, descriptive and reflective essays;
1.84 Teaching creative writing.
2.0 METHOD AND CLASSROOM TECHNIQUE
2.10 Approaches to teaching Mother tongue
2.20 Tackling a text: Main text and Supplementary readers-
Various ways of using the text in the Classroom.
2.30 Stating Instructional Objectives, Identifying the Teaching
points and Learning outcomes in Behavioural Terms.
UNIT – 2 2.40 Planning a lesson. 10 12
2.50 Microteaching Skill
2.60 Preparation and use Teaching Aids; Use of the black board
and Classroom apparatus.
2.70 Role of modern technological equipments – Radio, T.V.,
Tape Recorder, Language Lab., Computer etc. in teaching
of Mother Tongue.
3.00 THE SYLLABUS AND THE TEXT BOOK
3.10 Syllabus: General principles, Principles of selection and
Gradation.
3.20 Text book as an instrumental aid
UNIT – 3 3.30 Principles governing preparation of the Textbook, Reader 7 10
and Supplementary.
3.40 The use of the textbook for language development in
children.
3.50 A review of the school syllabus and the textbooks
4.00 EVALUATION
4.10 Implementation of Continuous and Comprehensive
Evaluation in teaching Assamese, Testing tools,
Synchronizing with objectives of teaching mother tongue at
UNIT – 4 different school levels. 7 8
4.20 Types of tests for evaluation language skills.
4.21 Construction of objective based tests, unit test,
sessional tests, and final examination.
4.30 Analysis of results for remedial teaching.
1. IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one of the following activities)
5 MARKS
2 Development of language skills through recitation, drama, dialogue etc.
3 Studying critically the common Mother tongue and Second language school Syllabus and
Textbooks.
4 Observation and discussion of a series of demonstration Lesson Planning and discussing
some individual lesson plans and implementing these in peer group and microteaching.
5 Setting Question Papers, Preparation of Blue Prints of Question Paper.
SUGGESTED READINGS:
০
১ ড ভদন শভমা : অসভীয়া বাষা শশক্ষণ দ্ধশি, ষ্টুডডণ্টছ ষ্ষ্টাৰছ, গুৱাহাটী
২ মিীন্দ্ৰনাথ ষ্গাস্বাভী : ভািৃবাষা শশক্ষণ, ভশণ ভাশণক প্ৰকাশ,গুৱাহাটী
৩ হশিৰাভ দাস : অসভীয়া ভািৃবাষা শশক্ষণ দ্ধশি, শ্ৰীবূ শভ াশিশছিং ষ্কাম্পাশন, কিকিা
৪ ড০ সডিেন্দ্ৰ নাথ শভমা : অসভীয়া সাশহিেৰ সভীক্ষাত্মক ইশিফৃ ত্ত, ৩য় প্ৰ, ১৯৮৬, ষ্সৌভাৰ শপ্ৰশণ্টিং এণ্ড াশিশছিং
প্ৰাইডবট শিশভডটড, গুৱাহাটী
০
৫ ড ভডহশ্বৰ ষ্নওগ : অসভীয়া সাশহিেৰ ৰূডৰখা, ৮ভ প্ৰকাশ, ১৯৯৫, চন্দ্ৰ প্ৰকাশ,গুৱাহাটী
৬ ড০ ভডহশ্বৰ ষ্নওগ : শনকা অসভীয়া বাষা, ২য় প্ৰকাশ, ১৯৯৪,, িয়াচম ফুক ষ্টি, গুৱাহাটী
৭ শশৱনাথ ফভমন : অসভীয়া আখৰ-ষ্জাোঁটশনৰ কথা, ১ভ প্ৰ, ১৯৯৩, শপ্ৰয়ফািা প্ৰকাশন, শিশনচুকীয়া
৭ ড০ ষ্গাষ্িাক চন্দ্ৰ ষ্গাস্বাভী : অসভীয়া ফোকৰণৰ ষ্ভৌশিক শফচাৰ, ৩য় প্ৰকাশ, ১৯৯৩, ফীণা িাইডেৰী, গুৱাহাটী
৮ ড০ উডন্দ্ৰনাথ ষ্গাস্বাভী : বাষা শফজ্ঞান, ৫ভ সিং ১৯৮৬, ভশণ-ভাশণক প্ৰকাশ, াণফজাৰ, গুৱাহাটী-১
৯ ড০ উডন্দ্ৰ নাথ ষ্গাস্বাভী : অসভীয়া বাষাৰ ৰূকথা, ৪থম প্ৰকাশ, ১৯৯৫, ভশণ ভাশণক প্ৰকাশ,গুৱাহাটী
১০ ড০ বীভকান্ত ফৰুৱা : অসভৰ বাষা, ষ্টুডডণ্টচ এম্প’শৰয়াভ, শডব্ৰুগড়
১১ ৰডভশ াঠক : অসভীয়া বাষাৰ ইশিহাস, ১৯৮৫, জাণমাি এম্প’শৰয়াভ, নিফাৰী
১২ শফডশ্বশ্বৰ হাজশৰকা, অসভীয়া বাষাৰ উৎশত্ত আৰু ক্ৰভশফকাশ, ১৯৮৮, জািীয় সাশহিে প্ৰকাশ, গুৱাহাটী-২০
১৩ ড০ নডগন ঠাকুৰ : বাৰিীয় বাষাৰ শৰচয়, ১৯৮৩, বাৰিী ফুক ষ্টি, ষ্গািাঘাট
১৪ ৰডভশ াঠক : বাষা শফজ্ঞানৰ বূ শভকা, ২য় প্ৰ ১৯৮৫, এি শফ এছ াশিডকশেন, গুৱাহাটী-১
১৫ বগৱান ভৰি : বাষাথমশফজ্ঞান, ১৯৮৬, অসভী প্ৰকাশ, াণফজাৰ, গুৱাহাটী-১
১৬ ড০ ভডহন্দ্ৰ ফৰা : সাশহিে উক্ৰভশনকা, ৩য় সিং , ১৯৯১, ফনিিা, শডব্ৰুগড়
১৭ িীথমনাথ শভমা : সাশহিে শফদো শৰক্ৰভা, ৪থম প্ৰ ১৯৭৬, ফাণী প্ৰকাশ, গুৱাহাটী
১৫ ফীডৰন ফৰকটকী : সাশহিেৰ টবূ শভ, ৩য় প্ৰ, ১৯৮৩, অসভ ফুক শডডা, কশিকিা-৯
১৯ ড০ প্ৰপুল্ল কটকী : সাশহিে আৰু সিংজ্ঞা, ১ভ সিং, ১৯৭৯,াঠেুশথ প্ৰস্তুশি সভন্বয় সশভশি, গুৱাহাটী শফশ্বশফদোিয়
২০ ড০ িীিা গগগ, সম্পা০ : আধু শনক অসভীয়া সাশহিেৰ শৰচয়, ২য় প্ৰ ১৯৯৪, ষ্টুডডণ্টচ এম্প’শৰয়াভ, শডব্ৰুগড়
২১ ড০ ভডহন্দ্ৰ ফৰা : অসভীয়া কশফিাৰ ছন্দ, ২য় প্ৰ ১৯৮৬, ফাণীভশন্দৰ, শডব্ৰুগড়
২২ ড০ ভডহন্দ্ৰ ফৰা : অসভীয়া ছন্দৰ শশল্পিত্ত্ব, ১৯৯০, ফনিিা, শডব্ৰুগড়
২৩ নৱকান্ত ফৰুৱা : অসভীয়া ছন্দশশল্পৰ বূ শভকা, ১৯৯৩, ষ্টুডডণ্টছ ষ্ষ্টাৰছ, গুৱাহাটী
২৪ নৱকান্ত ফৰুৱা : কশফিাৰ ষ্দহ শফচাৰ, ২য় সিং ১৯৯২ ষ্টুডডণ্টছ ষ্ষ্টাৰছ, গুৱাহাটী
২৫ ড০ ভুকুণ্ড ভাধৱ শভমা : ধ্বশন আৰু ৰসিত্ত্ব, ১৯৭৭, অসভ সাশহিে সবা, চন্দ্ৰকান্ত সশন্দগক বৱন, ষ্মাৰহাট ১
২৬ ড০ সডিেন্দ্ৰ নাথ শভমা : অসভীয়া নাটে সাশহিে, ৪থম সিং, ১৯৮৩, ষ্সৌভাৰ শপ্ৰশণ্টিং এণ্ড াশিশছিং প্ৰাইডবট
শিশভডটড, গুৱাহাটী-৮
২৭ ড০ প্ৰহ্লাদ কুভাৰ ফৰুৱা : অসভীয়া চুশট গল্পৰ অধেয়ন, ১৯৯৫, ফনিিা, শডব্ৰুগড়-১
২৮ উদয় দত্ত : চুশট গল্প, ১৯৭৪, অসভ সাশহিে সবা, ষ্মাৰহাট
২৯ শফডনাদ শভমা : উদ্ভট শচন্তা আৰু নাটক, ১ভ প্ৰ ১৯৮০, এি শফ এছ াশিডকশেন, গুৱাহাটী-১
৩০ ড০ কৰফী ষ্ডকা হাজশৰকা : অসভীয়া কশফ আৰু কশফিা, ১ভ প্ৰ ১৯৯৪, ষ্টুডডণ্টচ এম্প’শৰয়াভ, শডব্ৰুগড়
৩১ ড০ িক্ষহীৰা দাস : কশফিাৰ ৰূডৰখা,১ভ সিং ১৯৮২, ষ্দজ এণ্টাৰপ্ৰাইজ, ষ্কাকৰাঝাৰ, ষ্গাৱািাৰা
74
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75
Page
SUGGESTED READINGS:
3. Davison, Jon, John Moss. Issues in English Teaching. Ed. London: Routledge, 2000.
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30303
COURSE TITLE : TEACHING OF MATHEMATICS – II
MARKS: 40 (END-SEMESTER)+10 (IN-SEMESTER)
Objectives: On completion of the course, the students will be able to
10. state instructional objectives and learning outcome in behavioural terms
11. identifying teaching points
12. prepare lesson plan and unit plan
13. describe Constructivism, Enactivism, Van Hiele levels of geometric thinking, Cognitive
modeling.
14. describe and write different types of items in Mathematics.
15. plan and organize lab activities in Mathematics.
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one activity) 5 MARKS
1. Identifying / Writing teaching points for at least five lessons
2. Stating Instructional Objectives of at least five lessons (related to the following
domains : knowledge, understanding , application and skill)
3. Preparation of a Unit Plan (at least one)
4. Preparation of a Lesson Plan ( at least one)
5. Identifying and writing Learning Outcomes in Behavioural terms (at least for five
lessons )
6. Evaluation of existing Secondary School Mathematics text-book
Note: Students will have to do any one activity from the list of activities given above.
SUGGESTED READINGS:
01. Baur Gregory R and Linder Olson George: Helping children Learn Mathematics.
Cummings publishing Co. INC, London.
02. Chadha, B.N. and S.M. Agarwal : Teaching Mathematics. Dhanpat Rai and Sons, Delhi.
03. Grouws, D.A. (ed) (1992). Handbook of Research on Mathematics Teaching and
Learning, NY: Macmillan Publishing.
04. Moon, B. & Mayes, A.S. (eds) (1995). Teaching and Learning in Secondary School.
London: Routledge.
05. NCERT, A Textbook of Content-cum-Methodology of Teaching Mathematics, New
Delhi: NCERT.
06. Sidhu, K.S.: The Teaching of Mathematics; Sterling Publishers Pvt.Ltd. New Delhi-16
07. Young, J.M.A.: The Teaching of Mathematics. Longmans.
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80
DIBRUGARH UNIVERSITY
COURSE NO. BED 30401
COURSE TITLE : TEACHING OF GENERAL SCIENCE – II
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
SUGGESTED READINGS:
01. S.P. Kulsheshtha: Teaching of Science. 5th Revised Edition,2000, R. Lall Book Depot, Meerat
02. Davar. M: Teaching of Science, 2012 PHI Pripate Limited, New Delhi-11001
03. Bhatnagar.A.B & S.S. Bhatnagar :Teaching of Science,2011, Vinay Rakheja, R. Rall.Book
Dpot,Meerat
04. Sharma R.C. :Modern Science teaching, Sixth Revised Edition, 2012. Dhanpat Rai Publishing
New Delhi
05. Ametha, J,C. :Methods of Teaching Biological Science. 2008,Neelkamal Publications,
Hyderabad.
06. Mangal, S.K. :Teaching of Physical Science, 2011, Neelkamal Publications,New Delhi
07. Das, R.C.: Science Teaching in Schools, 2nd Edition, 1996. Sterling Publishers, New Delhi
08. Siddique, M.N & N.N Siddique: Teaching of Scienc Today and Tomorrow 5th Revised
82
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30402
COURSE TITLE : TEACHING OF GEOGRAPHY – II
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
SUGGESTED READINGS:
4. Varma, O.P.(2005): Geography Teaching, Sterling Publishers Pvt. Ltd., New Delhi
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30403
COURSE TITLE : TEACHING OF SOCIAL SCIENCE – II
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one activity) 5 MARKS
01. Preparation of a Plan to teach a topic at the secondary level by using project
method.
02. Preparation of a Unit Plan on secondary school level social science
03. Planning a Social Science Laboratory for any Secondary Schools.
04. Writing different types of test items (Essay type and objective type)
05. Preparations of a Seminar on relevant topic by using aids of multimedia like
power point, slides etc.
SUGGESTED READINGS:
01. Alen J Hoffman & Thomas F. Ryan: Social Studies and the Child’s Expanding Self:
Teaching with a Psycho-Social Approach, published by Intext Educational
Publishers, 1973
02. Ining Arthur & Bining David: Teaching of Social Studies in Secondary Schools
Published by McGraw-Hill, 1952
03. Aggarwal J C: Teaching of Social Studies, Published by Vikash Publishing House
PVT. LTD, New Delhi, 2004.
04. Kochhar S K: Teaching of Social Studies, Published by Sterling Publishers Private
Ltd, New Delhi, 2002.
05. Aalcolm P. Douglass: Teaching of Social Studies
06. Aijidian K.G: Education for International Understanding
86
Page
07. Y.K Singh: The Teaching of Social Studies published by APH Publishing
Corporation, New Delhi, 2008
08. Mangal S.K. & Mangal Uma: Teaching of Social Studies, published by PHI Learning
private Limited, New Delhi, 2011
09. Prof. S.P. Ruhela: Teaching of Social Sciences published by Neelkamal Publications
Pvt. Ltd. Hyderabad
10. Prof. S.P. Ruhela: Lesson Plans in Social Sciences published by Neelkamal
Publications Pvt. Ltd. Hyderabad
11. Report on the study of “National Study on Ten Year School Curriculum
Implementation” Published by Department of Teacher Education, NCERT, New
Delhi in 2013.
12. “National Curriculum Framework for Teacher Education” published by National
Council for Teacher Education, 2009
13. Report on the study of “Impact of in service Teacher Training on classroom
Transaction” Published by Department of Teacher Education, NCERT, New Delhi in
2012
14. “Teacher’s Manual: Continuous and Comprehensive Evaluation”, Published by
Central Board of Secondary Education, New Delhi, 2010
15. National Curriculum Framework, 2005 published by NCERT, 2005
16. “Education for International Understanding” Published by NCERT,
17. Rajput, S., Singh, A., Pandit, B.L., Tiwari A.D., and Kumar, S., Handbook on Paper
Setting, NCERT
18. Handbook for the Teaching of Social Studies written by Association of Teachers of
Social Studies in the City of New York, published by Allyn and Bacon, 1977
19. UNESCO handbook for the teaching of social studies, Edited by Howard D.
Mehlinger, published by Croom Helm, 1981
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87
Page
DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30404
COURSE TITLE : TEACHING OF HISTORY - II
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
IN-SEMESTER ASSESSMENT
(a) SESSIONAL WORK ACTIVITIES: (Any one activity) 5 MARKS
1. Field trips to the local historical places and preparation report on it.
2. Preparation of Mind map from the prescribed chapters of history textbook from Std. VIII
to X.
3. Group project on the local history, culture of any place.
4. Preparation of instructional material for teaching history.
1. Agarwal, J.C.: Teaching of History- a practical Approach, Vikas Publishing House Pvt.
2. Ali, B. Sheik.: History: Its Theory and Method, Macmillan India Limited.
5. Kochhar, S. K., Teaching of History, Sterling Publishers Pvt. Ltd., New Delhi.
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90
Page
DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30405
COURSE TITLE : TEACHING OF MUSIC - II
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)
BOOKS RECOMMENDED:
1. Sangeet Visharad Part I & III - Laxmi Narayan Garg, Sangeet Karyalaya
2. Rag Vigyan - Laxmi Narayan Garg, Sangeet Karyalaya
3. Rag Sangeet -Biren Kr. Phukan, Sri Khagendra Narayan Dutta Boruah, 1990
4. Asomiya Lok-Geet Sanchayan Hemanta Kumar Sarma
5. Nibandha Sangeet - Laxmi Narayan Garg, Sangeet Karyalaya
6. Borgeet Mukur Golap Mahanta
7. Bharatiya Sangeet Ka Itihaas - Ramabcar Veer, D.K. Publication, 2010
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30500
COURSE TITLE : PRACTICUM-- III: SCHOOL BASED EXPERIENCES
Marks
UNITS TOPICS CONTACT In- End-
HOURS Sem Sem
UNIT 1 CONTENT BASED ACTIVITIES (The students shall have to 05 25
carry out activities on the contents based on the two chosen
Pedagogical Content Knowledge Courses. Activities may be
started in the Semester-II. However, End-Semester
assessment shall be done at the end of the Semester-III.
Record books are to be maintained by the students. Subject-
wise list of activities are given in Annexure)
UNIT 2 MICROTEACHING 8 25
The students will be required to practise the following
Teaching Skills (in two school subjects offered as
Pedagogical Content Knowledge) :
Writing Instructional Objectives
Introducing a Lesson
Blackboard Writing
Fluency in Questioning
Probing Questioning
Reinforcement
Explaining
Stimulus Variation
Demonstration
Achieving Closure
a) The students shall have to keep the Microteaching
Lesson Plans (one each in the above mentioned skills)
and maintain a record book having feedback from the
supervisors.
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UNIT 4 VIVA-VOCE 10
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 40100
COURSE TITLE : PRACTICUM-- IV: TEACHER DEVELOPMENT
Understanding Self
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 40102
COURSE TITLE : PRACTICUM-- IV: TEACHER DEVELOPMENT
Action Research
In-Semester Assessment : 10
End-Semester Assessment : 40
Objectives of the Course: After completion of this course, the student-teacher will be
able to :
1. Explain the process of action research.
2. Identify the problems for action research.
3. Solve problems faced during their practice through action research.
4. Prepare a research report.
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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 30500
COURSE TITLE: PRACTICUM-- III: SCHOOL BASED EXPERIENCES
Marks
UNITS TOPICS In- End-
Sem Sem
CONTENT BASED ACTIVITIES (The students shall have to
carry out activities on the contents based on the two chosen
UNIT 1 Pedagogical Content Knowledge Courses. Activities may be 05 25
started in the Semester-II. However, End-Semester
assessment shall be done at the end of the Semester-III.
Record books are to be maintained by the students. Subject-
wise list of activities are given in Annexure)
ANNEXURE
৪। শিক্ষক-ছাত্ৰই আখৰ তজাঁিশৈ, িব্দ গঠৈ, সচৰাচৰ কৰা ভুল আশিৰ োবে অসমীয়া ভাষাৰ
অশভধাৈ এখৈৰ েযৱহাৰ কশৰে।সচৰাচৰ ভুল কৰা িব্দৰ (অন্তিঃ ২০িা িব্দৰ) এখৈ িাশলকা
প্ৰস্তুি কশৰ ভুল আৰু শুদ্ধ প্ৰবয়াগ তিখুৱাে।
৫। পৰাপক্ষি শৈবজ ৰচৈা কৰা ৈািক / ৈাশিকা / একাশিকা ৈািক ো ৈািযাাংি আৰু পাঠযপুশৰ্ৰ
ৈািক ো ৈািকীয় ৰচৈাৰ অশভৈয় কশৰে।।
৬। েযশক্তগি শচশঠ, আৈু ষ্ঠাশৈক শচশঠ, আবেিৈ শলখৈ, পাঠযপুশৰ্ ো এক শৈধথাশৰি পাঠৰ পৰা
সাংবক্ষবপ শলখা, তকাবৈা কাশহৈী, ো েণথৈা পশি িাক ৈািকীয় ৰূপি েণথৈ।(শিক্ষক-ছাত্ৰই
তিওঁবলাকৰ শলখাসমূ হ শুদ্ধৰশণৰ োবে শৈজৰ মাজবি সাল সলশৈ কশৰে।)
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CURRICULUM OF TWO- YEAR B.ED PROGRAMME - 2015
COURSE NO. BED 30500
COURSE TITLE : PRACTICUM–III: SCHOOL BASED EXPERIANCES
UNIT – I : CONTENT BASED ACTIVITES
LIST OF ACTIVITIES FOR PRACTICUM RELATED TO TEACHING OF
ENGLISH
Marks in In- Semester: 05 Marks in End- Semester: 25
1. Student teacher will write summary of at least two lessons from the secondary school
textbooks.
Work out plan-
1. Trainees will select two lessons (one prose and one poetry) from the prescribed
textbooks of class IX and X of SEBA, in consultation with the supervisor.
Supervisor will look into that all lessons of the textbooks are covered.
2. Encourage the trainees to write the summary in their own words in simple
language and as per the paragraphs in the lesson.
3. While writing the summary, the trainees will explain the idioms/phrases or
literary terms used in the lesson.
4. Trainees will write critical review of the prose and poetry/ moral of the
story/lesson/central theme of the poetry.
5. Trainees will exchange themselves their writings for correction. The corrected
copies then shall be submitted to the supervisor, mentioning the name of the
lesson and textbook.
2. Read story/account/incident and write the same in the form of a dialogue.
Work out plan-
1. Supervisor shall apprise the student-teacher about dialogue writing-its features
and rules of indirect and direct speech.
2. Trainees will select any story/account/incident, in consultation with the
supervisor. The supervisor shall look into that the selected pieces have scope for
transforming into dialogue-form. The selected pieces should not be too long or
too short.
3. Trainees can also select pictures/situations for developing a dialogue.
4. Trainees will exchange their writings for correction. The corrected piece then
shall be submitted to the supervisor along with the original writing, for final
check up.
3. Use of dictionary for learning correct application of grammatical terms.( rules of
spelling and word formation, difficult spellings, common confusable words )
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3. The language of the play should be simple enough without any ambiguity.
4. The play should be of considerable length so that the performance can be made in
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CURRICULUM OF TWO- YEAR B.ED PROGRAMME - 2015
COURSE NO. BED 30500
COURSE TITLE : PRACTICUM–III: SCHOOL BASED EXPERIANCES
UNIT – I : CONTENT BASED ACTIVITES
LIST OF ACTIVITIES FOR PRACTICUM RELATED TO TEACHING OF
MATHEMATICS
Marks in In- Semester: 05 Marks in End- Semester: 25
1. Locate some of the irrational numbers (√2, √3, √5) on the number Class IX
line.
4. Street Plan: A city has two main roads which cross each other at the Class-IX
centre of the city. These two roads are along the North-South
direction and East-West direction. All the other streets of the city
run parallel to these roads and are 200m apart. There are 5 streets
in each direction. Using 1cm =200m, draw a model of the city.
Represent the roads/streets by single lines.
5. In any triangle, the side opposite to the larger (greater) angle is Class-IX
longer. Theorem 7.7 (Show/prove practically)
6. Parallelograms on the same base and between the same parallels Class IX
are equal in area. Theorem 9.1 (Prove practically)
13. If a line divides any two sides of a triangle in the same ratio, the line Class X
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15. Equal chords of a circle (or of congruent circles) are equidistant Class-X
from the centre(or centres) Theorem 10.6 (Prove practically)
16. If a line-segment joining two points subtends equal angles at two Class-X
other points lying on the same side of the line containing the line-
segment, the four points lie on a circle, Property 9.11 (Prove
practically)
17. Draw a tangent to a circle at a point on it without using the centre of Class-X
the circle. Construction 11.1
18. Draw tangents to a circle from a point outside the circle without Class-X
using its centre. Construction 11.3
19. Collect data regarding HSLC result (at least for three years) from a
secondary school and represent the data in the form of a composite
bar diagram showing numbers of students securing 1st, 2nd,and 3rd
division.
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CURRICULUM OF TWO- YEAR B.ED PROGRAMME - 2015
COURSE NO. BED 30500
COURSE TITLE : PRACTICUM–III: SCHOOL BASED EXPERIANCES
UNIT – I : CONTENT BASED ACTIVITES
A. Physical Sciences:
21. Demonstrate the physical and chemical properties of acids and bases
B. Biological Sciences
Note: Students must perform at least 15 activities (8 from Physical Science and 7 from
Biological Science).
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CURRICULUM OF TWO- YEAR B.ED PROGRAMME - 2015
COURSE NO. BED 30500
COURSE TITLE : PRACTICUM–III: SCHOOL BASED EXPERIANCES
UNIT – I : CONTENT BASED ACTIVITES
LIST OF ACTIVITIES FOR PRACTICUM RELATED TO TEACHING OF
GEOGRAPHY
Marks in In- Semester: 05 Marks in End- Semester: 25
Sl. Activity Class
No
01. Drawing of Conventional Symbols used in Indian Topographical Sheets (SEBA, Class X)
02. Draw the outline map of Assam supplied to you on a separate sheet of (SEBA, Class X)
paper using grid system and plot therein the important and necessary map
elements
03. Represent features - major rivers, towns, National Highways, national (SEBA, Class X)
parks or wildlife sanctuaries, wetlands, rail lines on a map of your district
or state
04. Map Reading/ Topographical map interpretation (SEBA, Class X)
05. Construction procedure of Graphical Scale (SEBA,Class – X)
06. Conversion of Scale (SEBA,Class – X)
07. Drawing and Interpretation of Bar Graph (SEBA,Class–X)
08. Drawing and Interpretation of Line Graph (SEBA,Class –X)
09. Drawing and Interpretation of Pie Graph (NCERT,Class-X)
10. Drawing and Interpretation of India’s Population Pyramid (NCERT,Class–III)
11. Drawing and Interpretation of Climatic Graphs (NCERT,Class– IX)
12. Calculation of sums relating to time and longitude. (SEBA,Class– VIII)
13. Case Study: Evaluate flood as a disaster with the help of a case study. (NCERT,Class-III)
14. Collection and identification of medicinal plants of local area. (NCERT,Class IX)
15. Collect information (with pictures) about endangered species of wildlife in (NCERT,Class-IX)
India and find out the Wildlife Sanctuaries and National Parks where they
are found
16. Essay writing on any practices which you have observed and practiced in (NCERT,Class–X)
your everyday lives that conserve and protect the environment around you.
17. Group Discussion or Presentation on the hazards of big dams (NCERT,Class X)
18. Collect information on the wildlife sanctuaries and national parks of India (NCERT,Class X)
and cite their locations on the Map of India
19. Collect seeds of wheat, rice, jowar, bajra, ragi, maize, oilseeds and pulses (NCERT,Class X)
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CURRICULUM OF TWO- YEAR B.ED PROGRAMME - 2015
COURSE NO. BED 30500
COURSE TITLE : PRACTICUM–III: SCHOOL BASED EXPERIANCES
UNIT – I : CONTENT BASED ACTIVITES
last 50 years, such as floods and its impact, deforestation and its
impact on the society and different diseases and its effects etc.
12 Make a collage using book covers, photographs of authors, Class IX & X
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quotes of great novelists etc.
13 Visit any historical site of Assam and discuss the historical Class IX & X
importance.
14 Select any one industrial town of your nearby area, gather data Class IX & X
and information about the place, the industry for which it is well
known, life of the people in this place and display it in an album
15 Collect pictures of early stupas/ temples or any religious Class IX & X
institutions and display it in an album.
16 Visit any Temple/Namghar/ Satra/ Dargah/ Viharas/Church/ Class X
Mosque of Medieval Assam. Watch the devotees worshiping
their deities and observe the ceremonies that they perform. For
more information meet Chief priest of the temple.
17 Draw Historical maps of Assam and of Indian History and locate Class IX
important places.
18 Collect photos associated with the UNO, such as photos of its Class IX
Secretary General, Headquarters of different agencies etc.
19 Organize Group Discussion, Debates and Quiz on topics like Class IX
French Revolution, Russian Revolution, Nazism, Fascism, Indian
Freedom movement etc.
20 Make a list of all the past rulers & dynasties of Assam and Class IX & X
mention its capital city, founder ruler, etc.
21 Present the historical significance of any one of the following Class IX
works or any other book on History--Dadabhai Naoroji’s
“Poverty and Un-British Rule in India”, Gandhi’s “The Story of
my Experiments with Truth’, Nehru’s ‘Discovery of India’ and
‘Tryst with Destiny’, Bhagat Singh’s ‘Why I am an Atheist’.
22 In an outline map of India, locate and mark different places Class IX & X
which have historical significance.
23 Find out details of any one of the revolutionary figures from Class X
French Revolution and write a short biography of this person.
24 The French Revolution saw the rise of news papers describing Class X
the events of each day and week. Collect information and
pictures on any one event and write a newspaper article.
25 Collect pictures of the Mughal court in the times of any Mughal Class X
emperor and make an estimate of the court life under the
Mughals.
26 Collect photos and pictures of important personalities of Class X
Russian Revolution and mention their main contributions in the
space below the photos.
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