VIJAYANAGARA SRI KRISHNADEVARAYA

UNIVERSITY
JNANASAGARA CAMPUS, BALLARI – 583 105

Department of Studies in
Education

SYLLABUS

MASTER OF ARTS
(I to IV Semester)

With effect from

2021-22

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 PREAMBLE

This National Education Policy-2020 envisions an education system rooted in Indian ethos that
contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant
knowledge society, by providing high-quality education to all, and thereby making India a global
knowledge superpower. The Policy envisages that the curriculum and pedagogy of our institutions must
develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional
values, bonding with one’s country, and a conscious awareness of one’s roles and responsibilities in a
changing world. The vision of the Policy is to instill among the learners a deep-rooted pride in being
Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills,
values, and dispositions that support responsible commitment to human rights, sustainable development
and living, and global well-being, thereby reflecting a truly global citizen.

It is longtime that there is a resistance to extend duration of Teacher Education, also academically
expressing their agony about lack of professionalism in teacher preparation. At the postgraduate teacher
education training much focus is not laid on skills and competencies, professionalism in having capability to
train teacher educators efficiently. The NCTE curriculum framework for Master of Education (M. Ed) is
basically reflecting the basic framework of teacher education 2009, Right of Children to Free Compulsory
Education, (RTE) 2009 emphasized on teacher preparation and teacher training to improve the quality of
school education and Justice Verma Committee (JVC) recommendations.

It has conceptualized choice based credit system (CBCS) proposed by UGC. Broadly the program consists
of:

1. Perspectives to provide a strong knowledge and skill base.

2. Tool courses focus is laid on research methodology, Skill and Personality Development, Academic
Writing, Expository Writing, and Self Development, Mental and Physical wellbeing.
3. Teacher education related system, structure and policy and practice related courses

Also this framework emphasized on internship, dissertation, field based engagement. All through the
course they focus on hand holding of teacher educators to prepare professionals. JVC report also notes that
“M.Ed. programmes are also known to be generalist in nature and do not prepare curriculum developers and
pedagogues.

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 Paving way to the new guidelines suggested by NCTE also restoring the local needs by involving experts
from the department and teachers from affiliated colleges of Vijayanagara Sri Krishnadevaraya University,
Ballari, taking the views and suggestions, designed the curriculum. Department level core committee made
rigorous exercise, deliberated discussed on curriculum right from structure to that of framing curriculum.

The salient features of the curriculum are:

1. Choice Based Credit System
2. Engagement with the Field
3. Internship
4. Technology Integration
5. Dissertation
6. Specialization ,Core Specializations and Electives
7. Grading
8. Internal Assessments
9. Continuous and Comprehensive Evaluation
10. Mentoring
11. Reflective Practices
12. Inclusion

This curriculum created a space for introspecting with oneself, emerging into reflective, autonomous,
acceptable, empathetic, creative, humanistic teacher educators with integrity to become responsible teacher
educators to prepare future teachers.

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Master of Education students on completion of the course will be able to:

PROGRAMME EDUCATIONAL OBJECTIVES (PEO’s)

Acquire pedagogical skills, reflective practice and ability to adapt instruction to
PEO1 : the need to fetch individual as well as group as curriculum and instructional designer.

PEO2 : Acquire knowledge and skills in research to be reflective practitioners throughout their
careers and to assess and improve the teaching-learning and incorporate research
in their teaching career.
PEO3 : Apply tools and techniques to assess and plan for education in the schools and
colleges of Education
Promote technology enabled teaching learning process with working knowledge
PE04 : of information and communication technology.
PEO5 : Work professionally as teacher educator in all educational settings with life-long learning
adhering to ethical standards of teaching

PROGRAMME OUTCOMES
Gain knowledge to explore the educational thoughts of Indian and Western Thinkers
PO1:
and practice their educational implications while transacting the school curriculum.
Comprehend the nature of learners by applying the educational principles
PO2: of philosophical, psychological and sociological foundations in classroom situation.
Develop generic skills such as decision making, critical reasoning, problemsolving, creativity
PO 3: and innovation in addressing the needs of diverse learners by adopting suitable instructional
strategies.
Apply Blooms taxonomy of behavioural objectives in the teaching learning process and
PO4: assess the students learning outcomes in terms of teacher made test and standardized test.
Build confidence in conducting research and experimentation in the issues and
PO5: challenges existing in present system of education.
Integrate ICT enabled education in developing the educational technology tools
PO6: and apply them in their curriculum transaction.
PO7: Equip with Pre-Service training to enhance the professional ethics of the teacher.

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 STRUCTURE OF THE COURSE – M.Ed. 2021–22

Distribution of Courses/Papers in Postgraduate Programme I Semester as per Choice Based Credit

System (CBCS) Proposed for

PG Program in Education

M.Ed I - SEMESTER

Teaching Duration
Marks
hours/week of exams
Semester
Category Subject code Title of the Paper IA Sem. Tota L T P Credit (Hrs)
No.
Exam l

DSC1 21EDU1C1L Philosophy of Education 30 70 100 4 - - 4 3

DSC2 21EDU1C2L Advanced Educational 30 70 100 4 - - 4 3
Psychology
DSC3 21EDU1C3L Advanced Curriculum Design 30 70 100 4 - - 4 3
and Development
DSC4 21EDU1C4L Advanced Integrating 30 70 100 4 - - 4 3
FIRST Technology in Education
DSC5 21EDU1C5L Metacognition 30 70 100 4 - - 4 3
SEC1 21EDU1S1L/ Communication Skills for 20 30 50 1 - 2 2 -
P Effective Teaching
DSC2P1 21EDU1C2P EDU1C2: Practicum-1: 20 30 50 - - 4 2 -
Advanced Educational
Psychology
Total Marks for I Semester 600 24

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 M.Ed II-SEMESTER

Teaching
Marks Duration of
Semester hours/week
Category Subject code Title of the Paper Credit exams
No. IA Sem. Total
L T P (Hrs)
Exam
DSC6 21EDU2C6L Modern Sociology of 30 70 100 4 - - 4 3
Education
DSC7 21EDU2C7L Advanced Methods of 30 70 100 4 - - 4 3
Teaching Skills
DSC8 21EDU2C8L Problem and Team- 30 70 100 4 - - 4 3
based Learning
SECOND DSC9 21EDU2C9L Inclusive Education 30 70 100 4 - - 4 3
DSC10 21EDU2C10L Methodology of 30 70 100 4 - - 4 3
Educational Research
SEC2 21EDU2S2L/P Open Source Software 20 30 50 1 - 2 2 -
for Education
DSC8P2 21EDU2C8P EDU2C8 Practicum-2: 20 30 50 - - 4 2 -
Problem and Team-
based Learning
Total Marks for II Semester 600 24

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 M.Ed III-SEMESTER

Teaching
Marks Duration
Semester hours/week
Category Subject code Title of the Paper Credit of exams
No. IA Sem Total
L T P (Hrs)
Exam
Pedagogies in Professional
DSC11 21EDU3C11L 30 70 100 4 - - 4 3
Education

Teaching Outside the

DSC12 21EDU3C12L 30 70 100 4 - - 4 3
Classroom
Statistics in Educational
DSC13 21EDU3C13L 30 70 100 4 - - 4 3
Research
A. Digital Technology in
21 EDU3E1LA Secondary and Higher
Education
DSE1 B. Policies and Practices 30 70 100 4 - - 4 3
21 EDU3E1LB
of Education in India
THIRD C. Educational
21 EDU3E1LC
Entrepreneurship
A. Learning
21 EDU3E2LA
Management System
B. Systems and
DSE2 21 EDU3E2LB Structures of Education 30 70 100 4 - - 4 3
in India
C. Economics of
21 EDU3E2LC
Education
21 EDU3G1LA A. Effective Teaching
GEC1 21 EDU3G1LB B. Web Based Teaching 20 30 50 2 - - 2 2
21 EDU3G1LC C. MOOCs
SEC3 21 EDU3S3P Internship 20 30 50 - - 4 2 -
Total Marks for III Semester 600 24

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 M.Ed IV- SEMESTER

Teaching
Marks Credit Duration
Semester hours/week
Category Subject code Title of the Paper of exams
No. IA Sem. Total L T P
(Hrs)
Exam
21EDU4C14L Advanced Educational
DSC14 Measurement and 30 70 100 4 - - 4 3
Evaluation
21EDU4C15L Community Engagement
DSC15 30 70 100 4 - - 4 3
Teaching
21 EDU4E3LA A. Blended and Online
Learning Design
(BOLD)
21 EDU4E3LB B. Educational
DSE3 Planning and 30 70 100 4 - - 4 3
Management
21 EDU4E3LC C. Professional Ethics,
Academic Integrity and
Honesty
FOURTH 21 EDU4E4LA A. Resources
Management in
Education
DSE4 21 EDU4E4LB B. Open Educational 30 70 100 4 - - 4 3
Resources in Education
21 EDU4E4LC C. Peer Review of
Teaching

21 EDU4G2LA A. e-Learning
21 EDU4G2LB B. Educational
GEC2 20 30 50 2 - - 2 2
Leadership
21 EDU4G2LC C. Value Education
21 EDU4C15P EDU4C15 Practicum-3:
DSC15P3 Community Engagement 20 30 50 - - 4 2 -
Teaching
Project 21 EDU4C1R Research Project 100 - 100 - 8 4 -
Total Marks for IV Semester 600 24

(I-IV semester)- Total Marks: 2400 and Total credits: 96

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Note: Course = paper; L= Lecture; T= Tutorial; P=Practical; DSC= Discipline Specific Core Course; DSE= Discipline Specific
Elective; SEC= Skill Enhancement Course; GEC1 = General Elective Course to be taken from within Faculty from other
department, GEC2= General Elective Course to be taken outside Faculty.

A credit is a unit of study of a fixed duration. For the purpose of computation of workload as per UGC norms the following is
mechanism be adopted in the university: One credit (01) = One Theory Lecture (L) period of one hour; One credit (01) = One
Tutorial (T) period of one hour; One credit (01) = One practical (P) period of two hours.

A Tutorial is supplementary practice to any teaching –learning process that may consist of participatory discussion/self study,
desk work, seminar presentations by students and such other novel methods that help a student to absorb and assimilate more
effectively the contents delivered in the Lecture Sessions/ Class, Seminars, Case study, Discussion Session etc.

Subject Code Description:

21 – Year of Establishment
EDU – Program Code (here it is Education)
1/2/3/4 – Semester
C1/S1/G1/E1 – Course subject 1/SEC1/GEC1/DSE1
L – Lecture
T – Tutorial
P –Practicum
R – Research Project

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 M.Ed First Semester

Course: PHILOSOPHY OF EDUCATION Course Code: 21EDU1C1L

Teaching Hours/Week (L-T-P): 4 - 0 - 0 No. of Credits: 04
Internal Assessment: 30 Marks Semester End Examination: 70 Marks

COURSE OUTCOMES:
After the completion of the course students will be able to:

CO-1 : Understand the philosophical perspectives of education

CO-2 : Appreciates the methods of philosophical inquiry
CO-3 : Understand the dynamics of Western philosophical traditions of education
CO-4 : Understand the dynamics of Indian philosophical traditions of education
CO-5 : Sensitize towards human rights education
CO-6 : Develop insight in to the contemporary issues in Education Content

UNIT -1: INTRODUCTION TO PHILOSOPHY OF EDUCATION (10 hours)

1.1. Understanding the Functions of philosophy of education –What, Why, How of education;
Descriptive, Normative, Analytical functions.
1.2. Philosophical Inquiry- Philosophical process of teaching through the insights into
metaphysical, epistemological and axiological Modes of inquiry.
1.3. Critically reflecting on Conservative Philosophies of education with a focus on Essentialism.
1.4. Critically reflecting on Process Philosophy and its relevance to class room process.
1.5. Critically reflecting on Liberal Philosophies of education with a focus on progressivism.
1.6. Critically reflecting on Radical Philosophies of education with a focus on Marxism.

UNIT-2: CRITICAL REFLECTIONS ON ANCIENT AND MODERN EDUCATION (12 hours)

2.1. Reflecting on ancient Eastern philosophical traditions of Vedic, Upanishad, Puranic education
systems.
2.2. Reflecting on Orthodox systems of Sankya, Yoga, Nyaya, Vaisesika, Poorvamimamsa
Philosophies and Vedanta traditions of Advaita, Vishistadvaita.
2.3. Understanding the Heterodox systems of Charuvaka, Jaina, Buddhist Philosophies of
education.
2.4. Relooking into the values of epics and their relevance to modern education.
2.5. Rethinking on values of and their influence on education for effective social life.
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UNIT -3: PROGRESSIVE PHILOSOPHICAL THOUGHTS IN EDUCATION (10 hours)

3.1. Reflecting on the progressive ideology of Ivan Illich and Paulo Freire.
3.2. Analyzing the influence of William James, Bertrand Russell philosophy of education in the
modern social context
\3.3. Developing insights into the philosophy of Aurobindo Ghosh and Vivekananda for the modern
education with scientific outlook.
3.4. Reviewing philosophy of Jyothi Rao Phule and Ambedkar to understand social realities of
education in the modern Indian system of education.

UNIT-4: CRITICAL REFLECTIONS ON INDIAN PHILOSOPHICAL RELIGIOUS

TRADITIONS (14 hours)

4.1. Understanding basic philosophy of Hinduism with critical insights into the practical educational
ethics and values in Bhagawad Gita
4.2. Understanding basic philosophy of Christianity with critical insights into the practical
educational ethics and values in Bible.
4.3 Understanding basic philosophy of Islam with critical insights into the practical educational
ethics and values in Quran.
4.4. Understanding basic philosophy of Sikhism with critical insights into the practical educational
ethics and values in Gurugranth sahib.
4.5. Critical reflections on common core of all religious values and educational thought

UNIT- 5: CONTEMPORARY PHILOSOPHICAL THOUGHTS IN EDUCATION (10 hours)

5.1. Critical understanding of Human Rights Perspectives and its reflective practices in the
modern system of education.
5.2. Analytical philosophy and its significance in education
5.3. Logical Positivism and its significance in education.
5.4. Zigmunt Bawman’s philosophy of Liquid modernity
5.5. Indian constitutional- aims, values and democratic citizenship, Humanization of
Teaching.

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MODE OF TRANSACTION:

Group discussions, lecture cum demonstration, panel discussions, surveys, critical reviews, report writing,
presentations, seminars, projects, group discussions, peer teaching, content analysis, documentary
analysis.

REFLECTIVE PRACTICUM:

1. Observing the school practices and understanding the relevance of western philosophies to present
day education system and report writing.
2. Observing the school practices and tracing the relevance of contributions of Indian philosophers
to present day education system and report writing.
3. Undertaking small project on moral judgments of school children and value Education.
4. Field trip to Bouddha and Jaina viharas.
5. Visit to institutions practicing different philosophical traditions.
6. Review of ancient texts –students’ seminars, symposium, discussions, debates, exhibits, albums.
7. Indian constitutional values reflections on social life and practices.
8. Student seminars & debates on different religious texts, meeting religious Heads, Priests,
Archakas, Prophets and others to know their views.
9. Browsing websites on Human Rights issues & observing social situations where Human Rights
are violated & reporting.
10. Suggest your stand on the values necessary in modern context.
11. Conduct workshops and reflective simulation sessions on training democraticcitizens.
12. Critical analysis of NCF-2005 position papers on Aims of Education.

REFERENCES:
1. Aggrawal, J.C. (1996) Theory and Principles of Education. New Delhi:
2. Altikar A.S. (1957). Education in Ancient India. Varanasi: Nand Kishore Publication.
3. Anand, C L. (1993). Teacher and Education in the Emerging Indian Society.
4. Bipan Chandra (2000). India after Independence. New Delhi: Roopa.
5. Delors, Jacques (1996). Learning: The Treasure Within. Paris: UNESCO.
6. Dhavan, M.L. (2005). Philosophy of Education. Delhi; Isha Books.
7. Havighurst, R. (1995). Society and Education. Boston: Allyn and Bacon.
8. Human Rights in India - Theory and Practice (2001). New Delhi: National Book Trust.
9. Jaffar, S.M. (1972). Education in Muslim India. Delhi: Idrah-I-Ababiyat.

1
10. John Brubacher (2007). Modern Philosophy of Education. New Delhi: Surjeet Publication.
11. Kar, N.K. (1996). Value Education - A Philosophical Study. Ambala: The Associated
Publications.
12. Mookerjee, R.K. (1960). Ancient Indian Education. Delhi: Moti Mahal.
13. Mrunalini (2011): Philosophical Foundations of Education. Neelkamal Publications. Hyderabad,
14. Mukharji, Shankar (2007). Contemporary Issues in Modern Indian Education. Authors Press.
15. Mukherjee, S.N. (1955). History of Education in India. Baroda: Acharya Book Depot. New Delhi:
National Publishing House.
16. Nurullah & Naik (1951). History of Indian Education. Bombay: Macmillan & Co.
17. Panday, V.C. (2005). Value Education and Education for Human Rights. Delhi: IshaBooks.
18. Passi, B. K. (2004). Value Education. Agra: National Psychological Corporation.
19. Rawat, P.L. (1956). History of Indian Education. Arya Bhait Publication.
20. Sandeep, P. & C. Madhumathi (2008). Philosophical and Sociological Foundations of Education.
Secunderabad: Veera Educational Services & Consultants Pvt. Ltd.
21. Shanna, Ramnath (2000). Textbook of Educational Philosophy. New Delhi: Kanishka publishers.
22. Sharma, Yogendra K. (2001). History & Problems of Education, Vol I. New Delhi.
23. Somnath, Agrawal (2007). Philosophical Foundations of Education. Authors Press.
24. Thakur, A. S. & Berwal, S. (2007). Education in Emerging Indian Society, Vikas Publication.
25. Wing Max (1975): Philosophies of Education – An Introduction, Oxford University Press,
London.
26. National Focused Group(2005), Position Paper- Aims of Education , NCERT, New Delhi
27. APSCF-2011 position paper on Aims of Education, APSCERT, Hyderabad.

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 M.Ed First Semester

Course: ADVANCED EDUCATIONAL Course Code: 21EDU1C2L

PSYCHOLOGY
Teaching Hours/Week (L-T-P): 4 - 0 - 0 No. of Credits: 04
Internal Assessment: 30 Marks Semester End Examination: 70 Marks

COURSE OUTCOMES:
After the completion of the course students will be able to:

CO-1 : Understand the psychology of learning process and development

CO-2 : Develop critical views on developmental domains & self related concepts
CO-3 : Develop theoretical perspectives about learning
CO-4 : Create a learning environment
CO-5 : Develop skills in managing the classroom
CO-6 : Develop conceptual clarity on personality development

UNIT-1: PSYCHOLOGY OF DEVELOPMENT (10 hours)

1.1. Brief introduction of Indian Psychology with reference to teaching & learning.
1.2. Development across the life
1.3. Havighurst’s development theory: Developmental Task
1.4. Hazards in Developmental Tasks
1.5. Role of Various agencies in development: Family, School and Community

UNIT-2: LEARNER AND DEVELOPMENT (12 hours)

2.1. Holistic approach in treatment of learner's development and learning.

2.2. Difference resulting from socio-cultural and economic contexts cause differences in learner,
differential-learning needs.
2.3. Learning difficulties at elementary level, primary stage and secondary stage
2.4. Problems of the adolescents and self-identity
2.5. Language development-language before and into the school, Meta linguistic awareness;
acquisition of more than one language, home language vs. school language, strategies supporting
student's language skill development, Perspectives of Piaget, Vygotsky, and Chomsky.
2.5. Moral Development theory- Kohlberg’s theory
UNIT-3: PROCESS OF LEARNING (14 hours)

3.1. Developing school readiness.

3.2. Cognition and learning: cognitive process-perception, attention, memory, development of
concepts, logical reasoning, critical thinking, development of concepts, strategies for teaching
concepts; problem solving.
3.3. Learning as Construction of Knowledge: socio-cultural mediation, experimental learning,
cognitive negotiability, understanding constructivist nature of knowing, doing and practicing in
classroom/field, in community setting; critical appraisal of views of Jean Piaget, Jerome S. Bruner
and Ecological theory by Urie Bronfenbenner with reference to multiple school contexts of India.
3.4. Humanistic development – Carl Rogers & Abraham Maslow
3.5. Learning beyond cognition: learning approaches focusing on the whole person and the lifelong
perspectives-personal and social learning moral and cultural development of learners.

3.6. Motivation in learning: intrinsic and extrinsic motivation; approaches to motivation:

humanistic approach; cognitive approach (attribution theory-Weiner).

UNIT-4: LEARNING ENVIRONMENT (12 hours)

4.1. Creating a positive environment and its sustainability

4.2. Diversity in learning contexts - oversized classroom; language, ethnic and social diversities and
different types of disadvantage that the children suffer
4.3. Space for the parents and the community: identification of barriers, strategies for strengthening
partnership between school and parents and community
4.4. Discipline and participatory management
4.5. Diversity in learning approach and Learning styles
4.6. Adequate room for voicing child's thoughts, curiosity and questions in learning

UNIT-5: PERSONALITY DEVELOPMENT OF THE LEARNER (08 hours)

5.1. Concept and nature of personality

5.2. Critical appraisal of development theories; Sigmund Freud, Erik Erikson
5.3. Stress and coping techniques
5.4. Mental health and hygiene
5.5. Need and Importance of Guidance and Counseling to the learner
MODE OF TRANSACTION:

Group discussions, lecture cum demonstration, panel discussions, surveys, critical reviews, report
writing, presentations, seminars, projects, group discussions, peer teaching, content analysis,
documentary analysis.

REFLECTIVE PRACTICUM:

1. Forms of learner's engagement in the process of knowledge construction: observing,

demonstration, exploring, discovering, analyzing, contextualization, collaboration, multiple
interpretations, critical reflection based on observation, selected reading and discussion.
2. Use of local knowledge and children \ out of the school experience in learning.
3. Multiple ways of organising learning individualised, self-learning, group learning /
cooperative learning, learning through electronic media
4. Use of learning resources for developing critical perspectives on socio-culturalrealities.
5. Generation of knowledge is a continuously evolving process of reflective learning
6. Conducting case study on one student who has difficulties in learning in primaryyears.
7. Engaging learner's in the process of knowledge construction in a subject area following
constructivist approach and presentation of paper in a seminar.
8. Use of children's out of the school experience and local knowledge during construction of
knowledge in a subject area and presentation of a paper in aseminar.
9. Identification of group learning and self-learning strategies following constructivist approach and
their field-testing.

10. Identification of learning difficulties of the students in any subject area through administration of
diagnostic test and development of remedial instruction.
11. Identification of strategies for motivating the learner in study of a subject andpracticing in schools-
a report.
12. Analysis of a case of maladjusted adolescent learner.
13. Preparation of learners profile based on cognitive and non-cognitive characteristics in order to
depict individual differences at primary or secondary stage.
14. Analysis of learning situations through case study, presentation before a group followed by
discussion.
15.Critical analysis of learning situation in schools and out of the Schools / preparing Reflective
diaries, interpretation, analysis, reflection on observation and finally presentation in a group.
16. Suggest structures of classroom environment in which all students can learn.
REFERENCES:

1. Gibson Janice T (1976): Psychology for the Classroom – Prentice Hall of India,New Jersey.
2. Hurlock E.B., (1974): Personality Development – Tata Mc Graw Hill publishing Company Ltd.,
New Delhi.
3. Hurlock E.B.1 (1999): Developmental Psychology Tata Mc Graw Hill Publishing Company Ltd,
New Delhi.
4. J.C Agrawal (2004): Psychology of learning and Development shipla publication, New Delhi.
5. John p. De Cecco and William Craw- Ford (1998): The Psychology of learning and Instruction;
Educational Psychology,2nd Edition, prentice- Hall of India Pvt. Ltd., New Delhi.
6. Mangal S.K (2002): Advanced Educational Psychology, prentice – Hall of India. Pvt. Ltd., New
Delhi.
7. Narayana Rao. S (1990): Educational Psychology, Wiley Eastern Limited, New Delhi. Splinth Hall
Norman.A and Sprinath Hall, Richard. C (1990): -Educational Psychology a Development
approaches – 5th Edition – International Edition., Mc.Graw Hill. New Delhi.
8. Stephen L. Yelon an Grace W. Wein Steen (1977): A Teacher’s world – Psychology in the
classroom- International Student Edition – Mc Graw Hill- NewDelhi.
 M.Ed First Semester

Course: ADVANCED CURRICULUM Course Code: 21EDU1C3L

DESIGN AND DEVELOPMENT
Teaching Hours/Week (L-T-P): 4 - 0 - 0 No. of Credits: 04
Internal Assessment: 30 Marks Semester End Examination: 70 Marks

COURSE OUTCOMES:
After the completion of the course students will be able to:

CO-1 : Understand the basic principles of curriculum development

CO-2 : Comprehend the process of curriculum development
CO-3 : Develop insights into the relevance of knowledge , Philosophical, Sociological,
Psychological bases of curriculum development
CO-4 : Develop insights into models of curriculum development
CO-5 : Critically analyze the need for curriculum change
CO-6 : Develop ability for evaluation of the curriculum
CO-7 : Probe into the research in curriculum.
CO-8 : Develop futuristic perspective into curriculum

UNIT-1: UNDERSTANDING BASIC CONCEPTS OF CURRICULUM (10 hours)

1.1. Meaning, nature of curriculum. Distinction between curriculum and syllabus

1.2. Components of curriculum: objectives, contents, transaction mode and evaluations
1.3. Stages of curriculum development
1.4. Critical understanding of hidden curriculum
1.5. Critical reflections on theories of curriculum

UNIT -2: INSIGHTS INTO BASES OF CURRICULUM DEVELOPMENT (12 hours)

2.1. Knowledge as fundamental base in designing curriculum

2.2. Relevance of philosophical base in designing curriculum
2.3. Relevance of sociological base in designing curriculum
2.4. Relevance of psychological base in designing curriculum
2.5. Stages in the process of curriculum designing

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UNIT-3: PROCESS OF CURRICULUM DESIGNING (14 hours)

3.1. Approaches and patterns of curriculum development – subject centered, core curriculum, broad
fields curriculum, learners centered curriculum, humanistic curriculum, radical curriculum.
3.2. Understanding the reflections of objectives related to cognitive, affective domains in curriculum
designing
3.3. Selection and organization of content and curricular, learning experiences
3.4. Principles of Curriculum organization
3.5. Models of curriculum development, scientific (Tyler & Taba) and non scientific (Glawthorn)
models of curriculum

UNIT-4: CRITICAL UNDERSTANDING ON FUTURISTIC CURRICULUM CHANGE

(10 hours)

4.1. Understanding the need for curriculum change and the distinction between curriculum change and
improvement – Approaches to curriculum change.
4.2. Factors influencing curriculum change – political, social, technological and knowledge explosion
4.3. Designing futuristic curriculum. Futuristic techniques of curriculum- simulation, trend analysis,
forecasting, Delphi technique, brain storming, scenario building
4.4. Critical analysis and reflections on curricula-ICSE, CBSC, and State

UNIT-5: CURRICULUM EVALUATION AND RESEARCH (10 hours)

5.1. Approaches to curriculum evaluation.

5.2. Comprehensive view on models of curriculum evaluation - Quantitative models
(Metfessel-Micheal) and Qualitative models (Eisners)
5.3. Understanding the scope of curriculum research.
5.4. Areas of curriculum research
5.5. Types of research in curriculum

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MODE OF TRANSACTION:

Group discussions, lecture cum demonstration, panel discussions, surveys, critical reviews, report writing,
presentations, seminars, projects, group discussions, peer teaching, content analysis, documentary
analysis.

REFLECTIVE PRACTICUM:

1. Content analysis of school texts

2. Critical analysis of NCF-2005, SCF-2011, NCFTE -2009
3. Critical analysis of international boards curricula-group discussion
4. Reviewing B. Ed. and M. Ed. two year curricula of Karnataka and other states curriculum
5. Reviewing one, two year curricula of teacher education and locating the factors forchange.-project
6. Collect some curriculum research and curriculum related articles
7. Review one or two curricula designed by different universities at national level teacher education
curricula or state level curricula and write a report on the same.
8. Suggest and prepare future models on curriculum, future courses, future teacher, Future classroom,
future books and reference material, future learner.
9. Review any subject of your choice by keeping in mind the principles of curriculum organization and
write a critical report.
10. Design a curriculum for a subject of your choice in view of recent trends and justify in your report.
11. Visit any one school following child centric curriculum and write a report on the same.
12. Review any one foreign university teacher education curriculum and write the differences that you
notice when you compare it with our curriculum (Indian)
13. Analyze governmental interventions at primary and secondary curriculum you feel are beneficiary to
our rural Indian children.
14. Any other related activity.

20
REFERENCES:

1. Collin J Marsh (2004): Key Concepts for understanding Curriculum, Routledge Fuller, London.
2. Denial Tanner, Lawel N.Tannor (1975): Curriculum Development Theory into Practice, Mac Milan
publishing Co.Inc. New York.
3. Lawell Keith, Paul Blare, Sidney Tied (1968): Contemporary curriculum in the elementary School.
4. Ornstein Allen C and Hunkins Francis (1993): Curriculum Foundations, Principlesand Issues, Allyn
& Bacon, Boston
5. Saylor Galen J.Levis Arthur J., Alexander Millian, M. (1981): Curriculum Planning for better
future teaching and learning.
6. Taba Hilda (1962): Curriculum Development, Theory and Practice, Harcourt Brace and World Inc.
New York.
7. William H Schubert (1986): Curriculum Perspective, Paradigm and Possibility, Mc Milan Publishing
Company, New York.
8. Mrunalini T. (2008): Curriculum Development. Neelkamal Publications. Hyderabad.
9. Mrunalini T. (2012): Curriculum development: Perspectives, Principles and Issues. Pearson
Education, Delhi.
10. Beauchamp, G.A (1981): Curriculum theory (4th edition.). Itasca, II: Peacock Publishers
11. Bruner. J.S. (1966) Towards a theory of Instruction. Cambridge. Harvard University Press.
12. Henson, Kenneth.T (1978): Curriculum development for Education reform. Harper Collins College
publishers.
13. Davies, Ivan, K. (1976): “Objectives in Curriculum Design”, Mcgraw Hill Book Company Limited,
England.
14. Gakhar, S.C.(2009): Curriculum Development, Panipat, N.M. Publications
15. Joseph Schwab, (1969). The Practical: A language for curriculum. School Review, November.
16. Kelley, A.B. (1996). The Curricular Theory and Practice. Harper and Row, US.
17. Nirantar (1997). Developing a Curriculum for Rural Women, Nirantar, New Delhi.
18. Padma M. Sarangapani (2003). Constructing School Knowledge, An Ethnography of learning in an
Indian Village, Sage Publication Inc., New Delhi.
19. Pratt, David (1980): “Curriculum Design and Development”, Harcourt Brace and World Inc., New
York.
20. Romiszowski, A.J. (1986): “Designing Instructional System-Decision Making in Course Planning &
Design”.
21. Saylor,J.G& Alexander, W.M.(1966). Curriculum planning for modern schools, New York: Holt,
Rinehart & Winston.
22. Tyler, R.W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago
Press.
23. Wheeler: curriculum process Zias, R S. (1976). Curriculum principles and foundations. New York:
Harper & Row

21
 M.Ed First Semester

Course: ADVANCED INTEGRATING Course Code: 21EDU1C4L

TECHNOLOGY IN EDUCATION
Teaching Hours/Week (L-T-P): 4 - 0 - 0 No. of Credits: 04
Internal Assessment: 30 Marks Semester End Examination: 70 Marks

COURSE OUTCOMES:
After the completion of the course students will be able to:

CO-1 : Describe the use of Educational Technology in education

CO-2 : Explain the communication process and its importance in education
CO-3 : Explain the models of Instructional Design.
CO-4 : Describe the steps involved in developing Instructional Design
CO-5 : Develop an Instructional Design for interactive multimedia

UNIT – I: EDUCATIONAL TECHNOLOGY AND TEACHING (10 hours)

1.1. Development of the concept of ET

1.2. Educational Technology as system approach
1.3. ET- Learning, Evaluations, Research
1.4. Global and National Overview on ET policy
1.5. Difference between teaching and instruction, conditioning & training
1.6. Stages and Levels of teaching.

UNIT–II: INSTRUCTIONAL DESIGNS AND COMMUNICATION MODES IN EDUCATION

(12 hours)
2.1. Formulation and Designing of instructional strategies- lecture, team teaching, discussion, panel
discussion, seminars & tutorials.
2.2. Models of ID – ADDIE and Dick and Carrey
2.3. Concepts of communications
2.4. Modes of communication- Speaking and listening, Writing and reading visualizing and
observing
2.5. Models of communication- David Berlo’s SMCR model of communication, Shanon’s model of
communication

22
UNIT – III: COMPUTERS AND CLOUD COMPUTING IN TEACHING AND LEARNING
(14 hours)

3.1. Computer for instruction: Computer Assisted instruction (CAI): Assumptions on CAI - Origin
of CAI – CAI programmes - Benefits of CAI, limitations of CAI- The role of teacher in CAI.
Preparation of text material for multimedia power point presentation.
3.2. Web based instruction-identification of websites, criteria for evaluating and comparing
websites.
3.3. Cloud computing. Need and importance of cloud computing in ICT mediated teaching and
learning. Facilities provided by cloud computing in teaching and learning. Cloud Computing
pedagogy- advantages.

UNIT – IV: EDUCATIONAL E-RESOURCES (10 hours)

4.1. Educational e-resources: Meaning, Need and importance.

4.2. Classification of e-resources: Offline resources: CD ROM based e-resources, Offline e-books,
Offline e-dictionaries, MS Office applications (power point presentation), E-resources on
mobile devices.
4.3. Online resources: E-journals, e-libraries, e-forums, search engines and Meta search engines.

Unit – V: CURRENT TRENDS IN CLASSROOM TECHNOLOGY (10 hours)

5.1. Approaches To Classroom Technology

5.2 .Offline, Online; Synchronous, Asynchronous; Blended learning, Mobile learning (M learning)
5.3. Learning Management Systems: Media and Materials
5.4. Nanotechnology in e learning, Podcasting ,Virtual Reality with Intelligent Tutoring System

MODE OF TRANSACTION:

Group discussions, lecture cum demonstration, panel discussions, surveys, critical reviews, report
writing, presentations, seminars, projects, group discussions, peer teaching, content analysis,
documentary analysis.

REFLECTIVE PRACTICUM :

Management of Education Technology – Objectives – Planning of Education technology in schools –

Organization of Educational Technology in Vertical and Horizontal schools – Staffing - Recruitment
and Training – Coordination of Education Technology - Monitoring and Evaluation – Problems of
Management of Educational Technology – Infrastructure – Procurement of Media - Maintenance –
Materials – Manpower- Networking – Support system- Role of Teachers.

23
REFERENCES:
1. Barron, A. (1998). Designing Web-based training. British Journal of Educational Technology, 29(4),
355-371.
2. Berge, Z. (1998). Guiding principles in Web-based instructional design. Education Media
International, 35(2), 72-76..
3. Dobson, Theresa M. " Technologies of Text: Reflections on Teaching, Learning, and Writing
with/in Digital Environments." Journal of the Canadian Association of Curriculum Studies, v.3
no.1, Spring 2005.
4. Gaskell, Jim&Miller, Jeff. "Constructivist Approaches to Developing Diverse Communities of
Learners Online: Examples from the MET program." Fourth Pan Commonwealth Forum on Open
Learning Conference. 30 October - 3 November, 2006.
5. Harasim, L. (1990) Online Education: Perspectives on a New Environment.New York: Praeger
6. Kochhar, S.K. (2000) : School Administration and Organisation– Sterling Publishers Pvt. Ltd., New
Delhi
7. Kulkarni, S.S. (1986) Introduction to Educational Technology, New Delhi: Oxford & IBH.
8. Kumar. K.L. (1997) Educational Technology. New Delhi: New AgeInternational (P) Ltd.
9. Rajasekar.S.(2010).Computers in Education, Neelkamal Publications Pvt, Hyderabad
10. Rajasekar.S.(2005).Computer Education and Educational Computing Neelkamal Publications Pvt,
Hyderabad
11. Rinebert Winston. . Skinner, B.T. (1968) The Technology of Teaching. New York: Applenton,
Century Crofts.
12. Sadagopan S. (2008) E Governance Today. The Icfai University Press Hyderabad.
13. Sharma, Sita Ram & A.L. Vohra. (1993). Encyclopedia of Educational Technology. Anmol
Publications.
14. Stephen, M.A. and Stanely, R. (1985) Computer Based Instruction: Methods and Development. NJ:
Prentice Hall.
15. Yelland, Nicole et al (Editors). 2008. Rethinking Education with ICT. Sense Publishers.
11. Gakhar , S.C. (2008). Educational Technology, Panipat, N,.M. Publication
12. Goswami. M.K. (2008) Educational Technology. New Delhi: Asian Books Private Limited.
13. Hiltz, S.R. and Goldman, R. (2005) Learning Together Online. Research on Asynchronous
Learning networks. New Jersey: Lawrence Erlbaum Associates, Publishers.
14. Jolliffe, A. Ritter, J. and Stevens, D. (2001) The Online Learning Handbook. Developing and
Using Web based learning: London, Kogan Page.
15. Joyce, B.Weil, M. & Showers, B., (2009) : Models of Teaching, New Delhi: Prentice Hall of India,
Pvt. Ltd.
16. Khirwadkar, A. and Puspanadham, K. (2005). Information and Communication Technology in
Education. New Delhi: Sarup and Sons.

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17. Mehra, V.(2010) : A text book of Educational Technology, New Delhi : Sanjay Prakashan.
18. Modi, J.(2010) Micro Teaching Technique and Practice, Delhi: Shipra Publications.
19. Schrum, L. (2012) Educational Technology for School Leaders. New Delhi: Sage India Pvt Ltd.
20. Sharma, Y.K. and Sharma, M. (2006) Educational Technology and management, Vol. 1, New
Delhi: Kanishka Publishers, Distributers.
21. Thamarasseri, I. (2009). Information and Communication Technology in Education. New Delhi,
Kanishka Publisher, distrbuters.
22. Vallikad, S. (2009) Information Communication Technology for Teacher Education. New Delhi:
Kanishka Publishers, Distributers.
23. Xavier, E. (Editor) (2013) Encyclopedia of Curriculum and Teaching Methods. New Delhi: Anmol
Publications Pvt Ltd.

25
 M.Ed First Semester

Course: METACOGNITION Course Code: 21EDU1C5L

Teaching Hours/Week (L-T-P): 4 - 0 - 0 No. of Credits: 04
Internal Assessment: 30 Marks Semester End Examination: 70 Marks

COURSE OUTCOMES:
After the completion of the course students will be able to:

CO-1 : Understand the psychological orientation of Metacognition

CO-2 : Develop an understand about Neurological and Biological bases of Metacognition
CO-3 : Develop an understanding about Models of Metacognition
CO-4 : Develop an understand of Types of Metacognition
CO-5 : Understand tools facilitate Metacognition
CO-6 : Develop an understanding of Teaching Practices for Metacognitive Skill
CO-7: To enable the students to the understand the Metacognitive Instruction Strategies

UNIT- I: INTRODUCATION TO METACOGNITION (10 hours)

1.1. Meaning, Need and importance, Nature of Cognition and Metacognition
1.2. Difference between Cognition and Metacognition
1.3. Components of Metacognition
1.4. Neurological and Biological Viewpoints
1.5. Levels of Metacognition.

UNIT -II: MODELS OF METACOGNITION (12 hours)

2.1. Misconceptions of Metacognition
2.2. Flavell’s Model
2.3. Brown’s Model,
2.4. Tobias and Ereson’s Hierarchical Model
2.5. Process-Oriented Model of Metacognition
2.6. Self-Monitoring and Self-Control

UNIT -III: METACOGNITION AND INSTRUCTION (12 hours)

3.1. Metacognitive Strategy Instructions and Hybrid Strategy Instruction
3.2. Tools facilitate Metacognition
3.3.Types of Metacognition: Conscious V/s Automatic Metacognitive Process,
General v/s Domain Specific Metacognition
3.4. Developmental Process in Metacognition
3.5. Effective Instructional Strategies for Cognitive Development

26
UNIT -IV: METACOGNITION IN LEARNING AND INSTRUCTION (10 hours)
4.1. Metacognition in Teaching and Learning
4.2. Student's Metacognition and Cognition
4.3. Promoting General Metacognitive Awareness
4.4. Metacognition in Basic Skills Instruction
4.5. Developing Students' Metacognitive Knowledge and Skills
4.6. Cognitive, Metacognitive, and Motivational Aspects of Problem Solving
4.7. Students' Metacognition and Culture

UNIT -V: METACOGNITION AND EDUCATION (12 hours)

5.1. Role of Motivation, Self-Efficacy, and Emotions
5.2. Integrating Metacognition into the Curriculum
5.3. Contextual Differences in Student Motivation and Self-regulated Learning in Mathematics,
English and Social Studies Classrooms
5.4. The Ability to Estimate Knowledge and Performance in schools and Colleges: a
Metacognitive Analysis
5.5. Evaluation Framework for the Application of Metacognitive
5.6. Predictive Indicators of Metacognition
5.7. Teaching Practices for Metacognitive Skill Development
5.8. System-Level Policies Aimed at Promoting Metacognition :Stakeholders, Teachers, Students
Parents and Community Person

MODE OF TRANSACTION:

Group discussions, lecture cum demonstration, panel discussions, surveys, critical reviews, report
writing, presentations, seminars, projects, group discussions, peer teaching, content analysis,
documentary analysis.

REFLECTIVE PRACTICUM:

1. Prepare a theme paper on a thrust area related to Metacognition

2. Review of an article related to Teaching Practices for Metacognitive Skill Development
3. Organize Promoting Metacognition activities among school students and prepare a report of the
same.
4. Identify learning styles based on Models of Metacognition of secondary school students and
write a report.
5. Develop Motivational Aspects of Problem Solving based on Metacognition.

27
REFERENCES:
1. Grant, M. & Booth, A. (2009) A Typology of reviews: An analysis of 14 review types and
associated methodologies. Health Information and Libraries Journal, 26, 91–108.
2. Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in
software engineering. Proceedings of the 18th International Conference on Evaluation and
Assessment in Software Engineering. New York, NY: ACM.
3. Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious
mechanisms. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and
understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
4. Dignath, C. and Buttner, G. (2008). Components of fostering self-regulated learning among
students. A meta-analysis on intervention studies at primary and secondary school level.
Metacognition and Learning, 3, 231–264.
5. Dunlosky, J. and Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage Publications, Inc.
6. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–
developmental inquiry. American Psychologist, 34, 906–911. .
7. Harvey, S and Goudvis, A. (2007). Strategies that Work: Teaching Comprehension for
Understanding and Engagement (pp. 25–26). Maine: Stenhouse Publishers and Ontario: Pembroke
Publishers Ltd. .Hattie, J. (2009). Visible Learning. Abingdon, UK: Routledge.
8. Larkin, S. (2010). Metacognition in young children. London: Routledge.
9. Nelson, T. and Narens, L. (1990). Metamemory: A theoretical framework and new findings.
Psychology of Learning and Motivation, 26, 125–173.
10. Palincsar, A. and Brown, A. (1984). Reciprocal teaching of comprehension-fostering and
comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.
11. Perkins, D. (1992). Smart Schools: Better Thinking and Learning for Every Child. New York:
Free Press.
12. Tarrant, P. and Holt, D. (2016). Metacognition in the primary classroom. Abingdon, UK:
Routledge.
13. Veenman, M. V. J., Wilhelm, P. and Beishuizen, J. J. (2004). The relation between intellectual and
metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89–109.
14. Wang, M. C., Haertel, G. D. and Walberg, H. J. (1990). What influences learning? A content
analysis of review literature. The Journal of Educational Research, 84, 30–43.
15. Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., et al. (2009).
The development of two observational tools for assessing metacognition and self-regulated
learning in young children. Metacognition and Learning, 4, 63–85.
16. Whitebread, D. and Pino Pasternak, D. (2010). Metacognition, self-regulation & meta-knowing. In
K. Littleton, C. Wood, and J. Kleine Staarman (Eds.), International Handbook of Psychology in
Education (pp. 673–712). Bingley, UK: Emerald.
17. Information on Cambridge Professional Development Qualifications can be found at:
www.cambridgeinternational.org/pdq
18. Getting Started with Metacognition and Getting Started with Evaluating Impact are available on
our website at: www.cambridgeinternational.org/getting-started

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 M.Ed First Semester

Course: COMMUNICATION SKILLS FOR Course Code: 21EDU1S1L/P

EFFECTIVE TEACHING
Teaching Hours/Week (L-T-P): 1 - 0 - 2 No. of Credits: 02
Internal Assessment: 20 Marks Semester End Examination: 30 Marks

COURSE OUTCOMES:
After the completion of the course students will be able to:

CO-1 : To develop listening and viewing skills

CO-2 : To improve the speaking skills
CO-3 : To promote the reading skills
CO-4 : To gain insight and reflect on the concept and process of communication
CO-5 : To familiarize with expository writing

Unit 1: LISTENING SKILLS (06 hours)

1.1. Workshop can be organized to provide exposure to listening and viewing skills. These can

be conducted in the language lab.

1.2. Suggested activities: Students can listen to: Sound of English / Regional Language – Patterns
of stress and intonation – Self-recording while practicing pronunciation – Speeches of famous
personalities –Keynote addresses in seminars

1.3. Students can view: Phonetic symbols – Videos on sound production and articulation –

Poetry recitation videos – Videos on conversation – Videos on group discussions and can
observe body language. –Making listening notes – Completing worksheets on listening tasks. –
Developing criteria for analysis of listening skills – Consulting pronunciation dictionaries –
Presentations – Students can observe anchors in programmes – Observing webinars –
Observing unstructured conversation

UNIT 2: SPEAKING SKILLS (06 hours)

2.1 These skills can be practiced in seminar rooms/ Language lab

2.2. Suggested activities: Students can practice: sounds of English – Stress and intonation patterns
– Recitation of poems

2.3. Students can: Participate in conversation (situations to be provided) –Engage in group

discussion on topics related to education, gender, inclusion, marginalization, culture, current

29
 issues at national and international level – Analyze of speech styles – Analyze of presentation
– Make presentations –Involved in mock interview – Anchoring programmes in the institute

UNIT 3: READING SKILLS (07 hours)

3.1. Student can be familiarized with reading techniques – skimming, scanning, critical reading.
They can be encouraged to go to libraries for activities suggested below.

3.2. Suggested activities: Students can read: Editorials in newspapers on a regular basis –
Articles in newspapers and magazines – Research papers in journals – Book reviews, film
reviews and art reviews in newspapers and magazines – E-books, online journals – Subject
related reference books.

3.3. Students can be involved in: Note making tasks on reading and summarizing what is read. –
Discourse analysis (to be integrated with reading, speaking and writing skills)

UNIT -4: COMMUNICATION PROCESS AND EXPOSITORY WRITING (07 hours)

4.1. To understand the purpose and process of communication students can be involved in-

Individual and group assignment on a chosen topic of communication and presenting using
any ICT tool – Brainstorming on pertinent issues in education and analyse the
elements/process of communication in the discussion.

4.2. Critical Reflection on communication strategies in any literary work of local/national

/international signification and presentation in the seminar.

4.3. Panel discussion on different themes; peer assessment on their communication skills

4.4. The students will be provided exposure to expository writing in the workshop. They will
learn expository writing skills and gain experience writing various types of articles:
informational, Opinion, Narration and Argument.

SUGGESTED TASKS:
 Write an expository essay that requires the student to investigate an idea, evaluate evidence,
expound on the idea, and set forth an argument concerning that idea in a clear and concise
manner.
 Write arguments to support claims in an analysis of topics or texts, using valid reasoning and
relevant and sufficient evidence
 Write informative/explanatory texts by examining complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
 Write narratives to develop real or imagined experience or events, well-chosen details. And
well-structured event sequences

30
  Use technology, including the internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.

MODE OF TRANSACTION:

This course will be transacted/facilitated through participatory approaches such as workshop,

seminar by students, and group work, different workshops can be organized where tasks and
activities can be organized. Some theoretical aspects can be presented through presentation cum
discussion mode.

MODE OF ASSESSMENT:
During transaction of this course through workshop mode, student teachers will be asked to
develop PORTFOLIO with response sheets / reflective notes / narratives / observations / charts /
posters / analysis sheets and other related documents. Students are required to submit portfolio in
the prescribed format with all evidences.

Note: The PORTFOLIO will be assessed by faculty members to award final marks. Rubrics will be
developed with the help of faculty and students. The students and peers may also evaluate portfolio.

REFERENCES:

1. Anderson, Kenneth and Joan Maclean. Study Speaking. Cambridge University press, 2010

2. Taylor, Shirley Communication for Business person Delhi, 2005

3. Carter, Sam and Norman Whitby. Improve your IELTS Reading Skills, Macmillan Delhi, 2009.

4. Brown, Kristine and Susan Hood. Academic Encounters. Cambridge University Press.

31
 M.Ed First Semester

Course: ADVANCED EDUCATIONAL Course Code: 21EDU1C2P

PSYCHOLOGY PRACTICUM-1
Teaching Hours/Week (L-T-P): 0 - 0 - 4 No. of Credits: 02
Internal Assessment: 20 Marks Semester End Examination: 30 Marks

COURSE OUTCOMES:
After the completion of the course students will be able to:

CO-1 : Develop an awareness of the different schools of Psychology

CO-2 : Identify and choose the learning theory of the choice for teaching
CO-3 : Understand the importance of motivation for learning
CO-4 : Recognize and list the personality types of teachers and students and their
significance
CO-5 : Orient the students with theoretical contributions of psychology in relation to
process of learning and development
CO-6: Enable the students to understand the conceptual background of theories of
learning, group dynamics, personality, development and adjustment; Develop an
awareness of direct and indirect mechanisms of adjustment and coping
mechanism, measurement of personality, intelligence and creativity
CO-7: Help the students to develop insights into educational implications of these
concepts and principles.

PRACTICUM:

Unit- 1: LEARNER'S ENGAGEMENT (07 hours)

1.1. Forms of learner's engagement in the process of knowledge construction: observing,

demonstration, exploring, discovering, analyzing, contextualization, collaboration, multiple
interpretations, critical reflection based on observation, selected reading and discussion.
1.2. Conduct and Organize psychology experiments, administration of tools among school children's.
1.3. Multiple ways of organizing learning individualized, self-learning, group learning /
cooperative learning, learning through electronic media
1.4. Use of learning resources for developing critical perspectives on socio-culturalrealities.

32
Unit -2 : REFLECTIVE LEARNING (08 hours)

2.1. Generation of knowledge is a continuously evolving process of reflective learning

2.2. Conducting case study on one student who has difficulties in learning in primary years.
2.3. Engaging learner's in the process of knowledge construction in a subject area following
constructivist approach and presentation of paper in a seminar.
2.4 Use of children's out of the school experience and local knowledge during construction of
knowledge in a subject area and presentation of a paper in aseminar.

Unit-3: IDENTIFICATION OF LEARNING DIFFICULTIES (06 hours)

3.1. Identification of group learning and self-learning strategies following constructivist approach and
their field-testing.
3.2. Identification of learning difficulties of the students in any subject area through administration of
diagnostic test and development of remedial instruction.
3.3. Identification of strategies for motivating the learner in study of a subject and practicing in
schools-a report.
3.4. Analysis of a case of maladjusted adolescent learner.

Unit 4: CRITICAL ANALYSIS OF LEARNING SITUATION (05 hours)

4.1. Preparation of learners profile based on cognitive and non-cognitive characteristics in order to
depict individual differences at primary or secondary stage.
4.2. Analysis of learning situations through case study, presentation before a group followed by
discussion.
4.3. Critical analysis of learning situation in schools and out of the Schools / preparing Reflective
diaries, interpretation, analysis, reflection on observation and finally presentation in a group.
4.4. Suggest structures of classroom environment in which all students can learn.

REFERENCES:
1. Gibson Janice T (1976): Psychology for the Classroom – Prentice Hall of India,New Jersey.
2. Hurlock E.B., (1974): Personality Development – Tata Mc Graw Hill publishing Company Ltd.,
New Delhi.
3. Hurlock E.B.1 (1999): Developmental Psychology Tata Mc Graw Hill Publishing Company Ltd,
New Delhi.
4. J.C Agrawal (2004): Psychology of Learning and Development Shipla publication, New Delhi.

33
5. John P. De Cecco and William Craw- Ford (1998): The Psychology of learning and Instruction;
Educational Psychology,2nd Edition, prentice- Hall of India Pvt. Ltd., New Delhi.
6. Mangal S.K (2002): Advanced Educational Psychology, prentice – Hall of India. Pvt. Ltd., New
Delhi.
7. Narayana Rao. S (1990): Educational Psychology, Wiley Eastern Limited, New Delhi. Splinth
Hall Norman.A and Sprinath Hall, Richard. C (1990): -Educational Psychology a Development
approaches – 5th Edition – International Edition., Mc.Graw Hill. New Delhi.

8. Stephen L. Yelon an Grace W. Wein Steen (1977): A Teacher’s world – Psychology

in the classroom- International Student Edition – Mc Graw Hill- New

34