HARVARD COLLEGE OF EDUCATION, JAMMU (J&K)

B.ED SEMESTER 2ND

BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Course no. 202 (Theory) Title: Teaching, Learning and Evaluation Credits 4
Total Marks : 100
Maximum Marks Internal : 40
40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:
 Understand the meaning of psychology, child psychology & educational psychology
 Become familiar with the different methods of studying behavior
 Appreciate the role of a teacher in a classroom
 Understand the concept of learning and also behaviouristic and cognitive perspective to
learning
 Become aware of importance of inclusive setting in a classroom
 Develop understanding of different methods of learning and learning styles
 Understand the concept of motivation and role of teachers and parents in developing
motivation
 Understand dynamics of intelligence
UNIT-I
Concept of Psychology, child psychology & educational psychology.
Methods of studying behaviour:-
a) Naturalistic &-Participant observation.
b) Experimental method.
c) Case Study Method.
Motivation-concept, types, role of parents and teachers in extrinsic motivation , theory of achievement
motivation. Contribution of Sidney L Pressey .
UNIT-II
Learning- Nature of learning, factors influencing learning (Personal & environmental),
Gagne’s conditions of learning.
Behaviouristic perspective to learning-concept & contribution to education. Theories of Trial & error,
Pavlov's classical conditioning theory & Skinner's operant conditioning theory.
Cognitive perspective to learning-concept & contribution to Education, Theories of Gestalt (Kohler) ,
Bruner and Ausubel.
UNIT-III
Teaching as a profession, need & opportunities for personal growth of a teacher. Multiple responsibilities
of teacher in an institutional setting.
Role of teacher in development of personal relationship between teacher and learner, between peer groups
& developing self esteem, autonomy & feeling of freedom among learners.
Education in inclusive setting with inclusion of disabled & marginalized groups. Precision
teaching.
UNIT-IV
Intelligence- Meaning & types of intelligence ( crystalline & fluid),Theories of intelligence- Spearman's
two factor theory, Thurstone's group factor theory and Thorndike's multifactor theory .
Meaning of assessment. Need for assessment, assessing learning (creating an assignment, classroom
assessment techniques, using concept maps, using concept tests; assessing group
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work, creating and using rubrics- (paper presentation/projects/ oral presentations).
Meaning of evaluation ,basics of evaluation- anectodal records, checklist, self evaluation and use of
portfolios.
Sessional work:
-Case study of a school with inclusive setting/ study of various methods used by teachers for enhancing
learning / use of intelligence test to assess intelligence level of students
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Chauhan . S. S. (2001) Advanced Educational Psychology. Vikas Publishing House
PvtLtd.New Delhi.
 Dash.M. (2006). Fundamentals of Educational Psychology. Atlantic Publishers and Distributors
Pvt. Ltd. New Delhi.
 Mangal. S. K. (2002). Essentials of educational Psychology. Prentice Hall of India Pvt.Ltd. New
Delhi. |
 Solso. Robert. L. (2002). Cognitive Psychology. Pearson Ed (Singapore) Pvt. Ltd.Delhi.
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Course no. 203 (Theory) Title: Educational Technology and ICT
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
42
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teacher to:
 understand the nature and scope of educational technology and also about the various forms of
technology
 know the systems approach in Education and its components
 familiar with the steps involved in the construction of programmed learning
 describe the concept of ICT in education and appreciate the scope of ICT for improving the
personal productivity and professional competencies
 acquaint with different approaches of ICT integration in education
Course contents
Unit I
Introduction to Educational Technology
1) Educational Technology: concept, Need, scope and Forms of educational technology (Teaching
technology, Instructional technology and behaviour technology)
2) Approaches of educational technology: Hardware and software, Multimedia and Mass media
approach
3) Relationship of the term teaching with other similar concepts such as conditioning, instruction,
training and indoctrination
Unit II
Systems Approach in Education
1) Systems Approach to Education and its Components: Task Analysis, Content Analysis, Context
Analysis and Evaluation Strategies
2) Programmed Learning – Concept, origin, basic structure of Linear (Extrinsic) and Branching
(Intrinsic) styles of programming, Various steps involved in construction of programmes
3) Bloom’s Taxonomy approach in Educational Technology to integrate teaching – learning process
Unit III
ICT in Education
1) Information & Communication Technology: Concept, Need and Scope
2) Paradigm shift in Education due to ICT content, with special reference to Curriculum, Role of
Teacher, Methods of Teaching, Classroom Environment, Evaluation procedure, Educational
management
3) Challenges in Integrating ICT in School Education
Unit-IV
ICT supported teaching- learning strategies
1) Project Based Learning (PBL)
2) Co-operative & Collaborative Learning
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3) Computer assisted learning (CAL)& Computer Managed Learning( CML)
Sessional work:
 Developing Programme Learning Material
 Organise seminar/ debates on ICT supported teaching learning strategies
 Presentation on Systems approach to education
 Prepare a chart on different approaches of educational technology ( Multi media and mass media)
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended & web resources
 Agarwal, J.P. (2013). Modern Educational Technology. Delhi: Black Prints.
 Chauhan, S.S. (1978).A Text-Book of Programmed Instruction. New Delhi: Sterling Pub. Co.
 Mangal, S.K. & Uma Mangal (2009). Essentials of Educational Technology. New Delhi.
 Mohanty, J. (2007). Modern trends in Educational Technology, Neel Kamal publications Pvt.Ltd;
New Delhi-110063 www.neelkamalpub.com
44
 Mukhopadhyay, M. (2003). Educational Technology-Knowledge assessment( IInd edition). Shipra
publications, New Delhi-110092
 Sharma, R.A. (1997). Technology of teaching. Loyal Book Depot, Meerut.
 Sharma, Y.K. & Sharma, M, (2006). Educational Technology and Management. Vol:1New Delhi:
Kanishka Publishers and Distributors.
 Web references
www.ncert.nic.in/new_ncert/ncert/.../educational_technology.pdf
www2.rgu.ac.uk/celt/pgcerttlt/systems/sys3.htm
www.mu.ac.in/myweb_test/ma%20edu/ICT%20-%20Edu..pdf
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching language-I
Course no. 204 Title: Teaching of English
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives
45
To enable the pupil teachers to:
 Know and understand the history & importance of Language as a second Langauage
 know and Understand the aspects of Language & the theoretical Knowledge of the different
structures of the Language
 develop the professional competencies regarding the different aspects of Language
 Know and Understand the different skills of of teaching English in classrooms.
UNIT 1
Psychology & history of Teaching Learning of English Language :
Need & importance of Teaching of English as a language in India and in J & K; The Language Formula &
NCF ( 2005); General and Specific Objectives of the teaching of English Language ; Instructional
Objectives in teaching English; Use and Interference of Mother Tongue in teaching English for Syntax,
Pronunciation, spellings. A review of English text books prescribed in the Indian schools to strengthen the
skills of reading speaking and writing among students( Reflective Journal ).
UNIT II
Aspects of Language : Introduction to the different structures of the English Language ;
Phonological Structure –Mechanism of speech, Received Pronuciation ( Problems And Prospects)
phonemes –Vowels & Consonants,Dipthongs, stress , Intonation , Rhythm, meaning & Practice.
Identification of the different local Phonemes in the Dogri and Hindi to interfere in the language of English
( Reflective Journal)
Morphological Structures –Meaning Importance types- free and Bound Affixs , Prefixes and suffixes ,
Derivational suffixes Verb forms( Modals ) , Adjectives and Adverbs ( Development ,structuring and
practical use)
Syntactic Structures –Meaning & Importance;Basic Structures , Patterns Phrases and Clauses ; Types of
sentences –Statements (affirmative& Negative) Interrogative ( Yes -No & Wh type)Imperative ,
Exclamatory , optative Sentences ( Development, Structuring and use)
The subject Verb Object arrangement ( development ,use in the compositions and Prose) Differentation in
the single & compound & Complex structures of Sentence ( Developmnt & use )
UNIT III
Devising The Lesson Plans & approaches
Behavioural Objectives: writing behavioural objectives for teaching English , Development of the Skill
Objectives ,Difference in the skill objectives and the Instructional objectives. Constructivism & teaching
of Language , Concept scaffolding Instruction
Curriculum: Meaning, importance and principles of preparing good curriculum for English as a second
language,.
46
Textbook: meaning and importance of text-book for teaching English. Qualities of a good textbook in the
subject of English. Lesson planning : Meaning and importance of lesson plans at macro level, meaning and
purpose of unit and yearly plans steps for the preparation of lesson plans for teaching English using
Herbartian and RCEM approaches( simulated Plans ).
UNIT IV
Development of Language skills : Listening: components –barrier in listening, activities to develop
listening comprehension
Speaking –components-objectives-barriers to speaking –need for correct pronunciation – activities to
develop correct speech habits
Reading skills-objectives of teaching reading Mechanics of reading Methods of teaching reading
Types of reading, reading aloud& silently, intensive &extensive reading. Types of reading comprehension
–activities to develop testing reading comprehension Writing –its components, objectives of teaching
written expression
Hand writing –characteristics of good hand writing –Mechanics, causes for poor handwriting–ways of
improving handwriting
Sessional work
Listening to the English News on different Indian Television Channels –Practice & improvement in the
speaking-Clarity, structuring and Coehrance ( practical for Communicative skills in language) Visit to the
Radio Stations( AIR, FMs use of Technology in the transmission of language and the Local Television
centres ( Take One, JK Channel).
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
47
 Bandari C. S., A Hand-book for Teachers of English, Orient Longmans
 French, F. G., Teaching of English Abroad- Parta1,2 and 3, Delhi ; Oxford University Press
 George, H. V., 101 Substantial Tables for Students of English-Students book and Teacher's
 Guide, Bombay; Oxford University Press
 Gokak, V. K., English in India, Bombay; Asia Publishing House
 Bansal, R.K. and Harrison J.B. (1983): Spoken English for India, Orient Longman, New Delhi.
 Bansal, R.K. (1990)Introduction to English Teaching Vol. II Phonetics and Spoken
 English, English CIEFL, OUP, Hyderabad.
 Bhatia, K.K. (1988)New Techniques of Teaching English as Foreign Language, NBS
 Educational Publishers, Chandigarh.
 Kohli, A.L. (2003Teaching of English, Dhanpat Rai and Sons, Jallandhar.
 Singh, M.K. (1998)Teaching of English, International Publishing House, Meerut
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching language-I
Course no. 204 Title: Teaching of Sanskrit
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:
48
o know and understand the history & importance of Sanskrit.
develop awareness of objectives of teaching Sanskrit at the Elementary and Secondary level.
o understand the different aspects of Grammar.
o get acquainted and frame Behavioral Objectives for teaching Poetry, Prose, Composition and
Grammar in Sanskrit .
o develop the skills of preparing and using effectively the instructional materials for the teaching of
Sanskrit
o get acquainted with the various devices of language learning.
appreciate and reflect on the contribution of contribution of Acharya Mamat, Vishav Nath, Kali
Dass
CONTENT
Unit - I
Sanskrit Language, Its dialects, Importance of Sanskrit as a Regional Language, Origin and development of Sanskrit.
Objectives and problems of Teaching Sanskrit at Elementary and Secondary Level in J&K State.
Sanskrit as a keeper of the National Heritage; Sanskrit for the Appreciation of Moral and Spiritual Values,
Contribution of Acharya Mamat and Vishav Nath in Kavya Shastra.
Sanskrit as a Driving Force for National Integration; Contribution of Kali Das (Abhigyan Shakuntalam) and Achara
Bhasa (Svapna Vasdatta)
Unit - II
Aspects of Language Meaning and Definition of Grammar, Tradition of Indian Grammar, Need and Importance of
Grammar,
Phonological Structure- Human Parts Producing sound, Classification of Phonemes-Vowels & consonants (Swar &
Vaynjan), Identification of different local Phonemes in the Dogri to interfere in the language of Sanskrit (Reflective
Journal)
Morphological Structure- Meaning Importance Types- Free and bound Affixes, Prefixes and Suffixes, Verb forms,
Adjectives, Adverbs ( Development , Structuring and practical use)
Syntactic Structure- Meaning and importance; Basic structures: Types of sentences-Statements (Affirmative &
Negative) Interrogative, Imperative, Exclamatory, Optative Sentences (Development, Structuring & use)
Differentiation in the single & compound & Complex structures of Sentences (Development and use)
Unit- III
Development of Language Skills: Listening - Meaning, Importance, Conditions for effective listening, Exercises for
the development of listening skill
Speaking – Meaning Importance, Causes of defective Pronunciation - need for correct pronunciation- activities to
develop correct speech habits
Reading – Meaning, Importance, Mechanism of reading - Methods of teaching reading, Types of Reading
comprehension – Causes of Backwardness in reading
49
Writing – Meaning, Importance of writing skill, Methods of Teaching writing
Hand writing- characteristics of good hand writing – Mechanics, causes of poor handwriting-ways to improving hand
writing
Unit- IV
Behavioral Objectives : Meaning and importance of behavioral objectives, essentials of behavioral objectives for
teaching of Sanskrit, Development of Skill objectives, difference between skill objectives and behavioral objectives
Writing behavioral objectives for teaching Sanskrit - Prose, Poetry, composition and grammar, Role and qualities of
Sanskrit Teacher.
Sessional Work
Listening to the different Sanskrit programmes on Radio and Television Channels – Practice & improvement in
speaking- clarity, Structuring and Coherence (practical for Communicative Skills in Language)
Prepare a Project Report on Sanskrit Shalokas of Bagvad Gita as a factor of promoting Indian Culture.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Apte, D. G. and Dongre, P. K.: Teaching of Sanskrit in Secondary School, Acharya Book Depot, Baroda,
1980.
 Bokil, V. P. and Parasnik, N. K.: A New Approach to Sanskrit, Loka Sangraha Press, Poona.
 Chaturvedi, R. S.: Sanskrit Shikshan Padhati.
 Govt. of India: Report of Sanskrit Commission.
 Joyce, B. & Weil, M: Models of Teaching. Prentice Hall Inc., New Jersey, 1979
 Pal, H.R and Pal, R.: Curriculum – Yesterday, Today and Tomorrow. Kshipra, New Delhi, 2006.
 Pal, H.R.: Methodologies of Teaching & Training in Higher Education. Delhi: Directorate of Hindi
Implementation, Delhi University, 2000.
 Kali Das (Abhigyan Shakuntalam)
 Achara Bhasa (Svapna Vasdatta)
50
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching language-I
Course no. 204 Title: Teaching of Dogri Credits 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:
 To develop awareness of objectives of teaching Dogri at the secondary level.
 To understand the significance of communication skills.
 To get acquainted and frame Behavioral Objectives for teaching Poetry, Prose, Composition and
Grammar in Dogri .
 To develop the skills of preparing and using effectively the instructional materials for the
teaching of Dogri.
 To get acquainted with the various aspects of the Dogri and devices of language learning.
 To develop diagnostic and remedial skills in teaching Dogri.
51
CONTENT
Unit - I
Dogri Language, its dialects, Importance of Dogri as a regional Language, Aims of Teaching Dogri, Origin and
development of Dogri Language and its present position. Objectives and problems of Teaching Dogri at Secondary
Level in J&K State. Relation of Dogri with other languages. Importance of Dogri language.
Dogri as a keeper of the National Heritage; Dogri for the Appreciation of Moral and Spiritual Values, Contribution of
Ram Nath Shastri, DinuBhai Pant, B.P.Sathe.
Dogri as a Driving Force for National Integration; Contribution of K.S. Madhukar, Mohan Lal Sapolia, & Champa
Sharma
Unit - II
Aspects of Language
Meaning and Definition of Grammar Tradition of Indian Grammar, Need and Importance of Grammar,
Phonological Structure- Mechanism of speech, Received Pronunciation( Problems and Prospects) Phonemes-Vowels
& consonants, Diphthongs, stress, intonation, Rhythm, meaning and practice. Identification of different local
Phonemes in the Dogri to interfere in the language of Dogri (Reflective Journal)
Morphological Structure- Meaning Importance Types- Free and bound Affixes, Prefixes and Suffixes, Verb forms,
Adjectives, Adverbs ( Development , Structuring and practical use)
Syntactic Structure- Meaning and importance; Basic structures: Types of sentences-Statements (Affirmative &
Negative) Interrogative, Imperative, Exclamatory, optative Sentences (Development , Structuring & use)
Differentiation in the single & compound & Complex structures of Sentences (Development and use)
Unit- III
Development of Language Skills:Listening: components- barriers in listening, activities to develop listening
comprehensionSpeaking – components-objectives-barriers to speaking- need for correct pronunciation- activities to
develop correct speech habitsReading - Objectives- Mechanism of reading - Methods of teaching reading Types of
Reading comprehension - activities to develop testing reading comprehensionWriting – its components, objective of
teaching written expressionHand writing- characteristics of good hand writing – Mechanics, causes of poor
handwriting-ways to improving hand writing.
Unit- IV
Behavioral Objectives
Meaning and importance of behavioral objectives, essentials of behavioral objectives for teaching of Dogri,
Development of Skill objectives, difference between skill objectives and behavioral objectives
Writing behavioral objectives for teaching Dogri- Prose, Poetry, composition and grammar, Role and qualities of
Dogri Teacher.
Sessional Work
52
Listening to the different Dogri programmes on Radio and Television Channels – Practice & improvement in
speaking- clarity, Structuring and Coherence (practical for Communicative Skills in Language)
Prepare a Project Report on Punjabi Folk Songs as a factor of promoting Punjabi Culture
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Gupta,Veena(2004) Dogri Vyakran J&K Academy of Art
Culture and Language
 Goswami Om Prof. Ram Nath Shastri J&K Academy of Art
SamgarRachnavali, Culture and Language
 Udhampuri Jitendra(1988) Dogri Sahitya Da Itihas J&K Board of School
Education
 Dogra Nutan Desh Bandhu Dogri Bhasha te Adas Di Arunima Prakashan
(2011) Itihasak Parchol Udhampur
 Gupta Veena (2006) Sadde Sahitkar Akhil Parkashan, Jammu
53
 Manhas Shiv Dev Singh Bhagvat Parsad Sathe Te Sahitya Acadamy New Delhi
(2005) Undian Khaniya
 Sharma Champa Chete Di Rahol Chetan Parkashan
 Goswami Om Lohku Sabadkosh J&K Academy of Art
Culture and Language
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching language-I
Course no. 204 Title: Teaching of Punjabi
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:
 know and understand the history & importance of Punjabi language.
 develop awareness of objectives of teaching Punjabi at the Elementary and Secondary level.
 understand the different aspects of Grammar.
 get acquainted and frame Behavioral Objectives for teaching Poetry, Prose, Composition and
Grammar in Punjabi .
 develop the skills of preparing and using effectively the instructional materials for the teaching
of Punjabi.
 get acquainted with the various devices of language learning.
CONTENT
54
Unit - I
Punjabi Language, Its dialects, Importance of Punjabi as a Regional Language, Origin and development of Punjabi
Language. Objectives and problems of Teaching Punjabi at Elementary and Secondary Level in J&K State.
Punjabi as a keeper of the National Heritage; Punjabi for the Appreciation of Moral and Spiritual Values,
Contribution of Baba Farid, GuruNanak Devji, Shah Hussain, Varis Shah, Bulleh Shah
Punjabi as a Driving Force for National Integration; Contribution of Bhai Veer Singh , Amrita Pritam, Mohan Singh
and Shiv Kumar Batalavi.
Unit - II
Aspects of Language : Meaning and Definition of Grammar, Tradition of Indian Grammar, Need and Importance
of Grammar,
Phonological Structure- Human Parts Producing sound, Classification of Phonemes-Vowels & consonants (Swar &
Vaynjan), Identification of different local Phonemes in the Dogri to interfere in the language of Punjabi (Reflective
Journal)
Morphological Structure- Meaning Importance Types- Free and bound Affixes, Prefixes and Suffixes, Verb forms,
Adjectives, Adverbs ( Development , Structuring and practical use)
Syntactic Structure- Meaning and importance; Basic structures: Types of sentences-Statements (Affirmative &
Negative) Interrogative, Imperative, Exclamatory, Optative Sentences (Development , Structuring & use)
Differentiation in the single & compound & Complex structures of Sentences (Development and use)
Unit- III
Development of Language Skills: Listening - Meaning, Importance, Conditions for effective listening, Exercises
for the development of listening skill
Speaking – Meaning Importance, Causes of defective Pronunciation - need for correct pronunciation- activities to
develop correct speech habits
Reading – Meaning, Importance, Mechanism of reading - Methods of teaching reading, Types of Reading
comprehension – Causes of Backwardness in reading
Writing – Meaning, Importance of writing skill, Methods of Teaching writing
Hand writing- characteristics of good hand writing – Mechanics, causes of poor handwriting-ways to improving hand
writing.
Unit IV
Behavioral Objectives : Meaning and importance of behavioral objectives, essentials of behavioral objectives for
teaching of Punjabi, Development of Skill objectives, difference between skill objectives and behavioral objectives
Writing behavioral objectives for teaching Punjabi- Prose, Poetry, composition and grammar, Role and qualities of
Punjabi Teacher.
55
Sessional Work
Listening to the different Punjabi programmes on Radio and Television Channels – Practice & improvement in
speaking- clarity, Structuring and Coherence (practical for Communicative Skills in Language)
Prepare a Project Report on Punjabi Folk Songs as a factor of promoting Punjabi Culture.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
Kochhar, S.K. (1989) Mat Bhasha Dee Shiksha
Safaya, R.N. (1992) Punjabi Di Shiksha Vidhi,
Dhanpat Rai and Sons, Jallandhar.
Sekhon, Sant Singh(1961) Punjabi Boli Da Itihas,
Bhasha Vibhag, Punjab, Chandigarh.
Singh, G.B. (1981) Gurmukhi Lipi Da Janam Te Vikas,
Punjab University Publication Bureau, Chandigarh
Singh Gurdev ( 1971) Gurmukhi Lipi Bare, Lahore Book Depot, Ludhiana.
Nandra Inder Dev Punjabi Bhasha Te Sahit Adiapan, Tandon
Publication, Ludhiana.
56
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching language-I
Course no. 204 Title: Teaching of Urdu Credits 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:
 know and understand the history & importance of Urdu language
 develop awareness of objectives of teaching Urdu at the Elementary and Secondary level.
 understand the different aspects of Grammar
 get acquainted and frame Behavioral Objectives for teaching Poetry, Prose, Composition and
Grammar in Urdu.
 develop the skills of preparing and using effectively the instructional materials for the teaching
of Urdu .
 get acquainted with the various devices of language learning.
CONTENT
Unit - I
Urdu Language, its dialects, Role of Urdu Language in India in Pre-partion and post-partition, Aims of Teaching
Urdu, Origin and development of Urdu Language. Objectives and problems of Teaching Urdu at Secondary Level in
J&K State. Origin and development of Urdu Language in J&K State. Role of Urdu Language at International level.
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Origin and development of Urdu imla, Arab and punctuations, standard sound of Urdu vowels and consonants,
organization of sounds and Structure of sentences.
Urdu as a keeper of the National Heritage; Urdu for the Appreciation of Moral and Spiritual Values, Contribution of
Mir Dard and Illama Iqbal(Walida Mahroom Ki Yad Main)
Urdu as a Driving Force for National Integration; Contribution of Altaf Hussain Hali & Josh Maleeha Abadi
Unit - II
Aspects of Language : Meaning and Definition of Grammar Tradition of Indian Grammar, Need and Importance of
Grammar,
Phonological Structure- Mechanism of speech, Received Pronunciation( Problems and Prospects) Phonemes-Vowels
& consonants, Diphthongs, stress, intonation, Rhythm, meaning and practice. Identification of different local
Phonemes in the Urdu to interfere in the language of Urdu (Reflective Journal)
Morphological Structure- Meaning Importance Types- Free and bound Affixes, Prefixes and Suffixes, Verb forms,
Adjectives, Adverbs ( Development , Structuring and practical use)
Syntactic Structure- Meaning and importance; Basic structures: Types of sentences-Statements (Affirmative &
Negative) Interrogative, Imperative, Exclamatory, optative Sentences (Development , Structuring & use)
Differentiation in the single & compound & Complex structures of Sentences (Development and use)
Unit- III
Development of Language Skills: Listening: components- barriers in listening, activities to develop listening
comprehension
Speaking – components-objectives-barriers to speaking- need for correct pronunciation- activities to develop correct
speech habits
Reading - Objectives- Mechanism of reading - Methods of teaching reading Types of Reading comprehension -
activities to develop testing reading comprehension
Writing – its components, objective of teaching written expression
Hand writing- characteristics of good hand writing – Mechanics, causes of poor handwriting-ways to improving hand
writing.
Unit IV
Behavioral Objectives : Meaning and importance of behavioral objectives, essentials of behavioral objectives for
teaching of Urdu, Development of Skill objectives, difference between skill objectives and behavioral objectives
Writing behavioral objectives for teaching Urdu- Prose, Poetry, composition and grammar, Role and qualities of
Urdu Teacher.
Sessional Work
Listening to the different Urdu pragrammes on Radio and Television Channels – Practice & improvement in
speaking- clarity, Structuring and Coherence (practical for Communicative Skills in Language)
58
Prepare a Project Report on Sufi Songs and Mushaira as a factor of promoting Urdu Culture
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Hali Altaf Hussain Hubbe-e-Watan
 Chakbast Brij Narayan Faryad-e-Quam
 Illama Iqbal Walida Mehroom ki Yaad Main
 Mehroom Talok Chand Noor Jahan Ka Mizar
 Khan Rasheed Hassan Urdu Saraf-o-Nahav
59
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching language-I
Course No. : 204 (Theory) Title : Teaching in Hindi Credit : 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam.: 3 Hrs.
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61


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Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
62
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
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63
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Social Science
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:-
 Acquaint themselves with the concept of social science as an integrated/ interdisciplinary area of
study.
 Familiarize themselves with the concept of curriculum, text-books and co-curricular activities in
social sciences.
 Develop knowledge about the basic principles governing social sciences.
 Prepare a lesson plan. Acquire competency to prepare lesson plans for teaching social sciences.
 Understand some important areas of social sciences.
UNIT-I
1. Meaning ,scope and importance of social sciences in secondary schools. Core subject of social
sciences, history, political science, geography, economics, interrelationship between them.
2. Aims and values of teaching social science in secondary schools.
3. Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing
behavioural objectives for teaching of social sciences.
UNIT-II
1. Curriculum:-Meaning, importance and principles of designing a good curriculum for social
sciences. Correlation, integration, concentric, spiral unit and chronological approaches in organizing
curriculum for social sciences.
2. Textbooks:- Meaning and importance of textbooks in social sciences.Qualitits of a good textbook.
Role of library and reference books in teaching of social studies.
3. Co-Curricular activities: Meaning and importance of co-curricular activities. Steps for organizing
co-curricular activities. Role and organization of the following in teaching of social studies:-
 Debates and quizzes.
 Excursion.
 Visit to museums.
 Supervised study
64
 Dramatisation
UNIT-III
1. Lesson Planning:- Meaning and importance of a lesson plan. Unit and yearly lesson plans.
2. Steps for preparing lesson plans through Herbartain and RCEM approach.
3. Preparing a lesson plan on a topic of social science, remedial teaching.
UNIT –IV
Distribution of resources, environmental degradation and its preservation; disasters and preparedness,
interdependence and interaction across space, migration of people, transport and communication, trade and
commerce
Sustainable development- economic growth and economic development, indicators of measuring the well
being of an economy, Gross Domestic Product,poverty,food security, role and functions of money.
Sessional Work
 Analysis of a unit/chapter in a social science textbook to identify the concept.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 NCERT (2013) Social science publication division NCERT campus New Delhi.
 S.K Kochar: Teaching of social studies
 J.C .Aggrawal : Teaching of social studies
65
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Physical Science Credits 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to :
 Acquaint themselves with the concept of physical science.
 Familiarize themselves with the concept of curriculum, text books and co- curricular
activities in physical science.
 Prepare a lesson plan.
 Understand some important areas of physical science.
Unit -I
Origin and development of physical science. History of physical science.
Aims and values of teaching physical science in secondary school
Behavioural objectives .Meaning and importance of behavioural objectives, steps for preparing
behavioural objectives for teaching of physical science.
Unit- II
Curriculum: Meaning, importance and principles of designing a good curriculum for physical science.
Concentric, topical and integrated approaches in organising curriculum for physical science.
Textbooks: Meaning importance and role of textbooks in teaching of physical science. Qualities of a good
textbook of physical science.
Co-curricular Activities: Meaning and importance of co-curricular activities . Steps of organising cocurricular
activities.
Unit -III
Lesson planning: Meaning, importance and principles of writing lesson plans in teaching of physical
science.
Steps for preparing a lesson planning through Herbartian and RCEM approach.
Preparing a lesson plan on a topic of physical science.
66
Unit IV
Electric current –potential difference, effects of electric current ; flow of heat- conduction, convection and
radiation. Force-concept, constant and non-constant forces .Friction- concept, types, advantages and
disadvantages, methods of increasing and decreasing friction.
Acid, bases and salts – types, properties and applications in day-to- day life; structure of matter-elements,
compounds and their properties, mixtures, atomicity.
Sessional work:
Analysis of a unit / chapter in a physical science text book- to identify the concepts, principles and
underlying scientific theories.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Gupta ,S.D. & Sharma, D.R.(2002). Teaching of science.Malhotra brothers, Jammu.
 Kohli, V.K. (2001). How to teach science.Vivek Publishers,Ambala city.
 NCERT. (2013) .Science. Publication Division.NCERT Campus,New Delhi
 Sharma, R.C. (1981). Modern Science Teaching.Dhanpat Rai Publishing Co. New Delhi.
67
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Biological Science
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to :
 Acquaint themselves with the concept of biological science.
 Familiarize themselves with the concept of curriculum, text books and co- curricular
activities in biological science
 Prepare a lesson plan .
 Understand some important areas of biological science
Unit -I
Origin and development of biological science. History of biological science.
Aims and values of teaching biological science in secondary school
Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing behavioural
objectives for teaching of biological science.
Unit- II
Curriculum: Meaning, importance and principles of designing a good curriculum for biological science.
Concentric, topical and integrated approaches in organising curriculum for biological science.
Textbooks: Meaning importance and role of textbooks in teaching of biological science. Qualities of a good
textbook of biological science.
Co-curricular Activities; Meaning, types and importance of co-curricular activities . Steps of organizing
co-curricular activities.
Unit -III
Lesson planning: Meaning, importance and principles of writing lesson plans in teaching of biological
science.
Steps for preparing a lesson planning through Herbartian and RCEM approach.
Preparing a lesson plan on a topic of biological science.
Unit -IV
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Plant parts and their functions. Classification, Reproduction in plants- concept of asexual and sexual
reproduction. Importance of plants as medicine and as source of food, fodder, fuel and oil.
Animal diversity: Classification, Economic significance of animals.
Cell- the basic unit of life, its generalised structure and function, Difference between plant and animal cell.
Sessional work:
Analysis of a unit / chapter in a biological science text book- to identify the concepts, principles and
underlying scientific theories.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Gupta ,S.D. & Sharma, D.R.(2002). Teaching of science.Malhotra brothers, Jammu.
 Kohli, V.K. (2001). How to teach science.Vivek Publishers,Ambala city.
 NCERT. (2013) .Science. Publication Division.NCERT Campus,New Delhi
 Sharma, R.C. (1981). Modern Science Teaching.Dhanpat Rai Publishing Co. New Delhi.
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
69
Course no. 205 Title: Teaching of Mathematics
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives :
To enable the pupil teachers to:
 study and to develop an understanding of the different aspects of Teaching Mathematics
 study and Understand the objectives of Teaching Mathematics
 study and Understand the Methods and Skills of Teaching Mathematics
 study and Understand the use of Club and the teacher’s capacity making facilities in the Teaching
of Mathematics
UNIT I
Mathematics –Structure and Knowledge
Meaning, nature and characteristics of mathematics; Processes in mathematics –mathematical reasoning,
pattern recognition, algebraic thinking, geometric thinking (Van Hiele model of geometric thought),
problem solving in mathematics creative thinking in mathematics. Structure of mathematics – Euclidean
geometry -terms (undefined and defined terms), axioms, postulates and theorems; validation process of
mathematical statements. Pedagogic content knowledge analysis for - facts, concepts, generalizations and
procedures. Knowledge and teaching of Integers , Rational Number, Real Number Polynomials Quadratic
Equation and congruency of Triangles.
UNIT II
Objectives and Methods of Mathematics Teaching
Objectives of teaching mathematics-disciplinary, utilitarian, cultural, social and recreational. Anderson’s
revised Bloom’s taxonomy of instructional objectives – specifications; task analysis; Objectives of teaching
arithmetic, algebra, geometry. Application of Approaches and models of teaching mathematics –
Inductive - deductive approach; Analytic –synthetic approach ; Guided discovery approach; Project
method; Concept Attainment Model. Pedagogic content knowledge for the trigonometry and coordinate
geometry, Primary Concepts in Geometry Trigonometric Ratios of Complementary Angles ,Height and
Distance.
UNIT III
Different Techniques of Teaching Mathematics
Five E model – engage, explore, express, expand, evaluate ;Drill and Review
70
Work in Mathematics; Assignment techniques; Problem solving technique Supervised study technique;
Oral work in Mathematics, Application of techniques for Ratio, Proportion ( equality of Ratios),
Arithmetic Mean; Irrational numbers, Laws of Real Numbers & Integers and its examples’
UNIT IV
Mathematics Club& the role of Teacher
Mathematics Club: Concept Objectives, Importance, Different Activities of the Club in respect of the
teaching of Circle, Partition of plane of a circle by the circle, Theorems on Circle and Chords of a Circle.
Learning Teaching of Mathematics by co relating it with the science and geography- Area, speed Time
,Volume & surface Area.
Mathematics Teacher: Qualities and Competencies – listening ,understanding and expression
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 R Aiyanyas , N. Kuppuswami, (1982). The Teaching of Mathematics in New Education, Universal
Book and Stationary Co. Delhi.
71
 Butler , C. H. and Wren, F. L., (1951). Teaching of Secondary School athematics:McGraw Hill
NewYork.
 Mangal, S. K. (1987). Teaching of Mathematics; Prakash Brothers Education Publishers Pvt.Ltd.
 NCERT, A Textbook of Content-cum-Methodology of Teaching Mathematics, New Delhi
 Sidhu, Kulbirsingh (1996). Teaching of Mathematics; (Fourth Ed.), Sterling Publishers Pvt.Ltd.
 Aggarwal, S.M. (1999)Teaching of Modern Mathematics, Dhanpat Rai and Sons, New Delhi.
 Text Books ( Prescribed) in VIth to IXth Classes (NCERT&JKBOSE)
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Commerce
Credits 4 Total Marks : 100
72
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives :
To enable the pupil teachers to :
 Acquaint themselves with the concept of commerce education
 Familiarize themselves with the concept of curriculum, text books and co- curricular
activities in commerce
 Prepare a lesson plan
 Understand some important areas of commerce
Unit -I
Introduction to commerce education. Nature and scope of commerce education.
Aims and values of teaching commerce in secondary school.
Behavioral objectives .Meaning and importance of behavioural objectives, steps for preparing behavioral
objectives for teaching of commerce.
Unit- II
Curriculum. Meaning, importance and principles of designing a good curriculum for commerce.
Concentric, topical and integrated approaches in organising curriculum for commerce.
Textbooks. Meaning importance and role of textbooks in teaching of commerce. Qualities of a good
textbook of commerce.
Co-curricular Activities. Meaning and importance of co-curricular activities . Steps of organising cocurricular
activities.
Unit -III
Lesson planning: Meaning, importance and principles of writing lesson plans in teaching of commerce.
Steps for preparing a lesson planning through Herbartian and RCEM approach.
Preparing a lesson plan on a topic of commerce.
Unit IV
Difference between book keeping and accountancy.
Journal, subsidiary books, ledgers, trail balance , errors and rectification trading, profit and loss accounts
and balance sheets.
Auditing , Interpretation of financial statements – Electronic accounting.
73
Sessional Work:
To prepare a balance sheet of a financial institution
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Aggarwal, J.C.(2009). Teaching of commerce. Vikas Publishing House Pvt. Ltd.Noida.
 Gupta Rainu .(2009). Teaching of commerce. Shipra Publications. New Delhi.
 NCERT. (2013) Commerce. Publication Division.NCERT Carnpus,New Delhi
 Singh, Y.K.( 2005).Teaching of commerce.A P H Publishing, New Delhi.
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Performing Art
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
74
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil- teachers to
 understand the importance, aims and objectives of teaching of Performing Arts
 develop interest among pupil- teachers for Performing Arts
 provide knowledge of different techniques of teaching of Performing Arts
 acquaint the pupil- teacher with latest teaching skills
 enable pupil- teachers to organize competitions and other related practical activities
Unit – I
1. A brief history of Indian Music, Aims and Objectives of music as a subject in school curriculum
2. Knowledge of swaras, division of swaras and measures of shruti. Voice Culture and its importance.
Folk music: its role and significance in education
3. Methods of teaching Music, Suggestions for popularization of Indian classical Music, setting up of
music room (vocal and instrumental)
Unit – II
1. Knowledge of different parts of instruments Tanpura/ Sitar/ Tabla.
2. Notation system of Pt V.N Bhatkande and Pt V.D Pulskar
3. a) Knowledge of following Talas-ekgun, Dugun of tatra, Rupak, Kehrva, Japtal,Ektal, chartal and
Teenta
b) Non detail Ragas (only discription) of following Ragas Malkauns, Bhairav, Bhairavi, Yaman
and Bhupali
Unit – III
1. Music Lesson Planning:
(a) Meaning, importance and objectives
(b) Construction of Lesson plan (General and specific)
2. Qualities and training of music teacher
3. Continuous & Comprehensive music Evaluation: Concept, Techniques and
weightage distribution (VI to VIII, IX to X),
Types of test items for evaluation, Essay type, short answer type, and objective type
Unit – IV
1. Audio- visual Aids for teaching Music
75
2. Organization of Music Competitions and related practical activities
3. Innovative Practices for teaching Music
Sessional Work:
1. Raag and Taal of unit II
2. Play any two Musical Instruments in Raag of choice
3. Organize innovative Music competitions in Schools
: Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread
over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into
four Units and the students are to attend four Questions from these units with the internal choice.
The essay type Question carries 12 marks each. Unit IV having the sessional work/field work(
section) could also be a part of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be
developed in the form of the Reflective Journal. All the activities under the internship are to be
evaluated for credits and hence all the activities are to be showcased by the trainee and are to be
fully recorded with the complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books Recommended:
Awasthi. S.S (1964) A critique of Hindustan Music and Music Education Jalandhar.
Bhatkhande ,V.M (1987) : KRAMIK pustak Mahika Laxmi Narayan Grag Hathras.
Bhatnagar, S. (1988): Sangeet Shikshan Parichaya
Bhartiya Nritya Shiksha Pathamal BT Pt. Raja Ram Shastri
Kathak Naritya Shaili by Sh. Brij Nath Vishwakarma
Kathak Nritya by Sh. Laxmi Narayan Garg
Khanna, Jyoti (1992): Teaching of Music.
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Visual Art
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
76
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil- teachers to
 Develop imagination and sense of appreciation of art and interest in teaching of art.
 Develop aesthetic sense.
 Learn and understand the principles, concept, elements of art and to apply them in actual
teaching and daily life.
 Be acquainted with different techniques of painting, sculpture.
Unit – I
1. Define art Indian and Western concept of art (origin and development). Six limbs of Indian art.
Element of art: Line, Color, Texture, Tone.
2. Principles of art: Balance, Rhythm, Harmony. Dominance, Perspective.
3. Place of art in daily life and education. Art room and its requirement.
Unit – II
1. Aims and objective of teaching Art correlation with the other school subjects.
2. Method of teaching Art.
a) Direct observation Method.
b) Demonstration Method.
c) Project Method.
3. Child Art: Meaning , Importance, Stages.
a) Scribbling stage.
b) Pre- Schematic stage.
c) Schematic Stage.
d) Gang age.
e) Adolescent Stage
Unit – III
1. Qualities and effective education of music teacher.
2. Evaluation: Continues & Comprehensive.
Evaluation: Concept, Techniques and weight age distribution (VI TO VIII, IX TO X).Types of
test items for evaluation. Essay type, short answer type, and objective type.
3. Audio- visual Aids for teaching Music.
Unit – IV
1. Lesson Planning: Need and importance.
2. Preparation of composite Lesson plan:
a) Still Life.
b) Landscape.
c) Composition.
d) Design.
77
e) Printmaking.
Sessional Work :
1. Nature Study- 1 Full Sheet.
2. Composition- 1 Full Sheet.
3. Still Life- Half Sheet.
4. Poster- 1 Full Sheet.
5. Design for Rangoli.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books Recommended:
 Abbate F.(1972), Indian Art, London: Octopus Books.
 Birdwood, G.C.M. (1988), Art of India. Delhi: Rupa& Co.
 Bharti Chetna, Teaching of Fine Arts. Ludhiana:Kalyani Publisher.
 Chawla S.S (1986)Teaching of Fine Arts, Patiala : publication bureau Punjabi University.
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Health & Physical Education
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
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Objectives:
To enable the pupil- teachers to:
 Under stand various aspects of teaching in health & physical education:
 Develop understanding of growth and Development.
 Learn and understand the different methods of teaching Health and Physical Education
 Be acquainted with the importance of recreation in Physical education.
UNIT-I
ASPECTS OF TEACHING IN THE HEALTH & PHYSICAL EDUCATION:
Health Education. Its aims, values and principles. Psychological basis of Health Education National
health Programme, Health Services, Family Welfare Services. Professional Qualities &
Qualification of Physical Education Teacher.
UNIT-II
GROWTH & DEVELOPMENT:
Growth & Development, its meaning need and principles. Difference between growth &
Development, factors effecting growth & Development.
UNIT-III
METHODS OF TEACHING HEALTH & PHYSICAL EDUCATION:
Methods of Teaching: Lecture Method, demonstrative Method, discussion method, project method,
part method. Whole method and imitation method. Constructive approach to teaching Health &
Physical Education: personal and technical preparation for Physical Education.
UNIT-IV
RECREATION IN PHYSICAL EDUCATION:
Meaning & definitions of recreation, its aim, objective in the Physical education in Modern society
types of recreational activities. Nature of recreation in Physical Education.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread
over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into
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four Units and the students are to attend four Questions from these units with the internal choice. The
essay type Question carries 12 marks each. Unit IV having the sessional work/field work( section)
could also be a part of the theory paper.
nternship/field work Unit IV having the components/activities of the internship are to be to be
developed in the form of the Reflective Journal. All the activities under the internship are to be
evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully
recorded with the complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books Recommended:
 Bucher,.C.A (1964) Foundatiohjn of Physical Education , New Yark: Mosby & Company.
 Kilander, H.F (1971) School Health Education , New Yark: Mac Millan Company..
 Atwa & Kansal, ( 2003) A Text Book of Swasthya Shiksha Agra University: Universal Publisher.
 Kamlesh, M.L & Sangral, M.S., (1986) Method in Phusical Eduaation Ludhaian: Prakash Brother.
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Computer Education
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60 Duration of Exam :
3hrs
Objectives:
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To enable the pupil- teachers to
 study and Understand the nature and scope And the history of Computer Science of Computer
Science
 develop an understanding of aims and objectives of teaching Computer Science by the use of
Content
 develop an understanding of the various methods, approaches and techniques of teaching Computer
Science.
 develop the skill to critically analyze the syllabus of secondary school Computer Science
curriculum
Unit -I
Computer- structure and its working
The structure and the history of the different types of the computers( available and to be shown to the
Student &Teachers) Showing and explaining the Central Processing Unit – generation – classification –
Hardware - Input & Output Devices, software – definition, types of software computer languages storage
devices – primary and secondary; RAM & ROM Introduction to operating system – DOS, Windowsdemonstration
method and the on hand practical.( practical Orientation to the student teachers by the
method of Demonstration)
Unit -II
Aims & Objectives of teaching Computer Science
Nature of Computer Science – Meaning and Characteristics; basic concepts, facts and generalizations in
Computer Science; Scope of Computer Science – Relation with other Sciences and its uses in day to day
life. Aims and Objectives of teaching Computer Science at different levels, Bloom’s taxonomy of
Educational objectives. The application of Bloom’s taxonomy in the working of computer .
Unit – III
Instructional Methods:
Lecture cum demonstration, Inductive–deductive, analytic, synthetic, Problem Solving, Project method,
Laboratory method – Meaning, Steps, Merits and limitations. Programmed instruction – Meaning, types –
linear, branching Principles, steps, merits and limitations. Computer Assisted Instruction (CAI) – Meaning,
Steps, merits and limitations. Teaching of DOS commands( internal, external and Wild) through the above
methods. The Teaching of Computer basics through the above methods .
UNIT IV
Different Techniques used for Teaching computer :
Brainstorming, Buzz session, Simulation, symposium, Team teaching. – meaning, organization and
importance in taking up the teaching of the computer for the MS office package . Discussion on Role of
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Computers in Teaching-Learning Process , Computer science and Physical world, Mobile learning,
Android operating system, Satellite programmes, On-line learning ,E-evaluation.
Sessional work
Unit III & IV constitute the sessional work { Computer Assisted Instruction (CAI) – Meaning, Steps, merits
and limitations. Teaching of DOS commands( internal, external and Wild) through the above methods. The
Teaching of Computer basics through the above methods . Role of Computers in Teaching-Learning
Process , Computer science and Physical world, Mobile learning, Android operating system, Satellite
programmes, On-line learning ,E-evaluation.}
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
 Bharioke, Deepak(2005) Fundamentals of Information Technology.
 Kochhar, S.K. (1992). Methods and techniques of teaching. New Delhi: Sterling Publishers Pvt. Ltd
 Goel H.K. (2005). Teaching of Computer Science. New Delhi: RL. Lall Book Depot
 Stephen, M. A., & Stanley, R. (1985). Computer instruction: Methods and development. NJ: Prentice
Hall.
 Comdex DOS for Dummies(1997) Pustak Mahal, Delhi.
 Nelson, Stephen, L. The Complete Reference Office, Tata McGraw Hill, Delhi
 Rajaraman, V. Fundamentals of Computer.
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 Saxena, Sanjay A first course in computers – Vikas Books.
BECHLER OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-I
Course no. 205 Title: Teaching of Home Science
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60 Duration of
Exam : 3hrs
OBJECTIVES :
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To enable the pupil- teachers to:
 develop understanding of the aim of teaching of Home Science
 develop understanding of the various methods and procedures required for teaching Home Science
effectively.
 develop basic skills and competencies required for teaching of Home Science
 develop practical skills to organize various activities related to Home Science.
 develop skills and competencies required for preparing teaching aids in teaching of Home Science.
 develop competencies and skill for effective evaluation in Home Science.
UNIT I
Meaning, importance, principles and scope of home science, objectives of teaching of home science at
secondary level. Place of home science in Secondary School curriculum, correlation-Meaning and its
correlation with different subjects. Broad aims of Home Science to fulfill national goals of educationbetter
nutrition, conservation of resources, maternal and child health etc
UNIT II
Role of school and teacher in teaching of home science. Qualities, qualification and competencies of a
home science teacher. areas of study – Human Development, Resource Management, Clothing and
Textiles, Foods and Nutrition and Extension Education. Human Development: Human growth and
development: principles, stages, milestones and factors affecting, influence of heredity and environment,
agencies of human development: family, school, peer, community.
UNIT III
Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing
behavioural objectives for teaching of home science.
Curriculum: Meaning, importance and principles of designing a good curriculum of home science. Critical
analysis of existing school curriculum of home science.Home Science Laboratory-Concept and
importance, planning of space and equipment for Home Science Laboratory. Textbooks: Meaning and
importance of textbooks in teaching of home science. Qualities of a good textbooks of home science. Role
of textbooks in teaching of home science. Techniques of Teaching: Description, Narration, Explanation,
Questioning and Illustration
UNIT IV
Constructivist Approach to Teaching Home Science Methods of Teaching Home Science-- Lecture,
Lecture- cum-Demonstration Method, Laboratory Method, Project Method, Problem Solving, Method Field
Trip, Role Playing. Teaching Home Science through hands on experiences- types of laboratories and
equipment required, Field experiences, project based learning, extra- curricular activities in Home Science.
Steps of organizing co-curricular activities. Clothing and Textiles: Fibers and yarns: classification,
properties; fabric construction: Steps, weaves, classification of weaves; Clothing requirements of the
family, care of clothing
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Sessional Work
Observing infants, preschoolers, school aged children’s developmental milestones
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended
o Bhargava, Priya (2004): Teaching of Home Science/Common wealth Publishers, New Delhi
o Chandra, Arvinda: Shah, Anupama and Joshi, UMA (1995): Fundamentals of Teaching of
Home Science, Sterling Publisher, New Delhiu.
o Dass, R.R and Ray, Binita(1985): Teaching of Home Science, Sterling Publisher, New Delhi
o Devdas(1955): Teaching of Home Science in Secondary School, All India Council for Secondary
Education, New Delhi
o Kapoor, Ritu (1994): Teaching of Home Science, Parkash Book Depot,
Ludhiana Mago, Neelam: Teaching of Home Science, Tandon
85
Publications, Ludhiana.
o Siddiqui, Mujibul Hasan(2007) : Teaching of Home Science, A.P.H. Publishing
Corporation, New Delhi Yadav, Seema(1994): Teaching of Home Science, Anmol
Publications, New Delhi
 Begum, Fahmeeda(2006) : Modern Teaching of Home Science, Anmol Publications, New Delhi
BECHLER OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017& 2018)
Course no. 206 Title: Action Research Credits
2 Total Marks : 50
Maximum Marks Internal : 30
Maximum Marks External : 20
Course Objectives:
To enable the pupil- teachers to:
 Define the concept of research and action research
 Explain the steps of action research.
 Describe in detail the dynamics of action research in educational contexts.
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 Demonstrate development and execution of action research project.
COURSE CONTENTS
UNIT-I
1) Fundamentals of Research
What is Research?
The Concept of Educational Research, its meaning, characteristics, Nature and Scope
Areas of education Research, Methods of Research, Sample
2) Fundamentals of Action Research(Characteristics, uses and Limitations)
 Concept, Need and Importance of Action Research
 Difference between Action Research and Traditional research i.e. Fundamental and Applied
research Paradigm
UNIT-II
3) Dynamics of Action Research in educational contexts
 The Action Research process- Identifying problem in school contexts, Formulation action
hypotheses, Implementing and evaluating the Action Research hypotheses, Findings results
and Implementation
 Developing Action Research design
4) Tools of Action Research (Characteristics, uses and Limitations)
 Observation
 Questionnaire
 Rating Scales
 Interview
 Check List
Practicum/ Sessional Max. Marks: 10
Development of Action Research Project in any of the following areas-
- Classroom teaching contexts
- Classroom and school management
Note for Paper Setters
The question will contain two question from each unit with internal choice and the candidates will be
required to answer one question from each unit. However question No. 1 will be compulsory and shall have
two short answers questions ( 100 words per question ) spread over the entire syllabus. Total questions to
be attempted will be three. All questions will carry 10 marks.
87
Books recommended
Aggarwal, Y. P. (1998). Statistical Methods,New Delhi: Sterling
 Aggarwal. Y. P. (1998). The Science of Educational Research: A Source Book, Kurukshetra: Nirmal
Publishing
 Best, John W. & Kahn, J. (1995). Research in Education, New Delhi: Prentice Hall
 Good; C. V. & Douglas, E. S. (1954). Methods in Social Research,New York: McGraw Hill
 Jon N. (1981). A Teachers’ Guide to Action Research,London: Grant McIntyre Limited
 Koul, L (1998). Methodology of Educational Research New Delhi: Vikas Publications
 McMillan, J. H. & Schumarcher, S. (1989). Research in Education: A Conceptual Introduction, New
York: Harper & Collins
 Neuman, W. L. (1997). Social Research Methods: Qualitative and Quantitative Approaches, Boston:
Allyn and Bacon
 Siegel, S. (1986). Non- parametric Statistic, New York: McGraw Hill
 Urns, R. B. (1991). Introduction to Research in Education, New Delhi: Prentice Hall
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Course no. INT 2 Title: School Interaction
Credits 2 Total Marks : 50
Maximum Marks Internal : 30
Maximum Marks External : 20
INT 2 Activity Duration Credits Marks50
Visit Cum observation to 2 Weeks 2 50
c) High schools(Observation of 8
Lessons)
4Days 15
d) Hr.Secondary schools
Observation of 5 Lessons)
4Days 15
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e) SIE( 7 branches) (Observation
of 2 Lessons)
2 days 10
f) Innovative Centres 2 days 10
Observation
1. Classroom & School
2. Lessons of Interns
3. Educational Resource Centre ( Remaining 4 Branches of DIET)
4. School Activities Planning, Teaching & Assessment, Interaction with School Teachers,
Community & Panchayat Members
5. Understanding life of a Teacher
6. Understanding Physical, Mental, Social & Emotional Needs of a Child
7. Understanding Related Aspects of Curriculum
8. Assessment of Teachers & Learners
9. Preparation for Diverse Learners in Schools
10. Reflection on Teaching Experience
11. Writing Reflective Journals
12. Extended Discussions on Different Aspects of Teaching