HARVARD COLLEGE OF EDUCATION, JAMMU (J&K)

B.ED SEMESTER 3RD

BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017 & 2018)
Course no. INT 3 Title: School Interaction
Credits 10 Total Marks : 250
Routine Work : 50
TPI(A) & TPI(B) : 200
Duration : 8 wks
INT3 Activity Duration Credits Marks
Internship cum Teaching
Practice
8 wks 10 250
a) School Internship (all mentioned
activities to be performed as per
clause No 5.II
8 wks 2 50
d) Teaching Practice (TP1A)
comprises of delivery of 40 lessons
8 wks 4 100( 60
Internal+40
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on one chosen subject in addition to
20 lessons (10 on spot lesson+8
Observation lessons of the peers
and 2 Criticism lessons)
external)
e) Teaching Practice (TP1B) comprises
of delivery of 40 lessons on other
choosen subject in addition to 20
lessons (10 on spot lesson+8
Observation lessons of the peers
and 2 Criticism lessons)
8 wks 4 100( 60
Internal+40
external)
Observation
1. Classroom & School
2. Lessons of Interns
3. Educational Resource Centre (3Branches of SIE)
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
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching language -II
Course no. 301 Title: Teaching of English 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 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
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 Know and Understand the different skills of of teaching English in classrooms.
UNIT I
Conventional Teaching Aids
Meaning and importance of audio-visuals aids in teaching English viz. Chalk-board, models, charts, audio
tapes, video tapes, television, Preparation of low cost teaching English at various levels.Use of the Literary
clubs ( language skills ),School magazines( writing Skills) and Debates ( Speaking & Listening Skill).
Enactment of the activities in the classroom .How to teach Parts of Speech ( through the use of low teaching
aids and the Graphic Organiser)
UNIT II
Technological Interventions in teaching learning of Language
Computer Aided Language Learning ;Computer Aided Language Teaching;Use of Multimedia in Teaching
English Using WEB 2.0 for enhancing learning of English through Social Networks like Live Mocha,
Suggestopaedia,;Teaching of English in Smart classsrroms ( development of lessons –Issues ) use of
Lanaguage Lab in honing skills of Listening & speaking by using the Scaffolding Instructional method.
Writing own Blog in English (500 words) on any two themes
UNIT III
Development of the Teaching Material
Development of Literacy Appreciation and Vocabulary Enrichment in English by writing short stories,
letters ( formal & Informal) critical analysis of the Prose Chapter in the prescribed text books (VI to IX
Classes) on the basis ( language , content, Relevancy and value ) Assessing use of Narration and Voice
aspects of grammar in the language ( prose /composition)
UNIT IV
Language Assessment
Concept of Evaluation-Continuous and Comprehensive Evaluation (CCE)
English Language Teaching (ELT), Review of Existing Tests, Examination Patterns:Construction of Long
essay type/ Short Answer Type and Objective Based Test Items in English on language basis and on the
prescribed text books in the Schools and the comparison.Diagnosis of Learning Difficulties and Remedial
Measures.Developing the curriculum of teaching of English as a second Language .
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Sessional work
Use of educational technology in teaching English study skills –Gathering, Storage and Retrieval-their
importance and use in language learning, Language Clubs( Functions ,developing & devising short
individualized programs to test and play the skills in Language ( piece of writing on great contributors of
the society , literarture etc; a short characterization, any other innovative devised program) skills through
Recording , Re structuring Editing etc, Suggestopaedia .Be a member of Live Mocha & interact.
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 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
 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
92
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching language -II
Course no. 301 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:
 hone the skill of Lesson Planning at the Secondary level.
 understand and organize co-curricular activities for teaching of Sanskrit
 get acquainted with the methods of teaching Sanskrit.
 develop the skills of preparing and using effectively the instructional materials for the teaching of
Sanskrit.
 get acquainted with Principles of preparing Curriculum for Sanskrit.
93
 develop diagnostic and remedial measures through Evaluation in teaching Sanskrit.
CONTENT
Unit I
Lesson Planning : Meaning and importance of lesson Planning at Secondary level Meaning and purpose of
Unit and Monthly Plans.
Preparation of Lesson plans for teaching prose and poetry at the secondary level.
Steps for preparing lesson plans for teaching Sanskrit using Herbartian & RCEM approaches, Advantages
and Limitations of these approaches.
Unit-II
Methods of Teaching Meaning Types, Kindergarten Method, Lecture Method, Question Answer Method,
Project method, and Inductive and Deductive method.
Teaching of Composition: Meaning, Definition& Kinds, Need and Importance of written Composition,
Methods of Teaching Composition.
Meaning and Importance of Teaching Aids in Teaching Sanskrit viz Chalk Boards models, Charts,
Television, Audio Tapes, Video Tapes, Computers and language laboratory.
Unit III
Curriculum : Meaning, Importance and Principles of preparing good Sanskrit curriculum at Secondary
Level.
Text Books: Meaning and importance of Sanskrit Text Book, Qualities of a good text book in the subject of
Sanskrit.
Co-Curricular activities: Meaning, Importance of co-curricular activities for teaching Sanskrit through
Literary clubs, debates, Dramatics, Quizzes, School magazines
Unit IV
Concept of Evaluation Meaning and types of Evaluation, Importance of Evaluation.
Review of exiting tools of Evaluating different skills of Sanskrit Language: Construction of Long Essay
Type/ Short Answer Type Test and Objective based test items in Sanskrit Language.
Diagnosis of Learning difficulties and remedial measures.
Sessional Work : (Any two of the following.) 1. Preparation of a Unit Plan for teaching Sanskrit.
2.Preparation of a Lesson Plan for teaching Sanskrit. 3.Preparation of Blue print in Sanskrit for any class.
4.Development of Teacher made Achievement test in Sanskrit for any one class
94
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 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
 Panday, R. S. (2000). : Sanskrit Shikshan. , Agra: Vinod Pustak Mandir.
 Sansanwal, D.N. & Singh, P. (1991): Models of Teaching. Baroda: Society for Educational
Research & Development.
 Sansanwal, D.N. and Tyagi, S.K. (2006): Multiple Discriminant Type Item. MERI Journal of
Education, Vol.1, No. 1, pp. 18 – 25.
 Safaya, R. N.: Sanskrit Shikshan Vidhi, Harayana Sahitya Academy, Chandigarh.
 Shastri and Shastri: Sanskrit Shikshan, Rajsthan Prakashan, Jaipur.
 Singh, S. D. and Sharma, Shaskhikala(1999) Sanskrit Shikshan. Agra: Radha Prakashan Mandi.
 Weil, M & Joyce, B. (1979). Information Processing Models of Teaching. New Jersey:
 Prentice Hall Inc.
95
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching language -II
Course no. 301 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:
 hone the skill of Lesson Planning at the Secondary level.
 understand and organize co-curricular activities for teaching of Punjabi.
 get acquainted with the methods of teaching Punjabi.
 develop the skills of preparing and using effectively the instructional materials for the teaching of
Punjabi.
 get acquainted with Principles of preparing Curriculum for Punjabi.
 develop diagnostic and remedial measures through Evaluation in teaching Punjabi.
96
CONTENT
Unit- I
Lesson Planning : Meaning and importance of lesson Planning at Secondary level Meaning and purpose of
Unit and Monthly Plans.
Preparation of Lesson plans for teaching prose and poetry at the secondary level.
Steps for preparing lesson plans for teaching Punjabi using Herbartian & RCEM approaches, Advantages
and limitations of these approaches.
Unit-II
Methods of Teaching Meaning Types, Kindergarten Method, Lecture Method, Question Answer Method,
Project method, and Inductive and Deductive method.
Teaching of Composition: Meaning, Definition& Kinds, Need and Importance of written Composition,
Methods of Teaching Composition.
Meaning and Importance of Teaching Aids in Teaching Punjabi viz Chalk Boards models, Charts,
Television, Audio Tapes, Video Tapes, Computers and language laboratory.
Unit -III
Curriculum : Meaning, importance and Principles of preparing good Punjabi curriculum at Secondary
Level.
Text Books: Meaning and importance of Punjabi Text Book, Qualities of a good text book in the subject of
Punjabi.
Co-Curricular activities: Meaning, Importance of co-curricular activities for teaching Punjabi through
Literary clubs, debates, Dramatics, Quizzes, school magazines
Unit- IV
Concept of Evaluation Meaning and types of Evaluation, Importance of Evaluation.
Review of exiting tools of Evaluating different skills of Punjabi Language: Construction of Long Essay
Type/ Short Answer Type Test and Objective based test items in Punjabi Language
Diagnosis of Learning difficulties and remedial measures.
Sessional Work : (Any two of the following.) 1. Preparation of a Unit Plan for teaching Punjabi. 2.
Preparation of a Lesson Plan for teaching Punjabi. 3. Preparation of Blue print in Punjabi for any class. 4.
Development of Teacher made Achievement test in Punjabi for any one class
97
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 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.
98
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching language -II
Course no. 301 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:
 hone the skill of Lesson Planning at the Secondary level.
 understand and organize co-curricular activities for teaching of Urdu.
 get acquainted with the methods of teaching Urdu.
 develop the skills of preparing and using effectively the instructional materials for the teaching of
Urdu.
 get acquainted with Principles of preparing Curriculum for Urdu.
99
 develop diagnostic and remedial measures through Evaluation in teaching Urdu.
CONTENT
Unit- I
Lesson Planning : Meaning and importance of lesson Planning at Secondary level Meaning and purpose of
Unit and Monthly Plans.
Preparation of Lesson plans for teaching prose and poetry at the secondary level.
Steps for preparing lesson plans for teaching Urdu using Herbartian & RCEM approaches, Advantages and
limitations of these approaches.
Unit-II
Meaning and importance of Teaching Aids in Teaching Urdu viz Chalk Boards models, Charts, Television,
Audio Tapes, Video Tapes, Computers and language laboratory.
Preparation of low cost teaching aids at various levels. How to teach Parts of Speech (Through low cost
teaching Aids and Graphic Organiser) ?
Methods of Teaching Meaning Types, Lecture method. Question method, Project method,
Communicative, Discussion method, Mushaira and Inductive and Deductive method.
A brief history of Urdu literature, various forms of Urdu literature dabistans of Lucknow and Delhi.
Unit -III
Curriculum : Meaning, importance and Principles of preparing good Urdu curriculum at Secondary Level.
Text Books: Meaning and importance of Urdu Text Book, Qualities of a good text book in the subject of
Urdu.
Co-Curricular activities: Meaning, Importance of co-curricular activities for teaching Urdu through Literary
clubs, debates, Dramatics, Quizzes, school magazines
Unit- IV
Concept of Evaluation Meaning and types of Evaluation, Importance of Evaluation.
Review of exiting test Examination Patterns: Construction of Long Essay type/ Short Answer type and
Objective based test items in Urdu Language.
Diagnosis of Learning difficulties and remedial measures.
100
Sessional Work : (Any two of the following.) 1. Preparation of a Unit Plan for teaching Urdu.
2.Preparation of a Lesson Plan for teaching Urdu. 3.Preparation of Blue print in Urdu for any class.
4.Development of Teacher made Achievement test in Urdu for any one class
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 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
Khan Rasheed Hasan Zaban –o-Qawad
Khan Rasheed Hassan Urdu Imla
Sadiqi Kamaal Ahmed Aahang-o-Urooz
101
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching language -II
Course no. 301 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:
 hone the skill of Lesson Planning at the Secondary level.
 understand and organize co-curricular activities for teaching of Dogri.
 get acquainted with the methods of teaching Dogri.
102
 develop the skills of preparing and using effectively the instructional materials for the teaching of
Dogri.
 get acquainted with Principles of preparing Curriculum for Dogri.
 develop diagnostic and remedial measures through Evaluation in teaching Dogri.
CONTENT
Unit- I
Lesson Planning : Meaning and importance of lesson Planning at Secondary level Meaning and purpose of
Unit and Monthly Plans.
Preparation of Lesson plans for teaching prose and poetry at the secondary level.
Steps for preparing lesson plans for teaching Dogri using Herbartian & RCEM approaches, Advantages
and limitations of these approaches.
Unit-II
Meaning and importance of Teaching Aids in Teaching Dogri viz Chalk Boards models, Charts,
Television, Audio Tapes, Video Tapes, Computers and language laboratory.
Preparation of low cost teaching aids at various levels. How to teach Parts of Speech (Through low cost
teaching Aids and Graphic Organiser) ?
Methods of Teaching Meaning Types, Lecture method. Question method, Project method, Discussion
method, and Inductive and Deductive method.
Unit -III
Curriculum : Meaning, importance and Principles of preparing good Dogri curriculum at Secondary Level.
Text Books: Meaning and importance of Dogri Text Book, Qualities of a good text book in the subject of
Dogri.
Co-Curricular activities: Meaning, Importance of co-curricular activities for teaching Dogri through
Literary clubs, debates, Dramatics, Quizzes, school magazines
Unit -IV
Concept of Evaluation Meaning and types of Evaluation, Importance of Evaluation.
Review of exiting test Examination Patterns: Construction of Long Essay type/ Short Answer type and
Objective based test items in Dogri Language.
Diagnosis of Learning difficulties and remedial measures.
103
Sessional Work : (Any two of the following.) 1. Preparation of a Unit Plan for teaching Dogri.
2.Preparation of a Lesson Plan for teaching Dogri. 3.Preparation of Blue print in Dogri for any class.
4.Development of Teacher made Achievement test in Dogri for any one class
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 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
Goswami Om(1985) Duggar Da Sanskritik Itihas J&K Academy of Art
Culture and Language
Goswami Om (2009) Hindi-Dogri Dictionary J&K Academy of Art
Culture and Language
Goswami Om Dogri-Hindi Dictionary J&K Academy of Art
Culture and Language
Shastri Bal Krishan Dogri Nikas Te Vikas P.G. Department of
Dogri
Singh Gyan Sada Sahitay &K Academy of Art
Culture and Language
104
BECHELOR OF EDUCATION (B.Ed)
Semester III
(For the examination to be held in the year 2015, 2016 & 2017)
Methodology of teaching language -II
Course No. : 301(Theory) Title : Teaching in Hindi
Credit : 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam.: 3 Hrs.
105
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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 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
108
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 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:-
 Develop a broad understanding of social science.
 Develop teaching competencies related to social science at secondary level.
 Become effective teachers in order to perform desired role as a social science teacher.
 Familiarize themselves with the type of audio-visual aids and acquire the ability to develop and use
them.
 Familiarize themselves with the techniques and methods of teaching required for teaching of social
science.
 Evaluate students performance.
UNIT-I
109
1. Nature of social sciences. Distinction between natural and social sciences. Uniqueness of disciplines
vis-à-vis interdisciplinary.
2. Important social and economic issues and concerns of the present day Indian society.
3. Role of school in teaching of social sciences. Professional qualities and professional growth of a
social science teacher.
UNIT-II
1. Audio-visual aids: Meaning , importance, types and use of following A-V aids for teaching of social
science:
 Chalkboard
 Atlas
 Maps
 Globe
 Charts
 Models
 Graphs and visuals
 Multimedia
 Internet
 Scrapbooks
2. Role and organization of the following in the teaching of social science:-
 Field trips
 Social science clubs
 Self study learning activities
 Analysis of news(newspaper, TV, radio)
3. Techniques of teaching:-
 Lecture method.
 Discussion method.
 Project method.
 Story telling method
 Problem solving method
UNIT-III
1. Evaluation: Meaning, need and objectives of evaluation in social sciences.
2. Types of evaluation-formative and summative evaluation and their salient features.
3. Evaluation tools-their relative merits and demerits.
 Oral test.
 Essay type tests.
 Objective tests.
 Diagnostic testing.
UNIT –IV
1. Social stratification and social change in India.
2. Fundamental rights.
110
3. Fundamental duties.
4. Structure and functions of Govt. at different levels- Distt. And local bodies (panchayats and
municipalities)
Sessional Work
 Report on a visit to different local govt. bodies in their district to observe actual functioning.
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 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
111
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 (Theory) 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:
 Develop a broad understanding of physical science.
 Develop teaching competencies related to physical science at secondary level.
 Become effective teachers in order to perform desired role as a physical science teacher.
 Familiarize themselves with the type of audio visual aids, techniques and methods of
teaching required for teaching of physical science.
 Evaluate students performance and provide remedial teaching.
Unit I
Concept of physical science. Physical science and society (Physical science for health , and physical
science for environment).
112
Contribution of some eminent scientists (Issac Newton, John Dalton, Eienstein, Bohr and C.V.Raman).
Role of school. Professional qualities and professional growth of a physical science teacher.
Unit II
Audio-Visual Aids: Meaning, importance, types and use of audio - visual aids for teaching of physical
science.
Role and organization of the following in teaching of physical science -field trips, science clubs, science
museum, science fairs, physical science lab and preparation of low cost teaching aids in teaching of
physical science.
Techniques of teaching: lecture cum demonstration method, project method, problem solving method,
inductive deductive method and heuristic method
Unit- III
Evaluation: meaning and purpose of evaluation.
Types of evaluation –Formative and summative evaluation.
Evaluation tools - Diagnostic testing and remedial teaching, oral tests, quizzes, essay type tests and
objective type tests
Unit IV
Reflection :Reflection of light at curved surfaces, images formed by spherical mirrors.
Refraction :laws of refraction ,refractive index, refraction of light through a prism ,dispersion and scattering
of light.
Metals and non metals: Physical and chemical properties, difference between metals and non metals ,
corrosion and prevention of corrosion.
Sessional work
Report on a visit to area of natural calamity/ science museum /science fair
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 developed in the
form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and
113
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
References:
 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 –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 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:
o Develop a broad understanding of biological science.
o Develop teaching competencies related to biological science at secondary level.
o Become effective teachers in order to perform desired role as a biological science
teacher.
o Familiarize themselves with the type of audio visual aids, techniques and methods of
teaching required for teaching of biological science.
o Evaluate students performance and provide remedial teaching
Unit I
Concept of biological science. Biological science and society (Biological science for health and
biological science for environment).
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Contribution of some eminent scientists ( Aristotle, Robert Hooke, Gregor Johann Mendel, Charles Darwin
and William Kerby).
Role of school. Professional qualities and professional growth of a biological science teacher.
Unit II
Audio-Visual Aids: Meaning, importance, types and use of audio - visual aids for teaching of biological
science.
Role and organization of the following in teaching of biological science -field trips, science clubs, science
museum, science fairs, biological science lab and preparation of low cost teaching aids in teaching of
biological science.
Techniques of teaching: Lecture cum demonstration method, project method, problem solving method,
inductive deductive method and heuristic method
Unit- III
Evaluation: meaning and purpose of evaluation .
Types of evaluation –Formative and summative evaluation.
Evaluation tools - Diagnostic testing and remedial teaching, oral tests, quizzes, essay type tests and
objective type tests.
Unit-IV
Tissues: Types and functions of plant and animal tissue.
Organ system :A brief outline of the different organ systems in plants and animals.
Life processes: Basic concept of nutrition, respiration, transportation and excretion in plants and animals
.
Sessional work:
Report on a visit to a biological park/ herbarium/ museum/ preparation of a scrap book.
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 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.
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 Kohli, V.K. (2001). How to teach science.Vivek Publishers,Ambala city.
 NCERT. (2013) .Science. Publication Division.NCERT Campus,New Delhi
 Sharma, R.C. (19810. Modern Science Teach ing. Dhanpat Rai Publishing Co. New Delhi.
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 Title: Teaching of Home Science
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
OBJECTIVES
To enable the student teachers to:
o develop practical skills to organize various activities related to Home Science.
o develop skills and competencies required for preparing teaching aids in teaching of Home Science.
o develop competencies and skill for effective evaluation in Home Science.
UNIT I
Resources in learning Home Science
School based and community based resources-concept and classification.
School based resources-Home Science laboratory; Home science library; Visual aids:
charts, posters, boards, models, real objects; Audio aids; Audio Visual aids – Computers web
resources. Text books, reference books, hand books; sourcebooks of Home Science. Human resource-
Eminent persons, teachers, professors as resource persons from different fields of Home Science and
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other subjects related to Home Science. Definition, classification and management of resources;
Process of management, optimal management and use of resources, conservation of resources.
UNIT II
Techniques of Teaching Home science
Techniques of Teaching: Description, Narration, Explanation, Questioning and Illustration.
Savings-Importance and types of savings. Fundamentals of Interior Decoration-Elements of arts and
colours.Consumer Education-Problems of a consumer, Rights and Responsibilities; Definition and
functions; classification of foods, Nutrients: importance and sources, concept of balanced diet and
malnutrition, prevention of malnutrition; methods of cooking.
UNIT III
Home Science& Extension Activities
Activities for professional development of a home science teacher-orientation programs, refresher courses,
seminars, conference, workshops, projects and action research. Professional ethics of home science teacher.
Extension and communication: Definition and scope; Types, process, barriers of communication;
community outreach programs; classification and use of audio visual aids. Meal Planning-Factors to be
considered in Meal Planning for a family, balanced diet for different age groups; Food preservation and
food storage-principles, preservatives, methods of food preservation common methods of food storage.
UNIT IV
Evaluation in Home Science
Continuous and comprehensive evaluation - Formative and Summative evaluation
Construction and use of Achievement tests, diagnostic tests, check lists, rating scales,
and rubrics in Home Science. Portfolio assessment and performance assessment. Formative & Summative
Evaluation. Lesson planning: Meaning and importance of a lesson plan, unit plans and yearly plans.
Meaning, Importance and Essentials of lesson Planning. Steps for preparing lesson plans through
Herbartian and RCEM approaches for teaching of home science. Advantages and limitations of these
approaches.
Sessional work
Experience in setting up exhibitions with messages related to Nation Goals,Organizing street plays,
Developing projects for community welfare; Observing mid day meal program in a nearby school
Collection and recording of different textiles and their uses Organizing healthy Tiffin competition, salad
making competition
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 developed in the
form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and
117
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 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
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BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 Title: Teaching in Commerce
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Objectives
To enable the pupil teachers to:
o Develop a broad understanding of commerce.
o Develop teaching competencies related to commerce at secondary level.
o Become effective teachers in order to perform desired role as commerce teacher
o Familiarize themselves with the type of audio visual aids, techniques and methods of
teaching required for teaching of commerce
o Evaluate students performance and provide remedial teaching
Unit I
Relevance of commerce to industry and trade.
Business ethics and constraints in imparting commerce education.
Role of school towards commerce education. Professional qualities and professional growth of a
commerce teacher.
Unit II
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Audio-Visual Aids: Meaning, importance, selection and use of audio- visual aids for teaching of
commerce.
Role and organization of the following in teaching of commerce -field trips, commerce clubs, commerce
lab and preparation of low cost teaching aids in teaching of commerce
Techniques of teaching: lecture cum demonstration method, project method, problem solving method,
inductive deductive method and market studies.
Unit- III
Evaluation: meaning and purpose of evaluation .
Types of evaluation –Formative and summative evaluation.
Evaluation tools - Diagnostic testing and remedial teaching, oral tests, quizzes, essay type tests and
objective type tests.
Unit IV
Commercial organization: sole trade, HUF, partnership, companies.
Role of financial institutions: RBI and commercial banks.
Introduction to privatization ,liberalization and globalization.WTO.
Sessional work:
Analysis of a unit / chapter in a commerce text book.
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 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
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 Singh, Y.K.( 2005).Teaching of commerce.A P H Publishing, New Delhi.
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 Title: Teaching of Performing Art
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60 Duration of Exam :
3hrs
Objectives:
To enable the pupil- teacher to
o understand the importance, aims and objectives of teaching of Performing Arts
o develop the interest among pupil- teacher for teaching of Performing Arts
o provide knowledge of different techniques of teaching of Performing Arts
o acquaint the pupil- teacher with latest teaching skills related with Performing Arts
o enable pupil- teacher to organize competitions and other related practical activities
Unit – I
4. A brief history of Dance (Kathak)
5. Method of teaching of Dance, Footsteps, Mudras, Knowledge of Tukdas, Param, Chakradhar etc,
6. Role of Folk Dance and its objectives
Unit – II
4. Theater, Drama & Skit: Historical Background, Concept, importance & objectives
5. Acting :Concept, importance & objectives
6. Theater in Education: History, Role of NSD & NCERT
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Unit – III
4. Dance & Theatre Lesson Planning:
(c) Meaning, importance and objectives
(d) Construction of Lesson plan (General and specific)
5. Audio- visual Aids for teaching Dance & Theatre
6. 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. Forms of Dance & Theatre
2. Qualities and training of Dance & Theatre teacher
3. Suggestions to popularize Dance & Theatre, Innovative practices in Dance & Theatre
Sessional Assignment:
1. Folk Dance
2. Classical Dance
3. Presentation: Theatre, Drama & Skit
4. Theatre in 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
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
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
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 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 –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 Title: Visual Art Credits 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:
o Develop imagination and sense of appreciation of art and interest in teaching of art.
o Develop aesthetic sense.
o Learn and understand the principles, concept, elements of art and to apply them in actual
teaching and daily life.
o Be acquainted with different techniques of painting, sculpture.
UNIT - I
1. Define Miniature Painting- Mugal, Rajasthani and Pahari, Bengal school of art Raja Ravi Verma and
followers. Post independent art in India.
2. Brief history of modern art movements Romanticism, Realism, Impressionism, Cubism,
Expressionism, Surrealism, Abstract art. Experiments in modern sculpture and art between 1960-
2000
3. Elaboration of Rasa. Art as Emotion (Tolstoy’s view). Art as INTUTION (Croce’s Theory)
UNIT - II
1. Curating, organizing, planning art exhibitions where the students will be involved in
conceptualization research, writing of write ups display and mounting of exhibitions.
2. Publication (e.g. creating topics for articles, researching information for producing drafts of articles;
exhibition catalogues)
3. Art & journalism :Art and Print journalism, Art review columns, cultural Heritage notes
Profiles of artists, Interviews and Reportage.
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Unit – III
1. Qualities and effective education of Visual 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 of visual art.
Unit – IV
1 .Lesson planning: need and importance.
2 Preparation of composite lesson plan:
a. Use of object, nature, human figures and animals for 2D surface.
b. Copy from maters painting (Academic and modern) and copy from miniature paintings.
c. Study of various types of clay.
d. Creative expressions through any material.
Sessional Assignments
1. Landscape from memory: simple composition with common flowers, mountains, birds, animals and
human figures in action in any medium – 1 full sheet.
2. Decoration and design: pictorial composition in water colour/ Acrylic colour / Oil colour.
3. Still life drawing and painting of group of two or three simple objects in any medium.
4. Collage Making.
5. Presentation of art work.
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
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
124
BOOKS RECOMMENDED:
 Abbate F.(1972), Indian Art, London: Octopus Books.
 Arya Jai, Kala ka Adhyapam. Agra: Luxmi Narayan Aggarwal.
 Bird wood, G.C.M. (1988), Art of India. Delhi: Rupa & Co.
 Bharti Chetna, Teaching of Fine Arts. Ludhiana: Kalyani Publisher.
 Brown, Percy (1953). Indian Painting, Calcutta.
 Chawla, S.S. (1986). Teaching of Art. Patiala: Publication Bureau, Punjabi University.
 Harriet, Goldstein (1964). Art in Everyday Life. Calcutta: Oxford and IBH Publishing Company.
 Jaswani, K.K., Teaching and Appreciation of Art in Schools.
 Lowenfeld Viktor . Creative and Mental Growth
 .Margaret, Marie Deneck (1976). Indian Art. London: The Himalata Publication.
 Sharma, L.C., History of Art, Goel Publishing House, Meerut.
 Read, Herbrt. Education through art [paperback].
 Shelar, Sanjay. Still Life. Jyotsna Prakashan.
125
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017 & 2018)
Methodology of teaching subject-II
Course no. 302 Title: Teaching of Computer Education 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 understand the resources for teaching Computer Science
 study and understand the skills in teaching of the computer skills to the students teachers for
programming and Networking.
 study and understand the skill in organizing extended curricular activities in Computer Science
 study and understand the skill in preparing special programs for gifted and slow learners develop
the skill in critical analysis of the text books and question papers of secondary school Computer
Science
UNIT I
Elements of Computer Working /Programming
Algorithm, flowchart, elements of ‘C’ programming with simple illustrations.;Elements of database and its
applications, Introduction to cloud computing,Network of Computers: Network, Types of network,
Categories of network. Working Principle – Types – LAN – Wi-Fi – Uses; E-mail – Meaning & its
working. The Project Method and the Demonstration method- the elements, the merits and the demerits.
Use of the methods for teaching the Elements of the Computer working .
Unit II
Resources for teaching Computer Science:
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Text Books – Qualities of good computer science text book Use of text book role of text book in teaching
computer science Criteria for evaluation of computer science text book. Computer Science Library –
Meaning, organization and importance. Computer Science Lab – Need for planning the computer
laboratory special features of computer laboratory . Essential infrastructure – laboratory management &
maintenance of records.
.
Unit III
Use of Different Activities in & Out of Lab:
Computer Science Club-Meaning, Objectives, Organization, activities & importance; Computer Science
Quiz, Computer Science Exhibition, Science Fair, Computer Visit- Meaning, Objectives-Organization &
Importance; Quality Improvement: Programs for Quality improvement in teaching Computer Science; Role
of Seminars, Workshops and Projects in Quality Improvement;Professional Competencies of Computer
Science Teacher. Netiquettes
Unit IV
Evaluation Techniques in Computer Science
Concept of unit test, construction of unit test, weight ages to the components of unit test,designing threedimensional
chart/blue print,construction of items, format of unit testQuestion paper,’ IOTAQB – meaning,
development and importance; E-evaluation – meaning and procedure.
Sessional work
Preparation of branched program material consisting of twenty frames in Computer Science; Preparation of
mathetics program material consisting of twenty frames in Computer Science;Multimedia presentation
(Minimum of 20 slides); Preparation of a Lesson using computer Assisted Instruction (CAI).
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 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
127
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.
 Saxena, Sanjay A first course in computers – Vikas Books.
128
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 Title: Teaching of Health & Physical Education
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil- teachers to:
 Under stand various aspects of evalutation in health & physical education:
 Develop understanding of Personal Hygiene.
 Learn and understand the different methods of teaching Health and Physical Education
 Be acquainted with the organization of activities in Physical education.
UNIT-I
TEST, MEASUREMENT & EVALUATION IN PHYSICAL EDUCATION:
Test Measurement and Evaluation its meaning, importance & principles in Physical education. Purpose of
evaluation, continuous and Comprehensive evaluation different types of test and Measurement techniques,
used for evaluation in Physical Education.
UNIT-II
HEALTH EDUCATION & PERSONAL HYGIENE :
Health Education, Definition, objective importance & Scope in Health Education, Principles of Health
Education, Meaning of Personal Hygiene, Cleanliness in Physical Education.
UNIT-III
TECHNIQUE OF TEACHING IN HEALTH & PHYSICAL EDUCATION:
Traditional sports & Games practiced in the region. Use of Audio-visual Aids-Coaching of Sports activities
in schools. Health full school environment. Role & Responsibility of teacher in school Health Programme.
129
UNIT-IV
ORGANIZATION AND ADMINISTRATION:
Planning & organization of Physical Education activities, Play Fields, courts, equipment. Gymnasium &
Swimming Pool. Planning Sports competitions in Schools, Intramurals and Extramural, Qualities of a good
organizer and Administrator in Physical Education for congenial Environment.
Sessional work
Report on Planning of sports competition in school/ college with photographs
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 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
References:
 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.
.
130
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
Methodology of teaching subject-II
Course no. 302 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 Understand the different teaching aids in the Teaching of Mathematics
 study and Understand the different techniques for the evaluation of the students of Mathematics
 study and Evaluate the Student’s Performance in Mathematics through the use of the scientific
tools.
UNIT I
Mathematics and Teaching Aids
Text book, Teacher Hand book, Assignment Book, Mathematics Magazine, Mathematics Laboratory,
Audio-visual Aids, etc. Use of Computer in Mathematics Teaching as CAL and CAI, Preparation of Power
Point Presentations for mathematics teaching. Evaluation of Text books of Mathematics prescribed by the
J&K and CBSE Boards on the parameters of the Content and the level of Explanation for the specific
class. The statistics- central tendancy ( Mean Median & Mode ;Bar Graph and Histogram, frequency
polygon).The Use of Computer is to be made in tabulating the data and calculation through the spreadsheet
on Computer.
UNIT II
Evaluation / Assessment Techniques
Diagnosis of Learning Difficulties and Remedial Measures; Backwardness in Mathematics- Enrichment
Programmes for the Gifted; Different Types of Tests used for evaluation for the different groups in
Mathematics; Concept & use Continuous & Comprehensive Evaluation (CCE) in Mathematics,
Construction of Objective Based Test Items in Mathematics on a particular topic studied and taught ( sem
I& II) is to be used for preparing the Objective Type and Essay type test on the real basis.
131
UNIT III
Construction and use of diagnostic test in mathematics – steps; preparation of diagnostic chart(error
analysis table), identification of difficulties and remedial teaching Portfolio assessment and performance
assessment in mathematics
Prepare an Achievement test of Mathematics with Blue print for different topic of Mathematics for any
grade.
Prepare any one self-made teaching aid for teaching of Mathematics in secondary school.( for teaching
Geometry and the Arithmatics on the innovative basis of the above said topics on 2D,3D Model,
GeoBoard )
Prepare a collection of problems in your Mathematics club and published it in as a part of Mathematics
Magazine which is to be developed on the Semester Basis.
UNIT IV
Lesson planning:
Meaning and importance of lesson plans at macro level, meaning and purpose of unit and monthly
plans.Steps for preparing lesson plans for teaching mathematics using Herbartian and RCEM approaches .
The topics of Triangle, Criteria for Similarity ( theorem of BPT) and Theorem of Pythagoras .Advantages
and limitations of these approaches.HCF, LCM
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 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
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BOOKS RECOMMENDED:
 Aiyanyas , N. Kuppuswami, (1982). The Teaching of Mathematics in New Education, Delhi;
 Universal Book and Stationary Co.
 Butler , C. H. and Wren, F. L., (1951). Teaching of Secondary School Mathematics: New
 York; Mac Grow Hill
 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.
 Aggarwal, S.M. (1999)Teaching of Modern Mathematics, Dhanpat Rai and Sons, New Delhi
BACHELOR OF EDUCATION ( B.Ed)
Semester –III
(For the examination to held in the year 2016, 2017& 2018)
133
Course no. 303 Title: Environment Education & Disaster Management
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
OBJECTIVES:
To enable the pupil- teachers to:
 understand the need of environmental Education.
 develop a sense of Awareness about the environmental pollution and possible hazards and its
causes and remedies.
 know various ways and means top create healthy environment.
 acquire knowledge about disaster management.
Unit-I
1. Meaning, need and scope of environmental education.
2. Objectives of environmental education at primary and secondary level.
3. Types of pollution –sources, effects and control of pollutions
4. Evolution and Development of environmental education.
Unit-II
1. Environmental Hazards –causes , effects and its remedies.
2. Acid rains ozone depletion, impact if deforestation and global warning.
3. Population and Ecosystem concepts of ecosystem, components of ecosystem- Abotic and Biotic
Unit-III
1. Biodiversity, conservation of Genetic diversity.
2. Learning to live in harmony with nature.
3. Miscellaneous Environmental issues:
a) Forest and conservations,
b) Wild life and its conservation
Unit-IV
Disaster Management : Disaster- Natural and man made: strategies to tackle disaster: Timed and
untimed disasters: Role of teachers in the disaster management : the schools and community
participation.
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Disaster Management and its outcome on education:
Students and their fallout of disaster on education : how to rebuild the educational program and
role of management in overcoming the disaster to the system of education – role of students and
teachers collaborations, the community supports.
Sessional work
 Work on a project related to any issue of environmental preservation and protection.
 Prepare a scrap file on environmental issues.
 Celebration of various days in relation with environment.
 Tree plantation drive
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 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.(2007): Education for values ,environment and human rights, Shipra publications,
Delhi.
 Dani,H.M.(1996): Environmental Education. Publication Bureau,PunjabUniversity,Chandigarh.
135
 Kohli,V.K. and Kohli,V(2000): Environmental Pollution and Management. Vivek Publishers,
Ambala.
 .Nanda,V.K.(1997): Environmental Education, Anmol Publications ,NewDelhi.
 Reddy,K.P. and Reddy,D.N.(2002): Environmental Education. Neelkamal Publications Pvt. Ltd,
Hyderabad..
 Sharma,R.C. Environmental Education, Metropolitan Book Pvt. Ltd.
 Sungosh,S.M.(2006): An introduction to Environmental Education ,Akashi Book Depot , Shillong .
 Trivedi,R.N. (1990): Dimensions of safe environment , Anmol Publications, NewDelhi.