Tezpur University Department of Education: Four Year Integrated B.Sc.B.Ed. Programme

TEZPUR UNIVERSITY
(A Central University Established by An Act of Parliament)

Napaam, Tezpur- 784028
DEPARTMENT OF EDUCATION
Four Year Integrated B.Sc.B.Ed.

Programme
COURSE STRUCTURE AND SYLLABUS
Syllabi of the Education courses prepared on the basis of the NCFTE-2009, NCTE
(Recognition Norms and Procedure) Regulation 2014
UGC Draft for Learning Outcomes-Based Curriculum Framework

(LOCF), 2019
for Integrated B.Sc.B.Ed. Programme
Learning Outcomes based Curriculum
Department of Education
Tezpur University
4-Years Integrated B.Sc.B.Ed Programme
Preamble
Department of Education, Tezpur University strive to implement LOCF (Learning Outcomes based
Curriculum Framework) as suggested by University Grants Commission (UGC) and proposed to be
implemented by Tezpur University. The basic structure of the 4-Years Integrated B.Sc. B.Ed. Programme in
Education is designed keeping in mind the following facts:
1. The learning outcomes of each paper are designed in such a manner that these may help student teachers to
clearly understand the main objectives of studying the course and to motivate them to enter teaching
profession with full confidence and competencies required.
2. The Courses from Education comprising important areas like foundations of education; pedagogy of school
subject (s) mathematics, physical science, biological science; and engagement with the filed/practicums and
school based experiences through school internship are well organised among eight (8) semesters keeping
in view the credit load in each semester as well as some psychological principles.
3. The main objective is to prepare the quality teachers in science, and mathematics for secondary stage of
education by imbibing appropriate professional values.
1. Introduction
The 4-Years Integrated B.Sc. B.Ed. Programme in Education consists of 8 semesters

comprising 66 credits out of 180 for whole programme. The course(s) of education part has been
designed to equip the student teachers with knowledge, competencies, and sound background in
perspectives of education, pedagogical knowledge, how to incorporate this knowledge in to specific
content areas. On the successful completion of the programme they may enter teaching profession or
opt for higher education in their respective areas of interest. The programme aims at producing such
graduates who while studying for an undergraduate degree in science or mathematics with Major in a
subject of their choice would continue to study from the very beginning the courses for a B.Ed. degree
so as to integrate the learning of these two components to emerge as confident and competent teachers
at the secondary level. The provision for Major is considered important in view of the fact that many
universities consider major in a subject as a criterion for eligibility for admission into a master’s
programme. This provision will help those students who, after completing B.Sc.B.Ed, may like to
obtain a postgraduate degree.
The curriculum is designed to achieve the following objectives:
1. The student-teacher acquires the basic concepts and the thorough knowledge of the content of the
subjects studied for a degree with Major in a subject of his/her choice.
2. The student-teacher makes smooth transition from the acquisition of the knowledge of the
foundational courses in Education to more intensive and focused study of the courses of teacher
education.
3. The student-teacher while developing the knowledge and understanding of the content of the
undergraduate courses also gains an understanding of different aspects of teacher education including
organization of learning and teaching and development of suitable strategies and procedures for
ensuring intellectual, physical and social development of the learners he/she is going to teach.
Pedagogy Courses
For the Integrated B.Sc.B.Ed. Program initially three Major subjects will be taught-Mathematics,
Chemistry and Physics. The Pedagogy courses introduced initially will be the following:
1. Teaching of Physical Science
2. Teaching of Mathematics/ or
Teaching of Biological Science
Details of the Program

Integrated B.Sc. B.Ed. Program
1. Name of the Programme Integrated B.Sc. B.Ed. Programme

2. Name of the degree B.Sc.B.Ed. with Major in Mathematics/Chemistry/Physics (at
the initial stage
3. Eligibility for admission First division in the Higher Secondary (10 Plus Two) School
Final examinations (Science).
4. Intake 50 Seats Approved by NCTE
5. Nature of the Programme Integrated
6. Duration of the Programme Minimum: 8 Semesters. Maximum:12 Semesters
7. Admission procedure Admission on the basis of the Performance in the all India
Entrance Examination held by the Tezpur University Entrance
Examination Board in Different Parts of the Country. However,
Initially, Preference may be given to the Applicants from Assam
in View of the Need for More Trained Teachers in the State.
8.Mode of Transaction of the For Transacting the Curriculum and for providing Adequate
Curriculum Learning experiences, the Modes usually adopted by the
University for Academic Programs are as follows:
1. Lecture-cum-discussion class of one hour duration.
2. Tutorial classes
3. Group activity
4. Guided reading in the Library to be followed by oral/written
presentation.
5. Written assignments, writing of term papers
6. Seminars
7. Case study
8. School Internship -20 weeks
A. Initial School Experience/ Internship I: 4 Weeks
Visit to schools chosen for Internship to get Acquainted
with the functioning of the School, learn from Observing an
Experienced Practitioner. Other activities will include Visit to
Community and Reporting on Survey Conducted on Adult
Education, Right to Education Act, Health and Hygiene, Girl
Child’ Education, Social Welfare Schemes etc.
B. School Internship II: The Period of Internship will be 16
Weeks: During this prolonged Period Learners will Prepare
Teaching Plans, Produce Teaching Aids and Teaching Materials
and Teach in the Selected School. They will maintain Records
And Diaries, Reflecting on their Own Teaching etc.
9. Peer Teaching Practices: Students will plan the teaching of
one or two teaching points pertaining to a subject (one pedagogy
course) and Practice Teaching Skills for a very short duration, to
be observed by Fellow Students.
The University has a uniform system of Continuous Assessment

9. Mode of Assessment and and follows the Relative Grading System. These will be
Evaluation applicable to the B.Sc.B.Ed. Programme too.
The tools for Continuous Assessment and Evaluation are: Class
tests (with objective type, short-answer type and essay type
questions), Written assignments/ writing of term papers, guided
Library work followed by oral/written presentation,
practical/performance tests and Seminars. Mid Term and End-
Term Examinations are there. The same mode will be adopted
for the Integrated B.Sc. B.Ed. program with modifications if and
when necessary with the approval of the concerned School
Board and the Academic Council. The details are available in
the Academic Regulations (Copy attached).
2. Qualification Descriptors for the Graduates

Knowledge & Understanding
i) The student teachers validate their understanding by analysing the premise, context that are
unique to education, examine concerns related to education system.
ii) The student teachers understand the systemic reforms in achieving quality education and
analyse the important role of education in ensuring sustainable development.
Skills & Techniques
i) Able to integrate theoretical and practical knowledge of their respective subject in

classroom practice and demonstrate practical skills in school as a site for practical learning
and enhance their professional role.
ii) Ability to think, acquire knowledge and skills through logical reasoning and to inculcate the
habit of self- learning and transform the knowledge to students through appropriate
teaching- learning pedagogy.
iii) Ability to integrate and apply ICT as a teaching learning tool/ digital competency to
facilitate teaching-learning process, research, and innovation.
Competence
i) Exhibit acquired competencies and skills for effective classroom teaching, planning,
management and evaluation of students learning process as a professional.
ii) Critical awareness of professional ethics, code of conduct, social cultural values, human
dignity and humanness and ability to critically engage in reflective practices.
3. Graduates Attributes
i) Ability to reflect critically on perspectives of education and integrate holistically the theory
and practices to facilitate active engagement of learners for knowledge creation.
ii) Develop capacities for self-directed learning, ability to work in group and ability to think
critically, analytically, abstract reasoning, creativity and problem solving skills.
iii) Capability to understand the context of education in contemporary Indian Society,
appreciating the role of context and socio-political realities about learners in facilitating
learning in inclusive settings.
iv) Aware about the roles and responsibilities as a competent professional teacher, critical
awareness of professional ethics and an ability to critically engage in reflective practices.
v) Ability to use knowledge, understanding and skills for critical assessment of a wide range
of ideas and complex problems and issues relating to the chosen field of study.
vi) Ability to apply disciplinary knowledge and transferable skills to new and unfamiliar
contexts in order to identify and analyze the problems and to seek solutions to apply in
solving real-life problems.
4. Program Outcomes
4-Years Integrated B.Sc. B.Ed.

After the completion of this programme student teachers will:
PO1: equipped with sound background in perspectives of education along with hands on experience
based on field exposure and develop a rational conceptualization of pedagogical knowledge
and will incorporate it into the specific content areas.
PO2: able to understand the role of school & education in ensuring sustainable development;
critically analyses different theoretical perspectives on learning, learner, teaching,
assessment and integrate this knowledge in to practice.
PO3: demonstrate their commitment for continuous self-improvement by engaging in professional
development activities, reflective practices to improve teaching and learning that contribute
to the revitalization of the teaching profession; able to integrate theoretical and practical
knowledge of their respective subject(s) in classroom practice, as well as pursue to keep
themselves abreast with advancements in their areas of specialization.
PO4: Acquire ICT Skills and competencies to undertake professional job as per demands and
requirements of educational institutions/research centres etc. and recognize the need for, and
have the preparation and ability to engage in independent and life-long learning in the
broadest context of knowledge explosion and technological change.
5. Programme structure
Programme Name: Integrated B.Sc. B.Ed.

Total Credits: 180
Structure of the Curriculum
Course category
Total Credits
Credits per
courses
Course
No of
I. Core courses 38 2 to 8 141
II. Elective courses
Department Specific Elective (DSE)/GE 12 2 to 4 36
Open Elective 01 03 03
Total Credits 51 2 to 8 180

Course Structure for Four Year Integrated B.Sc.B.Ed. Programme
(Education Courses)
Semester Course Course Name L-T-P CH CR Remark

Code
ED 105 Basics in Computer Applications 2-0-1 4 3 CORE
Semester-I ED 106 Education: An Evolutionary Perspective 2-0-1 4 3 CORE
ED 104 Communicative English 3-0-0 3 3 AEC
Total Credits 9
ED 107 Education and Development 2-0-1 3 3 CORE
Semester-II NS 106 or National Service Scheme 0-0-2 4 2 SEC
NC001 Or NCC for Youth Empowerment 1-0-1 3 2
Total Credits 5
ED 205 Environmental Education 2-0-1 4 3 CORE
Semester-III ED 202 Learner and Learning 2-0-1 4 3 CORE
Total Credits 6
ED 203 Contemporary Issues in Education 2-0-1 4 3 CORE
Semester-IV ED 204 Assessment and Evaluation 2-0-1 4 3 CORE
Total Credits 6
ED 301 Teaching Approaches and Strategies 2-0-1 4 3 CORE
Semester-V ED 302 Classroom Organization and 2-0-1 4 3 CORE
Management
Total Credits 6
ED 308 Pedagogy A: Physical Science-I 2-0-1 4 3 CORE
ED 307 Pedagogy B: Mathematics I 2-0-1 4 3 CORE
or or
Semester-VI ED 309 Pedagogy B: Biological Science-I
ED 303 School Education in North East 2-0-0 2 2 CORE
India
Total Credits 8
ED 408 Pedagogy A: Physical Science-II 2-0-1 4 3 CORE
ED 407 Pedagogy B: Mathematics II 2-0-1 4 3 CORE
or or
Semester-VII ED 409 Pedagogy B: Biological Science-II
ED 404 Initial School Experience/ School 0-0-4 8 4 CORE
Internship-I
Total Credits 10
Semester-VIII ED 405 School Internship-II 0-0-16 32 16 CORE
Total Credits 16
Total Credits for Four Years Integrated B.Sc.B.Ed. 66
L: Lectures T: Tutorials P: Practicum/Practical CH: Contact Hours (all per week) CR: Credit
6. Mapping of Course with Program Outcomes (POs)
Course Course Title
PO2
PO3
PO4
PO1
Code
ED 105 Basics in Computer Applications √ √
ED 106 Education: An Evolutionary Perspective √ √
ED 104 Communicative English √ √
ED 107 Education and Development √ √
NS 106 National Service Scheme

Or Or √ √ √
NC001 NCC for Youth Empowerment
ED 205 Environmental Education √ √ √
ED 202 Learner and Learning √ √ √
ED 203 Contemporary Issues in Education √ √
ED 204 Assessment and Evaluation √ √ √
ED 301 Teaching Approaches and Strategies √ √
ED 302 Classroom Organization and Management √ √
ED 308 Pedagogy A: Physical Science-I √ √ √
ED307 or Pedagogy B: Mathematics I √ √

ED 309 Or
Pedagogy B: Biological Science-I
ED 303 School Education in North East India √ √
ED 408 Pedagogy A: Physical Science-II √ √ √
ED 407 Pedagogy B: Mathematics II √ √ √

or or
ED 409 Pedagogy B: Biological Science II
ED 404 Initial School Experience/ School Internship-I √ √ √
ED 405 School Internship-II √ √ √

7. Evaluation plan:
Students enrolled in this programme shall be evaluated separately in each Course through a Continuous
Comprehensive Evaluation (CCE) system. The CCE system shall involve both formative and
summative assessments, where students shall be evaluated through Sessional Tests (minimum 2) and
Examinations (minimum 2) spanning over a Semester and finally the students shall be awarded with
Grades at the end of the Semester by summing up the performances in all those Sessional Tests and
Examinations.
Evaluation plan for Theory Courses:
Sessional Test/ Examination Course Credit ≤ 2 Course Credit ≥ 3 Semester

period
Nomenclature Type Marks Duration Marks Duration
Sessional Test-I Written 20 30 min 25 45 min Within 5th

week
Mid-Semester Written 30 90 min 40 2 hours Within 10th

Examination min week
Sessional Test-II Written/Assignment/ 20 XX 25 XX Within 14th

Seminar etc. week
End-Semester Written 50 2 hours 60 3 hours Within 18th

Examination week
Course coverage in a Theory Course shall preferably be as follows:
1. Sessional Test-I: From the beginning up to the Sessional Test-I.

2. Mid-Semester Examination: From the beginning up to the Mid-Semester
Examination.
3. Sessional Test-II: From the Mid-Semester Examination up to the Sessional Test-
II.
4. End-Semester Examination: Questions for not more than 20% of the total marks
may be asked from the portion of the syllabus covered prior to the Mid-Semester
Examination. The rest of the marks shall be devoted to the syllabus covered after
the Mid-Semester Examination.
8. DETAILED SYLLABUS
SEMESTER I
ED 105: Basics in Computer Application L2 T 0 P 1 CH4 CR 3
Learning Outcomes of The Course: After the completion of this course, the student teacher will be
able to:
1. Describe a computer system and its working.
2. Open the windows operating system and use word processing package
3. Use the word processing package in education
4. Acquire the skills of trouble shooting whenever there are problems in the working of computer.
Contents
Unit -1: Computer Hardware and Organization
a) Motherboard, Processor, RAM, Cache, Interface Cards, I/O Ports.
b) Parts of a PC.CPU, Control Unit, ALU, Instruction Set, Registers.
c) Generation of Computers, Classification of Computers
Unit–2: Types of Memory
a) Memory organization, fixed & variable word length memory,
b) Static and dynamic memory, RAM, ROM, cache memory, flash memory
c) Secondary Memory – HD, CD, DVD, Tape, and Pen-drive
Unit-3: Software and Programming and Problem Solving Aspect

a) OS, Utilities & Service programs
b) Communication s/w, DBMS, Multimedia s/w, Application s/w
c) Some common algorithms along with their flowcharts.
Unit-4: Concepts of Computer Network:

a) Introduction, Network Classification by scale and connection methods,
b) Network architecture and topology, Intranet, Extranet, Internet, TCP/IP, Basic h/w
c) Components of Network.
Unit-5: Data Base and Web Page

a) Introduction to Database and some concepts of DBMS
b) Simple concepts of Web Page designing using HTML.
Lab Classes
Working knowledge of Windows, MS-Word, MS-Excel, MS-PowerPoint, Simple web
page designing using basic HTML tags
Text Books
1. P. K. Sinha and P. Sinha, “Foundations of Computing” BPB Publications.
Reference Books
1. R. G. Dromey, “How to Solve it by Computer”, Prentice Hall of India,
2. A. S. Godbole& A. Kahate, “Web Technologies”, TATA McGraw Hill,
3. E. Navathe, “Fundamentals of Database Systems”, Pearson Education.
ED 106 Education: An Evolutionary Perspective L2 T0 P1 CH4 CR3
able to:
1. Analyse the premises, contexts that are unique to education and appreciate the nature, the
purpose of education, and their practical ramifications in the school context.
2. Analyse the philosophical reflections and educational thoughts of great Educational thinkers
3. Explain the nature of knowledge in Education and its contribution to status of education as a
discipline and interdisciplinary in nature
4. Describe the roles of teacher, school and the community in the changing perspectives of
pedagogy
5. Explain the historical development of education as a system, its evolving structures and
examine the concerns, issues related to education system.
Contents
Unit -1: Concept of Education

a) Meaning of Education: Ancient to Present
b) Concepts in Education and their changing connotations: school, curriculum, teacher, learner,
teaching, learning, instruction, freedom, autonomy and control in relation to the child and
teacher;
c) Education as an organized, institutionalized, formal and state sponsored activity
d) Shifts in process of Education: knowledge giving, didactic and constructivist interpretations,
modes of Education: distance and face-to-face (tutorial, small group, large group) and oral/aural
to digital; individualized and group based
Unit–2: Aims of Education

a) Aims of education: Changing aims of Education in the context of globalization,
b) Educational aims as derived from the Constitution of India
c) Ideas of educational thinkers -Vivekananda, Gandhi, Tagore, Aurobindo, Dewey,
Krishnamurthy and Paulo Friere.
Unit-3: Evolving Knowledge Base in Education

a) Nature of knowledge in education: concepts, statements, educational viewpoints,
b) Metaphors and theories; Emerging Knowledge base in education
c) Differences between information, knowledge, belief, and opinion
d) Interfaces with cognate disciplines such as physical, natural and social sciences
Unit-4: Learning Environment: The Changing Scenario

a) Changing roles of Teacher, learner’s participation, knowledge emphasis, learning resources.
b) Shift in learning environments as well as pedagogy: Knowledge: focused to teacher, learner
and learning environment.
Unit-5: Systems and structures in school education
a) Education as a system and structure: meaning and nature
b) Evolution of educational network over the past two centuries - 1800s to 21st century
c) Role of state-central government: need for a national system of education
d) Predominant concerns of the education system– coordination, quality assurance and Feasibility
e) Systemic reforms in education: meaning and need.
f) Demands from the secondary education system upon achieving universal elementary education
School Based Activities:

1. Students will visit the schools and observe the learning environment in relation to teacher’s
role, learner’s participation, knowledge emphasis and learning resources.
2. Term paper/ seminar and discussions on some of the units
Text Books
1. Gara Latchanna2014.Foundation of Education. New Delhi: Neel Kamal Publications Pvt.Ltd.
2. Aggarwal, J C2008. Great Philosophers and Thinkers on Education, New Delhi: Shipra.
Publications
3. Taneja V. R.Socio-Philosophical Approach to Education (Atlantic Publishers and Distributors,
New Delhi, 2005).
Reference Books
1. Dewey, John. My Pedagogic Creed’, in D.J. Flinders and S.J. Thorton(eds.) The Curriculum
Studies Reader (Routledge: New York, 1997)
2. Dewey, John Experience and Education (Touchstone, New York,1997)
3. Kumar Krishna. Learning From Conflict (Orient Longman, New Delhi,1996)
4. Margaret, K.T. The open Classroom (Orient Longman: New Delhi, 1999)
5. Ozmon, Howard A and Craver,Samuel M Philosophical Foundations of Education (Prentice
Hall, New York, 2007)
6. Prema, Clarke. Teaching & Learning: The Culture of pedagogy (Sage Publication, NewDelhi,
2001)
ED 104 Communicative English L2 T1 P0 CH3 CR3
able to:
1. Develop overall proficiency in English with a view to enabling the students to use English for
communication and for study purposes;
2. Develop the student’s interactive skills by developing their ability to listen to English for
formal as in class lectures and informal as in face to face interactive situations with a high
degree understanding, and helping them to speak English with a reasonable degree of fluency
and with an acceptable pronunciation of the sounds of English;
3. Develop student’s ability to read English texts-both of scientific and non-scientific nature
silently with a high degree of comprehension;
4. Develop the student’s skill of writing short paragraphs, formal and informal letters, curriculum
vitae/resume, applications of various types, study notes, summary and appropriate words-both
scientific and non-scientific.
Contents and Activities
A) Oral Communicative Activities

a) Information transfer activities: Pair and group works involving transfer of information (reading
a brochure and advertisement/a notice a schedule or programme/drawing etc. and discussing
these, finding a solution, arriving at a decision through speaking); extempore speech using
clues, group discussion, seminar presentation etc.
b) Pair work: describing pictures, interpreting diagrams, gleaning information from different types
of written materials including articles etc. and talking about them, formal seminar presentation,
formal group discussion.
B) Reading
a) Reading and comprehension: global and local comprehension, drawing inferences,
b) Materials: Stories and essays (preferably a collection of comparatively short essays on

scientific, interestingly written topics, biographical/autobiographical writings, short stories-
adventure and scientific fiction), Reading silently in class followed by short comprehension
questions, brief writing exercises, summaries in brief, personal responses (not typical question-
answer type)- both oral and written. Reading material from Internet and talking and writing
about them; reading scientific reports, articles collected from newspapers and magazines,
Internet etc. and writing notes etc. on them.
C. Writing
a) Preparing reports, project proposals and writing reflective and argumentative essays. Writing
applications of various types and for various purposes, curriculum vitae/resume, letters to the
editors, letters to various agencies.
b) Writing short notes on article/reports read, summary of articles/paragraphs read, notes on
lectures (talks-radio/TV/audio, video cassettes), opinions on discussions/letters, notice both
formal and informal/friendly, notes to inform others etc., interpreting pictures, advertisements,
visuals (video, TV etc.) and writing briefly about them.
D. Vocabulary and Grammar

a) Using useful but unfamiliar words and phrases in conversation and in writing; Group verbs,
idiomatic expressions; synonyms and antonyms
b) Structure of simple sentences; use of adverbials, longer sentences, combining sentences,
Tenses, Use of passive in scientific discourse, various types of questions, direct and indirect
narration.
Text Books
1. Balasubranium, T. (1981). A Textbook of Phonetics for Indian Students. New Delhi:
Macmillan
2. Grellet, F. (1991). Developing Reading Skills. Cambridge: Cambridge University Press.
Reference Books
1. Sethi, J. & P. V. Dhamija. (1997). A Course in Phonetics and Spoken English. New Delhi,
Prentice-Hall
2. Krishnaswamy, N. Modern English – A Book of Grammar, Usage & Composition. Macmillan
India Ltd.
3. Richards, J.C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge
University Press
SEMESTER II
ED 107 Education and Development L2 T0 P1 CH4 CR 3
able to:
1. Explain the relationship between Education and individual, National development.
2. Examine the influences of political and policy decisions on Education and its
aims,content and procedures.
3. Analyze the role of education in ensuring sustainable development.
4. Describe the financial supplication for education.
Contents
Unit-1: Education for Development

a) National Development–Meaning, Scope and Different Viewpoints
b) Education as a development indicator and related Indicators of national
development,Education Commission 1964-66, NPE-1986, POA-1992.
c) Education and development of life skills: preparation of individuals for the 21st
century
d) Role of education in ensuring sustainable development
Unit-2: Education and Socio-cultural Context

a) Education as an instrument of social change- influence of education on society,
familyand their practices
b) Socio-cultural influences on the aims and organization of education
c) Impingement of cultural history on education
Unit-3: Education and Economic Development

a) Education for economic development- its meaning and nature
b) Education as an investment, Education as development of human resource:
Education for Employability, Consumer driven educational programmes, Planning
Commission, World Bank
Unit-4: Education and Globalization

a) Liberalization,
b) Privatization,
c) Internationalization and Globalization of Education
Unit -5: Emerging interface between political policies and Education

a) The National and State educational policies, Implementations of educational policies
b) State and centrally sponsored schemes of education
c) Relationship between constitutional provisions and educational policies, Right
toEducation

a) Students will visit one government primary and one government secondary school to interact
with teachers, students and community members to reflect on implementation of any one
state/Centrally sponsored schemes/ programmes like RMSA, RTE Act 2009, Mid-Day meal,
Kasturba Gandhi Balika Vidyalaya (KGBV) etc.
b) Interact with school Heads to collect information about the progress of the schools as
well as the scholarships and other inspirational motives received from various
resources
c) Students will visit a local community and interact with different community members
and get information to develop understanding about the significance of education in
economic,socio-cultural and globalized contexts.
Text Books
1. Chandra, S.K. Education and Development (Discovery Publishing House,
Delhi,2010).
2. Jayapalan, N. History of Education in India (Atlantic Publishers, New Delhi, 2008).
3. School Education in India – Present Status and Future Needs (NCERT, New
Delhi,1986).
Reference Books
1. Ministry of HRD, Department of Education Learning without Burden, Report of the
National Advisory Committee. Education Act. October, 2004.
2. UNDPA. Human Development Reports (New Delhi. Oxford, Oxford University
Press) Education for All: The Quality Imperative. EFA Global Monitoring Report
(UNESCO Paris, 2004).
3. World Bank. Reaching the Child: An Integrated Approach to Child Development
(Oxford University Press, Delhi, 2004).
Course Code: NC001 L T P CH CR
Course Title: NCC for Youth Empowerment
1 0 1 3 2
_____________________________________________________________________________
LEARNING OUTCOMES OF THE COURSE:
After the completion of course the student will be able to:
1. Describe about the National Cadet Corps and National Integration

2. Describe about Disaster Management, Health and Hygiene
3. Describe about Indian Army and Infantry Weapons
4. Explain the importance of Weapons training, Field Craft and Battle Craft
5. Demonstrate Drill and Drill Commands
Content
Unit-1: National Cadet Corps and National Integration

a) Aims, Objectives & Organization of NCC
b) Duties of NCC Cadet and Incentives of a NCC Cadet
c) NCC Camps: Types & Conduct
d) National Integration: Importance & Necessity
Unit-2: Disaster Management, Health and Hygiene

a) Fire Service & Fire Fighting
b) Natural Disasters
c) Man Made Disasters
d) Hygiene, Sanitation and First aid
Unit -3: Indian Army and Infantry Weapons

a) Organization of Infantry Battalion & its weapons
b) Foot Drill (FD), Drill with Arms (AD)
c) Introduction & Characteristics of .22 rifle
d) Introduction to Map Reading, Introduction to Field Craft and Battle Craft (FC & BC)
Practicum
1. Drill practice and drill square test (DST)

2. Firing Practice with .22 mm rifle and Map Reading exercises
3. Annual Training Camp and Centrally organized special NCC camps
Textbooks:
1. NCC OTA (2015). Cadet handbook common subjects.

2. NCC OTA (2015). Cadet handbook specialized subjects.
Reference Books:
1. National Cadet Corps (2013). Specialized subject SD/SW all wings. New Delhi: DG
NCC. National Cadet Corps (2013).
2. Common subject SD/SW all wings. New Delhi: DG NCC
17
SEMESTER THREE
ED 205 Environmental Education L2 T0 P1 CH4 CR3
Learning Outcomes of The Course: After the completion of this course, the student teacher
will be able to:
1. Describe the concept, importance, scopes and aims of environmental education
2. Explain the environmental pollution, possible hazards and its courses and remedies
3. Develop a sense of responsibility towards conservation of environment, biodiversity and
sustainable development
4. Exhibits reasonable understanding about the role of school and education in fostering the
idea of learning to live in harmony with nature and the need to conserve the environment
for sustainable development.
Contents
Unit- 1: Introduction to Environmental Education
a) Meaning of environment, concept, importance, aims and scope of Environmental

Education
b) Differences between Environmental Education and Environmental Science
c) Multidisciplinary nature of Environmental Education
Unit -2: Environmental Pollution
a) Nature, causes, effects of air, water, soil, marine, noise, thermal pollution
b) Measures for checking pollution
c) Greenhouse effect and Ozone layer depletion and its effects
Unit -3: Bio-diversity and related issues
a) Meaning of Bio-diversity, Bio Diversity of Assam,

b) Wild life protection Act, Conservation of Bio Diversity,
c) Need for conservation of genetic diversity for maintaining ecological balance
d) Biosphere Reserve, National Park, Wild life Sanctuary,
e) learning to live in harmony with nature
Unit -4: Environmental Awareness through Education
a) Different programmes of Environmental Education for secondary school students

b) Environmental education for developing healthy attitude towards environmental
protection
Unit- 5: Role of Teachers and Students
a) Environment Education tool for sustainable development

b) Social and educational issues of environmental conservation
c) Role of teachers and students in Environmental conservation
18
Practicum
1. Students will visit the nearby environmental sites or local polluted areas to observe and
study from environmental awareness view point and submit the report.
2. Visit to national park and sanctuary for study of Bio Diversity and to submit their
respective presentations.
Text Books
1. Krishnamacharyulu, V. and G.S.Reddy. (2004).Environmental Education: For B.Ed.

Students of Indian Universities. Neelkamal Publications, New Delhi.
2. Vijayan.S. (2008). Principles of Environmental Education. Sarup & Sons, New Delhi.
3. Kumar Aravind, (2003).Environmental challenges of 21 st century. PH Publishing
Corporation. New Delhi
Reference Books
1. Robert B. Stevensyn. (2013).International handbook of search on Environmental

Education. Rutledge publication.
2. Suresh Pauchari.(2012).Environmental Education. Pearson publication
3. Robert B.Stevenson (2012). International handbook of research on environmental
education, Routledge.
4. Edgar Gonzalez-Gaudiano and Michael A. Peters. (2008). Environmental education.
Sense publishers, Europe.
5. Palmer.J& Philips. N.(1990). The handbook of Environmental Education. Routledge.
Newyork.
19
ED 202: Learner and Learning L2 T0 P1 CH4 CR3
will be able to:
1. Describe the basic concepts of nature of learner and develop an understanding about the
influence of a psycho-social cultural context in shaping human development.
2. Explain the nature, and causes of individual differences among learners and discusses
the strategies to meet the educational needs to various types of children.
3. Critically analyse the different theoretical perspectives on learning and get conversant
with psychological principles and techniques to facilitate learning.
4. Identifies the various factors of learning and discuss the role of the teacher and school in
addressing various factors influencing learning.
5. Explain teaching as a process of communication and be aware of paradigm shift in
teaching learning.
Contents
Unit- 1: Nature of the Learner: Child and Adolescent
a) Learner as a developing individual; a psycho-social entity; stages of development
b) Developmental characteristics of a child and an adolescent: Physical, Cognitive, social,
Emotional, moral and language; their interrelationships
c) Factors influencing development such as heredity, nutrition, child-rearing practices,
siblings and peers
Unit -2: Understanding Differences between Learners

a) Differences between individual learners: Multiple Intelligence, Learning Style, Self-
Concept, Self-Esteem, Attitude, Aptitude, Skills and Competencies, Interest, Values,
Locus of Control and Personality.
b) Understanding -differently - abled learners, slow learners, gifted and exceptional
learners
c) Methods of assessing individual differences: tests, observation, rating scales, self-reports
d) Catering to individual differences: grouping, individualizing instruction, guidance and
e) Counseling, bridge courses, enrichment activities and clubs
Unit -3: Understanding Learning

a) Nature of learning: learning as a process and learning as an outcome
b) Types of learning: factual, associations, conceptual, procedural, generalizations,
principles and rules, attitudes, values and skills
c) A critical analysis of the relevance and applicability of various learning theories for
different kinds of learning situations
d) Pedagogic principles for organizing learning: behavioristic, cognitivist, and humanistic
Unit -4: Factors Influencing Learning

a) Biological and hereditary factors influencing learning
b) Factors related to the subject matter content and learning material
c) Factors related to the method of learning
d) Factors influencing remembering and forgetting
e) Conceptual organization and Reorganization, scaffolding
f) Attention, motivation and readiness as factors influencing scholastic learning
g) Role of the teacher and school in addressing various factors influencing learning
20
Unit -5: Learning Communication and Experience
a) Concept, components and types of communication,
b) Classroom communication – an analysis of its facilitative and Inhibitive nature
c) Role of media in communication process, teaching as interpersonal communication,
d) Reflection on the factors of communication affecting learning and learner
e) The issue of media influences on learning – role of parents and teachers
f) Paradigms for organizing learning: teacher centric, subject centric and learner centric
School Based Activities

Students will visit school and interact with class teacher for the following tasks:
1. Critical analysis of classroom instruction in the light of the understandings developed in
Units 2 & 3
2. Any one experiment on learning – division of attention, memory, transfers of learning.
3. Analysis of common behavioral problems observed in classroom, suggesting the ways to
address them.
4. Administration of group intelligence test and reporting the result.
5. Analysis of classroom problems of high and low achievers and the strategies to address
these problems
Textbooks
1. Aggarwal, J.C. (2009). Psychology of Learning & Development, Shipra Publication,
Delhi
2. Mangal, S.K. (2007).Essentials of Educational Psychology, Prentice Hall of India, New
Delhi
3. Chauhan, S. S.(2005) Advance Educational Psychology, Vikas Publishing House, New
Delhi.
Suggested readings
1. Anita, Woolfolk. (2013). Educational Psychology: Active Learning Edition
2. Woolfolk, A.E. (2009) Educational Psychology (11th Edition, My Education Lab
Series,(Prentice Hall, New York.
3. Matheson, David. (2004). An Introduction to the study of education (2nd edition). David
Fulton Publish.
4. Dandipani, S.(2000).A Textbook of Advanced Educational Psychology. New Delhi:
Anmol.
21
SEMESTER FOUR
ED 203 Contemporary Issues in Education L2 T0 P1 CH4 CR3
will be able to:
1. contextualise education in promotion of constitutional values and utilize information
about human rights to formulate policies in education.
2. recognise the intersection between gender and other socio-cultural identities and develop
inclusive classroom environment.
3. describe the concept and importance of yoga education and demonstrate basic asanas
and pranayams for holistic development.
4. identify factors that give rise to conflict and war and suggest strategies to promote peace
through education.
Contents
Unit-1: Indian constitution and Human Rights
a) Human Rights- Definition, Historical Background

b) United Nations and Universal Declaration of Human Rights
c) Right to Child Protection, Constitutional provisions
d) National Human Rights Commission, State Human Rights Commission
e) Role of Voluntary organizations and Educational Institutions
f) Constitutional provisions for Universalization of Elementary Education
g) Right to education and its implications for Universalization of Secondary Education
(USE)
Unit-2: Gender Issues in Education
a) Gender Culture and Institution: Intersection of class, caste and religion,

b) Construction of Gender in Curriculum Framework since Independence: An Analysis,
Gender and the hidden curriculum, Gender in Text and Context (textbooks inter-
sectionality with other disciplines, classroom processes including pedagogy),
c) Meaning of Equality of Educational Opportunities, provision and outcomes;
constitutional provisions for ensuring equity
d) Nature and forms of inequality including dominant and minor groups, gender
e) Inequality in schooling: public-private schools; Rural-urban-tribal schools, and
differential school systems – schools for education of the challenged, idea of Common
School System
Unit-3: Inclusive Education
a) Definition, concept and importance of inclusive education

b) Historical perspectives on education of children with diverse needs
c) Difference between special education, integrated education and inclusive education
d) Advantages of inclusive education for education for all children
e) International& National Initiatives
f) Current Laws and Policy Perspectives supporting IE for children with diverse needs
22
Unit-4: Yoga Education
a) Origin of Yoga & its brief development,

b) Yoga as a Science or Art (Yoga Philosophy and essential).
c) Meaning of Yoga, Objectives, Types, importance of yoga and yogic Asanas
d) Meditation – Objectives, types, effect on body, mind and soul,
e) Yogic therapies and modern concept of Yoga
Unit-5: Peace Education
a) Peace as a dynamic Social Reality

b) Relevance of Peace: regional, national and international contexts
c) Dangers to Social Security: terrorism, war, natural calamities and impact on quality of
life
d) Peace context: conditions for promotion of peace, UNESCO’s concerns on Peace and
e) Understanding, National Integration, International Understanding
f) Role of education in promotion of peace: implications for pedagogy
g) Teacher role in promoting peace
1. Analysis of school textbooks from gender equality perspective.

2. Survey of students on awareness of gender equality concerns.
3. Students will visit the schools and identify the children with special needs and find out
the extent to which they are benefited by the current laws and policy perspectives
4. Students will learn basic aasanas and pranayama during practical period and visit a
school and give Yoga training to the students
5. Survey of students on awareness of human rights
Text Books
1. Gupta, S. Education in Emerging India (Shipra Publications, Delhi, 2008)

2. Rao, V. K. and Nayak, A.K. Secondary Education (A.P.H. Publishing Corporation, New
Delhi, 2002).
Suggested Readings
1. Kumar, Arvind. Environmental challenges of the 21st century (APH Publishing

Corporation, New Delhi,2003).
2. Govt. of IndiaNational Policy on Education (Min. of HRD, New Delhi, 1986)
3. Govt. of India.Programme of Action (NPE). (Min of HRD, New Delhi, 1992)
4. UNESCO.Education for All: The Quality Imperative. EFA Global Monitoring Report.
(UNESCO, Paris, 2004)
23
Course Code: ED 204
Course Title: Assessment and Evaluation L T P CH CR
2 0 1 4 3
Learning Outcomes of The Course: After the completion of this course, the student teacher:
1. critically analyses the recent trends and scope of assessment and evaluation.
2. examines the contextual roles of different forms of assessment in schools.
3. explores the different dimensions, procedures, tools and techniques related to assessment
4. examines the issues and concerns of assessment and evaluation practices in schools.
5. apply the statistical tools for analysis and interpretation in educational assessment process.
Contents
Unit 1: Perspectives on Assessment and Evaluation
a) Conceptual overview of assessment and Evaluation
b) Meaning, Principles and Purposes of Assessment and Evaluation
c) Forms of assessment: based on
 purpose : prognostic, formative, diagnostic and summative,
 nature of information gathered : qualitative, quantitative
 nature of interpretation : norm referenced, criterion referenced
Unit -2: Tools and Techniques for Assessment and Evaluation
a) Different Types of Tests
 Paper pencil tests, Oral tests, and Performance tests
 Construction of an Achievement Test and Diagnostic test
b) Different Types of Tests
 Rating scale, Check list, Anecdotal records , Socio-metric technique, Interview,
Questionnaire and Inventory
 Use of Projects, Assignments, Work sheets, Practical work, Seminars and Reports as
assessment devices
c) Self-assessment and peer-assessment practices
d) Developing and maintaining a comprehensive learner profile
Unit-3: Reforms in Evaluation

a) Recent trends and practices prevailing in assessment and evaluation: online assessment,
open book exam, participatory assessment, performance based assessement
b) Rubrics & Portfolios: Meaning and significance in evaluation
c) Continuous and comprehensive evaluation
d) Credit system and Grading - direct and indirect
Unit- 4: Issues, Concerns and Trends in Assessment and Evaluation

a) Issues and Problems: Marking Vs Grading, No detention policy, Objectivity Vs Subjectivity
b) Policy perspectives on examinations and evaluation: Recommendations in National Policies
of Education and curriculum frameworks.
c) Impact of entrance test and public examination on teaching and learning
24
Unit-5: Elementary Statistics in Educational Evaluation
a) Need and importance of statistics in education
b) Classification and tabulation of data
c) Graphical representations of data
d) Measures of central tendency, Measures of variability, Measure of Relative Position:
Percentiles and Percentile Ranks
e) Normal distribution - normal probability curve and its characteristics
Engagement with the Field/Practicum/Activity: The Students may undertake any one of the
following activities:
1. Design a Questionnaire or Interview Schedule in a selected topic

2. Design different types of questions items and identify the reliability of the test.
3. Present the report of student: using a portfolio or rubrics
Suggested Readings and References:
Text Books
1. Sidhu, K.S. (2009).New Approaches to Measurement and Evaluation, Sterling Publishers,
New Delhi
2. Lal, J.P. (2006) Educational Measurement and Evaluation. New Delhi: Anmol Publications
3. George, D. (2005) Modern Trends in Examination System. New Delhi: Commonwealth
Publication
Reference Books
1. Reid, Howard M. (2013). Introduction to Statistics-Fundamental Concepts and
Procedures of Data Analysis. New Delhi: SAGE Publications Pvt Ltd.
2. Gardner, John (2012). Assessment and Learning -2ndedition. New Delhi: SAGE
Publications India Pvt. Ltd.
3. Pearson Series in Education (2012) Essentials of Educational Technology and Management,
New Delhi, Pearson Education
4. Quinlan, Audrey M. A (2012). Complete Guide to Rubrics: Assessment Made Easy for
Teachers, K. D. College, USA: Rowman Littlefield Education.
Online/Web Resources/eBooks (Links)
1. Hickey, D. & Itow, R. C. (2012). Participatory assessment for participatory teaching and
learning in school contexts. Designing with Teachers: Participatory Approaches to
Professional Development and Education,78-88. https://dmlhub.net/wp-
content/uploads/2012/08/designing-with-teachers.pdf
2. Northern Illinois University Center for Innovative Teaching and Learning. (2012). Rubrics
for assessment. Instructional guide for university faculty and teaching assistants.
https://www.niu.edu/citl/resources/guides/instructional-guide
3. Davis, M. H., & Ponnamperuma, G. G. (2005). Portfolio assessment. Journal of Veterinary

Medical Education, 32(3), 279–284. https://doi.org/10.3138/jvme.32.3.279
4. Brualdi A. (2000). Implementing Performance Assessment in the Classroom. Classroom

Leadership, 3(5) http://www.ascd.org/publications/classroom
leadership/feb2000/Implementing-Performance-Assessment-in-the-Classroom.aspx
25
SEMESTER FIVE
ED 301: Teaching Approaches and Strategies L2 T0 P1 CH4 CR3
will be able to:
1. Describe the role of a teacher at different phases of Instruction.
2. Demonstrate his/her understanding of different skills and their roles in effective
teaching.
3. Critically reflect on the suitability of learning resources planned in teaching-learning and
design ICT integrated learning resources.
4. Apply Learning Resources for Different Pedagogies.
5. Explain Changing roles and develop competencies of a teacher in technology enhanced
learning
Contents
Unit -1: Understanding Teaching
a) Teaching as a planned activity – elements of planning
b) An analysis of teacher roles and functions:
i) pre-active phase: visualizing; decision-making on outcomes, preparing and
organization;
ii) interactive phase facilitating and managing learning;
iii) post-active phase – assessment of learning outcomes,
c) Professionalism in teaching, professional ethics, concepts of teaching- skills,
competencies and commitments.
Unit- 2: Teaching Approaches and Models of Teaching

a) Instructional Skills: Structuring, Soliciting and Reacting, Verbal and Non-verbal,
Feedback and Reinforcement, Discourse, Demonstration and Modeling
b) Advance Organizer Model, Inquiry Strategy as approach to teaching thinking skills and
construction of knowledge, Concept Attainment/ Concept Formation, Inductive
Thinking, Problem Based Learning/Project Based Learning
c) Approaches to Organizing Learning - Approaches to Individualized Instruction:
Computer Managed Instruction, Programmed Instruction, and Learning Activity:
d) Packages; Approaches to Small Group and Whole Group Instruction: Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization,
Group Discussion, Simulation and Games, Debate, Quiz and Seminar
Unit -3: Learning Resources for Classroom Teaching

a) Meaning, purpose, steps in development, guidelines for use, and criteria of judging
quality of the following resources
b) Print Resources: resources for communicating verbal experiences - text book, work
book,Case study and self-instructional material
c) Audio Resources: resources for communicating audio experiences - educational
radio
d) Broadcast and audio programmes – an analysis of their formats, strengths and
limitations
e) Visual Resources: Resources for communicating visual experiences
f) Non-projected visual Resources: graph, map chart, poster, models and material –
nature of experiences provided by them, their making and possibilities of using them
as learning resources
g) Projected Visual Resources: still visuals – slide, transparency and film-strip, moving
visuals –film, video and animation
26
Unit-4: Learning Resources for Different Pedagogies
a) Media selection, utilization and integration into teaching and learning – learning
resources for different pedagogies: a classification of learning resources based on
teaching objectives.
b) Principles of self-learning
c) Ways and means of promoting self-learning: organization, merits and demerits of
d) Computer Assisted Instruction, personalized system of instruction, self-paced activity,
e) Learning activity packages, learning centers, mini courses, modular instruction, and
Programmed instruction
f) Learning to learn skills – An analysis and teacher’s role in promoting them.
Unit-5: Technology-Enhanced Learning Resources

a) ICT and Multimedia as technology-enhanced communication devices in teaching-
learning: a comparative review of various learning resources, Flip Class
b) Interactive white board – its features and advantages
c) Computer as a learning resource for presentation, documentation, word processing,
evaluation. Animation and other visual presentation options on a computer; Internet as
an Information Resource; evaluating information resources on the Internet
d) Emerging Internet trends and technologies for facilitating learning
e) Designing and Developing Technology-enhanced Learning Material
f) Changing roles and competencies of a teacher in technology enhanced learning

Students will visit the school and observe the learning resources available in the school.
1. Preparation of at least three teaching-learning resources from those mentioned in Unit 2
2. Planning and preparation of an ICT integrated presentation for secondary level
3. Identification and use of an internet resource for learning at the secondary level
4. Critical analysis of an existing learning resource
5. Observe the teachers of various classes and identify the skills they adopt in their
interaction with pupils.
6. Observe a teacher in action in the classroom and list down his / her various behaviors.
7. Observe the transactional mode of teachers who adopt different teaching methods.
8. Write down the name of a few methods that teachers generally employ for the purpose
of teaching and classify them under teacher centered, pupil centered or group centered.
9. Writing instructional objectives for different content categories
10. Identifying skills incorporated in a lesson plan and judging their appropriateness and
Adequacy
11. Practice of skills in a simulated situation.
Textbooks
1. Kochar, S.K. Methods and Techniques of Teaching (Sterling Publishers, New Delhi,
2009).
2. Rao, V.K. and Reddy, R.S (ed.) Teaching and Learning. Commonwealth Publishers,
New Delhi, 2007.
3. Sampath K. et al Introduction to Educational Technology(Sterling Publishers, New
Delhi, 2009)
Suggested readings
1. Bloom, B S., Englehart M D, Furst E J, Hill W H and Khrath wohl, D. R. Taxonomy of
Educational Objective Handbook 1, Cognitive Domain, Handbook 2, Affective Domain
Longman, London,1964 .
2. Jangira N K and Ajit Singh Core Teaching Skills: The Microteaching Approach.
NCERT, New Delhi, 1982.
3. Kumar, K L Educational Technology. New Age International (P) Ltd Publishers,
NewDelhi, 1996.
27
Course Code: ED 302
L T P CH CR
Course Title: Classroom Organizations and Management 2 0 1 4 3
will be able to:
1. Analyse the purpose of classroom management for effective teaching-learning process.
2. Describe various physical facilities required for smooth functioning of school activities.
3. Explain the role of teachers and the principal in ensuring a vibrant school climate
4. Discuss various ways of preventing problems in managing a classroom.
5. Explain various mechanisms for coordinating the functions of school.
Contents
Unit -1: Classroom Organization
a) Classroom organization– Meaning and purposes. Seating arrangements and its purposes.
b) Concept of a smart classroom. Display area and chalk board – other facilities such as
OHP and Multimedia in a classroom.
c) Characteristics of School climate – conducive, learner friendly, inclusive, vibrant,
Relation between school policy and school climate
Unit -2: Physical Facilities in a School
a) Physical resources in a school - physical space (building) with adequate classroom

space, adequate furniture, learning resources such as labs, library, sports field, and
staffrooms, rest rooms, etc.
b) Management of physical resources - Cleanliness, appropriate use of each with an intent
or Schedule; Streamlining ways of using the facilities: coordination, sharing
Unit-3: School Environment- Teachers’ Role
a) School as an institution with an environment of its own leadership style of the

headmaster and its influence on teacher role performance
b) Visualize the requirements- procure, maintain and replenish with support of authorities,
c) Teacher self-assessment and accountability – importance of feedback,
d) Factors affecting school environment - goodwill, acceptance, belongingness, openness,
orderliness, and access, both among teaches and between teachers and students,
promoting self-esteem among students; Team work and transparency in functioning
among teachers
Unit- 4: Classroom Management
a) Classroom management – concept, need and approaches

b) Roles of students in a classroom – leader, follower and non-participant
c) Role of a teacher in classroom management – relationship between leadership styles of a
teacher and classroom discipline
d) Managing behavior problems in a classroom– Preventative, Supportive and Corrective.
e) Common - mistakes in classroom behavior management. Establishment of routines,
rules and procedures
f) Punishment and its legal implications – the rights of a child
g) Time management in a classroom – allocated time versus engaged time
28
Unit – 5: Mechanisms for Coordinated Functioning in School
a) Planning: annual and long term; annual school calendar

b) Day to day schedules- time table, notifications, announcements, Monitoring for
coordinated functioning: allotment, autonomy and accountability (internal and external)
c) Staff Meetings: forum for sharing, review and further planning,Regular, documentation
of events and activities
d) Approaches to professional development of teachers in a school
e) Mechanisms that promote and hinder school-community and teacher-parent relationship

Students will visit the school and:
1. Observe the school environment and identify the problems of the students and interact
with head and teachers regarding the solutions. Conduct an action research project on
secondary school classroom problem.
2. Survey of resources available (human and material) in a school and the manner of their
utilization.
3. Draw out a plan of the school building in the area and write a critical report.
4. In consultation with the principal and teachers of a school, prepare an institutional plan.
5. Observe the various activities run in the school to understand the mechanism of school.
Assess the existing monitoring mechanism at secondary school and give suggestion for
improvement.
Text Books
1. Krishnamacharyulu. V. (2008), School Management and system of Education.

Neelkamal publications PVT. LTd.
2. Siddhu, S.K.(1987) School Organization and Administration. New Delhi: Sterling
Publishers
3. Gupta, S. K. and Gupta S (1991) Educational Administration and Management
(ManoramaPrakashan, Indore).
Reference Books
1. Wayne Hoy & Cecil mskel (2012) Educational Administration: Theory, Research and
Practice. Mcgraw Hill Humanities. (9th edition).
2. Fred.C.Lunenburg& Allan C.Ornstein.(2011).Educational Administration: Concepts
And Practices,Cengage Learning(6th Edition).
3. Marsh, C.(2000).Handbook for Beginning Teachers. Second Edition (Pearson
Education, Australia.
4. Vashist, Savita(ed.).(1998). Encyclopedia of School Education and Management (Kamal
Publishing House, New Delhi.
5. Chau, Ta-Ngoc. (2003): Demographic Aspects of Educational Planning. Paris:
International Institute for Educational Planning.
29
SEMESTER SIX
ED 307 PEDAGOGY B: MATHEMATICS- I L 2 T0 P1 CH 4 CR 3
Learning Outcomes of the Course:

On the completion of this course, the student teacher would be able to:
1. acquaint with the meaning and nature of discipline mathematics
2. internalize the aims and objectives of teaching mathematics and endow with the
significance of taxonomy of instructional objectives of teaching mathematics
3. inquire into the contribution of eminent mathematicians
4. gain perspective on the principles, approaches and the recent trends in mathematics
curriculum structuring and the mode of transaction
5. apprehend the pedagogy of teaching mathematics and tune themselves as a innovative
practitioner
Contents
Unit I: Nature and Scope of Mathematics and Objectives of teaching it
a) The concept, meaning and Nature of Mathematics
b) Place and value of Mathematics in the Modern World
c) Need and importance of Mathematics in school curriculum
Unit 2: Aims and Objectives of Teaching Mathematics

a) Aims and Objectives of teaching Mathematics at different stages
b) Taxonomy of Educational objectives –Cognitive, Affective, Psychomotor
c) Need and importance of stating instructional objectives and identifying learning
outcomes in behavioural terms
.
Unit 3: History of Mathematics with special reference Indian Mathematics
a) Contribution of Indian and Western Mathematicians
b) Contribution of Arabs and Greeks to the development of mathematics
c) Correlation of mathematics with other subjects
Unit 4: Construction and Organisation Mathematics Curriculum

a) Principles governing the construction and organisation of curriculum
b) Approaches in curriculum construction- Psychological, Logical, Topical and Spiral
c) Modern Trends in curriculum construction and analysis of secondary level mathematics
curriculum
Unit 5: Planning of Instruction in Mathematics

a) Lesson plan - Selecting the content for instruction (facts, concepts, generalisation,
process, Sequencing of content categories), identifying the teacher points, organisation of
content.
b) Choosing the appropriate methodology and teaching aids (Heuristic Method, Analytic-
synthetic method, Inductive-deductive method and laboratory method)
c) Construction of different types of tests and use of appropriate evaluation tools
30
1. Preparation of biographic sketches of Indian Mathematicians.

2. Observe the mathematics teacher and list down the various strategies, methods,
techniques and audio visual materials practiced by them to stimulate the students
understanding of concepts.
3. Preparation of four lessons plans on any topics from prescribed mathematics school
texts using 5E/or ICON models.
4. Preparation of an achievement test on any topic by developing blue print on
prescribed text and development of test items in conformity with blue print.
5. Analyze the achievement test and identify the learning difficulties of students.
Textbooks:
1. Chambers, Paul.(2010). Teaching Mathematics, New Delhi: Sage South Asia
Publishers.
2. Sidhu, K.S. (2006).The Teaching of Mathematics, New Delhi: Sterling Publishers
Pvt ltd.
3. Malhotra,V. (2006). Methods of Teaching Mathematics, New Delhi: Crescent
Publishing Corporation.
4. Sudhir Kumar (2000). Teaching of Mathematics, New Delhi: Anmol Publications.
Suggested Readings:
1. Clare Lee, S.,Johnston-Wilder, Robert Ward-Penny .(2012). A Practical Guide to

Teaching Mathematics in the Secondary School, Routledge Publishers, London
2. Deepka,E.(2007).Designing assessment for mathematics.(2ndEd).Thousand Oaks,
CA:Corwin Press.
3. Anderson, L., & Krawth Wohl, D.E. (2001). A taxonomy for learning, teaching and
assessing: A revision of Bloom’s taxonomy of educational objectives (Abridged).
NewYork: Addison Wesley Longman, Inc.
31
Course Code: ED308
Course Title: Pedagogy A: Physical Sciences- I L T P CH CR
2 0 1 4 3
1. describes the meaning, nature, scope and historical development of physical science and
discuss strategies to promote scientific attitude, scientific temper among learners following
the steps of scientific method.
2. formulates the aims and objectives of teaching and learning physical science.
3. design the framework of lesson plan using different teaching methods, approaches and
strategies for teaching-learning of physical science.
4. develops and use various resources for teaching-learning physical science.
5. compares the perspective of science curriculum in the NCFs with prescribed school science
syllabus and textbooks.
Contents
Unit -1: Nature and Scope of Physical Science

a) Nature and Scope of Physical Science, Historical and Developmental Perspectives
of Science
b) Role of Science in Removing Ignorance and Superstition, Bringing Socio-Economic
Changes Concern to Environment
c) Steps in Scientific Method. Developing Scientific Attitude and Scientific Temper
d) Science process skills
Unit–2: Aims & Objectives of Teaching and Learning Physical Science

a) Aims & Objectives of Teaching Physical Science at Secondary School Level.
b) Formation of General and Specific Objectives w.r.t the Taxonomy of Educational
Objectives( Bloom’s Taxonomy with Anderson & Krathwohl’s Revision)
c) Nurturing Curiosity, Creativity and Aesthetic Sense in Physical Science
d) Development of Problem Solving Skills in Physical Science
Unit-3: Pedagogy of Physical Science

a) Criteria of selecting Appropriate Method, Approach and Strategy of Teaching-
Learning Physical Science
b) Methods of Teaching-Learning Physical Science: Teacher Centred and Students
Centred
c) Approaches and Strategies of teaching-Learning Physical Science: Constructivist
Approach, Collaborative Learning Approach, Problem Solving Approach, Concept
Mapping, Cognitive conflict, Experiential Learning Approach, Inquiry Approach,
Analogy Strategy etc.
d) ICT in Science Education
32
Unit-4: Resources for Teaching-Learning in Physical Science
a) Identification of Learning Resources from Immediate Environment, Community
resources in Teaching Learning Physical Science, Handling Hurdles in Utilisation of
Resources
b) Exploring Alternatives Resources, Collection of Locally Available materials and
Improvisation of Apparatus, Science Kits
c) Laboratory as a Learning resource, Planning and organization of Physical science
laboratory
d) Technology: Use of Various Web Resources (ICT resources) in Physical Science
Teaching
Unit-5: Physical Science Curriculum and Text Book

a) Place of Physical Science in School Curriculum
b) Issues and Concerns of Physical Science Curriculum
c) National Curriculum Frameworks of NCERT with Special Reference to Science
Education, Emphasis of NCF-2005 on Transaction of Curriculum
d) Analysis of Text Books, School Syllabus and Other Printed Materials in Physical
Science (State, NCERT etc.), Characteristics of a Good Text book.
1. Visit a school and organize a group activity to develop scientific attitude like quiz,
role-play, panel discussion etc.
2. Visit a school and organize a science exhibition and poster presentation of scientific
concepts.
3. Students will visit the school and identify various components in science laboratory
and other related activities.
4. Preparation of low cost and no cost learning teaching aids on any topic.
5. Content analysis of any topics of sciences.
6. Design & develop at least two learning resources for physical science (one out of them
has to be an ICT based learning resource).
7. Design a learning situation in Physical Science by selecting an appropriate strategy.
8. Comparing the science textbooks at Secondary Stage on the basis of different validities
of Science Curriculum stipulated in NCF-2005.
Suggested Readings and References
Text Books
1. Vaidya,N. (1999). Science Teaching for 21st Century. Deep & Deep Publications.
2. Mohan, R. (2002). Innovative Science Teaching for Physical Science Teachers.
Prentice Hall of India Pvt. Ltd., New Delhi.
3. Das, R.C. (2009). Science Teaching in Schools. Sterling, New Delhi
4. Gupta, S. K. (1985). Teaching of Physical Science in Secondary Schools. New Delhi.
5. NCERT (2013). Pedagogy of Science, Textbook of B.Ed., Part I&II, National Council
for Educational Research and Training, New Delhi.
33
References
1. NCERT (2005). National Curriculum Framework for School Education. National
Council of Educational Research and Training (NCERT), New Delhi.
2. NCERT (2006). Position Paper of National Focus Group on Teaching of Science.
New Delhi: NCERT
3. Tobin, K.(1993). The Practice of Constructivism in Science Education. Lawrence
Erlbaum Associates.
4. Tony L., Matt C., Bernie K. and Judith T.(2010).Teaching Science. New Delhi, Sage
Publication India Pvt .Ltd.
Online/Web Resources/Websites/eBooks (Links):
1. International Bureau of Education The Chinese National Commission For Unesco (2000).
Science Education For Contemporary Society :Problems, Issues and Dilemmas. Final
Report Of The International Workshop On The Reform In The Teaching Of Science And
Technology At Primary And Secondary Level In Asia:Comparative References To Europe.
http://www.ibe.unesco.org/sites/default/files/China_FinalReport.pdf
2. National Academy of Sciences and . 2008. Science, Evolution, and Creationism. Washington,
DC: The National Academies Press. https://doi.org/10.17226/11876.
3. McFarlane A. & Sakellariou S. (2002). The Role of ICT in Science Education, Cambridge Journal of
Education, 32:2, 219-232, DOI: 10.1080/03057640220147568
4. Rocha Fernandes G.W., Rodrigues A.M., Rosa Ferreira C.A. (2019) ICT-Based Science
Education: Main Digital Resources and Characterisation. In: Using ICT in Inquiry-Based
Science Education. SpringerBriefs in Education. Springer, Cham.
https://doi.org/10.1007/978-3-030-17895-6_1
34
ED 309 PEDAGOGY B: BIOLOGICAL SCIENCE - I L2 T 0 P1 CH 4 CR3
will be able to:
1. Critically analyse biological science as a dynamic body of knowledge.
2. Construct meaning and concept related to the changing trends in learning of biological
sciences.
3. Explore the opportunity of developing scientific attitude, values and skills through
learning of biological sciences.
4. Define the concept of pedagogical analysis of biological sciences and apply various
strategies of teaching biological sciences.
5. Describe the importance of professional competencies, professional ethics for a biology
teacher and explain the impact of technology on biological science.
Contents
Unit -1: Biological Science as a Dynamic Body of Knowledge
a) Nature of knowledge in biological sciences

b) Historical and developmental perspectives of biological sciences
c) Major scientific achievements in biological sciences
d) Inter relationship of biology and other disciplines of science and their integration
Unit -2: The Changing Emphasis in Learning Biological Sciences

a) The changing trends in goals/objectives of learning biology
b) Development of process skills in science through learning of biology
c) Construct meaning and concepts related to biology through observation and exploratory
activities in the environment
Unit - 3: Construction of Knowledge and Skills in Biological Sciences

a) Constructivist approach in learning biological sciences
b) Misconceptions in biological sciences and their remedies
c) Concept mapping of themes related to biology
d) Development of scientific attitudes, positive values and identification and development
of skills related to biological sciences
e) Non formal channel for learning biological science: Arrangement of science
exhibition/fairs including state and national exhibition, field trips and excursions,
children’s science congress
Unit -4: Pedagogy in Biological Sciences

a) Pedagogical Analysis: Identification of units, themes, concepts/learning point,
generalizations and issues/problems
b) Strategies of teaching biological sciences : Inquiry learning, guided discovery,
inductive-deductive method, co-operative and collaborative learning
Unit -5: Professional Development of Biology Science Teacher

a) Development of professional competencies of biology teacher
b) Professional ethics of biology teachers
c) Biological science and gender issues
d) Biological science and ethical issues
e) Impact of technology on biological science
35
Students will visit the school
1. Explore the possibilities of developing scientific attitude and skills through observation
of classroom learning of biology.
2. Observe the classroom for strategies of teaching biological sciences.
3. Observe the classroom and make a report on professional competencies of biology
teacher.
4. Identification of the learning difficulties in any topic and prepare remedial programmes.
Textbooks:
1. Das, R.C. Science Teaching in Schools .Sterling, New Delhi. (2009).
2. Aggarwal .D.D. Modern Method of Teaching Biology, Karanpaper backs, New Delhi
(2008).
3. Sharma, P.C. Modern Science Teaching, New Delhi: Dhanpat Rai Publications(2006).
Suggested Readings:
1. Sounders, H.N., (1967).The Teaching of General Science in Tropical Secondary
Schools. London: Oxford University Press.
2. Thurber, W.A. and Collette, A.T. (1970).Teaching of Science in today’s Secondary
School. Boston: Allay and Bacon Inc.,
3. UNESCO: Modern Trends in Teaching Biological Sciences Vols III.
36
ED303 School Education in North East India L2 T0 P0 CH2 CR2
will be able to:
1. Describe the Education scenario of the North East.
2. Explain the historical developments in school education in the region
3. Identify the common problems in the school education in different states of the region
4. Discuss strategies for handling some of the problems by the teachers
Contents
Unit -1: North-East India – A Historical Perspective on Education
a) North-east India-diversity, common features, phases of education
b) Contribution of Missionaries towards Educational Development in the region
c) Brief overview of educational development
d) Imbalances of education, nature of disparity – caste/gender/urban/rural
e) Right to Education Act 2010
Unit -2: School Education of the North-East

a) Organization of Education - pre-primary, primary, secondary and higher secondary
levels.
b) Enrolment, dropout, concept of universalization of education
c) Role of SSA, curriculum and teacher training;
d) Implementation of SSA, RMSA, MDM, ICT etc
Unit- 3: Planning School Education

a) Planning and administration of education at different levels -viz; state boards, central
boards and NIOS.
b) Problems, innovations and changes in school education.
Unit -4: Training and Educating School Teachers
a) Brief historical development of Teacher Education in the North East India
b) Role of SCERTs in teacher education in the North East India
c) Functions of IASE, CTE, DIET etc in the North East India
d) Role of NCTE in regulating teacher education in the North East India
Unit -5: Inclusive Policy in School Education

a) Meaning, historical background of social exclusion
b) Accessibility of school education to SC, ST, Tea garden communities, minority and
other marginalized sections of the society
c) Measures for ensuring inclusion in education including school education
d) School Based Activities: seminars and group discussions
Text Book
1. Education in North East India: Experience & Challenge, Edited by: Biloris Lynden and
Utpal Kumar De, Pub. By: Concept Publishing Company, New Delhi, 2004.
Reference Book
1. Education and Culture in North East India, Edited by: L.K. Barua. Indian
Institute of Advanced Study, Shimla, 2011.
37
SEMESTER SEVEN
ED 407 PEDAGOGY B: MATHEMATICS- II L2 T 0 P1 CH 4 CR3
Learning Outcomes of The Course: On the completion of the course the student teacher
would be able to:
1. acquainted with meaningful pedagogical analysis of various topics in secondary school
mathematics
2. appreciate the conception and significance of arithmetic and modern mathematics in
daily life
3. acquire innovative strategies and techniques for successful in teaching and learning
modern mathematics.
4. explore the diverse backgrounds and interests children bring to the classroom from their
environment and experience to promote positive attitude towards modern mathematics
concepts
5. familiarize the nature and functions of various instructional resources
Contents
Unit 1: Teaching of Arithmetic with special reference to the following topics:
a) Number system, complex number, rational and irrational numbers, number line
b) Decimal fractions, ratio, proportion, percentage, loss and profit,
c) Partnership business, discount, interest, shares, stocks and dividends, bank account and
other forms of deposits.
Unit 2 : Teaching of Algebra with special reference to the following topics :

a) Exponents, algebraic expressions, square and cube formulae,
b) Factorisation, HCF, LCM, polynomials, linear equations, linear simultaneous
equations, quadratic equation, graphs, logarithms,
c) Surd permutation and combination, A.P. and G.P. series.
Unit 3: Teaching of Geometry with special reference to the following topics:

a) Triangles, types of triangles theorems on angles of a triangle and on right angled
triangles, congruency and similarity of triangles,
b) Circles and related theorems, theorems on concurrency locus, construction and
mensuration,
c) Trigonometric ratios of identities, values of trigonometric ratios of some particular
angles, heights distances.
Unit 4 : Teaching of Statistics with special reference to the following topics :

a) Collection, classification tabulation and graphical representation of data and their
interpretation,
b) Measures of central tendency, Measures of variability
c) Flow chart and algorithm for solving computational problems.
Unit 5 : Learning Resources in Mathematics

a) Types and functions of different learning resources for Mathematics instructional
support
b) Preparation and use of learning resources: Text books, Models, Calculators and
Computers.
c) Use of the Mathematics Laboratory for enhancing learning.
38
1. Visit the school library and list the available resources for enriching mathematics
teaching.
2. Observe the mathematics laboratory and list the resources available and give suggestions
to facilitate the establishment of a mathematics laboratory.
3. Prepare a lesson plan using ICT or prepare a programmed instruction material on any
topic.
5. Critical Evaluation of Mathematics Textbook (VI to X)
6. Analysis of unit / chapter in a mathematics text book and identify the concepts,
principles, process in the underling mathematical structure.
7. Construct a diagnostic test in mathematics and diagnosing pupils learning difficulties
and suggesting remedial measures.
Textbooks:
1. Tiwari.D.(2007). Encyclopaedia of Modern methods of Teaching , New Delhi: Crescent
Publishing Corporation.
2. James, Anice, (2005). Teaching of Mathematics: Hydrabad: Neelkamal Publication Pvt. Ltd.
3. Sharma, H.S. & Mangal, U.C. (2005). Teaching of Mathematics Agra: Radha Prakashan
Mandir.
4. Aggarwal, S.M. (2002) : A Course in Teaching of Modern Mathematics, Dhanpat Rai,
New Delhi.
Suggested Readings:
1. Kincheloe, J. (2008). Critical Pedagogy (2nd Edn). New York: Peter Lang.
2. Sumner, W.L.(1938). The Teaching of Arithmetic & Elementary Mathematics. Basil
Blackwell, Oxford, https://archive.org/details/dli.ernet.455/page/n5/mode/2up
3. Bender, W.N. (2005). Differentiating Math instruction strategies that work for K-8
classrooms. Thousand Oaks, CA: Corwin press.
4. Butler and Wren : (2000), The teaching of Secondary Mathematics, MC Graw Hill Book
Company.
39
Course Code: ED408
Course Title: Pedagogy B: Physical Science- II
L T P CH CR
2 0 1 4 3
1. designs unit plan, lesson plans in physical science based on behaviourist and
constructivist approaches and prepares teaching-learning aids in science.
2. identify the erroneous concepts in scientific knowledge and design dialogue
strategies for communication.
3. plan & organises physical science co-curricular activities.
4. explains the need of different types of assessment strategies and discuss different
tools and techniques of assessment in Physical Science.
5. describes the need & importance of professional development for physical science
teachers.
Contents
Unit -1: Planning the Process of Teaching-Learning in Physical Science
a) Need of Planning Teaching-learning Experiences in Physical Science
b) Designing of Unit Plan and Lesson Plan in Physical Science & Its Significance,
Lesson Planning based on Behaviourist & Constructivist Approaches
c) Preparation of Various Types of Teaching–Learning Aids/Instructional Aids in
Science Teaching, Principles for Selection of Proper Teaching-Learning Aids &
their use.
d) Skills of Teaching and Its significance
e) Simulated Teaching as key component of Teaching Practice Programme, Use of
Simulated Teaching to develop Skills of Teaching in teacher trainees
Unit-2: Exploring Learners and Learning Process

a) Exploring Learners - generating discussion, involving learner in teaching –learning
process Encouraging learner to raise questions, appreciating dialogue amongst peer
group
b) Science as a Discourse of Interdisciplinary learning;
c) Communication in Science Learning
d) Erroneous Concepts of Scientific Knowledge and Remedies: learner's preconception,
sources of misconception, language and misconception, effective remedies.
Unit-3: Planning & Organising Physical Science Co-Curricular Activities

a) Importance of Science Activities
b) Planning & Organization of Field Visit/Study Tours, Project Work, Science quiz,
Excursion, Science Exhibition: Nurturing Creative Talent at Local Level and
Exploring Linkage with District/State/ Central Agencies
c) Debate, Discussion, Drama, Poster making Visit to Various Places, Science club,
Celebration of specific days, Science Fair etc.
40
Unit-4: Tools & Techniques of Assessment for Learning Physical Science
a) Concept of Test, Examination, Measurement, Assessment and Evaluation
b) Planning Assessment Framework in Physical Science, Learning Indicators in
Physical Science
c) Assessment of Process Skills/Experimental Skills in Science Teaching.
d) Practicing Continuous and Comprehensive Evaluation/Assessment to test Regular
Progress
e) Tools & Techniques of Assessment in Physical Science- Assessment of Written &
Oral Work, Project Work, Laboratory Work, Filed Trips, Journal Writing, Concept
mapping, Portfolio, Rubrics etc
Unit-5: Continuing Professional Development of Physical Science Teachers

a) Need for Professional Development of Physical Science Teachers
b) Role of Reflective Practices in Professional Development
c) Participation in Professional Learning Community and Collaboration with Research
Institutes
d) Need for Pre-service & In-service Professional Development Programmes
1. Preparation of a unit plan in Physical Science.
2. Preparation of at least two lesson plans for a particular concept in Physical Science-
one based on behaviourist and another on constructivist approach.
3. Develop a simulated lesson plans.
4. Construction of various type of test items/tools for assessment.
5. Debate on any one topics like- Physical Science and Sustainable development;
Social and ethical issues related to Physical Science; Role of Language in Physical
Science; Gender and Physical Science etc
6. Visit to any of the professional organization and prepare a report on the in-service
professional development programmes that they undertake for Science teachers.
7. Visit a nearby school to interact with a few senior teachers of physical science. Seek
their opinion on what major area you should focus upon during your pre-service
training programme.
8. Identify the institutions and organisations that regularly organise seminars and
conferences on various aspects of science and science education. Collect the
information about the themes of the seminars and conferences that were organised
during last five years.
9. Ask your fellow trainees to observe the practice lessons taken by you and provide
their feedback. Refine your presentation in the light of their feedback.
10. Observe some practice lessons taken by your fellow students and try to give them
critical feedback about their teaching-learning proceedings.
Text Books
1. Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpatrai publishing
company (P) Ltd.
2. Vaidya, N. (2003). Science Teaching for the 21st Century. New Delhi: Deep and Deep
Publications.
3. NCERT (2013). Pedagogy of Science, Textbook of B.Ed., Part I&II, National Council
for Educational Research and Training, New Delhi.
4. Mohan, R. (2002). Innovative Science Teaching for Physical Science Teachers. Prentice
Hall of India Pvt. Ltd., New Delhi
41
References
1. Prasad, J. (1999). Practical aspects in Teaching of Science. New Delhi: Kanishka
Publication.
2. NCERT (2005). National Curriculum Framework for School Education. National
Council of Educational Research and Training (NCERT), New Delhi.
3. NCERT (2006). Position Paper of National Focus Group on Teaching of Science. New
Delhi: NCERT.
4. Science & Children. A Peer Reviewed Journal Published by National Science Teachers
Association (NSTA).
5. The Science Teacher. A Peer Reviewed Journal Published by National Science Teachers
Association (NSTA).
6. NCERT (2000). Position Paper of National Focus Group on Examination Reforms. New
Delhi: NCERT.
7. NCERT (2012). Source Book on Assessment for Classes VI-VIII Science
8. CBSE (2016). Revised Formative Assessment Manual for Teachers Class-IX Science
Online/Web Resources/Websites/eBooks (Links):
1. National Academies of Sciences, Engineering, and Medicine. 2015. Science Teachers'

Learning: Enhancing Opportunities, Creating Supportive Contexts. Washington, DC: The
National Academies Press. https://doi.org/10.17226/21836.
2. National Research Council. 1999. The Assessment of Science Meets the Science of Assessment:
Summary of a Workshop. Washington, DC: The National Academies Press.
https://doi.org/10.17226/9588.
3. National Research Council. 1997. Science Teaching Reconsidered: A Handbook. Washington,
DC: The National Academies Press. https://doi.org/10.17226/5287.
4. Jensen EA and Gerber A (2020) Evidence-Based Science Communication. Front. Commun.
4:78. https://doi.org/10.3389/fcomm.2019.00078
42
ED 409 PEDAGOGY B: BIOLOGICAL SCIENCE- II L2 T0 P1 CH4 CR3
will be able to:
1. Design Lesson Plans for Biological Science.
2. Plan and organize several activities of biology laboratory.
3. Describe various issues and concerns of Biological Science Curriculum.
4. Use textbooks of biological science as source of living and explore other resources
available from immediate environment.
5. Explain the trends and ways of assessment to evaluate creativity and expression of
learner.
Contents
Unit-1: Planning for Learning in Biological Sciences

a) Writing learning objectives ,Steps and advantages of designing lessons
b) Identification of learning experiences and organizing activities in the classroom use of
field experience, Laboratory and ICT
c) Designing lessons for Biology Content
Unit-2: Biological Science laboratories and Related Activities

a) Planning and organization of biology laboratory
b) Planning and management of practical activities in biology laboratory
c) Evaluation of students activities in biology laboratory
d) Planning and organization of science club activities
Unit-3: Biological Science Curriculum

a) Issues and concern of biological science curriculum
b) Various interventions for reformulation of curriculum related to biological science
c) Emphasis of NCF-2005 on transaction of curriculum: Going beyond biological science
text book.
Unit-4: Text Book and Other Learning Resource

a) Characteristics of a good text book and evaluation of text book
b) Effective use of text book for elaboration of concepts, activities, reflective thinking
small group work etc.
c) Identification of learning resources from immediate environment and preparation
and use of learning materials, evaluation of learning resources; Science parks,
national parks, museum as resources sites for learning biological sciences
d) Supplementary materials work sheets, self-learning materials use of ICT in learning
biology (web sides, interactive web sides, on line learning)
Unit-5: Evaluation of Learner’s Performance

a) Practicing continuous and comprehensive evaluation to test regular progress
b) Developing blue print and framing different types of questions, diagnostic testing
c) Developing performance parameter for qualitative assessment anecdotal record,
portfolio etc.
d) Reporting performance of learner
43
Students will visit the school
1. Identification and listing of various components in biological laboratory and other
related activities.
2. Interaction with teachers and students for critical analysis of curriculum related to
biological sciences at secondary level.
3. Explore and identify learning resources available at school for children and children
with special need
4. Identification the learning difficulties in any topic and prepare remedial
programmes.
6. Content analysis of any topics of biological sciences.
7. Preparation of blue print on prescribed text and development of test items in
conformity with blue print.
Text Books
1. Das, R.C. Science Teaching in Schools .Sterling, New Delhi. (2009).
2. Aggarwal .D.D. Modern Method of Teaching Biology, Karanpaper backs, New
Delhi (2008).
3. Sharma, P.C. Modern science teaching, New Delhi: Dhanpat Rai
Publications(2006).
Reference Books
1. Sounders, H.N., (1967).The Teaching of General Science in Tropical Secondary

Schools. London: Oxford University Press.
2. Thurber, W.A. and Collette, A.T. (1970).Teaching of Science in today’s
Secondary School. Boston: Allay and Bacon Inc.,
3. UNESCO: Modern Trends in Teaching Biological Sciences Vols III.
44
ED 404 School Internship- I (Four Weeks) L0 T0 P4 CH8 CR4
After the completion of this course the student will:
1. Identify and critically examine the different components, functions and processes of school
system.
2. Evaluate the existing facilities and resources of the school system.
3. Analyse the school curriculum, annual school calendar, syllabus and textbook.
4. Develop lesson plan based on innovative methods and approaches.
5. Examine the role and significance of community as learning resource.
Framework
The internship will be organized for a continuous period of four weeks in selected schools of the
area. The student-teachers will be oriented on the following components of school activities.
a. Understanding and examining the school process and existing facilities.
 Collect the information from school authority and record the observations on physical
facilities and social organization of the school.
 Prepare a map of school complex.
b. Examination of school morning assembly
 Evaluation of classroom environment and learning activities. Attend the school

assembly and record the observations on the various activities conducted in school
assembly and students involvement in it.
 Make a reflection on significance of school assembly by highlighting the values gained
through the different activities.
c. Evaluation of classroom environment and learning activities.
 Examine the classroom physical environment and prepare a layout of seating

arrangement of the students.
 Describe the classroom management approaches adopted in the school.
 Describe the social organisation of classroom i.e the manner in which students interact
with each other and the teacher, opportunities for students to learn formally and
informally in the classroom, in the school etc.
d. Evaluation of school co- curricular activities.
 Develop an understanding on the importance of co-curricular activities in child

personality development.
 Describe the various co-curricular activities conducted and organised in the school by
highlighting its significance.
e. Analysis of existing school library and learning resources.
 Examine the school library and make an analysis of its organizational structure and
management.
 List out the learning resources available in school and its usage.
45
f. Examining school laboratory organization and facilities.
 Examine the school laboratory organizational structure and management.

 List out the equipment and instruments available in school laboratory.
 Prepare a layout of school laboratory.
g. Analysis of Existing School academic calendar and Time Table.
 Examine the school annual calendar and time table of any elementary class
 Make a reflection on school annual calendar and time table with respect to the principles
of its construction.
h. Analysis of school curriculum
 Make an analysis of existing school curriculum by describing the innovative activities

that the school undertakes for child academic progress and personality development.
i. Maintaining student profile
 Record the observation of child information related to age, gender, learning abilities,
interests/hobbies, apparent learning styles, apparent cultural/ethnic/racial/backgrounds,
apparent socio-economic class, etc.
j. Analysis of school syllabus and textbooks.
 Analyse the syllabus of any elementary school subject and reflect on its organization.
 Review any elementary school textbook of any based on external and internal features.
k. Preparation of Lesson Plans and Unit Plans.
 Understanding the different structure and components of lesson plan.

 Learn to develop lesson plan based on innovative methods and approaches.
 Learn to prepare unit plans on topics from elementary school subjects.
l. Observation of classroom teaching.
 Understand the classroom teaching process and different activities conducted during
instruction delivery.
 Record the observation of classroom teaching of regular teachers
m. Examining the community as resource
 Developing an insight into the role and significance of community as learning resource.
 Examine the local community and analyse its beneficial use as a learning resource for
school.
Evaluation
Evaluation will be internal, done by the Department teachers. Evaluation will be done on
different components of pre-internship. Student teachers will submit report on each pre-
internship activity.
46
References and Resources (Text Books Links)
Text Books
1. National Council for Teacher Education.(2016).School Internship: Framework and

Guidelines.New Delhi: NCTE.
2. NCFTE. (2010). National Curriculum Framework for Teacher Education.New Delhi.
Reference Books
1. TEACHER EDUCATION, SECOND EDITION. (2019). : PHI Learning Pvt. Ltd.

2. Kochhar, S. K. (2011). School Administration and Management. India: Sterling Publishers
Pvt. Limited.
3. Savage, J. (2014). Lesson Planning: Key Concepts and Skills for Teachers. United
Kingdom: Taylor & Francis.
1. Greenberg, E. (1978). The Community as a Learning Resource. Journal of Experiential

Education, 1(2), 22–25. https://doi.org/10.1177/105382597800100205
2. Stadler-Altmann, Ulrike. (2015). Learning Environment: The Influence of School and
Classroom Space on Education. The Routledge International Handbook of Social
Psychology of the Classroom,252-262
3. https://www.researchgate.net/publication/282348767_Learning_Environment_The_Influ
ence_of_School_and_Classroom_Space_on_Education
47
SEMSTER EIGHT
ED 405: School Internship II (Sixteen Weeks) L0 T0 P16 CH32 CR16
After the completion of this course the student will:
1. Organise different school related events and co-curricular activities.

2. Develop subject specific lesson plan and teaching learning resources based on
innovative methods and approaches
3. Develop tests to measure the learning achievement and diagnose the learning
difficulties in a particular subject area.
4. Carry out research work specific to child development and school functioning.
5. Explain the significance and usage of maintaining reflective journal.
Framework
The internship will be organized for a continuous period of Sixteen weeks in selected schools of
the area. One week orientation programme will be organized on the following components of
school activities.
a. Practicing microteaching skills
 Developing microlesson plan on each microteaching skill and practicing demonstration

classes with respective pedagogy teachers.
b. Organization of school related activities.
 organizing morning assembly meeting during the internship period

 participate and organizing different co-curricular activities like –Yoga camp, Exhibitions,
Group Discussion, Quiz, Awareness raising program and Debate etc.
c. Preparation of Lesson Plans
 Develop subject specific lesson plan for each pedagogy based on innovative methods and
approaches
 Teaching one lesson every day from any method/subject.
d. Undertake case study on a child.
 Identify a child as case and conduct a case study on intellectual, mental, physical, social and
emotional development of the child under the supervision of teacher educator.
e. Conducting achievement test
 Assessment of the performance of the students preparing blue prints and question paper of
achievement test.
 Analysing the results of the achievement test.
f. Preparation of a diagnostic tests and organisation of remedial teaching.
 Design and administer diagnostic test for identification of subject -specific learning
difficulties
 Oragnisation of remedial classes to overcome the learning difficulties,
 Conduct of post test to assess the effectiveness of the remedial teaching
g. Development of teaching-learning resources.
48
 Develop subject-specific teaching learning materials and describe its significance and usage.
h. Teaching as a substitute teacher.
 Taking arrangement classes as assigned by the school coordinator.

i. Undertake action research project on at least one problem area of schooling
 Identify one problem in school and carry out action research under the supervision of
teacher educator.
j. Maintenance of a reflective diary or journal to record
 recording reflections on day-to-day school activities and own teaching.

 maintaining reports related to curricular and co-curricular activities
Evaluation
Evaluation of performance during School internship will be done on the basis of assessment by
the supervisors of the Department. The distribution of marks/weightage will be determined by
the Departmental Advisory Committee. The evaluation of the teaching component will be done
by both internal (continuous) and external experts, the ratio of weightage of internal-external
being 60:40. The grading will be done according to the principles of evaluation and grading
policies adopted by the University.
References and Resources (Text Books Links)
Text Books
 National Council for Teacher Education.(2016).School Internship: Framework and

Guidelines.New Delhi: NCTE.
 NCFTE. (2010). National Curriculum Framework for Teacher Education.New Delhi.
Reference Books
 TEACHER EDUCATION, SECOND EDITION. (2019). : PHI Learning Pvt. Ltd..

 Kochhar, S. K. (2011). School Administration and Management. India: Sterling Publishers
Pvt. Limited.
 Savage, J. (2014). Lesson Planning: Key Concepts and Skills for Teachers. United
Kingdom: Taylor & Francis.
 Sagor, R. (2000). Guiding School Improvement with Action Research: ASCD.
 Measurement, Evaluation and Assessment in Education. (2016). India: Prentice Hall India
Pvt., Limited.
 Xygkou, A. (2009). CHILD CASE STUDY-ASSESSMENT AND INTERVENTION.

10.13140/2.1.1011.0086.
 Göker S. D. (2016). Use of Reflective Journals in Development of Teachers' Leadership and
Teaching Skills. Universal Journal of Educational Research, 4(12A), 63 - 70.
DOI:10.13189/ujer.2016.041309
******
49

Tezpur University Department of Education: Four Year Integrated B.Sc.B.Ed. Programme

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TEZPUR UNIVERSITY

(A Central University Established by An Act of Parliament)

Four Year Integrated B.Sc.B.Ed.

COURSE STRUCTURE AND SYLLABUS

UGC Draft for Learning Outcomes-Based Curriculum Framework

The 4-Years Integrated B.Sc. B.Ed. Programme in Education consists of 8 semesters

Details of the Program

1. Name of the Programme Integrated B.Sc. B.Ed. Programme

The University has a uniform system of Continuous Assessment

2. Qualification Descriptors for the Graduates

i) Able to integrate theoretical and practical knowledge of their respective subject in

4-Years Integrated B.Sc. B.Ed.

Programme Name: Integrated B.Sc. B.Ed.

I. Core courses 38 2 to 8 141

II. Elective courses

Department Specific Elective (DSE)/GE 12 2 to 4 36

Total Credits 51 2 to 8 180

Semester Course Course Name L-T-P CH CR Remark

Course Course Title

ED 106 Education: An Evolutionary Perspective √ √

ED 104 Communicative English √ √

ED 107 Education and Development √ √

NS 106 National Service Scheme

ED 202 Learner and Learning √ √ √

ED 203 Contemporary Issues in Education √ √

ED 204 Assessment and Evaluation √ √ √

ED 301 Teaching Approaches and Strategies √ √

ED 302 Classroom Organization and Management √ √

ED 308 Pedagogy A: Physical Science-I √ √ √

ED307 or Pedagogy B: Mathematics I √ √

ED 408 Pedagogy A: Physical Science-II √ √ √

ED 407 Pedagogy B: Mathematics II √ √ √

ED 405 School Internship-II √ √ √

Evaluation plan for Theory Courses:

Sessional Test/ Examination Course Credit ≤ 2 Course Credit ≥ 3 Semester

Sessional Test-I Written 20 30 min 25 45 min Within 5th

Mid-Semester Written 30 90 min 40 2 hours Within 10th

Sessional Test-II Written/Assignment/ 20 XX 25 XX Within 14th

End-Semester Written 50 2 hours 60 3 hours Within 18th

Course coverage in a Theory Course shall preferably be as follows:

1. Sessional Test-I: From the beginning up to the Sessional Test-I.

ED 105: Basics in Computer Application L2 T 0 P 1 CH4 CR 3

Unit-3: Software and Programming and Problem Solving Aspect

Unit-4: Concepts of Computer Network:

Unit-5: Data Base and Web Page

Unit -1: Concept of Education

Unit–2: Aims of Education

Unit-3: Evolving Knowledge Base in Education

Unit-4: Learning Environment: The Changing Scenario

School Based Activities:

Contents and Activities

A) Oral Communicative Activities

b) Materials: Stories and essays (preferably a collection of comparatively short essays on

D. Vocabulary and Grammar

Unit-1: Education for Development

Unit-2: Education and Socio-cultural Context

Unit-3: Education and Economic Development

Unit-4: Education and Globalization