B.Ed Regulation& Syllabus First & Second Year 2016-2017 PDF

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY

(Established under Tamil Nadu Act 33 of 2008)
Chennai - 600 097
Regulations and Syllabus

for the Two- year B.Ed Degree Programme
From the Academic Year 2016 – 2017 onwards
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TAMILNADU TEACHERS EDUCATION UNIVERSITY
DEGREE OF BACHELOR OF EDUCATION (B.Ed)
(FOR THE TWO YEAR PROGRAMME IN COLLEGES OF EDUCATION
- FULL - TIME AND REGULAR PRE-SERVICE TEACHER EDUCATION)
REGULATIONS
(With effect from the academic year 2016-2017)
1. ELIGIBILITY FOR ADMISSION TO THE B.Ed PROGRAMME
A candidate shall be eligible for admission to the B.Ed programme (in Government
/Government Aided/Self-Financing Colleges of Education) leading to the Degree of
Bachelor of Education (B.Ed) provided:
(i) The candidates should have undergone 10+2+3(15) or 11+1+3(15) pattern of

study and passed the qualifying examination conducted by the respective State
Board or CBSE or any other recognized Board of Education / Examination and
UG Degree Examination of the UGC recognized Universities in any one of the
school subjects offered by the Directorate of School Education at the Secondary
/ Higher Secondary Education level.
(ii) Candidates, who have passed the UG or PG Degree under Open University
System without qualifying in 11 years SSLC Examination and one year of Pre-
University Course (P.U.C) examination or 10+2 pattern of School Education
Examination are not eligible for admission, even if they subsequently qualify in
one year SSLC and one year PUC or 10+2 pattern of School Education
Examination.
(iii) Candidates, who have studied more than one main subject in Part III/Part IV
(under Double / Triple Major System) of UG Degree course should have to
choose only one of the main subjects and should have applied for that optional
only. In such cases, marks obtained by the candidates in two / three major
subjects shall be taken in to account to arrive at the percentage of marks as
stipulated in item (ix) herein.
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(iv) Candidates, who have passed any degree under Additional Degree Programme
with less than three years duration, are not eligible for admission.
(v) Candidates, who have passed under four year Dual Degree Programme with two
major subjects under Part III are not eligible for admission.
(vi) Candidates, who have qualified the P.G. Degree in the subjects in Home
Science, Economics, Commerce, Political Science, Sociology, Psychology,
Logic, Indian Culture, and Philosophy with not less that 50% of marks are
eligible for admission, subject to the condition that the major subject in the UG
and PG Degrees shall be one and the same.
(vii) Candidates, who have qualified the PG Degree (5 year integrated course) under
10 + 2 + 5 or 11+1+5 pattern of study, shall be considered for admission. In such
cases, the marks obtained by the candidates in the first three years (in major and
ancillary or allied subjects alone) of the course alone shall be taken in to account
for admission to B.Ed. Degree programme for the subjects in Tamil/Urdu (Urdu
in Self-Financing Colleges only), English, Mathematics, Physical Science
(Physics), Physical Science (Chemistry), Biological Science (Botany),
Biological Science (Zoology), History, Geography, and Computer Science. The
marks obtained by the candidates in the last two years (4th & 5th year) alone shall
be taken into account for admission to B.Ed. Degree programme for subjects in
Home Science, Economics, Commerce, Political Science, Sociology,
Psychology, Logic, Indian Culture, and Philosophy.
(viii) Equivalent Subjects
a) Candidates who have done their UG Degree in Applied Mathematics can apply
for Mathematics.
b) Candidates, who have done their UG Degree in Applied Physics, Geo-Physics,

Bio-Physics and Electronics, can apply for Physical Science.
c) Candidates, who have done their UG Degree in Applied Chemistry, can apply
for Physical Science.
d) Candidates, who have done their UG Degree in Bio-Technology, Plant-Biology,

and Plant Bio-Technology, can apply for Biological Science.
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e) Candidates, who have done their UG Degree in Environmental Science and
Micro-Biology, can apply for Biological Science.
f) Candidates, who have done their UG Degree in Applied Geography, can apply
for Geography.
g) Candidates, who have done their UG Degree in Computer Science, Information

Technology and Computer Application, can apply for Computer Science.
h) Post Graduate candidates in Economics, Commerce, Home Science, Political

Science, Sociology, Psychology, Philosophy, Logic, and Indian Culture with
not less than 50% (irrespective of their UG Marks) of marks in PG Degree or in
the interdisciplinary subject, which are being declared equivalent by the
respective University can apply.
i) Candidates, who have done their PG Degree in Nutrition and Dietetics are
eligible to apply for Home Science.
j) Candidates, who have done their UG Degree in the school subjects, are eligible
for admission to B.Ed. However, those who have done the UG in the subjects for
which equivalence is not covered under the G.O.(1D)No.257, Higher Education
(G1) Department, Dated 19.07.2016, shall have to obtain an equivalence
certificate for the respective subjects from the University concerned to consider
their admission to B.Ed. Degree programme.
k) Candidates, who have done their UG level without language Tamil or other
Indian Languages under Part-I and are awarded degree with English and Main
subjects concerned will be considered for admission to B.Ed. subject to the
condition that they have to qualify in Tamil Language Test conducted by the
TNPSC for the purpose of employment.
l) Candidates, who have done their Bachelor’s Degree in Engineering or
Technology with specialization in Science and Mathematics or any other
qualification equivalent thereto, are eligible for admission to B.Ed. Degree
programme. (Physical Science, Biological Science, Mathematics and Computer
Science).
(ix) Candidates, with the following marks in the UG Degree are eligible for
admission to B.Ed. Degree programme with the subjects in Tamil/Urdu (Urdu in
Self-Financing Colleges only), English, Mathematics, Physical Science
(Physics), Physical Science (Chemistry), Biological Science (Botany),
Biological Science (Zoology), History, Geography, and Computer Science. The
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marks obtained in UG Degree alone shall be taken to arrive the eligibility even if
they possess PG Degree in the same subject. For the subject in Home Science,
Economics, Commerce, Political Science, Sociology, Psychology, Logic, Indian
Culture, and Philosophy, PG Degree with not less than 50% marks is mandatory
and the subjects in UG and PG shall be one and the same.
Community/Category Minimum Marks
OC 50%
BC/ BCM 45%
MBC / DNC 43%
SC /SCA/ ST 40%
a) Marks obtained by the candidates in the UG Degree Course Part-III / IV Major and
Allied including Practical [Tamil/Urdu (Urdu in Self-Financing Colleges only),
English, Mathematics, Physical Science (Physics), Physical Science (Chemistry),
Biological Science (Botany), Biological Science (Zoology), History, Geography, and
Computer Science] alone shall be taken in to account to arrive at the percentage of
marks mentioned above. Marks obtained under Part-V subjects shall not be taken into
account to arrive at the percentage of marks. If the candidates possess PG Degree in
these subjects, weightage of marks for the highest qualification in the relevant subject
will be given as follows and added to the base marks for Ranking. However minimum
marks mentioned in the ‘item (ix)’ is mandatory for the subjects in Tamil/Urdu (Urdu in
Self-Financing Colleges only), English, Mathematics, Physical Science (Physics),
Physical Science (Chemistry), Biological Science (Botany), Biological Science
(Zoology), History, Geography, and Computer Science and not less than 50% of marks
for the subjects in Home Science, Economics, Commerce, Political Science, Sociology,
Psychology, Logic, Indian Culture, and Philosophy.
Highest Qualification Weightage of marks

a) Candidates with PG (Except the subjects Home
Science, Economics, Commerce, Political Science,
Sociology, Psychology, Logic, Indian Culture, and 4 (four) marks
Philosophy, since PG Degree is the requisite
qualification for admission to B.Ed. Degree.)
b) Candidates with M.Phil. 5 (five) marks
c) Candidates with Ph.D. 6 (six) marks
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b) Marks obtained by the candidates in the PG Degree [Home Science, Economics,
Commerce, Political Science, Sociology, Psychology, Logic, Indian Culture, and
Philosophy] shall be considered eligible for admission, but weightage marks will not be
given as mentioned in ‘item (ix) (a)’.
c) To arrive at above percentage of marks, the marks obtained by the candidates in Major
/ Anciallary / Allied subjects (Part III & IV) including practical alone shall be taken in
to account.
d) For the students who have done their Bachelor’s Degree in Engineering or Technology,
the marks obtained in their Degree shall be taken into account.
e) Rounding of the marks to the next higher integer shall not be permitted.
f) The candidates who are qualified in UG Degree under Open University System after
passing 10th Standard and +2 Examinations shall alone be considered for admission to
B.Ed. Degree programme.
g) The candidates who are qualified in UG Degree under Open University System without
passing 10th Standard and +2 Examination and subsequently passing 10th and +2
examinations are not eligible for admission to B.Ed. Degree programme.
(x) Candidates, who have passed PG Degree in Economics, Commerce, Home Science,
Political Science, Sociology, Psychology, Philosophy, Logic, and Indian Culture
without undergoing 10+2+3 or 11+1+3 pattern of education, are eligible for admission.
(xi) In the case of Differently-Abled (Physically and Visually Challenged) candidates, a

minimum pass in the requisite qualification is enough.
However, the basis of selection shall be in accordance with the Regulations of the
University / Government of Tamil Nadu Guidelines for Admission to B.Ed Degree
programme in force from time to time.
2. DURATION OF THE B.Ed PROGRAMME

The B.Ed. programme shall be for duration of two academic years consisting of 200
working days (36 hours in a week- 5 or 6 days in a week) each year, excluding the period of
examination and admission.
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3. PROGRAMME CONTENT
The B.Ed programme will consist of Theory courses in ‘Perspectives in Education’, and
‘Curriculum and Pedagogic Studies’ along with ‘Engagement with the Field’ as practical
component.
COURSES IN PERSPECTIVES IN EDUCATION
Course 1: Childhood and Growing up

Course 2: Contemporary India and Education
Course 3: Learning and Teaching
Course 6: Gender, School and Society (1/2 Course)
Course 8: Knowledge and Curriculum
Course 10: Creating an Inclusive School (1/2 Course)
COURSES IN CURRICULUM AND PEDAGOGIC STUDIES
Course 4: Language across the Curriculum (1/2 Course)

Course 5: Understanding Disciplines and Subjects (1/2 Course)
Course 7 (a&b): Pedagogy of a School Subject (1/2 Courses)
Course 9: Assessment for Learning
Course 11: Optional Course (1/2 Course)
ENGAGEMENT WITH THE FIELD - THE SELF, THE CHILD, COMMUNITY AND
SCHOOL
This curricular area would have three components:
1. Tasks and Assignments that run through all the courses as indicated in the year
wise distribution of the syllabus.
2. School Internship.
3. Courses on Enhancing Professional Capacities (EPC):
i) Course EPC 1: Reading and Reflecting on Texts (1/2 Course)
ii) Course EPC 2: Drama and Art in Education (1/2 Course)
iii) Course EPC 3: Critical Understanding of ICT (1/2 Course)
iv) Course EPC 4: Understanding the Self (1/2 Course)
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ANNUAL DISTRIBUTION OF THE COURSES AND DISTRIBUTION OF MARKS
Theory Courses for First Year

Marks
Marks for
Serial No. Course Name for Total
T&A
Theory
Course 1 Childhood and Growing Up 70 30 100
Course 2 Contemporary India and Education 70 30 100
Course 3 Learning and Teaching 70 30 100
Course 4 Language across the Curriculum 35 15 50
Course 5 Understanding Disciplines and Subjects 35 15 50
Course 6 Gender, School and Society 35 15 50
Course 7(a) Pedagogy of a School subject – Part – I 35 15 50
(Methodology)
Sub - Total 350 150 500
Engagement with the Field for First Year

[Courses on Enhancing Professional Capacities (EPC)]
Course EPC 1 Reading and Reflecting on Texts 50 Marks
Course EPC 2 Drama and Art in Education 50 Marks
Course EPC 3 Critical Understanding of ICT 50 Marks
Sub - Total 150 Marks
Grand Total (500+150) 650 Marks
Note: T & A refers to ‘Tasks and Assignments’ which are evaluated by continuous
internal assessment.
[The courses on ‘Enhancing Professional Capacities’ (EPC 1, EPC 2 & EPC 3)

are evaluated by continuous internal assessment.]
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Theory Courses for Second Year
Marks
Marks for
Serial No. Course Name for Total
T&A
Theory
Course Pedagogy of a School Subject – Part II 35 15 50
7(b) (Content Mastery)
Course 8 Knowledge and Curriculum 70 30 100
Course 9 Assessment for Learning 70 30 100
Course 10 Creating an Inclusive School 35 15 50
Course 11 Optional Courses: (Any one ) 35 15 50
1.Yoga, Health and Physical Education
2. Environmental Education
3. Values and Peace Education
Engagement with the Field (EPC) for Second Year
Courses on Enhancing Professional Capacities (EPC)
Course
Understanding the Self 50 Marks
EPC 4
School Internship 250 Marks
Total Marks 650 Marks
Note: T& A refers to Tasks and Assignments which are evaluated by continuous
internal assessment.
[The course on ‘Enhancing Professional Capacities’ (EPC 4) is evaluated by

continuous internal assessment.]
DISTRIBUTION OF MARKS FOR TASKS AND ASSISGNMENTS FOR EACH COURSE
S.No. Type of Course Marks

1. Full course 2 x 15 = 30
2. Half a course 2 x 7.50 =15
Note: Students have to undertake Tasks and Assignments in each course given in the
syllabus.
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MEDIUM OF INSTRUCTION
The candidates admitted into the B.Ed degree course in the Colleges of Education
affiliated to Tamil Nadu Teachers Education University should select the medium of
instruction either as English or as Tamil (as per the availability of medium of instruction in the
colleges of education). After the last date of admission, Principals of the Colleges of Education
should submit the name list along with the medium of instruction chosen by each candidate to
Tamil Nadu Teachers Education University.
In case, if the admitted candidates prefer to change their medium of instruction at later
stage of the course it should be permitted only after obtaining necessary written permission
from the Tamil Nadu Teachers Education University, prior to the publication of Nominal Roll.
Medium of instruction chosen by the candidate to pursue the B.Ed. degree course will be
indicated in the B.Ed. degree course transfer certificate alone. Classroom instruction shall be
carried out separately for different medium of instruction.
ATTENDANCE
Each candidate whose admission is approved by Tamil Nadu Teachers Education

University should gain 85% (i.e., 170 days) of attendance, failing which they will not be
permitted to appear for the B.Ed. degree examination. However, as per the decision of the
Syndicate of Tamil Nadu Teachers Education University in its meeting held on 10.08.2010
candidates who are able to gain attendance only upto 75% on medical ground, will be
permitted to appear for the examination after getting condonation of attendance, adhering to
the norms of Tamil Nadu Teachers Education University.
EXAMINATIONS
Each candidate whose admission is approved by Tamil Nadu Teachers Education

University should apply for the written examination and practical examinations in the first
appearance itself. Candidates who have failed to satisfy the minimum attendance norms of
Tamil Nadu Teachers Education University will not be permitted to appear for the written
examination. Such candidates appearance in the practical examination will stand cancelled
automatically.
WRITTEN EXAMINATIONS
The first year written examinations will be conducted for six and a half theory courses by
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the University after the completion of 200 working days in the first year.
Each theory course question paper will be designed for 3 hours for full course and
1 ½ hours for half a course. The questions and allotment of marks are as described below:
Maximum
Total
Type of Course Type of Questions Marks word / page limits for
Marks
each question
Essay Questions 600 words/ 5 pages for each
Full Course 7 x 10 70
( 7 out of 10 ) Question
Essay Questions 300 words/ 3 pages for each
Half a Course 5x7 35
( 5 out of 7 ) Question
PASSING MINIMUM FOR WRITTEN EXAMINATION

Each candidate who appears for the written examination in the first attempt shall be
declared to have passed the Written Examination only if he or she secures not less than 50% in
aggregate in each course with a minimum of 45% in the external examination in each full
course and half a course. All other candidates shall be deemed to have failed in the Written
Examination. A candidate who fails in one or more courses in the Written Examination shall
be permitted to appear again only for those courses in which he/she failed.
REVALUATION / RETOTALLING / XEROX COPY OF ANSWER SCRIPTS
Candidates can apply for revaluation / retotalling / xerox copy of answer scripts to the
Tamil Nadu Teachers Education University within 10 days after the publication of results by
paying necessary fees prescribed by the University.
REAPPEARANCE FOR WRITTEN EXAMINATION

Each unsuccessful candidate shall be permitted to reappear for the written examinations
within the next three consecutive academic years.
PRACTICAL EXAMINATION
Tamil Nadu Teachers Education University will conduct practical examination after the
successful completion of 16 weeks of school internship in the second year. Practical
examination shall be normally conducted three months prior to the commencement of written
examination. A panel consisting of two external members (one Convener, one member)
appointed by the University will examine the teaching competency of each candidate as
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mentioned in Part –A below and also his/ her practical works, records and instructional
materials as mentioned in Part –B below.
PART- A
Activity No. Assessment of Teaching Competency Marks
1. Teaching Competency Level I 50
2. Teaching Competency Level II 50
Total 100
PART- B
Activity No. Assessment of Teaching Competency Marks
1. Observation Record Level I 5
2. Demonstration Record Level I 5

3. Lesson Plan Record Level I ( 30 lesson Plans) 20
4. Instructional Materials Record Level I 10
5. Test and Measurement Record Level I 10

6. Observation Record Level II 5
7. Demonstration Record Level II 5
8. Lesson Plan Record Level II (30 lesson Plans) 20

9. Instructional Materials Record Level II 10
10. Test and Measurement Record Level II 10
11. Teaching Skills (Mini-teaching) Practice Record 10

12. Visit to Innovative schools and Healthy Practices 5
13. Students Portfolios / CCE Record 10
14. Reflective Journal - Diary 5

15. Environmental Education Record 10
16. Community based Engagement/ Skill Development Record 10

Total 150
Grand Total (100 + 150) 250
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PRACTICAL COMPONENTS IN THE FIRST YEAR 4-WEEK INTERNSHIP
1. Lesson Plan Writing and Achievement Test Construction - 2 weeks
2. Teaching Skills Practice (Mini-teaching) - 1 week
3. Visit to Innovative Schools - 1 week

--------
4 weeks
--------
PRACTICAL COMPONENT IN THE SECOND YEAR 16-WEEK INTERNSHIP
1. Observation of Regular Class Teacher in Regular

Classroom - 1 week
2. Intensive Teaching Practice (Teaching 30 lessons,

lesson plan preparation, preparation of teaching-learning
materials, conducting test & measurement, knowing the
self / psychological tests, conduct of school assembly,
organization of PTA meeting, conducting case study). - 15 weeks
--------
16 weeks
--------
PASSING MINIMUM FOR PRACTICAL EXAMINATION
Each candidate should apply for the practical examination in the first appearance.
Candidates who have secured not less than 50% in each of the practical activities for which
weightage is given shall be deemed to have passed in the practical examination. Others will be
treated as unsuccessful candidates in the practical examination.
All the records related to the practical components should be made available to the duly
appointed Practical Examination Board at the time of Practical Examination in the second year
and their decision on the marks to be awarded shall be final.
REAPPEARANCE FOR PRACTICAL EXAMINATION
Each unsuccessful candidate shall be permitted to reappear for the practical

examinations within the next three consecutive academic years in the main examinations only.
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CLASSIFICATION OF SUCCESSFUL CANDIDATES
A candidate shall be awarded the B.Ed. degree if he/she has passed both theory
examination and the practical components.
Successful candidates shall be classified as specified hereunder by taking into account of the
marks secured in Theory and Practical Examination separately.
CLASSIFICATION FOR WRITTEN EXAMINATION
Percentage of Marks Classification
50 to 59 Second Class
60 to 74 First Class
75 and Above Distinction
CLASSIFICATION FOR PRACTICAL EXAMINATION
Percentage of marks Classification

50 to 59 Second class
60 to 74 First class
75 and Above Distinction
14
s

Chennai - 600 097
B.Ed (2016-2017) First Year Syllabus

Tamil Nadu Teachers Education University
COURSE 1: CHILDHOOD AND GROWING UP
Course objectives:
At the end of the course, the student-teachers will be able to:
1. understand the growth, stages and dimensions of child development

2. compare various theories and its contributions to child development
3. analyse the gender stereotyping and issues, concerns of marginalized
children
4. understand the adolescent behaviours
5. identify the various socializing agencies and their role on child
development
6. comprehend the role of play and media on child development
7. examine the impact of urbanization and economic change on child
development.
Unit I Growth and development of childhood
Meaning and concepts of growth and development-Principles of growth

and development- Difference between growth and development- Impact
of nature and nurture on child development.
(Suggested instructional approaches and methods :
i) Talk by teachers/experts on the principles of growth and

development.
ii) A debate on the influence of nature and nurture on

individual development.)
Unit II Stages and dimensions of development
Stages: infancy, early childhood and adolescence and their dimensions of

development : physical, cognitive, moral , emotional and social.
(Suggested instructional approaches and methods:
i) Talk by the teacher/psychologist on the various stages
TNTEU: B.Ed (2016-2017) First Year Syllabus

of child development.
ii) Invited talk by experts on dimensions of child

development.)
Unit III Theories of child development
Psycho-social stages (Erikson), Cognitive development (Piaget), Moral

development ( Kohlberg), Socio-cultural approach to cognitive development
( Vygotsky), Ecological systems theory( Bronfenbrenner).
i) Teacher talk on child development theories.
ii) Student seminar on various theories of child

development.)
Unit IV Socializing agencies of child development
Agencies of socialization: Family, school, peer, and community

i) Presentation of report based on field study/ case study on
child rearing practices.
ii) Seminar on family, school and peer influence on

socializing process.)
Unit V Gender stereotypes and gender roles
Gender stereotypes in early child, middle childhood and adolescence -

Influences of gender stereotyping: biological, cultural and environmental -
Gender identity in middle childhood and in adolescence - Gender schema theory
- strategies for development non-gender – stereotyped children.
i) invited lecture by a Feminist on gender stereotypes.
ii) seminar on strategies for development of non-gender-

stereotyped children.)

Unit VI Marginalized children: issues and concerns
Meaning and concept of marginalized children – Children living in urban

slum; deprived; socially deprived girls (Dalit and Tribal girls); abused child;
children growing up in poverty, street children, HIV affected children and
children working in unorganized sectors – child labour - Measures to promote
the status of marginalized children.

i) Presentation of report of the problems of marginalized children
based on field study.
ii) Seminar on the problems of marginalized children and the

measures to be taken .)
Unit VII Understanding adolescence
Meaning of adolescence – study of adolescent behavior in their natural

settings – at play or in school settings – using observation, interview schedules,
case study method and interacting with them – understanding of the physical,
social and moral behaviours of children and adolescents

i) Teacher talk/ Group discussion on the influences of play
on child and adolescent development.
ii) Presentation of report of the adolescent behavior using

observation and other techniques.)
Unit VIII Play and child development
Meaning and characteristics of play - kinds of play and their role in child
development – play activities of childhood – factors influencing children’s play –
contribution of play to children’s physical, social, emotional and cognitive
development
i) Teacher talk / Group discussion on kinds of play and child

development.
ii) Invited lecture by an expert or psychologist on various

aspects of children’s development.)
Unit IX Media and child development
Impact of media on early childhood experiences and development –

impact of mass media and social media on adolescent development – Influence
of media violence on children’s and adolescent’s behaviour - effects of media on
racial and gender stereotyping – regulating healthy media use

i) Make a short film on the impact of mass media on
children/ adolescents.
ii) Group discussion on media violence on children).
Unit X Urbanisation and economic change on child development
Impact of urban culture, population density, migration of family, and

environmental effects (air, water, noise) on child development - effects of
liberalization, privatization, and globalization (LPG) on child development with
special reference to India.

i) Invited talk/teacher talk on urbanization and child
development.
ii) Report presentation based on the group discussion

about the impact of liberalization, privatization, and
globalization on child development.)
Tasks and Assignments:
1. Submission of a case study report on an adolescent student in the

practice teaching school.
2. Contact various socializing agencies and submit a detailed report on

their role on child development.
References:
1. Anitha Woolfolk. (2004). Educational psychology. Singapore: Persion

Education.
2. Baron.A. Robert (2000). Pshychology. New Delhi: Prentice-Hall of India.
3. Bert Laura. E. (2014). Child development. New Delhi: PHI Learning.
4. Hurlock, Elizabeth. B. (1980). Development Psychology. New Delhi: McGraw

Hill Education.
5. Hurlock, Elizabeth. B. (1980). Adolescent Development. New Delhi: Tata

McGraw Hill.
6. Hurlock, Elizabeth. B. (2015). Child development. New Delhi: McGraw Hill

Education.
7. Thangasamy, Kokila. (2014). Psychology of learning and human development.

Madurai: MaaNila Publisher.
8. www.simplypschology.org
9. psychlassics.yorkn.ca
10. psychology.wikia.com

COURSE 2: CONTEMPORARY INDIA AND EDUCATION
Course objectives:
1. develop an understanding of the nature of social diversity and the educational

demands of the diverse communities
2. explain the salient features of Indian constitutional values on education
3. analyse the causes for inequality, discrimination and marginalisation in
education
4. develop an understanding of the educational policies and programmes during
the pre-independent and post-independent periods
5. examine the issues of language policy in education
6. develop an understanding on the emerging trends in education.
Unit I Understanding the social diversity

Social diversity: Meaning and definition - Levels of social diversity:
Individual, regional, linguistic, religious, castes and tribes - Education for
understanding the social diversity in India.
(Suggested instructional approaches/methods:
i) Invited talk on the social diversity of Indian society.
ii) Report presentation based on the group discussion on the
role of education to understand the social diversity in
India.)
Unit II Educational demands of individuals and diverse communities

Universalisation of primary education - Programmes to achieve
universalisation of education: SSA, RMSA, RUSA, integrated education
and inclusive education - Challenges in achieving universalisation of
education - Education for collective living and peaceful living: Four pillars
of education as viewed by Delor’s Commission Report.


i) Report presentation based on the group
discussion/student seminar on the efforts taken by the
Government of India and Tamil Nadu to achieve
universalisation of education.
ii) Report presentation based on the group

discussion/student seminar suggesting the curriculum for
collective and peaceful living of people.)
Unit III Indian Constitutional values on education

Preamble of the constitution - Fundamental rights and duties of citizens -
Directive principles of State policy and education - Challenges to fulfill the
constitutional obligations: freedom, justice, equality, fraternity and
education - Right to Education Act.

i) Invited talk/teacher talk on the constitutional
provisions to enjoy freedom, justice, equality in
education.
ii) Invited talk /legal expert(s) talk on the salient features
of Right to Education Act.)
Unit IV Inequality, discrimination and marginalisation in education

Social inequity in society - Causes for inequality, discrimination and
marginalization in education - Types of inequity: caste, class, gender,
regions - Elimination of social inequities through education - Education for
marginalized groups: Dalits, tribals, and women.

i) Report presentation based on the field study
/observation about the difficulties of tribals and dalits in
accessing education.
ii) Report presentation based on the brainstorming session

on the effective use of education for elimination of social

inequities.)
Unit V Policy frameworks on education: Pre-independent India

Salient features of Vedic, Buddhist and Jain system of education –
Development of education during the pre-independent period - Characteristics
of Basic education and its relevance to the present day context.

i) Report presentation based on the group
discussion/student seminar about the relevance of
basic education to the present day context.
discussion/student seminar on the impact of
pre-independent period education on Indian society.)
Unit VI Policy frameworks on education: Post-independent India

Major recommendations of Kothari Commission (1964-1966) - Iswar Bhai Patel
Committee (1977)- Malcom Adiseshiah Committee (1978)- New Education
Policy (1986) - Programme of Action (1992)- Sachar Committee (2005) -
Salient features of National Curriculum Framework (2005)- National
Knowledge Commission (2005).

i) Student seminar/Teacher talk on the major
recommendations of different Education
Committees/Commissions.
discussion/student seminar on the salient fractures of
National Curriculum Framework (2005) and National
Knowledge Commission - 2005.)

Unit VII Educational planning and financing

Five year plans: Educational policy making and budgeting - Funding systems
of education: Public, fees, students’ loans, education cess and external aids.
i) Invited talk/teacher talk on the Indian educational
funding systems and its implications.
ii) Report presentation based on student seminar/
brainstorming session suggesting alternative funding
systems in education.)
Unit VIII Language policy in education

Language policy during the pre-independent and post-independent India -
Language policy as specified in Indian Constitution - Views of great
thinkers on medium of instruction: Views of great thinkers-Tagore, Gandhi,
Vivekananda.

i) Report presentation based on the student seminar on
the advantages and disadvantages of learning through
mother tongue in relation to great education thinkers.
ii) Teacher talk/student seminar on the advantages and

disadvantages of the three language formula.)
Unit IX Midday meal scheme as a socialisation process

Objectives of midday meal scheme – Benefits of midday meal scheme on
education - Midday meal scheme as a socialization process with special
reference to Tamil Nadu.
i) Report presentation based on the field study on the
impact of midday meal scheme in rural area.
ii) Report presentation based on the debate: “Midday
meal scheme is an effective tool for socialisation of
children”.)

Unit X Emerging trends in education

Impact of globalization, liberalization and privatization on education -
Life-long learning and on-line education.
i) Invited talk/teacher talk on the impact of
globalization, liberalization and privatization on
education.
ii) Invited talk/teacher talk on the importance of life-
long learning.)
1. Prepare a report based on the interaction/interview with legal expert(s) for

the effective implementation of constitutional provisions to eliminate
inequality, discrimination and marginalisation in education.
2. Write a detailed report on the five year plans implications of

universalisation of education.
References:
1. Freire, Paulo. (2014). Pedagogy of the oppressed. New Delhi: Bloomsburry
Publishing.
2. Ghosh, S.C. (2007). History of education in India. The University of Michigan:

Rawat Publications.
3. Government of India.(2007). National Knowledge Commission Report. New Delhi.
4. Kumar, K. (2014). Politics of education in colonial India. New Delhi: Routledge.
5. Naik, J.P., Andrew, Vereker., & Nurullah, S. (2000). A student’s history of

education in India (1800-1973).UK: Macmillan.
6. National Council for Educational Research and Training. (2005). National

curriculum framework. New Delhi: NCERT.

7. Sedwal, M. & Kamat, S. (2008). Education and social equity: With a special focus
on scheduled castes and tribes in elementary education. New Delhi: NUEPA.
8. http://mhrd.gov.in/sites/upload_files/mhrd/files/rte.pdf
9. http://shodhganga.inflibnet.ac.in/bitstream/10603/1918/8/08_chapter3.pdf
10. http://shodhganga.inflibnet.ac.in/bitstream/10603/4244/11/11_chapter%202
.pdf

COURSE 3: LEARNING AND TEACHING
Course objectives:

1. develop an understanding of the nature of learning and teaching.
2. develop an understanding of the behavioural theories, cognitive and
humanistic theory.
3. critically evaluate the theory of constructivism.
4. understanding the teaching diverse classroom.
5. identify the need and importance of teacher student relationship
6. discuss the importance of teaching as a profession.
Unit I Nature of learning
Learning: meaning and definition - elements of learning – basic principles

of learning and their implications – rote learning vs. meaningful learning –
principles and techniques of active learning and their implications – self learning.
(Suggested Instructional approaches/ methods:
i) Student seminar on principles of active learning.

ii) Invited talk by experts based on the nature of learning.)
Unit II Nature of Teaching
Teaching: Definition and meaning – Characteristics of good teaching –

Views of great thinkers and philosophers on teaching - Becoming a reflective
teacher and his characteristics - My goals as a teacher.
i) Group discussion on characteristic of a good teacher.

ii) Student seminar on becoming a reflective teacher.)
Unit III Behavioral Theories of Learning
Learning – meaning of learning as defined by behaviourists – classical

conditioning (Pavlov) – Law of effect (Thorndike) – operant conditioning and
TNTEU: B.Ed(2016-2017) First Year Syllabus

shaping (Skinner) – social learning (Bandura) - Basic assumptions of behavioural

theory – strengths and limitations.
i) Invited talk by the experts on the behavioural theories of learning.

ii) Student seminar on basic assumptions of behavioural theory.)
Unit IV Cognitive and humanistic theories of learning
Learning – meaning of learning as defined by cognitive psychologists –

Insight learning (Kohlberg) - Modes of cognitive development (Bruner) – Stages of
intellectual development (Piaget) – Learning styles (Kolb) – Self-actualization
( Maslow) - Theory of a fully functioning person ( Carl Rogers).
i) Student seminar on the cognitive theories of learning.

ii) Invited talk by experts on the humanistic theory of learning.)
Unit V Theory of Constructivism
Constructivism – meaning and definitions - The nature of constructivist

learners the role of teachers, the nature of learning process, collaboration among
learners and pedagogical approaches to constructivism - Gagne’s eight levels of
learning.
i) Presentation of a report based on the group discussion on

constructivism.
ii) Group discussion on Gagne’s eight levels of learning.)
Unit VI Learner- centered teaching
Meaning - characteristics of learner-centered teaching/learner-centered

learning. Need for learner-centered approaches in teaching advantages of
learner-centered teaching vs teacher-centered learning, teaching – Learner -
centered techniques of teaching and their advantages.

i) Student seminar on learner - centered teaching.

ii) A debate on leaner-centered teaching vs teacher-centered learning.)
Unit VII Teaching in Diverse classrooms
Meaning and definitions of diverse classroom-Teaching in a diverse

classroom-preparations of teachers of diverse classroom-Techniques of teaching in
a diverse classroom/Diverse teaching strategies for diverse learners-effective
teaching in a diverse class room-Diversity in the classroom.
i) Talk by the expert on preparation of teachers for diverse classroom.

ii) Student seminar on effective teaching in a diverse classroom.)
Unit VIII Learning in and out of School
Purpose of learning in and out of school: what we know? and what we need
to know? Importance of observation learning out of school- out of school learning:
extending curriculum learning to the local area -approaches to learning outside the
class room- learning for outside the classroom-advantages of learning outside the
classroom.
i) Teacher talk on importance of observation learning.

ii) Discussion on approaches to learning outside the school.)
Unit IX Teacher- Student Relationship
Meaning - Need for maintaining teacher-student relationship -

inter-personal approach in classroom management - strategies for improving

student engagement in learning - Healthy classroom management and academic

achievement.
i) Invited talk by experts on the effective teacher student relationship.

ii) Seminar on healthy classroom management and academic
achievement.
Unit X Teaching as a profession
Nature of teaching - Teaching as a profession - characteristics of effective

and ineffective teaching - why teaching is the most important profession -Attitude
of student-teachers towards teaching profession - Qualities of a professional
teacher - Faculty development programmes - Teaching and Learning for
sustainable future.
i) Teacher talk on qualities of a good teacher.

ii) Student seminar on “teaching as the noblest profession”.)

1. Prepare a report based on the interaction/interview with expert(s) for the
theories of learning and teaching, teaching as a profession.
2. Prepare records that capture a variety of images of learning and teaching.
References:
1. Bandura, A., & Walters, R. H. (1963). Social learning and personality

development. New York: Holt, Rinehart, & Winston.
2. Bruner, J.S. (1971). The process of education revisited. Phi Delta Kappan,
53, 18–21.
3. Gropper, G.L. (1987). A lesson based on a behavioral approach to
instructional design. In C.M. Reigeluth (Ed.), Instructional theories in action
(pp. 45–112).
4. Jayaraman, Chindhai.(2005). School days: In Children’s Perspective. Chennai:

Vinodh publications.
5. Thangasamy,Kokila. (2016). Teach Gently. Chennai : Pavai Pathippagam.
6. Thorndike, E. L. (1905). The elements of psychology. New York: A. G. Seiler.
7. Vygotsky’s (2004) philosophy: Constructivism and its criticisms
examined Liu & Matthews,International Education Journal, 2005, 6(3), 386-399.
8. http://www.businessdictionary.com/definition/conservatism.html
9. https://www.oecd.org/edu/ceri/50300814.pdf
10. http://www.psychologydiscussion.net/learning/learning-meaning-
nature-types-and-theories-of-learning/652

COURSE 4: LANGUAGE ACROSS THE CURRICULUM
Course objectives:

1. understand the language background of the learner,
2. know language diversity in the classroom,
3. understand the nature of communication process in the classroom,
4. understand the nature of reading comprehension in different content
areas,
5. develop multilingual awareness among the learners.
Unit I Language and Society
Language: Meaning, concept and functions - Understanding of Home

language and School Language - Understanding the language
background of the learner - Developing oral and written language in
the classroom - Language and Culture.
i) Organise the students to participate in Discussion on Home Language

Vs. School Language.
ii) Visit a school in your neighbourhood and find out the language
background of students and conduct a seminar highlighting the
language diversity that exists in the classroom.)
Unit II Language diversity in classrooms
First Language and Second Language Acquisition - Using of First and

Second Language in the classroom - Difference between language as a
school subject and means of Communication. - Relationship between
language mastery and subject mastery. - Mastery in first language and
subject - mastery in second language and subject. - Understanding of
multilingualism in classroom.
i) Observe two Language classes of secondary schools (one rural and the
other urban) and record the discipline-based language, teacher

language and student language during interaction-Make a comparative

analysis.
ii) Conduct a seminar on: “Language is the vehicle that carries the
content”.)
Unit III Position of English Language in the Indian Context
Position of English as a second language in India - Communication

process in the classroom - The nature of classroom discourse; oral
language in the classroom; discussion as a tool for learning; the nature
of questioning in the classroom – types of questions and teacher control.
i) Arrange an extempore speech competition regarding importance

and development of language.
ii) Discussion on common errors in pronunciation and its remedial
exercises for students.)
Unit IV Language across Curriculum
Language for specific purpose and subjects – Social Sciences, Science

and Mathematics - Critical review of medium of instruction - Factors
related to poor reading comprehension - Developing skills of reading
comprehension - Theories of Language- Deficit theory and
Discontinuity theory - Educational implications of language -
Understanding the nature of classroom interaction.
i) Participation in two Extempore Presentations, one Debate, one

Paragraph writing and one Application writing.(To be the basis of
Evaluation after exhaustive sessions to improve communication
skills.
ii) Discussion on “Language development in the school is the
responsibility of all the teachers”.)
Unit V Language related issues
Bilingualism - Multilingualism - Challenges of teaching language in

multicultural classroom - Nature of reading comprehension in the

content areas. - Developing writing skills for writing in specific content

areas. - Strategies for developing oral language in the classroom that
promotes learning in the subject areas. - Reading in the content areas –
Social Sciences, Science and Mathematics; nature of expository texts Vs.
narrative texts; transactional Vs. reflexive texts; Schema theory; text
structures; examining content areas textbooks; reading strategies for
note-making, summarizing; making reading-writing connections;
process writing; analyzing children’s writing to understand their
conceptions; writing with a sense of purpose – writing to learn and
understand.
i) Talk to the students and find out the different languages that they
speak. Prepare plan to use multilingualism as a strategy in the English
classroom.
ii) Interact with 5 student-teachers and present a paper on:
• the structure of their language
• pronunciation
• vocabulary.)
Task and Assignments:
1. Based on Eller Deficit Theory: Children’s from lower socio-

economic classes “cannot speak complete sentences, do not know the
names of common objects, cannot form concepts or convey logical
thoughts.”
Step-1: Student teachers have to find the students who are undergoing
this type of problem.
Step-2: According to Eller theory, give a remedial treatment by teaching
correct pronunciation.
Step-3: The pronunciation of the students before training and after
training can be recorded to find the progress of the students.
2. Take a few passages from Science, Social Science and Maths

textbooks of Classes VI-VIII/ IX-X/ XI-XII and analyse on the
following issues and offer your findings and suggestions.

• How are the different registers of language have been

introduced?
• Does the language clearly convey the meaning of the topic being
discussed?
• Is the language learner-friendly?
• Is the language too technical?
References:
1. Agnihotri, R.K. (1995), Multilingualism as a classroom resource.

Heinemann Educational Books.
2. Earl Stevick.W.(1982), Teaching and Learning Languages. Cambridge:
Cambridege University Press.
3. Krashen, S.D.(1981), The study of second language acquisition and second
language learning. Oxford: Oxford University Press.
4. Richards,J.C.(2006), Communicative language teaching today. Cambridge:
Cambridge University Press.
5. Thangasamy, Kokila (2016) Communicative English for College Students.
Chennai: Pavai Publications.
6. Widdowson, H. (1978), Aspects of language teaching. Oxford: Oxford
University Press.
7. Wallace, M.J. (1998). Study skills in English. Cambridge: Cambridge
University Press.
8. Forum for across the curriculum teaching –
http://www.factworld.info/
9. Language for understanding across the curriculum –
www.det.act.gov.au>LUAChandbook
10. Curriculum guide – Language arts language across the curriculum –
www.moe.gov.jm>sites>default>files.

COURSE 5: UNDERSTANDING DISCIPLINES AND SUBJECTS
Course objectives:
1. reflect on the role of disciplines and subjects in school curriculum.

2. acquaint with the development of curriculum with social, political
and intellectual contexts.
3. understand the paradigm shift in selection of content.
4. analyze the advantages of learner centered curriculum.
5. explore the aspects of life oriented curriculum.
Unit I Disciplines and Subjects
Disciplines and subjects- meaning, definition and concepts - Distinction

between school subjects and academic disciplines - Importance of the knowledge of
disciplines and subjects - Need and importance of studying school subjects -
Curriculum content – meaning, definitions and importance - John Dewey’s ideas
on disciplinary knowledge and curriculum - Relationship between school subjects
and academic discipline
(Suggested Instructional Approaches/ Methods:
1. Teacher talk on meaning and concepts of three different school subjects.

2. Small group discussion on differences of any three school subjects.)
Unit II Disciplines and Subjects in Socio-Cultural Perspectives
Emergence and development of knowledge, subject and curriculum in social,

political and intellectual contexts - Changes in social science, natural science and
linguistics - Concepts of knowledge-firm, objective and impersonal-diverse,
dialogical, subjective, fluid and porous frame - Redefinitions of school subject from
socio-cultural perspectives - School subjects and social justice
i) Discussion about the historical and cultural influences in any one of your
school subjects.
ii) Group discussion on the redefinition of school subject from socio-cultural

perspectives.)
Unit III Selection of Content
Selection of subject-matter or content of the curriculum: self-sufficiency,

significance, validity, interest, utility, learn ability and feasibility - Reasons for
inclusion or exclusion of a subject from the school curriculum - Recent
developments in school subject.
i) Student seminar on selection of content.

ii) Seminar on recent developments in school subjects.)
Unit IV Learner Oriented Curriculum
Disadvantages of discipline oriented Curriculum - Advantages of learner

oriented curriculum - Social oriented curriculum for social reconstruction -
Designing learner centered curriculum, syllabus and textbooks
i) Teacher talk on learner oriented curriculum.

ii) Discussion on the social oriented curriculum for social reconstruction.)
Unit V Life-oriented Curriculum
Life-oriented curriculum – Inter-disciplinary curriculum: the growing need

for inter-disciplinary curriculum- Broadfield curriculum- Need for curriculum
integration - Teaching of science and mathematics for national development -
Selection of content- Based on the experiences of children- communities- their
natural curiosities- their subjects.
i) Discussion on life-oriented curriculum.

ii) Student seminar on disciplinary approach to school subjects.)

1. Select a unit from your major subject in the school syllabus of any standard
and analyze the social, political and cultural influences in it.
2. Critically evaluate the relevance of school subject for social justice and social
reconstruction.
References:
1. Carl, Arend E. (2009). Teacher empowerment through curriculum development.

South Africa: Juta and Company.
2. Cullen, Roxanne., Haris, Michael and Hill, Reinhold, R. (2012). The learner-
centered curriculum. San Francisco: Jossey-Boss.
3. Ellis, Arthur K. (2013). Exemplars of Curriculum.New York: Routledge.
4. Hodson. (1987). Science curriculum change in Victorian England: A case

study of the Science common things In I Goodson (Ed). Inter National
perspectives in curriculum history. Croom Helm.
5. Ivor F. Goodson and Colin J. Marsh (1996). Studying school subjects: A guide.
New York: Routledge.
6. Kelly.A.V. (2009) The curriculum: Theory and practice. New Delhi: Sage
Publications.
7. Kridel, Craig. (2010). The encyclopedia of curriculum studies. New Delhi: Sage
Publications.
8. Leask, Betty. (2015). Internationalizing the Curriculum. New York: Routledge.
9. www.students notes.in/b.ed/…/understand/20school/20/subject.pdf.
10. www.pcer.ac.in/wp_content/uploads/2015/12/understanding_disciplines-
and-school-subjects.pdf.

COURSE 6: GENDER, SCHOOL AND SOCIETY

Course objectives:

1. understand the concept of gender roles in society
2. explain the gender identity and socialization process
3. identify gender roles in textbooks and curriculum
4. discuss safety of girls and women at school, home and workplace
5. understand the representation of gender in various mass media.
Unit I Gender roles in society

Gender: Meaning and definition - Difference between gender and sex -
Gender roles in society: family, caste, class, religion, culture, the media
and popular culture, law and the state (film, advertisements, songs, etc)
- Reasons for gender inequalities - Gender-just education outside school
settings.
(Suggested instructional approaches/ methods:
i) Seminar on reasons for gender inequalities.

ii) Discussion the roles of men and women family,
caste, class, religion, culture, the media and popular culture,
law and the state.)
Unit II Gender identity and socialization process

Gender identity and socialization practices in family, school and
organization - Role of school, peers, teachers, curriculum and textbooks
in challenging gender inequalities or reinforcing gender parity - Actual
gender roles and responsibilities assigned in schools and classrooms –
Measurement of gender identity - discrimination of gender in classroom
interactions, rituals and school/ routines - Processes of disciplining
techniques for boys and girls - Analysis of sex-roles stereotype.

i) Presentation of a paper on gender roles based on the visit of
students in a school.
ii) Seminar on the processes of disciplining techniques for boys
and girls after visiting schools/ home.)
TNTEU:B.Ed(2016-2017) First Year Syllabus
Unit III Gender and School Curriculum

Representation of gender roles in school textbooks and curricula - Role
of schools in nurturing or challenging young people as masculine and
feminine selves - Integration of gender roles in school and curriculum -
Gender issues in diverse cultural constraints: Teacher’s role -
Developing positive attitude towards opposite genders in schools -
gender bias in education - Transgender: providing opportunities for
education, employment and life skills - Developing school curriculum
for gender equality.
i) Student seminar on representation of gender roles in textbooks
and curriculam.
ii) Workshop on developing school curriculum for equality and
gender- just society.)
Unit IV Violence on Safety of Girls and Women

Safety of girls and women at school, home and workplace - Sexual
abuse and violence: Role of education in preventing them - Meaning
and concept of body objectification - Combating female body
objectification: Role of teachers and parents.
i) Brainstorming session on safety of girls at school, home and
workplace.
ii) Teacher talk on role of teachers and parents in combating
female body objectification.)
Unit V Mass Media and Gender

Gender roles in mass media – Gender stereotypes in mass media -
gender identity roles - Positive notions of body and self - Gender in
media: magazines, TV shows, cartoons, movies and advertisements -
Gender equality and language use.

i) Student seminar on gender stereotypes in mass media.
ii) Poster show presentation on gender in media.)

1. Prepare a report on different roles of adolescents (boys and girls) in the

context of emerging society.
2. Prepare a report on child abuse/violation of girl’s rights by collecting
data from various media resources.
References:
1. NCERT. (2006). Gender Issues in Education. New Delhi: Publications
Division.
2. Kosut, Mary. (2012). Encyclopedia of gender in media. New Delhi: Sage

Publications.
3. Carole Brugeiles & Sylvie Cromer. (2009). Promoting gender equality

through textbooks. Paris: UNESCO Publications Division.
4. Byerly, C. M. (2011). Global report on the status of women in the news media.
Washington DC: International Women’s Media Foundation.
5. Fredrick Luic Aldama. (2005). Brown on brown: Chicapola representations

of gender, sexuality, and ethnicity. University of Texas Press.
6. Hurlock, Elizabeth.B.(1974) Personality development. New Delhi: McGraw

Hill Education.
7. Jayaraman, Chindai (2016). Understanding the schools. Chennai: Vinodh

Publishers.
8. Kata Rousmaiere, Kari Dehli & Ning De Conink Smith. (2013).

Disciplince, moral regulations and schooling: A social history. New York:
Routledge.
9. Sharma.K.K & Punam Miglani. (2016). Gender, school and society. Patiala:
Twenty first century publications.
10. www. academia. edu.

COURSE 7(a): PEDAGOGY OF A SCHOOL SUBJECT
(PART I - METHODOLOGY)
The major objective of the course is to make the student-teachers to attain

mastery in their own chosen school subject. The course comprises two levels:
Level I and Level II.
Level –I is pertaining to standard VI to VIII and is compulsory for all the

student- teachers. At level-I, the student-teachers should get mastery in their
own chosen and related school subject.
The students of Economics, Commerce, Psychology, Philosophy,

Sociology, Political Science, Logic, and Indian Culture should study the subject -
Social Sciences; students of Computer Science should study the subject -
Mathematics; and students of Home Science should study the subject - Sciences
at Level- I.
Level II is pertaining to standard IX and X for undergraduate students and

standard XI and XII for post-graduate students. They should achieve mastery in
their chosen subjects.
Note:
The content for Level I (std. VI to VIII) and Level II (IX to X or XI to XII)
are as per the syllabus prescribed by the Government of Tamil Nadu.
TNTEU:B.Ed(2016-2017)First Year Syllabus

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COURSE 7(a): PEDAGOGY OF ENGLISH
(Part - I Methodology)
Course objectives:
At the end of the course, the student- teachers will be able to:
1. understand the aims and objectives of teaching English.
2. formulate instructional objectives for a lesson.
3. gain mastery of the teaching skills.
4. apply various methods in teaching English.
5. use various resources in teaching English.
Unit I Aims and objectives of Teaching English

Importance of English Language in India - Rationale for learning English - Four
important aims of teaching English in schools - Objectives of teaching English as a
second language - General principles of language teaching - Psychological principles of
teaching English as a second language - Relationship between culture and language.
i) Teacher talk / Invited talk on the place of English as second language in school
curriculum.
ii) Student seminar on the need, significance and values of teaching English as second
language)
Unit II Planning for Instruction
Steps in planning a lesson: setting lesson goals - Designing unit plans -Designing a
lesson plan - Bloom’s Taxonomy of educational objectives - Formulating instructional
objectives at cognitive, affective and psychomotor levels. Structure of a four-fold
lesson plan - Preparation of a model lesson plan.
Unit III Practicing the Skills in Teaching English
Meaning of teaching – Understanding major teaching skills: Introducing -

Explaining - Paraphrasing - Questioning - Varying the stimulus - Non-verbal cues -
Reinforcement, Closure and Fluency in communication – Practicing a mini-lesson with

multiple-teaching skills (for 20 minutes): Observation and feedback on integration of

teaching skills - Understanding major steps in teaching a mini-lesson: Motivation,
presentation, interaction, reflection and summing up – Practicing a mini-lesson (for 20
minutes): Observation and feedback on mini-teaching. (Note: Teacher -Educators should give
a demonstration of a mini-lesson by integrating major teaching skills (for 20 minutes) and they should
demonstrate a mini-lesson by integrating major teaching steps in teaching.)
Teaching prose : Meaning of prose - Steps in teaching a prose lesson - Teaching

vocabulary: Nature of words - Types of vocabulary: Active and passive - Expansion of
vocabulary - Selection and grading of vocabulary - Strategies to develop vocabulary -
Teaching poetry: Meaning of poetry - Aims of teaching poetry - Effects of teaching
poetry - Steps in teaching poetry - Teaching grammar: Meaning of grammar -
Traditional model of teaching grammar - Grammar-free teaching model - Communicative
competence model - Strategies for learning grammar: Mechanical and communicative
skills - Developing grammar activities - Teaching textbook grammar effectively -
Inductive and Deductive methods of teaching grammar - Testing grammar - Teaching
composition: Meaning of composition - Types of composition: controlled, guided and
free composition.
Teaching and Testing Language Skills
Teaching listening skill: Meaning of listening skill - Types of listening - Goals of

teaching listening -Sub-skills of listening – Three stages of listening – Listening material:
Characteristics of the listening text – Listening activities: Dictation - Following a route -
Listening to a telephone call - Listening to Commentaries - Listening to instructions -
Jigsaw listening - Developing listening skill - Teaching listening skill - Testing listening.
Teaching speaking skill: Purposes of teaching speaking - Developing speaking skill -

Strategies for developing speaking skill - Techniques in teaching speaking: Conversation
class - topic-based discussion class- Task-centred fluency practice – Tasks for developing
speaking skill: individual, pair and group work– Improving oral fluency: parallel
structure in a sentence – dialogues – role play- Dramatization - Play reading – Group
discussion – Storytelling - Narration – Description – Communicative games: Debate –
Interview – Extempore speech – Barriers to effective communication – Communicative
output activity - Testing speaking.

Teaching Reading Skill: Aims of teaching reading – Purposes for reading –Reading as a
process - Types of reading: Reading aloud - Silent reading: skimming – scanning –
Intensive reading – Extensive reading –Strategies for developing reading skill – Methods
of teaching reading to beginners – Criteria for selection of an English reader – Reading
for perception and comprehension - Developing reading activities/tasks - Testing reading.
Teaching Writing Skill: Mechanics of writing – Sub-skills in writing – Importance of

writing - Writing skills: mechanical skills - grammatical skills – judgment skills –
Discourse skills – Characteristics of good hand-writing: distinctiveness, legibility,
simplicity, uniformity, spacing, capitalization – punctuation - speed - Common problems
in writing - Testing writing skills: Remedial teaching and correcting –Grammatical
mistakes – disorder of written expression.
i) Prepare a report on the practising of a mini-lesson with multiple-teaching skills

by observing peers.
ii) Prepare two mini-lessons and practise them in front of peers in the class for Level
I and Level II.)
Unit IV Method of Teaching English
Methods: Grammar-Translation Method - Bilingual Method - Direct Method - The

Audio-Lingual Method - Dr.West’s New Method - Other methods: Silent way -Total
physical response - Dogme language teaching - Pinsleur language learning method -
Michel Thomas method - Computer-Assisted Language Learning (CALL) - Learning by
teaching - Mixed-ability grouping.
Approaches: The Structural-Situational approach - Communicative approach - Recent

trends in communicative approach: Content-based instruction - Task-based instruction
and text-based instruction - Eclectic approach in language teaching - Recent trends in
teaching English subject: Learner-centred models of teaching.
Resources in teaching English - Teacher-made aids: Flash cards, pictures, charts,

models and blackboard sketches - Mechanical aids: Overhead projector, tape-recorder,
Radio, Televion - Language Lab - PowerPoint presentation - Websites for teaching
English - Multimedia - Internet for teaching English - Newspaper articles in language

class - Mobiles to learn English - Films in learning English - English clubs - Qualities of
a good language textbook - Professional competencies of a language teacher -
Programmes for professional development of English teachers.
(Suggested instructional approaches/methods

i) Teacher talk / Expert talk on different methods of teaching English as a second
language.
ii) Preparation and presentation of a report on different methods of teaching English as a
second language.)
Unit V Testing and Evaluation in English
The value of testing - Focus of testing - Different kinds of test: achievement tests -
aptitude tests - proficiency tests - diagnostic tests -Types of test in English: objective
tests - construction of objective-types questions - Error recognition- Written tests: short
answer tests - paragraph tests - essay tests - Teacher-made achievement test: steps in
planning and constructing a test - Constructing a table of specification for building a test -
Marking scheme and scoring key - Item analysis.
i) Teacher talk / Expert talk on different kinds of test in testing and evaluation of English as
a second language.
ii) Preparation and presentation of a teacher-made Achievement Test in English.)

1. Prepare and submit an evaluative report on different methods of teaching English.
2. Prepare and submit a critical report on different kinds of instructional resources in
teaching English.
References:
1. Allen, Edward and Rebecca M. Valettee (1977). Classroom Techniques: Foreign
Languages and English as a Second Language. New York: Harcourt Brace
Jovanich Inc.

2. Bright J A and McGregor G P (1970). Teaching English as a Second Language.

Essex: E L B S and Longman.
3. Chastain, Kenneth (1976). Developing Second Language Skills: Theory to
Practice. Chicago: Rand McNally Publishing Company.
4. Crystal, David (1987). The Cambridge University Encyclopedia of Language.
Cambridge: Cambridge University Press.
5. Davis, Fiona and Rimmer, Wayne (2011). Active Grammar (Level 1, 2 & 3).
6. Doff, Adrian (1990). Teach English: A Training course for Teachers. Cambridge:
7. Krashen, Stephen D (1982). Principles and Practice in Second Language
Acquisition. New York: Pergamon Press.
8. Larsen-Freeman, Diane (1986). Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.
9. Littlewood, William (1981). Communicative Language Teaching: An
Introduction. Cambridge: Cambridge University Press.
10. Richards, Jack,C.(2006). Communicative Language Teaching Today.
11. Rivers, Wilga M (1981). Teaching Foreign Language Skills. Chicago: University
of Chicago Press:
12. Swan, Michael (2000). Practical English Usage. Oxford: Oxford University Press.
13. Thangasamy, Kokila S. (2016). Pedgogy of English. Chennai: Vinodh publishers.
14. Ur, Penny (1991). A Course in Language Teaching: Practice and Theory.
15. Wright, Andrew (1976). Visual Materials for the Language Teacher. London:
Longman.
16. www.britishcouncil.org

COURSE 7(a): PEDAGOGY OF MATHEMATICS
Course objectives:
1. understand the aims and objectives of teaching Mathematics.
3. gain mastery of the teaching skills .
4. apply various methods in teaching of Mathematics.
5. use various resources in teaching Mathematics.
Unit I Aims and objectives of teaching Mathematics
Mathematics: Meaning, nature and scope - Aims and objectives of teaching

Mathematics in schools – Need and significance of teaching Mathematics - Values of
teaching Mathematics.
i) Teacher talk/ Invited lecture on the place of Mathematics in school curriculum.
ii) Student seminar on the need, significance and values of teaching Mathematics.)
Steps in planning a lesson: Setting lesson goals - Designing a unit plan -

Designing a lesson plan - Bloom’s Taxonomy of educational objectives - Formulating
Instructional objectives at cognitive, affective and psychomotor levels - Structure of a
four-fold lesson plan - Preparation of a model lesson plan - Types of test-items -
Constructing test-items for formative evaluation in class.
i) Write instructional objectives for a lesson in Mathematics for Level I & II.
ii) Prepare a model lesson plan for Level I & II in Mathematics.)
Unit III Practising the Teaching Skills in Mathematics
Meaning of teaching – Understanding major teaching skills: Introducing –

explaining – questioning - varying the stimulus - non-verbal cues – reinforcement -
closure and fluency in communication - Practising a mini-lesson with multiple-teaching
skills (for 20 minutes): Observation and feedback on the practice of integration of

teaching skills – Understanding major steps in teaching a mini-lesson: Motivation –
presentation – interaction - reflection and summing up - Practising a mini-lesson
(for 20 minutes): Observation and feedback on mini-teaching. (Note: Teacher-Educators
should give a demonstration of a mini-lesson by integrating major teaching skills (for 20 minutes) and they
should demonstrate a mini-lesson by integrating major teaching steps in teaching.)

by observing peers.
ii) Prepare two mini-lessons and practise them in front of peers in the class for
Level I and Level II.)
Unit IV Methods of Teaching Mathematics
Teacher-centered methods: Lecture method – Analytical and Synthetic methods

- Deductive and Inductive methods - Demonstration method - Team-teaching. Learner-
centered methods: Project method - Peer tutoring/teaching by students- Individual
activities - experiential learning- Teacher-guided learning- Problem-solving method-
Small group/whole-class interactive learning: Student seminar - group discussion -
Mixed-ability grouping - Maths through games and puzzles. Recent trends:
Constructivist learning - Problem-based learning - Brain-based learning - Collaborative
learning - Flipped learning - Blended learning - e-Learning trends - Video conferencing.
i) Teacher talk/Expert talk on different methods of teaching Mathematics.
ii) Preparation and presentation of a report on different methods of teaching

Mathematics.)
Unit V Resources for Teaching Mathematics
Print resources: Newspapers – Journals – Magazines - Mathematics

Encyclopaedias. Audio resources: Radio talk - audio tapes - DVDs/CDs. Visual
resources: Pictures – charts – posters – photographs - flash cards - models. ICT
resources: Radio – TV –Internet – multimedia - interactive whiteboard. Community
resources: Fieldtrips - Mathematics exhibition/fair - Mathematics Laboratory/
Mathematics Resource centre - Mathematics club – Qualities of a good Mathematics
textbook - Qualities of a Mathematics teacher.

i) Teacher talk/Invited lecture talk on different resources for teaching Mathematics.
ii) Preparation and presentation of a report on different resources for teaching

Mathematics.)
1. Prepare and submit an evaluative report on different methods of teaching

Mathematics.
2. Prepare and submit a report on Mathematics Resource Centre.
References:
1. Agarwal, S.M. (2001). A course in teaching of modern mathematics. New Delhi:

Dhanapat Rai Publishing.
2. Bagyanathan, D. (2007). Teaching of mathematics. Chennai: Tamil Nadu Textbook

Society.
3. James, Anice. (2010). Teaching of mathematics. Hyderabad: Neelkamal

Publications.
4. Sidhu, Kulbir Singh. (2010). Teaching of mathematics. New Delhi: Sterling

Publishers.
5. Mathematics Books for Standard VI – XII. Tamil Nadu TextBook Corporation,

Government of Tamil Nadu.
6. Wadhwa, S. (2008). Modern methods of teaching mathematics. New Delhi: Karan.
7. gqV]<{Ou{q! nV{iszl<)3115*/! gVl<ohe! -eqg<Gl<! g{qkl</! ose<je;!

hqvqbi!hkqh<hgl</
8. http://tcthankseducation.blogspot.in/2010/04/micro-teaching-and-teaching-
skills.html
9. http://shodhganga.inflinnet.ac.in/bitstream/10603/418/8/08_chapter3.pdf
10. http://www.mathematics.com

COURSE 7(a): PEDAGOGY OF COMPUTER SCIENCE

Course objectives:
1. understand the aims and objectives of teaching Computer Science.
4. apply various methods in teaching Computer Science.
5. use various resources in teaching Computer Science.
UNIT I Aims and objectives of teaching Computer Science

Computer Science: Meaning, nature and scope – Aims and objectives of teaching
Computer Sciencein schools – Need and significance of teaching Computer Science–
Values of teaching Computer Science.
i) Teacher talk / Invited lecture on the place of Computer Science in school
curriculum.
ii) Student seminar on the need, significance and values in teaching Computer
Science.)
UNIT II Planning for Instruction
Steps in planning a lesson: Setting lesson goals – Designing a unit plan –
Designing a lesson plan – Bloom’s Taxonomy of educational objectives - Formulating
Instructional objectives at cognitive, affective and psychomotor levels – Structure of a
four-fold lesson plan – Preparation of a model lesson plan – Types of test-items –
Constructing test-items for formative evaluation in class.
i) Write instructional objectives for a lesson in Mathematics (for Level I) and in
Computer Science (for Level II.)
ii) Prepare a model lesson plan in Mathematics (for level I) and in Computer Science
for Level II.)
UNIT III Practising the Teaching Skills in Computer Science

Meaning of teaching – Understanding major teaching skills: Introducing,
explaining, questioning, varying the stimulus, non-verbal cues, reinforcement and
fluency in communication – Practising a mini-lesson with multiple teaching skills (for 20
minutes)- Observation and feedback on the practice of integration of teaching skills –
Understanding major steps in teaching a mini lesson: Motivation, presentation,
interaction, reflection and summing up – Practising mini-lesson (for 20 minutes)-
Observation and feedback on mini- teaching. (Note: Teacher-Educators should give a
demonstration of a mini-lesson by integrating major teaching skills (for 20 minutes) and they should

by observing peers.
I and Level II.)
UNIT IV Methods of Teaching Computer Science

Teacher-centered methods: Lecture method - Demonstration method - Team-
teaching. Learner-centered methods: Laboratory method - project method - Peer
tutoring/teaching by students - Individual activities - experiential learning, -Teacher -
guided learning - problem-solving method - Small group/whole-class interactive learning.
Student seminar - group discussion – mixed-ability grouping. Recent trends in teaching:
Constructivist learning- Problem-based learning - Brain-based learning - Collaborative
learning - Flipped learning - Blended learning - e-Learning trends- Video
conferencing.

i) Teacher talk/Invited lecture on different methods of teaching Computer Science.
Computer Science.)
UNIT V Resources for Teaching Computer Science
Print resources: Newspapers –Journals - Magazines - Computer Science

encyclopedias. Audio resources: Radio talk - audio tapes- DVDs /CDs.Visual
resources: Pictures – charts –posters - photos - graphs - flash cards - models. ICT
resources: Radio - TV – Internet – multimedia - interactive whiteboard. Community
resources: Fieldtrips - Computer Science exhibition/fair – Computer Science Laboratory
– Computer Science Resource Centre – Computer Science Club- Qualities of a good
Computer Science textbook - Qualities of a Computer Science teacher.
i) Teacher talk/ Invited lecture talk on different resources for teaching Computer
Science.
Computer Science.)
Computer Science.
2. Prepare and submit a report on Computer Science Resource Centre.
References:
1. Bloom, Benjamin, S.(1984). Taxonomy of educational objectives: Book1:
Cognitive domain. Boston:Addison Wesley Publication.
2. Chauhan, S.S. (1985). Innovation in teaching and learning process. New Delhi:
Vikas Publishing House.
3. Sandeep, John Milin (2014). Teaching of computer science. New Delhi:
Neelkamal Publication.
4. Khirwadkar, A. (2005). Information and communication technology in education.
New Delhi: Sarup& Sons.
5. Rajasekar, S. (2004). Computer education and educational computing. New
Delhi:Neelkamal Publications.
6. Saxena, S. (1999). A first course in computers. New Delhi: Vikas Publishing

House.
7. Singh, Y.K. (2005). Teaching of computer science. New Delhi: A.P.H. Publishing
Corporation.
8. www.Freetechbooks.com.
9. www.e-booksdirectory.com
10. www.springer.com
COURSE 7(a): PEDAGOGY OF PHYSICAL SCIENCE

Course objectives:
1. understand the aims and objectives teaching of physical science.

4. apply various methods in teaching physical science.
5. use various resources in teaching physical science.
UNIT I Aims and objectives of teaching Physical Science

Physical Science: Meaning, nature and scope – Aims and objectives of teaching Physical
Science in schools - Need and significance of teaching Physical Science - Values of
teaching Physical Science.
i) Teacher talk/Invited talk on the place of Physical Science in the school curriculum.
ii) Student seminar on the need, significance and values of teaching Physical Science.)
Steps in planning a lesson: Setting lesson goals – Designing a unit plan – Designing a
lesson plan – Bloom’s Taxonomy of educational objectives: Formulating educational
objectives at cognitive, affective and psychomotor levels – Structure of a four-fold lesson
plan – Preparation of a model lesson plan – Types of test-items - Constructing test-items
for formative evaluation in class.

i) Write the instructional objectives for a lesson in Physical Science at Level I & II.
ii) Prepare a model lesson plan in Physical Science for Level I & II).

UNIT III Practising the Teaching Skill in Physical Science

Meaning of teaching – Understanding major teaching skills: Introducing-
explaining –questioning - varying the stimulus - non-verbal cues- reinforcement - closure
and fluency in communication – Practicing a mini-lesson with multiple-teaching skills
(for 20 minutes): Observation and feedback on the practice of integration of teaching
skills – Understanding major steps in teaching a mini-lesson: Motivation - presentation-
interaction- reflection and summing up – Practicing a mini-lesson (for 20 minutes):
Observation and feedback on mini-teaching. (Note: Teacher-Educators should give a

by observing peers.
I and Level II.)
UNIT IV Methods of Teaching Physical Science

Teacher-centered methods: Lecture method - Demonstration method - Team-teaching.
Learner-centered methods: Laboratory method – Project method - Peer
tutoring/teaching by students- Project method- Individual activities - experiential method
– Teacher-guided learning- Problem-solving method - Small group/whole-class
interactive learning: Student seminar- group discussion - Mixed-ability grouping. Recent
Trends: Constructivist learning - Problem-based learning- Brain-based learning-
Collaborative learning- Flipped learning - Blended learning - e-Learning trends -
Videoconferencing.
i) Teacher talk/ Invited lecture on different methods of teaching Physical Science.
ii) Preparation and presentation of a report on different methods of teaching Physical
Science.)

UNIT V Resources for Teaching Physical Science

Print Resources: Newspapers - journals and magazines- science encyclopedias. Audio
Resources: Radio talk- audio tapes- DVDs/ CDs. Visual Resources: Pictures - flash
cards- charts- posters - photographs- models. ICT Resources: Radio – television-
Internet- multimedia- Interactive whiteboard. Community Resources: Science centres -
Science exhibition/ fair - Fieldtrip – Qualities of a good science textbook - Qualities of a
Science teacher.
i) Teacher talk/ Invited lecture talk on different resources for teaching Physical
Science.
Physical Science.)
i) Prepare and submit an evaluative report on different methods of teaching
Physical Science.
ii) Prepare and submit a report on Physical Science resource centre.
References:
1. Bawa, M.S. & Nagpal, B.M. (2010). Developing teaching competencies. New
Delhi: Viva Book House.
2. Bhatia, K.K. (2001). Foundations of teaching learning process. Ludhiana: Tandon
Publications.
3. Bloom, S. Benjamin, (1984). Taxonomy of educational objectives: Book 1
Cognitive domain. New York: Longmans, Green.
4. Gupta, S.K. (1985). Teaching of physical science in secondary schools. New
Delhi: Sterling Publications.
5. Joyce & Weil, (2004). Models of teaching. New Delhi: Prentice Hall of India.
6. Passi, B.K. (1991). Models of teaching. New Delhi: NCERT.

7. Verma Ramesh, & Sharma, K. Suresh, (1998). Modern trends in teaching

technology. New Delhi: Anmol Publications.
8. http://teaching.uncc.edu/learning-resources/articles-books/best-
practice/instructional-methods/150-teaching-methods
9. http://en.wikipedia.org/science_education
10. http://iat.com/learning-physical-science

COURSE 7(a): PEDAGOGY OF BIOLOGICAL SCIENCE
Course objectives:
1. understand the aims and objectives teaching of biological science.
4. apply various methods in teaching biological science.
5. use various resources in teaching biological science.
UNIT I Aims and objectives of teaching Biological Science
Biological Science: Meaning, nature and scope –Aims and objectives of teaching Biological
Science in schools - Need and significance of teaching Biological Science - Values of
teaching Biological Science.
i) Teacher talk/Invited talk on the place of Biological Science in the school curriculum.
ii) Student seminar on the need, significance and values of teaching Biological Science.)
Steps in planning a lesson: Setting lesson goals – Designing a unit plan – Designing a lesson
plan – Bloom’s Taxonomy of educational objectives - Formulating educational objectives at
cognitive, affective and psychomotor levels – Structure of a four-fold lesson plan –
Preparation of a model lesson plan – Types of test-items - Constructing test-items for
formative evaluation in class.
i) Write the instructional objectives for a lesson in Biological Science at level I & II.
ii) Prepare a model lesson plan in Biological Science for level I & II.)
UNIT III Practising the Teaching Skills in Biological Science

Meaning of teaching – Understanding major teaching skills: Introducing - explaining,
questioning - varying the stimulus - non-verbal cues – reinforcement - closure and fluency
in communication – Practising a mini-lesson with multiple-teaching skills (for 20 minutes):
Observation and feedback on the practice of integration of teaching skills – Understanding
major steps in teaching a mini-lesson: Motivation, presentation, interaction, reflection and
summing up –Practising a mini-lesson with five teaching steps (for 20 minutes):Observation
and feedback on the integrating of teaching steps in mini-teaching. (Note: Teacher- Educators
should give a demonstration of a mini-lesson by integrating major teaching skills (for 20 minutes) and
they should demonstrate a mini-lesson by integrating major teaching steps in teaching.)
i) Prepare a report on the practising of a mini-lesson with multiple-teaching skills by
observing peers.
ii) Prepare two mini-lessons and practise them in front of peers in the class for Level I
and Level II.)
UNIT IV Methods of Teaching Biological Science

Teacher-centered methods: Lecture method - Demonstration method - Team-teaching.
Learner-centered methods: Laboratory method – Project method - Peer tutoring/teaching
by students - Project method - Individual activities - Experiential method – Teacher-guided
learning - Problem-solving method - Small group/whole -class interactive learning: Student
seminar - Group discussion - Mixed-ability grouping. Recent Trends: Constructivist
learning - Problem-based learning - Brain-based learning - Collaborative learning - Flipped
learning - Blended learning - e-Learning trends - Video conferencing.
i) Teacher talk/ Invited lecture on different methods of teaching Biological Science.
ii) Preparation and presentation of a report on different methods of teaching Biological
Science.)
UNIT V Resources for TeachingBiological Science

Print Resources: Newspapers - journals and magazines - Science Encyclopedias. Audio
Resources: Radio talk - audio tapes - DVDs/CDs.Visual resources: Pictures - flash cards
– charts - posters - photographs - models. ICT Resources: Radio – television - Internet,
multimedia - interactive whiteboard. Community resources: Zoological gardens, Botanical
gardens, eco-park - aquarium - science exhibition/fair - fieldtrip – Qualities of a good
biology textbook - Qualities of a Biology teacher.
i) Teacher talk/Expert talk on different resources for teaching Biological Science.
Biological Science.)
i) Prepare and submit an evaluative report on different methods of teaching Biological
Science.
ii) Prepare and submit a report on Biological Science resource centre.
References:
1. Bawa, M.S.&Nagpal, B.M. (2010). Developing teaching competencies. New Delhi:
Viva Book House.
2. Bhatia, K.K. (2001). Foundations of teaching learning process. Ludhiana: Tandon
Publications.
3. Bloom, S. Benjamin, (1984). Taxonomy of educational objectives. Book I Cognitive
domain. New York: Longmans, Green.
4. Joyce & Weil, (2004). Models of teaching. New Delhi: Prentice Hall of India.
5. Miller, David.F.(1938) Methods and materials for teaching biological sciences. New
York: McGraw Hill Book Company.
6. Passi, B.K. (1991). Models of teaching. New Delhi: NCERT.
7. Verma Ramesh, & Sharma, K. Suresh, (1998). Modern trends in teaching
technology. New Delhi: Anmol Publications.
8. http://teaching.uncc.edu/learning-resources/articles-books/best-practice/instructional-
methods/150-teaching-methods
9. www.sciencesourcebook.com
10. www.csun.edu/science/biology
COURSE 7(a): PEDAGOGY OF HISTORY

Course objectives:
1. understand the aims and objectives of teaching History.
2. formulate instructional objectives for a lesson .
4. apply various methods in teaching History.
5. use various resources in teaching History.
Unit I Aims and objectives of teaching History
History : Meaning - nature – scope - Aims and objectives of teaching History in

schools – Need and significance of teaching History - Values of teaching History.
i) Teacher talk / Invited lecture on the place of History in school curriculum.

ii) Student seminar on the need, significance and values of teaching History.)

lesson plan – Bloom’s Taxonomy of educational objectives - Formulating instructional
plan – Preparation of a model lesson plan – Types of test-items - Constructing test-items for

i) Write instructional objectives for a lesson in History for Levels I & II.
ii) Prepare a model lesson plan in History lessons for Levels I & II).
TNTEU:B.Ed (2016-2017)First Year Syllabus

UNIT III Practising the Teaching Skills in History

Meaning of teaching – Understanding major teaching skills: Introducing - explaining -
questioning - varying the stimulus - non-verbal cues - reinforcement - closure and fluency in
communication – Practising a mini-lesson with multiple teaching skills (for 20 minutes):
major steps in teaching a mini-lesson: Motivation - presentation - interaction - reflection and
summing up – Practising mini-lesson (for 20 minutes); Observation and feedback on mini-
teaching. (Note: Teacher -Educators should give a demonstration of a mini-lesson by integrating major
teaching skills (for 20 minutes) and they should demonstrate a mini-lesson by integrating major teaching
steps in teaching.)

observing peers.
and Level II.)
Unit IV Methods of Teaching History
Teacher-centered methods: Lecture method - Demonstration method - Dramatization

method - Team-teaching –Source method. Learner-centered methods: Project method -
Peer tutoring / teaching by students - Individual activities - experimental learning - Teacher-
guided learning - Small group / whole-class interactive learning: Student seminar - Group
discussion - Mixed-ability grouping. Recent trends: Constructivist learning - Problem-based
learning - Brain-based learning - Collaborative learning - Flipped learning - Blended learning
- e-Learning trends - Video conferencing.

i) Teacher talk / Invited leture on different methods of teaching History at Level I & II.
ii) Preparation and presentation of a report on different methods of teaching History.)

Unit V Recourses for Teaching History
Print resources: Newspapers - Journals - Magazines - Reference books - History

/Humanities Encyclopedias. Audio resources: Radio talk - audio tapes - DVDs / CDs.
Visual resources: Cartoons - Charts - Comics - Flash cards - Graphs - Maps- Photographs -
Pictures - Posters - Diagrams - Models - Specimens. ICT resource: Radio – TV – Internet –
Multimedia - Interactive whiteboard. Community resources: Fieldtrips - museum - archives
- library - excavated archeological sites - monuments- History resource centre - History club -
Characteristics of a good History textbook - Qualities of a History teacher.
i) Teacher talk / Invited lecture on different resources for teaching History.

ii) Preparation and presentation of a report on different resources for teaching History.)

1. Prepare and submit an evaluative report on different methods of teaching History.
2. Prepare and submit a report on History resource center.
References:
1. Burton, W.H. (1972). Principles of history teaching, London: Methuen.

2. Chaudhary, K. P. (1975). The effective teaching of history in India. New Delhi: NCERT.
3. Dhanija Neelam (1993). Multimedia approaches in teaching social studies. New
Delhi: Harman Publishing House.
4. Gunning, Dennis. (1978). The teaching of history. London: Goom Helm.
5. Kochar, S. K. (1972). The teaching of history. Delhi: Sterling Publishers.
6. Lewis, E.M. (1960). Teaching history in secondary schools. Delhi: Sterling Publishers.
7. http://www.anselm.edu/internet/ces/index.html
8. http://www.decwise.com/
9. http://www.mindtools.com
10. http:// nrcld.org/edu./

COURSE 7(a): PEDAGOGY OF GEOGRAPHY

Course objectives:
1. understand the aims and objectives of teaching Geography.
4. apply various methods in teaching Geography.
5. use various resources in teaching Geography.
UNIT I Aims and objectives of teaching Geography

Geography: Meaning, nature and scope – Aims and objectives of teaching Geography
in schools – Need and significance of teaching Geography – Values of teaching
Geography.
i) Teacher talk / Invited lecture on the place of Geography in school curriculum.
ii) Student seminar on the need, significance and values of teaching Geography.)

Steps in planning a lesson: Setting lesson goals - Designing a unit plan – Designing
a lesson plan – Bloom’s Taxonomy of educational objectives – Formulating Instructional
plan – Preparation of a model lesson plan – Types of test-items – Constructing test-
items for formative evaluation in class.
i) Write instructional objectives for a lesson in Geography for Level I and Level II.
ii) Prepare a model lesson plan in Geography for Level I and Level II.)
UNIT III Practicing the Teaching Skills in Geography

explaining - questioning - varying the stimulus - non-verbal cues - reinforcement - closure
and fluency in communication – Practising a mini-lesson with multiple-teaching skills (for
20 minutes) - Observation and feedback on the practice of integration of skills –

Understanding major steps in teaching a mini-lesson: Motivation, presentation,
interaction, reflection and summing up – Practising a mini-lesson (for 20 minutes) -
Observation and feedback on mini-teaching. (Note: Teacher-Educators should give a

observing peers.
I and Level II.)
UNIT IV Methods of Teaching Geography

teaching. Learner-centered methods: Project method - Peer tutoring/teaching by students
- Individual activities - experiential learning - Teacher-guided learning - Problem-solving
method - Small group/ whole-class interactive learning: Student seminar - Group
discussion – Mixed-ability grouping. Recent trends: Constructivist learning - Problem-
based learning - Brain-based learning - Collaborative learning - Flipped learning -
Blended learning - e-Learning trends - Video conferencing.
i) Teacher talk / Invited lecture on different methods of teaching Geography.
Geography.)
UNIT V Resources for Teaching Geography
Print resources: Newspapers - Journals - Magazines - Geography encyclopedias.
Audio resources: Radio talk - audio tapes - DVDs/CDs. Visual resources: Pictures -
charts - posters - photographs - flash cards- maps - specimens - models. ICT resources:
Radio - TV- internet – multimedia - interactive whiteboard. Community resources:
Fieldtrips - exhibitions/fair – Geography Resource Centre – Geography Club – Qualities
of a good geography textbook - Qualities of a Geography teacher.


i) Teacher talk / Invited lecture on different resources for teaching Geography.
ii) Student preparation and presentation of a report on different resources for teaching
Geography.)
Geography.
2. Prepare and submit a report on Geography Resource Centre.
References:
1. Arche, R, L & Lewis, W.J. (1924). The teaching of geography. London: A & C
Black.
2. Aurora, M.L. (1979). Teaching of geography. Ludhiana: Prakash Brother.
3. Bloom, S. Benjamin. (1984). Taxonomy of educational objectives: Book1:
Cognitive domain. Boston: Addison Wesley Publication.
4. Bruce R. Joyce & Marsha Weil. (1972). Models of teaching. Scotts Valley: ETR
Association.
5. Basha, Salim S.A. (2004). Methods of teaching geography. New Delhi: Discovery
Publishing House.
6. Rao, M.S. (2004). Teaching of geography. New Delhi: Anmol Publications.
7. Siddiqui, M. H. (2004). Teaching of geography. New Delhi: APH Publication.
8. www.geography-site.co.uk
9. www.geographyeducation.org
10. www.tcthankseducation.blogspot.in

COURSE 7(a): PEDAGOGY OF ECONOMICS

Course objectives:
1. understand the aims and objectives of teaching Economics.
4. apply various methods in teaching Economics.
5. use various resources in teaching Economics.
Unit I Aims and objectives of teaching Economics
Economics : Meaning - nature – scope - Aims and objectives of teaching Economics

in schools – Need and significance of teaching Economics - Values of teaching Economics.
i) Teacher talk / Invited lecture on the place of Economics in school curriculum.

ii) Student seminar on the need, significance and values of teaching Economics.)

lesson plan – Bloom’s Taxonomy of educational objectives - Formulating instructional
plan – Preparation of a model lesson plan – Types of test-items - Constructing test- items for

i) Write instructional objectives for a lesson in Social science for Level I and Economic
for Level II.
ii) Prepare a lesson plan in Social Science for Level I & Economics for Level II).

UNIT III Practising the Teaching Skills in Economics

questioning - varying the stimulus - non-verbal cues - reinforcement - closure and fluency in
the communication – Practising a mini-lesson with multiple teaching skills (for 20 minutes):
observation and feedback on the practice of integration of teaching skills – Understanding
major steps in teaching a mini-lesson: Motivation, presentation, interaction, reflection and
summing up – Practising mini-lesson (for 20 minutes); observation and feedback on
mini-teaching. (Note: Teacher-Educators should give a demonstration of a mini-lesson by integrating
major teaching skills (for 20 minutes) and they should demonstrate a mini-lesson by integrating major
teaching steps in teaching.)

observing peers.
and Level II.)
Unit IV Methods of Teaching Economics
Teacher- centered of methods: Lecture method - Demonstration method - Team–

teaching. Learner-centered methods: Project method - Peer tutoring/teaching by students -
Individual activities – Experiential Learning - Teacher-guided learning - Problem-solving
method –Small group/whole-class interactive learning: Student seminar - Group discussion –
Mixed-ability grouping. Recent trends: Constructivist learning – Problem-based learning –
Brain-based learning – Collaborative learning – Flipped learning – Blended learning – e–
Learning trends – Video conferencing
i) Teacher talk / Invited lecture on different methods of teaching Economics.
Economics.)

Unit V Resources for Teaching Economics
Print resources: Newspapers - Journals - Magazines - Economics Encyclopedias.

Audio resources: Radio talk - audio tapes - DVDs / CDs. Visual resources: Flash cards -
Pictures -Cartoons - Charts - Posters - photograph - maps - models. ICT resource: Radio-
TV- Internet- Multimedia- Interactive whiteboard. Community resources: Exhibitions/fairs
- Fieldtrips- Economics club - Economics Resource Centre - Qualities of a good economics
textbook - Qualities of an Economics teacher.
i) Teacher talk / Expert talk on different resources for teaching Economics.

Economics.)

1. Prepare and submit an evaluative report on different methods of teaching Economics.
2. Prepare and submit a report on Economics resource centre.
References:
1. Agarwal, J,C. (2005). Teaching of economics. Agra: Vinod Pustak Mandir.

2. Bloom. Benjamin.S. (1984). Taxonomy of educational objectives: Book 1: Cognitive
doman. Boston: Addison Wesley Publication.
3. Bruce R. Joyce & Marsha Weil. (1972). Model of Teaching. ETR Association.
4. Siddique Mujibul Hasan. (2004). Teaching of economics. New Delhi: Ashish
Publishing House.
5. Sharma, R.N. (2008). Principles and techniques of education. Delhi: Surgeet
Publications.
6. Sharma, R.A. (2008). Technological foundation of education. Meerut: Lall Books
Depot.
7. Yadav.A. (2003). Teaching of economics. New Delhi: Anmol Publications.

8. http://www.ncert.nic.in/departments/nie/dess/publication/prin_material/Teaching_Eco
nomics_in_India.pdf
9. https://en.wikipedia.org/wiki/Economics
10. https://en.wikipedia.org/wiki/Education.

COURSE 7(a): PEDAGOGY OF COMMERCE AND ACCOUNTANCY

Course objectives:
1. understand the aims and objectives of teaching Commerce and Accountancy.
4. apply various methods in teaching Commerce and Accountancy.
5. use various resources in teaching Commerce and Accountancy.
UNIT I Aims and objectives of teaching Commerce and Accountancy

Commerce: Meaning, nature and scope – Aims and objectives of teaching Commerce
in schools – Need and significance of teaching Commerce – Values of teaching
Commerce.
i) Teacher talk / Invited lecture on the place of Commerce in school curriculum.
ii) Student seminar on the need, significance and values of teaching Commerce.)

Steps in planning a lesson: Setting lesson goals - Designing a unit plan – Designing
a lesson plan – Bloom’s Taxonomy of educational objectives - Formulating educational
plan – Preparation of a model lesson plan – Types of test-items – Constructing test-items
for formative evaluation in class.
i) Write instructional objectives for a lesson in Social Science for Level I
and in Commerce for Level II.
ii) Prepare a model lesson plan in Social Science for Level I and in Commerce for
Level II.)

UNIT III Practicing the Teaching Skills in Commerce and Accountancy

explaining - questioning - varying the stimulus - non-verbal cues - reinforcement - closure
and fluency in communication – Practising a mini-lesson with multiple-teaching skills (for
20 minutes): Observation and feedback on the practice of integration of teaching skills –
Understanding major steps in teaching a mini-lesson: Motivation - presentation -
interaction - reflection and summing up – Practising a mini-lesson (for 20 minutes):
Observation and feedback on mini- teaching. (Note: Teacher-Educators should give a

observing peers.
I and Level II.)
UNIT IV Methods of Teaching Commerce and Accountancy

teaching. Learner-centered methods: Project method - Peer tutoring/teaching by students
- Individual activities - experiential learning -Teacher-guided learning - Problem-solving -
Small group/ whole-class interactive learning: Student seminar - Group discussion –
Mixed-ability grouping. Recent trends: Constructivist learning - Problem-based learning
-Brain-based learning - Collaborative learning - Flipped learning - Blended learning -
e-Learning trends – Video- conferencing.

i) Teacher talk / Invited lecture on different methods of teaching Commerce and
Accountancy.
Commerce and Accountancy.)

UNIT V Resources for Teaching Commerce and Accountancy

Print resources: Newspapers - Journals – Magazines - Commerce Encyclopedias.
Audio resources: Radio talk- audio tapes - DVDs/CDs. Visual resources: Pictures –
charts – posters – photographs - flash cards – diagrams – graphs - models. ICT resources:
Radio - TV - Internet -multimedia - interactive whiteboard. Community resources:
Fieldtrips - Commerce exhibition/fair –Commerce Resource Centre – Commerce Club –
Qualities of a good commerce textbook - Qualities of a Commerce teacher.

i) Teacher talk / Expert talk on different resources for teaching Commerce and
Accountancy.
Commerce and Accountancy.)
Commerce.
2. Prepare and submit a report on Commerce Resource Centre.
References:
1. Anderson, W. L & Krathwohl. (2008). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's taxonomy of educational objectives. Boston:
Allyn & Bacon.
2. Bloom, Benjamin, S. (1984). Taxonomy of educational objectives: Book1:
Cognitive domain. Boston: Addison Wesley Publication.
3. Gronlund, N.E. (1970). Stating behavioural objectives for classroom instruction.
London: MacMillan.
4. Krathwohl et.al,. (1999). Taxonomy of educational objectives, Hand Book II:
Affective domain. New York: McKay.
5. Kumar, Mahesh. (2004). Modern teaching of commerce. New Delhi: Anmol
Publications.

6. Raj, Rani Bansal. (1999). New trends in teaching of commerce: Models of teaching
and concepts of learning. New Delhi: Anmol Publications.
7. Rao, Digumarti Bhaskara. (2006). Methods of teaching commerce. New Delhi:
Discovery Publishing House.
8. http:/ecommerce.about.com
9. http://www.manjeetss.com
10. http://www.teachervision.com

COURSE 7(a): PEDAGOGY OF HOME SCIENCE
Course objectives:
1. understand the aims and objectives of teaching Home Science.
4. apply various methods in teaching of Home Science.
5. use various resources in teaching Home Science.
Unit I Aims and objectives of teaching Home Science
Home Science: Meaning, nature and scope - Aims and objectives of teaching Home
Science in schools – Need and significance of teaching Home Science - Values of teaching
Home Science.
i) Teacher talk/Invited lecture on the place of Home Science in the school

curriculum.
ii) Student seminar on the need, significance and values of teaching Home Science.)
Steps in planning a lesson: Setting lesson goals - Designing a unit plan - Designing a
lesson plan - Bloom’s Taxonomy of educational objectives - Formulating Instructional
objectives at cognitive, affective and psychomotor levels - Structure of a four-fold lesson
plan - Preparation of a model lesson plan - Types of test-items - Constructing test-items for
i) Write instructional objectives for a lesson in Science for Level I and in Home
Science for Level II.
ii) Prepare a model lesson plan in Science for Level I and in Home Science for
Level II.)

Unit III Practising the Teaching Skills in Home Science

questioning - varying the stimulus - non-verbal cues - reinforcement - closure and fluency
in communication - Practising a mini-lesson with multiple-teaching skills (for 20 minutes):
major steps in teaching a mini-lesson: Motivation - presentation -interaction - reflection
and summing up - Practising mini-lesson (for 20 minutes): Observation and feedback on
mini-teaching. (Note: Teacher- Educators should give a demonstration of a mini-lesson by integrating

observing peers.
and Level II.)
Unit IV Methods of Teaching Home Science
Teacher-centered methods: Lecture method - Demonstration method -

Team-teaching. Learner-centered methods: Project method - Peer tutoring/teaching by
students -Individual activities - experiential learning - Teacher-guided learning - Problem-
solving method - Small group/whole-class interactive learning: Student seminar - Group
discussion – Mixed-ability grouping. Recent trends: Constructivist learning - Problem-
based learning - Brain-based learning - Collaborative learning - Flipped learning - Blended
learning - e-Learning trends - Video conferencing.
(i) Teacher talk/Invited lecture on different methods of teaching Home Science.
(ii) Preparation and presentation of a report on different methods of teaching Home

Science.)
Unit V Resources for Teaching Home Science
Print resources: Newspapers -Journals -Magazines - Home Science Encyclopedias.

Audio resources: Radio talk - audio tapes - DVDs/CDs. Visual resources: Pictures - charts
- posters - photographs - flash cards models. ICT resources: Radio - TV - Internet –
multimedia - interactive whiteboard. Community resources: Fieldtrips (farm, home and
kitchen garden visits) - Home Science exhibition/fair - Home Science Resource Centre -
Home Science Club – Qualities of a good Home science textbook - Qualities of a Home
Science teacher.
i) Teacher talk/Expert talk on different resources for teaching Home Science.

Home Science.)
1. Prepare and submit an evaluative report on different methods of teaching Home

Science.
2. Prepare and submit a report on Home Science Resource Centre.
References:
1. Bloom, Benjamin, S. (1984). Taxonomy of educational objectives - Book1: Cognitive

domain. Boston: Addison Wesley Publication.
2. Devadas, R. P. (1989). Methods of teaching home science. New Delhi: NCERT.
3. Jha, J.K. (Ed). (2001). Encyclopaedia of teaching of home science, Vol. I&II. New
Delhi: Anmol Publications.
4. Nivedita, D. (2004). Teaching of home science. New Delhi: Dominant Publishers and
Distributors.
5. Shah, A., Joshi, U., & Chandra, A. (1990). Fundamentals of teaching home science.
New Delhi. Sterling Publishers.
6. Shalool, Sharma. (2002). Modern methods of teaching of home science. New Delhi:
Sarup & Sons.
7. Yadav, S. (1997). Teaching of home science. New Delhi: Anmol Publishers.
8. http://collections.infocollections.org/ukedu/en/d/Jgtz017e/6.9.1.html
9. http://shodhganga.inflibnet.ac.in/bitstream/10603/418/8/08_chapter3.pdf
10. http://www.nwlink.com/~donclark/hrd/bloom.html

COURSE 7(a): PEDAGOGY OF SOCIAL SCIENCE

Course objectives:
1. understand the aims and objectives of teaching Social Science
2. formulate instructional objectives for a lesson
3. gain mastery of the teaching skills
4. apply various methods in teaching Social Science
5. use various resources in teaching Social Science.
Unit I Aims and Objectives of Teaching Social Science
Social Science: Meaning - nature – scope - Aims and objectives of teaching Social
Science in schools – need and significance of teaching Social Science - Values of teaching
Social Science.
i) Teacher talk / Expert talk on the place of Social Science in the school curriculum.
ii) Student seminar on the need, significance and values of teaching Social Science.)

lesson plan – Bloom’s taxonomy of Educational Objectives – Formulating instructional
Objectives at cognitive, affective and psychomotor levels – Structure of a four-fold lesson
plan– Preparation of a model lesson plan – Types of test-items - Constructing test-items for

i) Write instructional objectives for a lesson in Social Science at Levels I & II.
ii) Prepare a model lesson plan in Social Science lessons for Levels I & II).

UNIT III Practising the Teaching Skills in Social Science

Meaning of teaching – Understanding major teaching skills: Introducing – explaining–
questioning – varying the stimulus – non-verbal cues – reinforcement – closure and fluency
in communication – Practising a mini-lesson with multiple teaching skills (for 20 minutes):
major steps in teaching a mini-lesson: Motivation– presentation – interaction – reflection
and summing up – Practising a mini - lesson (for 20 minutes); Observation and feedback on
mini-teaching. (Note: Teacher-Educators should give a demonstration of a mini-lesson by integrating

observing peers.
and Level II.)
Unit IV Methods of Teaching Social Science
Teacher-centered methods: Lecture method, Demonstration method, Dramatization

method - Team Teaching –Source method. Learner-centered methods: peer tutoring /
teaching by students - project method, individual activities – laboratory method -
experimental learning, teacher-guided learning problem- solving method, small group / whole
class interactive learning: student seminar and group discussion and mixed ability grouping.
Recent trends: constructivist learning - Problem - based learning - Brain-based learning -
Collaborative learning - Flipped learning - Blended learning - e- Learning trends - video
conferencing.
i) Teacher talk / Expert talk on different methods of teaching Social Science at Level I & II.
ii) Preparation and presentation of a report on different methods of teaching Social
Science.)

Unit V Recourses for effective Social Science Teaching
Print resources: News Papers - Journals – Magazines - Reference books, and Social
Science Encyclopedia, Audio resources: Radio talk- audio tapes - DVDs / CDs. Visual
resources: cartoons - charts – comics - flash cards - graphs – maps - photographs - pictures,
posters - diagrams - models - puppets - specimens: ICT resource: Radio – TV – Internet –
Multimedia - Interactive whiteboard. Community resources: Fieldtrips – museum -
Archives - library - excavated archeological sites and monuments- Social Science exhibition
- social science resource centre - social science club - characteristics of a social science text
book - Qualities of a Social Science teacher.
i) Teacher talk / Expert talk on different resources for teaching Social Science.
ii) Preparation and participation of a report on different resources for teaching Social
Science.)
1. Prepare and submit an evaluative report on different methods of teaching Social
Science.
2. Prepare and submit a report on Social Science resource center.
References:
1. Batra, P. (Ed 2010). Social science learning in schools: Perspective and challenges.
New Delhi: Sage Publications.
2. Bining, A.C. &Bining, D.H. (1952) . Teaching of social studies in secondary schools,
Bombay: Tata McGraw Hill Publishing.
3. Edwin, Fenton (1967) . The new social studies in secondary schools – An inductive
approach. New York: Holt Binchart and Winston.
4. Kochhar, S.K. (1988). Teaching of social studies. New Delhi: Sterling Publishers.
5. Martorella, Peter. M. (1976). Social studies strategies – Theory into practice,
New York: Harper and Row Publishers.

6. Mechlinger, M. D. (1981) .UNESCO handbook of teaching social studies. London:

Croom Helm.
7. http://www.pbs.org/teachers
8. http://www.theteacherscorner.net/
9. http://www.4teachers.org
10. http://www.funlessonplans.com/

COURSE EPC 1: READING AND REFLECTING ON TEXTS
The aim of this course is to enhance the professional capacities of a

student-teacher, specifically reading and writing skills.
Course objectives: To enable student-teachers:
1. To enhance their capacities as readers and writers by becoming participants

in the process of reading.
2. To read diverse texts/books and learn to think together.
3. To use their reading and writing skills for effective preparation for the other
courses.
Teacher/Learner Activities for Transaction of the course
To translate these objectives into practice, the teachers in colleges of

education should:
1. Engage the student-teachers in reading interactively - individually and in

small groups.
2. Offer opportunities to the student-teachers to read wide variety of texts

(such as empirical, conceptual and historical texts, policy documents,
studies about schools, teaching and learning, texts about people’s
experiences relating to teaching, learning and schools.
3. Engage the student-teachers in reading the autobiographical narratives, field

notes, ethnographies (scientific description of different races cultures), etc.
and develop different types of reading skills and strategies
4. Engage the student-teachers in reading expository texts so that they can

make predictions, check their predictions, answer question and then
summarize or retell what they have read.
5. Engage the student-teachers to analyses various text structures and develop

comprehension of them.

6. Engage the student-teachers in developing their writing skill by providing

various contexts for writing.
7. Prepare the student-teachers for selected readings and writings required for
other courses.
8. Train the student-teachers, through structured tasks, in writing with

of sense of purpose and audience and responding to a text with one’s own
opinion or writing within the context of others’ ideas.
9. Train the student-teachers to learn to combine both reading and writing that
leads to the development of critical skills.
10. Read any three books related to education and make a critical a
presentation.

Preparing a Record on “Reading and Reflecting on Texts”.
1. Every student-teacher should prepare and submit a comprehensive record
of the reading writing activities done throughout the course for his/her
teacher’s feedback and evaluation.
2. Read any three books related to education and submit a review of them.
Recommended Books for Reading and Reflecting
1. tujuhrd;> K. (1979). fy;tp. nrd;id: ghhp epiyak;.
2. mkd\;tPyp. (2006). Foe;ijfspd; vjpu;fhyk;. nrd;id: mwpTg; gjpg;gfk;.

(044 2848 2441/2848 2973).
3. cja%h;;j;jp> vk;.v];.(2015). ntw;wpf;F Kjy; gb. nrd;id: fq;if Gj;jf

epiyak; (044 - 2434 2810).
4. mg;Jy; fyhk;> M.g.n[. (2006). fyhikf; NfSq;fs;. nrd;id: epA+nrQ;Rhp

Gf;`T]; (044 - 2625 8410).

5. Rthkp tpNthde;ju;. (1997). Gjpa ,e;jpahitg; gilg;Nghk;. nrd;id:

=uhkfpU\;z klk;.
6. Nfhfpyh jq;frhkp.(2016). rpwe;j Mrphpauhf. nrd;id: ghit gjpg;gfk;>

(9443323840).
7. Nrhk ts;spag;gd;. (2013). ey;yjhf ehY thu;j;ij. nrd;id: Mg;gps;

gg;sp\pq; ,zlu; Ne\dy;> (044 -32440099/33464677).
8. mofpaehjd;>vk;.gp.(2008). mwpTyf Nkij My;gu;l; [d;];Bd;. nrd;id:

mwpTg; gjpg;gfk;. (044 -2848 244/2848 2973).
9. n[arPyd;> R+.k.(2015). ,J ek; Foe;ijfspd; tFg;giw. nrd;id: mUk;G

gjpg;gfk;. (94870 36865 / 90429 82821)
10. Fg;Grhkp.gp.r.(2015). Xh; Muk;gg; gs;sp Mrphpaupdpd; Fwpg;Gfs;: Nfhit: tp[ah

gjpg;gfk;> (0422-2382614).
11. eluh[d; Map\h. (2013). ,J ahUila tFg;giw? nrd;id: Gf;]; /ghu;

rpy;ud;> (044 -2433 2424).
12. Rthkp %u;j;jhde;ju;. tp.(2015) Mrphpau;fNs mr;rhzpfs;. nrd;id:

=uhkfpU\;z klk; (email: [email protected]).
13. ,iwad;G.nt. (2008). VohtJ mwpT. nrd;id: epA+nrQ;Rhp Gf;`T]; (044 -

2625 8410 / 2625 1968).
14. fkyh fe;jrhkp. (2012). rPdj;J Qhdp fd;/G\pa]; rpe;jidfs;. nrd;id:

eh;kjh gjpg;gfk;> (98402 26661).
15. Njhg;gpy; K`k;kJ kPuhd;. (2013). JiwKfk;. Gj;jhej;jk;: milahsk;:

(044332 -273 444).
16. =jh;. (2015). xU gpb kz;. nrd;id: tp[ah gg;spNf\d;]; (044-2481 0501).
17. Allen, James. (2016). As a man Thinketh. Noida, UP: Om Books International.
(+911 20477 4100).
18. Arden, Paul (2003). It’s not how good you are, its how good you want to be.
New York: Phaidon (www.phaidon.com).
19. Dyer, W.Wayne. (2005). Co-creating at its best. Australia: Hay House of India.
(email: contact @hayhouse.co.in).

20. Goldsmith, Marshall(2013). What got you here, won’t get you there. London: Profile
Bookb. (www.profilebooks.com).
21. Jayaraman, Chindhai. (2007). Turtles in Schools. Chennai: Vinodh Publishers

(044 -2639 0525).
22. Kokila Thangasamy, (2010). 100 Inspirational Quotes for Teachers. Gandhigram :
Anichum Blooms, ( 90033 58873).
23. Shiv Khera. (2014). Freedom is not free. New Delhi: Bloomsbury Publishing India,
(www.bloomsbury.com).
24. Swami Sachidananda Bharathi. (2013). The Second Freedom of Struggle. Nagpur:
Navastrugsti Publications (086005 67232 / 091201 37984).
(Note: This list is not intended to be exhaustive.)

COURSE EPC 2 : DRAMA AND ARTS IN EDUCATION
The aim of this course is to enhance the professional capacities of a

student-teacher, specifically his her creativities and aesthetic sensibilities.
Course objectives: To enable the student-teachers:
1. To use the techniques of art, music and drama for enhancing teaching and
learning.
2. To use art, music and drama for enhancing one’s self, expression and
creativity.
3. To identify and recognize the experts in art, music and drama in the
community and involve them for enhancing of teaching-learning process.
How to use art, music and drama in Education.
The teachers in Colleges of Education should:
1. With fine arts experts, engage the student-teachers in making a work of

art/a drawing/a sketch/a sculpture/a statue relating to school subjects, in
doing an oil painting/a line drawing/ a rough sketch, in painting a
picture/landscape/mural/in oils/in water colours/ draw a picture /a
protract /a cartoon / a line / a figure / a human form/ in charcoal /in ink.
2. Engage the student-teachers in visiting art galleries /art exhibitions and

cultural festivals
3. Encourage the student-teachers to understand local culture and art forms

and interpret art works, movies and other media.
4. Train the student-teachers to use drama to interrogate/question and seek

clarity in the areas of ‘discomfort’ and ‘confusion’ to them (such as
completely segregated social environments, bounded by caste, class,
religions or gender, etc).
TNTEU:B.Ed (2016-2017) First Year Syllabus

5. Train the students-teachers in choosing themes and stage them as skits

plays/dramas/street plays, so that they can develop the ability to feel
empathy for and relate with others.
6. Engage the student-teachers to nurture and build their sensitivities through

drama, based on experience, emotions and interpretation.
7. Guide the student-teachers to identify and recognize local artists, drama

experts in schools/ colleges and use them for transformational action.
8. Motivate the student-teachers to use drama as a ‘critical pedagogy’ moving

beyond the classroom and develop collective consciousness by involving the
community to participate in educational and social change.
9. Guide the student-teachers to experience and stage different kinds of

drama/skits/streetplays /folk and contemporary traditions relating to
day-to-day problems of people of different walks of life.
10. Invite local experts in music and explore the possibilities of teaching certain
contents in school subjects through music.
1. Write a detailed report on how you have used drama as a technique for
teaching your school subject.
2. Write a comprehensive report on how you have used fine arts and music
for teaching your school subject.
TNTEU:B.Ed (2016-2017) First Year Syllabus

COURSE EPC 3: CRITICAL UNDERSTANDING OF INFORMATION

AND COMMUNICATION TECHNOLOGY (ICT)
The aim of this course is to enhance the professional capacities of a student

teacher in integrating Information and Communication Technologies (ICTs) with
effective teaching and learning in a classroom.
Course objectives: To enable the student-teachers:
1. To teach effectively in a “technology enhanced classroom” (previously

referred to as “smart classroom”).
2. To achieve knowledge-comprehension, practice skills and presentation skills
in ICT.
How to prepare a student teacher for a technology enhanced classroom?
The teachers in Colleges of Education should train the student- teachers:
1. To operate /use various ICT tools such as computer, laptop/Internet,

Interactive whiteboard, Tablet PC, iPad, iPhone, Mobile phones, Digital
cameras, Multimedia equipments (audio/video), Skype and video -
conferencing.
2. To browse the Internet, using a computer /laptop, identify and use

education related websites and video/audio resources in teaching- learning.
3. To prepare teaching material/learning resource materials: e-content,

e-booklet for selected school subject areas and to create edu(cational) blogs
for individual/ group students for strengthening sharing and learning.
4. To use a laptop /PC for preparing slides for PowerPoint presentations/

lectures and also download the video resources available on the internet and
use them embedded with slide presentations.
5. To teach a content /lesson using an Interactive whiteboard (by connecting a

desktop computer to a whiteboard and project Google images onto it).

6. To use a visualizer/document camera (visual projector) to display and share

an information to the whole class.
7. To use a mobile device/a camera phone to take a series of snapshots of

children’s actions events/ scenes/ activities and prepare a photo
documentary or photo album with explanatory notes/ descriptions.
8. Prepare videos on different teaching styles of experienced teachers/ peers

and keep them available for viewing as a stream on a computer.
9. Organize a few video-conferencing classes (organize Skype-based video

conferencing) inviting experts in school subjects and encourage the students
to share the learning experiences through Whatsapp with their classmates
and others.
10. To create educational blogs (edublogs) for individual/group students for

sharing and learning articles/ class notes/ assignments and participating in
active blogging community.
1. Write a report based on your preparation of e-content and presentation of it

to the class with different ICT tools.
2. Write a report on the organization of video-conferencing with an

educational expert.

MINI-TEACHING
TEACHING PRACTICE:
PRACTICE INTEGRATION OF TEACHING S
SKILLS
ASSESSMENT BY PEERS / TEACHER-EDUCA
TEACHER ATOR
Note: Put a tick mark ( ) against the appropriate mastery

ma level of the skill.
Score Value: Average = 1 Good = 2 Very Good = 3
Name of the Student-teacher:

teacher: Duration:
Duration 20 Minutes
Teaching Skills Average Good Very Good Total
Introducing
Explaining
Questioning
Varying the Stimulus
Non-verbal cues
Reinforcement
Closure
Fluency in communication
Total
Range of Score: 8 - 24
OVERALL ASSESSMENT OF MINI-TEACHING
MINI
Average Go
Good Very Good
Interpretation of scores:
cores:
Average :8
Good : 9 -16
Very Good : 17 -24
Signature of the Observer

PRACTISING MINI––LESSON INTEGRATING THE STEPS IN TEACHING
ASSESSMENT BY PEERS / TEACHER-EDUCA

TEACHER ATOR
Note: Put a tick mark ( ) against the appropriate m

mastery level of the teaching steps.
Score Value: Average = 1 Good = 2 Very Good = 3
teacher:
Name of the Student-teacher: Duration:
Duration 20 Minutes
Teaching Steps Average Good Very Good Total
Motivation
Presentation
Interaction
Reflection
Summing up
Total
Range of score: 5 -15
OVERALL ASSESSMENT OF TEACHING STEPS
Average Good Very Good
Interpretation of scores:
cores:
Average :5
Good : 6 -10
Very Good : 11 -15
Signature of the Observer

THE STRUCTURE OF LESSON PLAN Date:
Name of the Student-teacher: Subject :
Class / Section and session: Unit :
Name of the School : Topic :
Instructional Objectives: 1
2
3
.
.
.
Instructional Resources
Required :
Previous Knowledge of
Learners :
Specification of Behavioural Learning Experiences

Content / Concept Evaluation
Objectives (Teacher / Learner activities)
Follow up Activities (if any):
Signature of the Guide Signature of the Student-teacher
(Note: To be used by student-teachers for preparing 30 (Level I) & 30 (Level II) Lesson Plans during 16-week internship
programme in the second year).
s

Chennai - 600 097
SYLLABUS FOR THE TWO-YEAR B.Ed DEGREE

PROGRAMME FOR THE ACADEMIC YEAR 2017-2018
(APPLICABLE FOR THE BATCH OF STUDENTS ADMITTED

DURING THE ACADEMIC YEAR 2016-2017)
B.Ed Second Year Syllabus

COURSE 7 (b) PEDAGOGY OF A SCHOOL SUBJECT – PART II
(CONTENT MASTERY)
The major objective of the course is to make the student-teachers to attain

mastery in their own chosen school subject. The course comprises two levels:
Level I and Level II.
Level –I is pertaining to standard VI to VIII and is compulsory for all the

student- teachers. At level-I, the student-teachers should get mastery in their
own chosen and related school subject.
The students of Economics, Commerce, Psychology, Philosophy, Sociology,

Political Science, Logic, and Indian Culture should study the subject-Social
Sciences; students of Computer Science should study the subject-Mathematics;
and students of Home Science should study the subject-Sciences at Level- I.
Level II is pertaining to standard IX and X for undergraduate students and

standard XI and XII for post graduate students. They should achieve mastery in
their chosen subjects.
Note:
The content for Level-I (std. VI to VIII) and Level- II (IX to X or XI

to XII) are as per the syllabus prescribed by the Government of Tamil Nadu.
COURSE 8: KNOWLEDGE AND CURRICULUM
OBJECTIVES
The student teachers will be able to:
1. explain the epistemological and sociological bases of education

2. explain the nature and principles of child-centered curriculum
3. describe the relationship of nationalism, universalism and secularism with
education
4. understand the principles of democratic curriculum
5. discuss the educational thoughts of great educational thinkers on child-
centered education
6. discuss the nature, principles and resources of curriculum
7. comprehend curriculum process and practice
8. explain the need for hidden curriculum
Unit I: Epistemological Bases of Education
Epistemology: Type of knowledge - Meaning of knowledge, skill, teaching,

training, information, reason and belief- Distinction between knowledge and
skill – Distinction between teaching and training - Distinction between
knowledge and information - Distinction between reason and belief

i) Talk by teacher on the Epistemological bases of education
ii) Group discussion on the distinction of the epistemological bases of
education .)
Unit II: Social Bases of Education
Influence of society, culture and modernity on education – Influence of

industrialization and democracy – Influence of individual autonomy and reason
on education – Understanding education in relation to modern values: equity
and equality, individual opportunity – Understanding social justice and dignity
with special reference to Ambedkar.
i) Seminar on the influence of society, culture and modernity on education
ii) Group discussion on social justice and dignity with special reference to
Ambedkar.)
Unit III: Child-Centered Education
Meaning and characteristics of child-centered education - Educational

Thoughts of Mahatma Gandhi, Rabindranath Tagore, John Dewey, Plato, Martin
Buber, Paulo Freire with special reference to the three concepts: activity,
discovery and dialogue relating to child-centered education.

i) Group discussion on nature and principles of child-centered education.
ii) Student Seminar on educational thoughts of Gandhi, Tagore, Dewey,
Plato, Buber and Freire.)
Unit IV: Nationalism, Universalism, Secularism and Education
Meaning and definitions and concepts of nationalism, universalism and

secularism – Relationship of nationalism, universalism and secularism with
education with special reference to Tagore and Krishnamooorthy.

i) Teacher talk or Expert’s talk on nationalism, universalism, secularism and
education.
ii) Seminar on the ideas of Tagore and Krishnamoorthy about universalism
and secularism.)
Unit V: Education and Democracy
Meaning of democracy – Dewey’s concept of democracy and education –

meaning of democratic education – Democratic practices in education –
Education in a democratic society – Training for democratic citizenship –
multiculturalism and education.
i) Teacher talk on Dewey’s concept of democracy and education.
ii) Student seminar on training for democratic citizenship.)
Unit VI: Meaning and Nature of Curriculum
Meaning, definition and concept of curriculum – structure of curriculum –

Dynamics of curriculum - Changing concepts of curriculum.

i) Teacher talk the meaning and nature of curriculum.
ii) Group discussion on the changing concepts of curriculum.)
Unit VII : Principles of Curriculum Development
Need for curriculum development - Principles and stages of curriculum

development – Types of curriculum : Subject centered curriculum, student-
centered curriculum, society-centered curriculum and life-centered curriculum-
models of curriculum development : Tyler’s model and Hilda Tabal’s model.
i) Teacher talk on the principles of curriculum development.

ii) Panel discussion on different types of curriculum.)
Unit VIII: Resources of Curriculum
Curriculum based on a thorough knowledge of the students and their

communities; their values, their language, and their educational goals – Time
table, syllabus, textbooks and co-curricular activities – a critical analysis of
various samples of textbooks, children’s literature and teachers’ handbook.

i) Teacher talk on resources of curriculum.
ii) Presentation based on the critical analysis of various samples of children’s
literature.)
Unit IX: Curriculum Implementation
Curriculum as an enacted process – curriculum as process and practices -

Personnel participated in development of curriculum - Role of the state in the
development of curriculum – curriculum from the top to down and curriculum
for down to top – Meritocracy and its impact on curriculum – Valuing of rituals
in schools and its celebrations – recreation of norms in society –relationship
between power, ideology and the curriculum.

i) Teacher talk on curriculum as an enacted process and practice.
ii) Debate on the impact of Meritocracy on curriculum –factors influencing
curriculum implementation.)
Unit X: Curriculum change and Innovation
Need-based curriculum – factors related to development and assessment –

Meaning of hidden curriculum – Role of hidden curriculum in developing
resilience in children – Teaching strategies for developing resilience in children.
Curriculum revision and evaluation – Tyler’s objective-centered evaluation
model-Stufflebeam’s CIPP evaluation model -Curriculum and research-
curriculum change and innovation – Need and importance

i) Group discussion on hidden curriculum practices for developing resilience
in children.
ii) Teacher talk on Role of research and revision on need based curriculum.)
Tasks and Assignments
1. Prepare a report after critically evaluating the views of at least any three
educational thinkers on child-centered education.
2. Prepare a society centered and life centered curriculum for the emerging
Indian society.
REFERENCES
1. Ornstein A.C and Hunkins F.P(1988). Curriculum: Foundations, Principles

and Issues. New Jersey; Prentice Hall.
2. Dewey, John(1996). The Child and the Curriculum, Chicageo: The

University of Chicago Press.
3. Diamond Robert, M. Designing and Improving Course in Higher

Education: A Systemic Approach, California: Jossey.
4. Doll Ronal. C. Curriculum Improvement: Decision Making Process

London: Allyon and Bacon.
5. Saylor, G.J and Alexander, W(1965) Planning Curriculum of school, New

York: Holt Richard and Winston.
6. Taba, Hilda(1962) . Curriculum Development: Theory and Practice, New

York: Harcourt Brace, Jovanvich.
7. Tanner, D and Tanner, L.N(1975) Curriculum Development: Theory and

Practice New York: Mac Millan.
8. Thangasamy, Kokila (2016), gs;spfspy; Foe;ijikaf; fy;tp. Chennai :

Pavai Publications.
9. www.ncde.go.ug
10. www.wcedcurriculum.westerncap.gov.
11. www.ccsdli.org.
COURSE 9 : ASSESSMENT FOR LEARNING
OBJECTIVES
On completion of this course, the students will be able to:
1. Describe the meaning and role of assessment in learning.

2. Know the principles of assessment practices.
3. Understand the assessment practices in various approaches of teaching
4. Differentiate different types of assessment
5. Identify tools and techniques for classroom assessment
6. Develop necessary skills for preparation of achievement test and diagnostic
tests
7. Point out key issues in classroom assessment
8. Understand how assessment can be possible in inclusive settings
9. Master various statistical techniques for reporting quantitative data
Unit I BASICS OF ASSESSMENT
Meaning and definition - measurement, assessment and evaluation - Role of

Assessment in Learning- as learning, for learning, of learning - Formative and
Summative assessment - Purposes of Assessment -Principles of Assessment Practices
–principles related to selection of methods forassessment, collection of assessment
information, judging and scoring of studentperformance, summarization and
interpretation of results, reporting of assessment findings.
i) Identify the formative and summative assessments in a course.

ii) Organize a debate on the purpose of assessment.
iii) Conduct a brainstorming session on principles of assessment.)
Unit II Assessment for Learning in Classroom
Student evaluation in transmission-reception (behaviourist) model of

education- drawbacks - Changing assessment practices- assessment in constructivist
approach Continuousand Comprehensive evaluation- projects, seminars,
assignments, portfolios; Grading - Types of assessment- practice based, evidence
based, performance based, examination based - Practices of assessment- dialogue,
feedback through marking, peer and self - assessment, formative use of summative
tests.
i) Discuss the criteria for student evaluation

ii) Conduct seminar on changing assessment practices
iii) Prepare power point presentation on types of assessment
iv) Group discussion on practices of assessment.)
Unit –III TOOLS & TECHNIQUES FOR CLASSROOM ASSESSMENT
Tools & techniques for classroom assessment- observation, Self reporting,

anecdotal records, check lists, rating scale, types of tests - Rubrics- meaning,
importance - Assessment Tools for affective domain- Attitude scales, motivation
scales- interest inventory - Types of test items-principles for constructing test items
i) Conduct a workshop on tools & techniques for classroom assessment.

ii) Discussion on rubrics of assessment
iii) Workshop on types of test items.)
Unit IV ISSUES IN CLASSROOM ASSESSMENT
Major issues-commercialization of assessment, poor test quality, domain

dependency, measurement issues, system issues - Reforms in assessment-open book
and on line - Examination reform reports.
i) Debate major issues on commercialization of assessment

ii) Seminar on reforms in assessment.)
Unit V ASSESSMENT IN INCLUSIVE PRACTICES
Differentiated assessment- culturally responsive assessment - Use of tests for learner

appraisal- Achievement test, Diagnostic test construction scoring key- marking
scheme - question wise analysis - Quality of a good test -Ensuring fairness in
assessment -Assessment for enhancing confidence in learning- Relationship of
assessmentwith self-confidence, self-esteem, motivation.
i) Prepare an achievement test and present inthe classroom.

ii) Discussion on quality of a good test.
iii) Debate on fairness in assessment.)
Unit VI ASSESSMENT FOR INCLUSIVE SCHOOL
Assessing the disabled and performance outcomes of diverse learners -

Assessment and feedback -Process of feedback.
i) Visit an Inclusive school and prepare a report on mechanisms available for

assessment.
ii) Discussion on role of feedback on learning.)
Unit VII PHILOSOPHICAL AND EDUCATIONAL UNDERPINNINGS OF

ASSESSMENT
No Competitive exams and non – detention policies -RTE act and its
relationship with curriculum, pedagogy and teachers - Psycho-social and political
dimensions of assessment.
i) Discuss the merits and demerits of Competitive exams

ii) Organize the debate on non-detention policy whether it promotes learning
society or not
iii) Organize a talk on RTE act 2009 by an expert.)
Unit VIII PARTICIPATORY ASSESSMENT
Processes of Participatory assessment - Community monitoring of assessment

-Teachers autonomy in assessment.
i) Brainstorming session on ways and measures for participatory assessment.

ii) How can community monitor assessment – Discuss.
iii) Do teachers have autonomy in assessment – Debate.)
Unit IX PREVALENT PRACTICES OF ASSESSMENT
Drawbacks of present assessment system - Assessment for better learning -

Assessment for confident building - Assessment for creative learners.
i) Buzz session on demerits of present assessment system.

ii) Workshop on devising mechanisms of assessment for confident learning and
creative learning.)
Unit X : REPORTING QUANTITATIVE ASSESSMENT OF DATA
Reflective journal- Student portfolio - Statistical techniques for interpreting and

reporting pquantitative data -Measures of central tendency - Measures of
dispersion – Correlation -Graphs & Diagrams
i) Work out examples for central tendency, dispersion and correlation.

ii) Present different Graphs and Diagrams used for various data.)
1. Find out measures of central tendency and measure of dispersion for the
students scores.
Or
Find out the correlation of the scores secured by the pupil in a subject.
REFERENCES
1. Baker, E.L and Quellmalz, E.S Ed. (1980) Educational Testing and Evaluation.
London:SagePublications.
2. Bloom, S.B. Hastings, J.T. and Madans, G.F. (1971) Handbook on Formative
andSummativeEvaluation of student Learning.New York: McGraw – Hill
Book Co.
3. Dave, R.H. and Patel, P.M. (1972) Educational Evaluation and Assessment,
New Delhi:NCERT.
4. Ebel, R. L. (1966). Measuring Educational Achievement. New Delhi: Prentice
Hall ofIndia Pvt. Ltd.
5. Griffin, P., McGaw, B., & Care, E. (2012). (Eds.). Assessment and teaching of
21stcentury skills. New York: Springer.
6. Gronlund, E.N. (1965) Measurement and Evaluation in Teaching. London:
Collier –MacmillanLtd.
7. Harper (Jr.) A. E. & Harper E.S. (1990). Preparing Objective Examination, A
Handbookfor Teachers, Students and Examiners. New Delhi: Prentice Hall.
8. Linn, R. L.&Gronlund, N.E.(2003).Measurement and Assessment in Teaching.
NewDelhi Pearson Education Pvt. Ltd. Camberwell:ACER
9. Stella, A. (2001). Quality Assessment in Indian Higher Education: Issues of
FuturePerspectives. Bangalore: Allied Publishers Ltd.
10. Thangasamy, Kokila (2016), Teach Gently, Chennai : Pavai Publications.
COURSE 10: CREATING AN INCLUSIVE SCHOOL
Objectives:
The student-teachers will be able to:
1. develop an understanding of the concept of disability
2. develop an understanding of the concept of learning disabilities
3. critically evaluate the models of disability
4. identify the need and importance of inclusive education
5. discuss the contributions of national and international agencies to inclusive
education.
Unit I Understanding the disability

Meaning and definition of disability - Meaning and definition of
impairment - Differences between disability and impairment -
Characteristics of disabilities -Causes of disabilities - Types of disabilities:
Hearing impairment, speech impairment, visual impairment,
morbidity/physically challenged, psychological disorders, mentally
retarded, cerebral palsy, multiple disability.
i) Students read the autobiography /biography of disabled
persons.
ii) Invited talk by a /some disabled person(s) to share his
/her/their personal experiences and expectations from the
community.)
Unit II Understanding the learning disabilities
Meaning and definition of learning disabilities - Kinds of learning

disabilities: dyslexia, dyscalculia, dysgraphia, dyspraxia - Approaches to
identifying children with disabilities: Cognitive approach, sensory
approach, disability-based approach, society-based approach - Role of
teachers in managing students with learning disabilities.
i) Invited talk by expert(s) /talk by teacher(s) on the different
kinds of learning disabilities.
ii) Student seminar on the importance and means of
identifying the learning disabilities of students.)
Unit III Models of disability
Salient features of different models of disability: Individual model, social

model, medical model, Nagi model, Quebec disability production process
model, human rights model, professional model, transactional model,
charity model, functional model rehabilitation model.

i) Student seminar on the merits and demerits of different
models of disability.
ii) Invited talk by expert(s)/talk by teacher(s) on the issues in
implementing the models of disability.)
Unit IV Inclusive education
Meaning of inclusive education - UNESCO’s definition of inclusive

education -Inclusive education and education for all - Barriers to inclusive
education- Overcoming barriers in inclusive education - Promoting inclusive
education- Mixed-ability grouping and teaching - Differences between
inclusive, integrated and special education - Teacher development initiatives
for inclusive schooling.
i) Teacher(s) talk on the issues related to inclusive classroom.
ii) Presentation of report based on the observation of an
inclusive classroom setting.)
Unit V Policies and programmes of inclusive education

Global policies and programmes on inclusive education - Inclusive
education policies and programmes in India.

i) Student seminar/Teacher talk on the UNESCO’s initiatives for
inclusive education.
ii) Presentation of report based on group discussion with respect
to the Government of India and State Governments’ initiatives
for inclusive education.)
1. Prepare a report on the contributions of National Resource Centre for
Inclusion-India.
2. Write a detailed report on the best practices of inclusive education/models
of inclusive education in India other countries.
References:
1. Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000).
Index for inclusion developing learning and participation in schools. UK: Centre for
Studies on Inclusive Education.
2. Deshprabu, Suchitra. (2014). Inclusive education in India. New Delhi: Kanishka

Publishers.
3. Nambissan, G.B. (2009). Exclusion and discrimination in schools: Experiences of

dalit children. New Delhi: Indian Institute of Dalit Studies and UNICEF.
4. National Council for Educational Research and Training. (2006a). Position

paper-National focus group on education with special needs (NCF 2005). New Delhi:
NCERT.
5. National Council for Educational Research and Training. (2006c). Position

paper-National focus group on problems of scheduled caste and scheduled tribe
children (NCF 2005). New Delhi: NCERT.
6. Rehabilitation Council of India. (2013). Status of disability in India. New Delhi:

Rehabilitation Council of India Publications.
7. UNESCO. (2009). Policy guidelines on inclusion in education. France: United

Nations Educational Scientific and Cultural Organisation.
Web Resources:
http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/
http://www.copower.org/leadership/models-of-disability
http://www.who.int/disabilities/world_report/2011/chapter1.pdf
OPTIONAL COURSE: YOGA, HEALTH AND PHYSICAL EDUCATION
OBJECTIVES:
At the end of the course, the student-teacher will be able to
1. understand the concepts of Yoga and Asanas

2. comprehend the methods of importing health education.
3. list out the communicable diseases and life style disorders
4. explain the Physical Education concepts and its scope
5. practice the various physical exercises
6. acquire skills to organise and conduct sports in schools.
UNIT- I: YOGA AND ASANAS
Meaning and concept of Yoga – Aims and objectives - Eight limbs of yoga -
Guidelines for practicing yoga - Benefits of yoga – Physiological, Psychological,
Therapeutic and Physical.- Meaning, Methods and benefits of Asanas – Sitting
posture-Standing posture and Lying Posture - Surya namaskar: Meaning,
Twelve stages of Surya namaskar, Benefits, Preventive and curative effects of
asanas.
i. Teacher talk on the concept of Yoga

ii. Demonstration by teacher on different postures of Yoga.)
UNIT - II: HEALTH EDUCATION

Meaning, aims and objectives - scope of Health Education - Methods of
Imparting Health Education in Schools – Health Instruction – Health Services –
Health Supervision - Posture – meaning, causes, defects and prevention - First
Aid – Meaning, Principles of first aid, Need and importance of first aid.
i. Group discussion on health services in schools

ii. Seminar on methods of imparting health education in school.)
UNIT – III: COMMUNICABLE DISEASES AND LIFE STYLE DISORDER
Communicable diseases: Meaning – Types: Malaria, Typhoid,
Tuberculosis, Cholera, Diarrhoea and AIDS – Causes, symptoms and treatment -
Life style disorder – Diabetes, Hyper Tension, Heart Attack, Obesity and Ulcer –
Causes, Symptoms and treatment.
i. Panel discussion on different types of communicable diseases

ii. Talk by expert / doctor on preventive measures of communicable
diseases.)
UNIT – IV: PHYSICAL EDUCATION AND PHYSICAL EXERCISE

Concept and Meaning, Definition - Aims and Objectives of Physical
Education - Scope, Need and Importance of Physical Education - Physical
Fitness: Meaning, Definition, and Health related components of Physical fitness:
Muscular Strength, Muscular Endurance, Flexibility, Cardio respiratory
endurance and Body composition, benefits of Physical fitness.
Meaning - Need and Importance of Physical Exercise - Effects of exercise
on the various systems – Muscular, Circulatory, Digestive, Nervous and
Respiratory systems.
i. Group discussion on the need and importance of Physical education

ii. Demonstration by Physical director on different type of physical
exercise and practice by the student.)
UNIT – V: ORGANISING COMPETITIONS

Intramural and extramural competitions – Meaning, Definition -
Organising and Conducting - Sports meet – types: Standard, Non-standard,
Organising and Conducting, Tournaments: Single league and Single League and
Single Knock Out– Preparation and drawing fixtures, merits and demerits.
i. Seminar on Intramural and Extramural Competitions

ii. Prepare a report by visiting a school and interacting with the Physical
director about the use of Physical exercise.)
TASKS AND ASSIGNMENTS
1. Prepare a report after critically evaluating the views of at least any three
Physical directors on importance of Yoga for health life.
2. Plan a state level sports and cultural meet and prepare a programme
schedule.
SUGGESTED READINGS:
1. Gupta D.K. (2005). Health Education for Children, New Delhi;

KheelSahitya Kendra.
2. Nagendra H.R. and Nagaratna, R. (2008). Yoga Prcatices. Bangalure:

Swami Vivekananda Yoga Prakashana,
3. Swami Satyananda. (1999). Four Chapters on Freedom. Commentary on

Yoga Sutras of Patanjali Saraswathi. Munger:Bihar school of Yoga.
4. Thomas.J. P. (1967). Physical Education Lesson. Chennai: Gnanodaya

Press.
5. Venugopal B and Dr.Ranganayaki. (2010). Yoga and Yoga Practices,

Hyderabad: Neelkamal Publications.
6. Yoga Education (Bachelor of Education B.Ed). (2015). National Council for

Teacher Education, New Delhi: St. Josheph Press.
7. Pandit Lakshmi Doss. (2002) Yogasana for Everybody, Chennai: Balaji

Publications.
8. http://www.tutorvista.com/content/biology/biology-i/food-nutrition-
health/classification-food.php.
9. http://www.redcross.ca/training-and-certification/first-aid-tips-and-
resources-/first-aid-tips/Kit-contents.
10. http://www.glopalhealth.gov/global-health-topics/communicable -
diseases.
OPTIONAL COURSE: ENVIRONMENTAL EDUCATION
OBJECTIVES
1. realize the importance of environmental education;

2. list out the natural resources and its associated problems;
3. appreciate the international initiatives to protect the environment;
4. realize the importance of management and protection environment;
5. develop curriculum for environmental education;
UNIT 1 - ENVIRONMENTAL EDUCATION
Concept and meaning of Environment – Focal aspects of Environmental

Education - Goals and Objectives of Environmental Education – Need and
Importance of Environmental Education – Core Themes of Environmental
Education – Scope of Environmental Education.
( Suggested instructional approaches/methods:
1. Teacher talk on Need and importance of Environmental Education
2. Seminar on Focal aspects and Functions of environmental Education)
UNIT 2 - NATURAL RESOURCES, PROBLEMS AND SOLUTIONS
Natural Resources: Land Resources, Prevention of Soil Erosion – Forest

Resources, Prevention of Deforestation – Water Resources, Prevention of
Water Scarcity – Mineral Resources, Prevention of Exploitation of Minerals –
Food Resources, Food Crisis and Increasing Food Production – Energy
Resources – Alternative Energy Resources.
( Suggested instructional approaches/methods
i. Discussion on Land resources, Forest resources and Water resources.

ii. Seminar on Mineral and Energy resources.)
UNIT 3 - INTERNATIONAL EFFORTS FOR ENVIRONMENTAL
PROTECTION
Environmental Issues and Global Community: Stockholm Conference (1972) –

Brundtland Commission (1983) – The Earth Summit or Rio Conference (1992)
– Kyoto Conference (1997) – Copenhagen UN Climate Change Conference
(2009) – Doha Climate Change Conference (2012).
( Suggested instructional approaches/methods:
i. Talk by experts on Efforts for Environmental Protection by international

communities.
ii. Seminar on the outcomes of Environmental Conferences. )
UNIT 4 - MANAGEMENT AND PROTECTION OF ENVIRONMENT
Environmental Management: Need, Dimensions, Approaches – Impact of

Human Activities on Environment – International NGOs and Environmental
Protection: Environmental Foundation for Africa, World Wide Fund for
Nature, Conservation International, Green Peace – International Union for
Conservation of Nature (IUCN) - Environmental Protection Strategies
initiated in India: National Green Tribunal – Central and State Pollution
Control Board.
i. Discussion on Need, Dimensions and Approaches to Environment

Management
ii. Seminar on Environmental protection initiatives in India.)
UNIT 5 - ENVIRONMENTAL EDUCATION IN SCHOOL CURRICULUM
Status of Environmental Education in School Curriculum – Environmental

Education at different levels of School Education -- Innovative Methods of
Teaching Environmental Education – Problems faced in Teaching
Environmental Education – Role of UNEP, CEE and NCERT in Promoting
Environmental Education.
( Suggested instructional approaches/methods
i. Seminar on Role of different agencies in promoting Environmental
Education
ii. Seminar on innovative methods of teaching Environmental Education)
Tasks & Assignments
1. Prepare a study report on Clean and Safe Environment of Your locality
2. Prepare a study report on Reducing the effects of Pollution in your

village/community
References:
1. Archana Tomar. (2011). Environmental education. Delhi: Kalpaz Publications.

2. Goleman, Daniel. (2012). Eco literate. United States: Jossey-Bass.
3. Gruenewald, D.A. (2004). A foucauldian analysis of environmental education:
Toward the socioecological challenge of the earth charter. Curriculum Inquiry,
34(1): 71-107.
4. Joshi, P.C., & Namita Joshi. (2012). A text book of environmental science, New
Delhi: A.P.H. Publishing Corporation.
5. Palmer, J.A. (1998). Environmental education in the 21st century: Theory, practice,
progress, and promise. Routledge.
6. Patil, C. S. & Prabhu M. Biradar. (2013). Environmental education. New Delhi:
A.P.H. Publishing Corporation.
7. Sony Havilah, N. (2013). Environmental education. New Delhi: A.P.H.
Publishing Corporation.
8. Trivedi, P.R. (2011). Environmental education. New Delhi: A.P.H. Publishing
Corporation.
Web Resources:
9. http://www.conserve-energy-future.com/current-environmental-issues
10. www.ewindia.com/internationalconferencesonenvironmenthtml/
11. http://www.yourarticlelibrary.com/environment/forest/forest-resources-in-
india-use-over-exploitation-causes-and-effects/28196/
OPTIONAL COURSE: VALUES AND PEACE EDUCATION
OBJECTIVES:
The student teachers will be able to:
1. understand the concept of values education.

2. explain the role of values.
3. understand the concepts and importance of Peace education.
4. discuss the ways of fostering culture of peace through education.
5. identify and apply the practices for value inculcation and clarification.
UNIT I: Values Education
Values: meaning and definitions-Values of development: periods of development-

Kohlberg’s stages of moral development – Aims of Value education -Types of
values - Need and importance of Value education- Sources of Values- Socio-
cultural traditions, religion and constitution - Values education in school
curriculum
(Suggested instructional approaches /methods
i. Teacher talk on Kohlberg’s stages of moral development
ii. Talk by experts on values education in school curriculum.)
UNIT II: Fostering values
Development of Values: Attitudes and personal qualities- core values- ways of

fostering values in children and Role of parents – Teachers Society – Peer
groups, Religion – Government – Mass media – Voluntary organization – Rath’s
process of valuing-Methods of fostering values: storytelling, dramatization-Role
plays –Personal examples-value crisis - value development and clarification-
Family values- character education- science of living
i. Group discussion on fostering values in children

ii. Teacher talk on Raths’ process of valuing.)
UNIT III: Peace Education
Peace education: meaning and definition, concepts, aims and objectives of Peace
Education - at different level of Education – Importance of Peace Education in the
present scenario - Peace education as conflict resolution training-democracy
education- human rights education.
i. Seminar on aims and objectives of peace education
ii . Seminar on Human rights Education.)
UNIT IV: Promoting Culture of Peace
Meaning of culture of peace and non-violence- conflict prevention and resolution

–Fostering culture of peace through education - promoting inner peace,
understanding, tolerance, solidarity –Education for non-violence- UNESCO
culture of peace programmes- International peace and security.
i. Seminar on Education for non-violence and international peace and security

ii. Seminar on methods of fostering values)
UNIT V: Approaches and strategies
Approaches to values development– Values inculcation, analysis and clarification

–Strategies: Curricular and co-curricular activities – Field trips, Curricular club
activities- whole school approach- pedagogy of values-Role plays – Stories –
Anecdotes – Group singing – Group activities- questioning, reflective process.
i. Discussion on different approaches to value development

ii. Teacher talk on Pedagogy of values and Whole school approach)
Tasks & Assignments
1. Prepare a school curriculum for development of values education
2. Prepare a school curriculum for promoting peace education
References:
1. Chadha, S.C. (2008) Education Value& Value Education, Meerut: R. Lall Books.
2. Chand, J. (2007) Value Education, Delhi: Anshah Publishing House .
3. Gavriel Solomon; Baruch Nevo ( 2002) Peace Education : The concept,

Principles and Practices around the World, Lawrencee Erlbaum Associates.
4. Lincoln, Melinda G. (2001) Conflict Resolution Education : A Solution for

Peace, Communications and the Law, vol.23, No.1.
5. Page, James S. (2008) Peace Education: Exploring Ethical and Philosophical
Foundations. Chapter 1. Charlotte: Information Age Publishing.
6. www.ncert.nic.in
7. http://www.ei.ie.org/en/websections/content-detail/5411
8. http://en.wikipedia.org/wiki/value
COURSE EPC 4: UNDERSTANDING THE SELF
The aim of this course is to develop understanding of student-teachers
about themselves as a person and as a teacher through conscious ongoing
reflections.
OBJECTIVES:
To enable the student-teachers:
1. to develop sensibilities, dispositions and skills that will help them in
facilitating their personal growth and students.
2. to develop social-relational sensitivity and effective communication skill
such as listening and observing.
3. to develop a holistic and integrated understanding of the human self and
personalities.
How to Prepare a Student-teacher for understanding the self
The teachers in the College of Education should:

1. provide opportunities to listen to case studies / biographies / stories of
different children who raised in different circumstances and how this
affected their sense of self and identity formation.
2. screening movies / documents where the protagonists (the main
character in play, film, movie and book) undergoes trials and finally
discovers her / his potential despite odds.
3. discuss the issues of contemporary adolescents / youths to enable the
student-teachers to understand themselves, with students and classroom
situations.
4. provide opportunities to student-teachers to express themselves through
different modes that they are comfortable with them.
5. arrange sessions for resource persons / experts and the family to reflect
back whether all modes of expression have been used by the student-
teachers to express themselves.
6. give exercises to the student-teachers for ‘developing reflective journals’
and providing regular feedback on those reflective thoughts and
experiences.
7. provide opportunities to student-teachers for story making to reflect
their self.
8. encourage student-teachers to disclose their self, through art, dance and
theatre exercises.
9. conduct nature walk / field visit / adventure to enable the student-
teachers to realise the importance of team work.
10. conduct small group interactions on a task with people to enable the
student-teachers to understand the social structure and role of
individuals and to participate and / or lead in the activities of the
family, college and community.
1. Every student-teacher should write one’s autobiography, and

biography of a child who has grown up in different socio-economic
and cultural backgrounds.
2. Every student-teacher should write a report on their experiences
gained through art, dance and theatre exercises undertaken by them.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY

Regulations and Syllabus

From the Academic Year 2016 – 2017 onwards

1. ELIGIBILITY FOR ADMISSION TO THE B.Ed PROGRAMME

(i) The candidates should have undergone 10+2+3(15) or 11+1+3(15) pattern of

(viii) Equivalent Subjects

b) Candidates, who have done their UG Degree in Applied Physics, Geo-Physics,

d) Candidates, who have done their UG Degree in Bio-Technology, Plant-Biology,

g) Candidates, who have done their UG Degree in Computer Science, Information

h) Post Graduate candidates in Economics, Commerce, Home Science, Political

Community/Category Minimum Marks

BC/ BCM 45%

MBC / DNC 43%

Highest Qualification Weightage of marks

(xi) In the case of Differently-Abled (Physically and Visually Challenged) candidates, a

2. DURATION OF THE B.Ed PROGRAMME

COURSES IN PERSPECTIVES IN EDUCATION

Course 1: Childhood and Growing up

COURSES IN CURRICULUM AND PEDAGOGIC STUDIES

Course 4: Language across the Curriculum (1/2 Course)

This curricular area would have three components:

Theory Courses for First Year

Engagement with the Field for First Year

[The courses on ‘Enhancing Professional Capacities’ (EPC 1, EPC 2 & EPC 3)

[The course on ‘Enhancing Professional Capacities’ (EPC 4) is evaluated by

DISTRIBUTION OF MARKS FOR TASKS AND ASSISGNMENTS FOR EACH COURSE

S.No. Type of Course Marks

Each candidate whose admission is approved by Tamil Nadu Teachers Education

Each candidate whose admission is approved by Tamil Nadu Teachers Education

PASSING MINIMUM FOR WRITTEN EXAMINATION

REVALUATION / RETOTALLING / XEROX COPY OF ANSWER SCRIPTS

REAPPEARANCE FOR WRITTEN EXAMINATION

2. Teaching Competency Level II 50

1. Observation Record Level I 5

2. Demonstration Record Level I 5

4. Instructional Materials Record Level I 10

5. Test and Measurement Record Level I 10

7. Demonstration Record Level II 5

8. Lesson Plan Record Level II (30 lesson Plans) 20

10. Test and Measurement Record Level II 10

11. Teaching Skills (Mini-teaching) Practice Record 10

13. Students Portfolios / CCE Record 10

14. Reflective Journal - Diary 5

16. Community based Engagement/ Skill Development Record 10

1. Lesson Plan Writing and Achievement Test Construction - 2 weeks

2. Teaching Skills Practice (Mini-teaching) - 1 week

3. Visit to Innovative Schools - 1 week

PRACTICAL COMPONENT IN THE SECOND YEAR 16-WEEK INTERNSHIP

1. Observation of Regular Class Teacher in Regular

2. Intensive Teaching Practice (Teaching 30 lessons,

REAPPEARANCE FOR PRACTICAL EXAMINATION

Each unsuccessful candidate shall be permitted to reappear for the practical

CLASSIFICATION FOR WRITTEN EXAMINATION

Percentage of Marks Classification

CLASSIFICATION FOR PRACTICAL EXAMINATION

Percentage of marks Classification

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B.Ed (2016-2017) First Year Syllabus