B.Ed.-*Year (Gen) Programme

Learning Outcome Based Curriculum Framework

(LOCF)

w.e.f. Session 2020-21

KURUKSHETRA UNIVERSITY KURUKSHETRA

(Established by the State Legislature Act-X-II of 1956)

INDEX

Sr No

CONTENT

Page No

1

Course Distribution & Scheme of Examination

5-7

2

Programme Outcomes (POs)

8

3

Programme Specific Outcomes (PSOs)

8-9

4

801

802

803

804

805

806

807

808

809

810

811

812

813

814

815

816

817

818

819

820

821

822

823

824

825

826

827

828

829

830

831

832

833

834

837

838

839

840

841

842

843

844

845

846

847

848

849

850

851

852

853

Syllabus including Course Outcomes (COs)

Course 1 - Childhood and Growing Up

Course 2 - Contemporary India and Education

Course 3 - Learning and Teaching

Course 4 (A) - Language Across Curriculum

Course 4 (B) - Understanding, Disciplines and Subject

Course 5 - Gender, School and Society

Course 6& 7 - Note:-

(a) Students can opt for any only two school subjects.

(b) They have to opt for one school subject from each group except for Science, Commerce & Shastri/B.A. (Skt Hons)/M.A. (Skt) students.

(c) Science students cn opt for two school subject from Pedagogy of Sciences (Group-I).

(d) Shastri / B.A. (Skt Hons)/ M.A. (Skt) student can opt for two school subjects i.e. Pedagogy of Hindi & Pedagogy of Skt. from Group-III.

(e) Commerce students can opt for two school subjects from Pedagogy of Social Sciences (Group-II).

Group –I Pedagogy of Sciences:

(i) Pedagogy of Science (ii) Pedagogy of Biological Science

(iii) Pedagogy of Computer Science (iv) Pedagogy of Home Science

(v) Pedagogy of Physical Science

Group- II Pedagogy of Social Sciences:

(i) Pedagogy of Social Science (ii) Pedagogy of Commerce

(iii) Pedagogy of Economics (iv) Pedagogy of History

(v) Pedagogy of Geography (vi) Pedagogy of Art

(vii) Pedagogy of Music

Group- III Pedagogy of Languages:

(i) Pedagogy of English (ii) Pedagogy of Hindi

(iii) Pedagogy of Punjabi (iv) Pedagogy of Sanskrit

Group- IV Pedagogy of Mathematics:

(i) Pedagogy of Mathematics

Pedagogy of School Subject – I & II

Course 6& 7 (i) Pedagogy of Science

Course 6& 7 (ii) Pedagogy of Biological Science

Course 6& 7 (iii) Pedagogy of Computer Science

Course 6& 7 (iv) Pedagogy of Home Science

Course 6& 7 (v) Pedagogy of Physical Science

Course 6& 7 (vi) Pedagogy of Social Science

Course 6& 7 (vii) Pedagogy of Commerce

Course 6& 7 (viii) Pedagogy of Economics

Course 6& 7 (ix) Pedagogy of History

Course 6& 7 (x) Pedagogy of Geography

Course 6& 7 (xi) Pedagogy of Art

Course 6& 7 (xii) Pedagogy of Music

Course 6& 7 (xiii) Pedagogy of English

Course 6& 7 (xiv) Pedagogy of Hindi

Course 6& 7 (xv) Pedagogy of Punjabi

Course 6& 7 (xvi) Pedagogy of Sanskrit

Course 6& 7 (xvii) Pedagogy of Mathematics

Course 8 - Knowledge and Curriculum

Course 9 - Assessment for Learning

Course 10 - Creating and Inclusive School

Course 11 - Optional Course (Any one of the following)

(i) Environmental Education

(ii) Peace Education

(iii) Health, Physical & Yoga Education

(iv) Guidance and Counselling

Course 12 - Enhancing Profession Competencies (EPC) :-

EPC (i) Reading and Reflecting on Text

EPC (ii) Drama and Art in Education

EPC (iii) CriticalUnderstanding of ICT

EPC (iv) Understanding the Self

Course 13 - School Internship Programme (SIP) &

Engagement with the Field (EWF)

Pedagogy I & II

(i) Pedagogy of Science

(ii) Pedagogy of Biological Science

(iii) Pedagogy of Computer Science

(iv) Pedagogy of Home Science

(v) Pedagogy of Physical Science

(vi) Pedagogy of Social Science

(vii) Pedagogy of Commerce

(viii) Pedagogy of Economics

(ix) Pedagogy of History

(x) Pedagogy of Geography

(xi) Pedagogy of Art

(xii) Pedagogy of Music

(xiii) Pedagogy of Hindi

(xiv) Pedagogy of English

(xv) Pedagogy of Punjabi

(xvi) Pedagogy of Sanskrit

(xvii) Pedagogy of Mathematics

10-105

5

COs-PO Mapping Matrix

106

6

CO-PSO Mapping Matrix

112

7

CO-PSO-PO Mapping Matrix

126

8

Attainment of Cos

128

KURUKSHETRA UNIVERSITY, KURUKSHETRA

COURSE DISTRIBUTION (YEAR WISE) & SCHEME OF EXAMINATION (w.e.f.2020-21)

B.Ed-1st Year

Paper

Nomenclature

Maximum Marks

Periods per week

Exam Hour

Credits

Credit hours (per week)

Total

External

Internal/

Practicum

801

Childhood and Growing Up

100

80

20

4

3hrs.

4

4

802

Contemporary India and Education

100

80

20

4

3hrs.

4

4

803

Learning and Teaching

100

80

20

4

3hrs.

4

4

804

Language across curriculum

50

40

10

2

1:30hrs

2

2

805

Understanding, Disciplines and subjects

50

40

10

2

1:30hrs

2

2

806

Gender, School and Society

50

40

10

2

1:30hrs

2

2

807-823

Pedagogy of a School Subjects- I

100

80

20

4

3hrs.

4

4

Pedagogy of a School Subjects- II

100

80

20

4

3hrs.

4

4

831

Enhancing Professional Capacities (EPC)

(i) EPC-1 Reading and Reflaction on Text

50*

25*

25*

4

1:30hrs

2

2

833

(ii) EPC-3 Critical Understanding of ICT

50*

25*

25*

4

1:30hrs

2

2

837-853

School Internship Programme & Engagement with the Field (4 weeks)

…

…

…

…

…

…

Course-14A

OESS/ MOOCs***

The students are required to opt any one OESS/ MOOCs Course (available during the ongoing session of B.Ed. Programme) being offered by any Department/ University.

50**

50**

---

0

---

---

Total

650

520

130

26

26

*External Exam for this course will be held at the end of 2nd Year.

** Marks not added in the aggregate.

***The students are required to opt one OESS in First Year and one MOOCs Courses (available on SWAYAM Portal) in Second Year (or as per the guidelines or directions issued by the regulatory bodies or university in this regard from time to time)

Note:-

(a) Students can opt for any only two school subjects.

(b) They have to opt for one school subject from each group except for Science, Commerce & Shastri/B.A. (Skt Hons)/M.A. (Skt) students.

(c) Science students cn opt for two school subject from Pedagogy of Sciences (Group-I).

(d) Shastri / B.A. (Skt Hons)/ M.A. (Skt) student can opt for two school subjects i.e. Pedagogy of Hindi & Pedagogy of Skt. from Group-III.

(e) Commerce students can opt for two school subjects from Pedagogy of Social Sciences (Group-II).

Group –I Pedagogy of Sciences:

(i) Pedagogy of Science (ii) Pedagogy of Biological Science

(iii) Pedagogy of Computer Science (iv) Pedagogy of Home Science

(v) Pedagogy of Physical Science

Group- II Pedagogy of Social Sciences:

(i) Pedagogy of Social Science (ii) Pedagogy of Commerce

(iii) Pedagogy of Economics (iv) Pedagogy of History

(v) Pedagogy of Geography (vi) Pedagogy of Art

(vii) Pedagogy of Music

Group- III Pedagogy of Languages:

(i) Pedagogy of English (ii) Pedagogy of Hindi

(iii) Pedagogy of Punjabi (iv) Pedagogy of Sanskrit

Group- IV Pedagogy of Mathematics:

(i) Pedagogy of Mathematics

B.Ed.- 2nd Year

Paper

Nomenclature

Maximum Marks

Periods per week

Exam Hour

Credits

Credit hours (per week)

Total

External

Internal/

Practicum

824

Knowledge and Curriculum

100

80

20

8

3hrs.

4

4

825

Assessment for Learning

100

80

20

8

3hrs.

4

4

826

Creating an Inclusive School

50

40

10

4

1:30hrs

2

2

827

Optional Course

(i) Environment Education

50

40

10

4

1:30hrs

2

2

828

(ii) Peace Education

50

40

10

4

1:30hrs

2

2

829

(iii) Health & Physical Education

50

40

10

4

1:30hrs

2

2

830

(iv) Guidance and Counselling

50

40

10

4

1:30hrs

2

2

831

832

833

834

Enhancing Professional Capacities (EPC)

I. Reading and Reflaction on Text

50

25

25

4

1:30hrs

2

2

II.EPC-2 Drama & Art in Education

50

25

25

4

1:30hrs

2

2

III.EPC-3 Critical Understanding of ICT

50

25

25

4

1:30hrs

2

2

IV. Understanding the Self

50

25

25

4

1:30hrs

2

2

837-853

School Internship Programme & Engagementwith the Field (16 weeks)

Pedagogy-I

175

100

75

…

…

16

16

Pedagogy-II

175

100

75

…

…

Course-14B

OESS/ MOOCs***

The students are required to opt any one OESS/ MOOCs Course (available during the ongoing session of B.Ed. Programme) being offered by any Department/ University.

50**

50**

---

0

---

---

Total

850

540

310

PROGRAMME OUTCOMES (POs)

After successful completion of the program:

PO1 Learners will be able to comprehend the acquire knowledge during the Program of study.

PO2 Learners will be able to reflect on the issues relating to the discipline- ‘education’.

PO3 Learners will be able to exhibit the professional skills and competencies acquired during the Program of study.

PO4 Learners will be able to show scientific & research capabilities in their academic, professional and general life pursuits.

PO5 Learners will be able to apply the knowledge and skills acquired in academic planning, organizing, evaluation, decision making, resource management according to pre-determined objectives/outcomes.

PO6 Learners will be able to work as member or leader in various teams and multidisciplinary & diverse settings.

PO7 Learners will be able to discuss and solve the problems relating to the discipline and life.

PO8 Learners will be able to state and follow the ethical issues relating to the discipline and society.

PO9 Learners will be able to apply different tolls and techniques of communication and related skills.

PROGRAMME SPECIFIC OUTCOMES (PSOs)

The B.Ed-2yr (Gen), a pre-service teacher education programme at secondary level aims at:

PSO-1. Acquiring conceptual understanding of sociological, psychological and philosophical aspects of an individual’s development and its relationship with teaching-learning process.

PSO-2. Visualizing enshrined legislative provisions related to Indian Education system and facilities in an inclusive setting.

PSO-3. Providing integrated learning experiences within the socio-cultural milieu of the learners to respond to the diversities in the class-room.

PSO-4. Nurturing pedagogic, aesthetic and literary skills of an individual for self analysis and behaviour modification.

PSO-5. Providing opportunity for experiential learning to conceptualize disciplinary understanding and empirical knowledge of school curriculum to assess and reflect on teaching-learning practices

PSO-6. Providing exposure to ICT tools for their effective utilization in providing learning experiences as well as management of school activities.

PSO-7. Exploring the role of social agencies, school and society in nurturing holistic well-being and promoting healthy practices.

PSO-8. Sensitizing towards environmental issues and language background of students.

PSO-9. Identifying challenges of gender disparities, exposure to gender neutral pedagogic materials and training to address the gender inequalities.

PSO-10. Providing firsthand experience of all the school activities through engaging student-teachers as interns at secondary and senior-secondary stage.

Course 1 (801)

CHILDHOOD AND GROWING UP

Course Code : 801

Max. Marks:100

Time: 3 Hours (Theory: 80, Internal: 20)

NOTE FOR PAPER SETTER

i.Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

ii.Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

iii.Two long answer type questions will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Course Outcomes

After transaction of the course, student teachers will be able to:

801.1 Explain the Meaning, Concept and Characteristics of Growth, maturation and development at various stages.

801.2 Describe the problem of Childhood and adolescent age especially with respect to the Indian context.

801.3 Develop an understanding of different aspects of a child’s Cognitive, Social, Emotional & Moral development.

801.4 Become familiar with Theories of Child development and their Educational implications.

801.5 Understand the developing Individual / Learner from different dimensions i.e. Intelligence, Creativity & Personality.

801.6 Acquaint with various Mental Processes of Learning i.e. Thinking, Memory & forgetting.

801.7 Get familiar with the role of Family, School, Community, Society& different cultural practices in the developmental process of Children.

801.8 Acquaint with contemporary issues ( issue of marginalization & Stereotyping, Gender, Social class & poverty) in child development and describe the role of media in constructing & deconstructing perceptions & ways of dealing with above issues.

Course Content

Unit – I

1.Dimensions of Development

Growth & Development: - Concept, Principal, Factors, & Stages.

Characteristics of stages development with special reference to Childhood and Adolescence.

Adolescence: Understanding their needs and problems in Indian context.

Parenting styles: Concept and its impact Child development.

Personality: meaning, nature and assessment.

Unit – II

2.Theories of Child Development

Theory of Cognitive Development by piglet: Concept, Stages and Implications with special reference to Indian Context.

Theory of Social & Emotional Development by Erickson: Concept, Stages and Implications with special reference to India Context.

Kohlberg theory of Moral Development: Concept, Stages and Implications with special reference to India Context.

Unit-III

3. Learner as a Developing Individual

Intelligence: Meaning, nature and theories of intelligence (two factor theory and Thurston’s group factor theory, Measurement of intelligence and application of intelligence tests.

Creativity: Concept; relationship with intelligence; techniques for fostering creativity.

Mental Processes of Learning: Thinking Concept Types of Thinking – Divergent, Convergent, Critical, Reflective & Lateral Thinking.

Memory – Concept, Types & Strategies to develop Memory; Forgetting – Nature, Causes, Factors & Strategies to minimize Forgetting.

Unit- IV

4.Learning in socio Cultural Perspective

Agencies of Socialization: Family, School, Community and their role in Child Development.

Social & Cultural Change as factors influencing Child Development.

Impact of Marginalization and Stereotyping on Child Development with special reference to Gender, Social Class & Poverty.

Role of media in constructing & deconstructing perceptions & ways of dealing with above issues.

Practicum/ Sessionals

Any one of the following:

i.Case-study of an adolescent: Problems and Needs.

ii.Seminar/ Presentation on educational implications of One Learning theory of child development.

iii.Survey report on impact of socio-economic status of a family on child.

iv.Content Analysis of Media coverage on the following:

a.Child labour.

b.Gender bias.

c.About Disability.

v.Play/drama on value orientation & character building and preparing a report.

vi.Protecting the culture and indigenous practices: Compilation of local folk songs, folk tales, riddles and toys.

vii.Observation of children during their playtime in a rural school and preparing a report .

Suggested Readings:

Aggarwal, J.C. (1995). Essentials of Educational Psychology, New Delhi: Vikas Publishing House Private Limited,

Allport, G.W. (1961). Pattern and Growth in Personality:New York.

Chauhan, S.S. (2002). Advanced Educational Psychology. New Delhi: Vikas Publishing

Gore, M.S.( 1984). Education and Modernization in India. Jaipur:Rawat Publishers.

H.Havighurtst, R. et al.(1995). Society and Education. Baston: Allyen ad Bacon

H.P.BWheldall, K. (2006). Developments in Educatonal psychology. New York: Routledg

Kamat, A.R.( 1985). Education and Social Change in India. Bombay: Samaiya Publishing Co.

Bhatia, K.K. (2008). Basis of Educational Psychology.Ludhiana:Kalyani Publishers.

Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology.Agra:

Woolfork, A (2004). Educational Psychology: Reason Education (Singapore). New Delhi: Indian Branch.

Course: 2(802)

CONTEMPORARY INDIA AND EDUCATION

Course Code : 802

Max. Marks:100

Time: 3 Hours (Theory:80,Internal: 20)

NOTE FOR PAPER SETTER

i.Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

ii.Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

iii.Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Course Outcomes(COs)

After the transaction of the course, student teachers will be able to:

802.1 understand the Equality of opportunities in Education, Fundamental rights, duties and Directive Principles of state policies and its impact on Education.

802.2 Explain the concept of Diversity, Concerns related to Socially disadvantages segment of the society..

802.3 Describe the significant recommendations of Commission before Independence related to Secondary Education.

802.4 understand the Work Education and Experiential learning in context of Nai Talin..

802.5 Understand the Objectives and Recommendation of the policies after Independence related to Secondary Education.

802.6 Explain the major features of New Education Policy 2020.

802.7 Develop and understanding of emerging issues related to Contemporary India and its impact on Education.

802.8 Evaluate the Govt Policies of Universalisation of School Education ie DPEP, MDM, SSA, RMSA & IEDSS.

Course Contents

Unit – I

1. Indian Constitution and Status of Education:

Equality of opportunities in education: Article 28, 29, 350 and 351 and their issues.

Education and Fundamental Rights and Duties: Article 14, 15, 16, 21-A,30 and 51A.

Directive Principles of state policies

2. Diversity in Society and Implications for Education:

Social diversities based onCastes,Languages, Religions and Regions,.

Status of Education of Socially disadvantaged segments namely SC, ST, OBC, Women, PWD’S and minorities.

Right to Education Act 2009: right of children to free and compulsory education

Unit – II

3. Educational Committees and Commission before independence with special reference to:

Maculay’s minutes: Its features and recommendations

Adam’s Report: features and its re commendations.

Woods Despatch of 1854: Recommendations Merits and demerits

Basic Scheme of Education 1937: objective, merits and demerits ; Concept & need of Nai Talim and philosophy of work education and experiential learning for rural reconstruction.

Unit – III

4. Educational Committees and Commission after independence with special reference to:

Secondary Education Commission (1952-53): objectives and recommendations.

Indian Education Commission (1964-66): objectives and recommendations.

National policy on Education (1986) ): objectives and recommendations

Revised National Policy 1992

POA(1992): Major features.

New Education Policy 2020.

Unit – IV

5. Contemporary Issues in Indian Education

Universalization of school Education and DPEP, MDM, SSA, RMSA and IEDSS

Vocationalization of Secondary Education: need and implications.

Emotional Integration and international understanding in the context of globalization.

Modernization: Concept, merits and demerits.

Sustainable development goals(UN) 2015.

Concept and Importance of Road Safety, Road Safety rule and regulation, Traffic Sign Road Safety measures, legal mandates of Road Safety.

Practicum/Sessionals

Any one of the following:

i.Revisiting educational policies framed for the education of different sections of the society SC/ BC/Minorities/ Women.

ii.Prepare a report on problems of secondary education.

iii.Review educational policies for vocational education.

iv. Review of Policies related to universalization of school education.

v.Case study of a school on Community Engagement, Conduct & Outcome of SMC meetings.

vi.Panel Discussion on Gandhi’s idea on Education and their relevance in present day context.

vii. Survey on literacy levels and out of school children in any locality.

Suggested Readings:

Bhattacharya & Sriniwas. (1977). Society and Education, Calcutta: Academic Publications. Deshpande, S.(2004). Contemporary India: A sociological view. New Delhi: penguin.Dubey, S.C. (2001). Indian Society, New Delhi: National Book trust.

Government of India (GOI) (2009). Right to education Act. New Delhi: MHRD.

Ghanta, R. & Dash, B. N. (2005). Foundations of Education, Hyderadbad: Neelkamal Publications.

Kashyap, S.C. (2009). The constitution of India, New Delhi: National Book latest edition.

Mishra, B.K. & Mohanty, R.K. (2003). Trends and issues in India Education, Meerut: Suryapublications.

Ministry of Human Resource Development of India (1986).National policy on education. NCERT,91964-1966). Educational and national Development: report of the educationcommission, New Delhi: NCERT.

Rajput, J.S. (1994). Universalisation of Elementary Education, New Delhi: Vikas Publishing House.

Right to education Act, (2009). Gazette. Notification of central Government.

Sachdeva,M.S. et.al (2011). Philosophical, Sociological and Economic bases of Education,

Patiala: Twenty First Century Publications.

Shankar Mukharji. (2007). Contemporly issues in modern Indian education, Authors Press.

Stormquist, Nelly P.(2002). Education in a Globalised world. New York: Rowman & Little

field publishers.

Walia,J.S.(1979). Modern Indian Education and its Problems, Jalandhar City: Paul Publishers, Gopal Nagar.

Walia,J.S(2014). Philosophical, Sociological and Economic Bases of Education. Jalandhar:Ahim Paul Publishers.

http:/www.gandhi-manibhawan.org/gandhicomsalive/speech8.html

http:/www.mkgandhi.org/speeches/speech Main.html

B.Ed – 2 Year (Gen)/KUK

2020-21

Course 3 (803)

LEARNING & TEACHING

Course Code : 803

Max. Marks :100

Time: 3 Hours (Theory:80,Internal: 20)

NOTE FOR PAPER SETTER

i.Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

ii.Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

iii.Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Course Outcomes(COs)

After transaction of the course, student teachers will be able to:

803.1 Understand the Concept of learningand learning strategies.

803.2 Identify the individual differences among the learners.

803.3 Explain paradigms of learning.

803.4 Describe the educational implications of different theories of learning.

803.5 Understand the Concept of teaching and identify the variables in the teaching process.

803.6 Explain the applications of social constructivist approach in teaching and learning.

803.7 Describe the phases & models of teaching.

803.8 Understand and make effective uses of different Teaching Strategies.

Course Contents

Unit-I

1.UNDERSTANDING LEARNING

Learning: Concept, Nature, types of learning & Factors influencing learning,.

Learning strategies: Co-operative learning & Collaborative learning, peer-tutoring, group learning.

Role of Teacher & School in relation to learning strategies.

Individual Differences: Concept, Types, Causes & Educational implications.

Unit-II

2.LEARNING PARADIGM

Theories of Learning :

Connectionism theory (Trial & Error: Thorndike), concept, laws of learning & Educational Implications.

Conditioning theories: Classical conditioning (Pavlov) & Operant Conditioning (Skinner): Concept, characteristics and Educational Implications.

Social-constructivist theory (Vygostky & Bandura): Concept, Nature and Educational implications.

Unit-III

3.UNDERSTANDING TEACHING

Teaching: Concept, characteristic, features and levels of teaching.

Related concepts of Teaching (Training, conditioning, instruction & indoctrination)

Variables in the Teaching Process: The Learning task (Instructional Objectives), Learning Behaviour (Entry behaviours & Learner’s characteristics) Teacher Behaviour: (Competence, Personality, Teaching Style).

Social-constructivist approach in teaching (Applications of Bruner, Ausubel & Vygotsky’s ideas in teaching).

Unit-IV

4.PHASE & MODELS OF TEACHING

Phase of Teaching: Pre-active, Interactive and Post-active.

Models of Teaching: Meaning, Need & Elements, Basic Teaching Model (Glaser), Concept Attainment Model (Bruner).

Teaching Strategies: Brain-Storming, Simulation, Role-playing, Gaming, Remedial teaching & Enrichment Programme.

Practicum/ Sessional

Any one of the following

i.Group Projects: Observation report on Teaching-learning transaction process in School teaching practice.

ii.Seminar/ Presentation on learning theories.

iii.Application of teaching strategies (Brain-Storming, Simulation, Role-playing, Gaming, Remedial teaching) on any current/ social issue.

iv.Case-study on Individual differences.

v. Application of participatory learning and action techniques of resource mapping and social mapping.

Suggested Readings:

Chauhan, S.S. (2014). “Innovations in Teaching Learning Process”, Noida: Vikas Publishing House Private Ltd.

Dececco, J.P. (1988) “The Psychology of Learning and Instruction”, New Delhi: Prentice Hall.

Gagne, R.M. (1977). “The conditions of learning”, New York, Chicago: Holt, Rinchart and

Winston.

Joyce, B. & Weil, M. (1992). “Models of Teaching”, New Delhi, Prentice Hall.

Kulkarni, S.S. (1986). “Introduction to Educational Technology”, New Delhi: oxford & IBH

Publishing Company.

Pandey, K.P.(1983). “Dynamics of Teaching Behaviour”, Ghaziabad: Amitash Parkashan.

Pandey, K.P. (1980). “A First Course in Instructional Technology”, Delhi: Amitash Parkashan.

Skinner, B.F.( 1968). “The Technology of teaching”, New York: Appleton Century Crofts.

Sharma, R.A. (1991). “Technology of Teaching”, Meerut: R. Lall Book Depot.

Sharma, S.K. (2005). “Learning and Teaching: Learning process”, Delhi: Gyan Books Private Ltd.

Srivastava, D.S. and Kumari, S. (2005). “Education: Understanding the learner”, Delhi: Gyan Books Private Ltd.

Walia, J.S. (2011). “Technology of Teaching”, Jalandhar: Ahim Paul Publishers.

Walia, J.S. (2012). “Teaching Learning Process”, Jalandhar: Ahim Paul Publishers.

Course 4(A) (804)

LANGUAGE ACROSS THE CURRICULUM

Course Code : 804

Max. Marks :50

Time: 1.30 Hours (Theory: 40,Internal: 10)

NOTE FOR PAPER SETTER

i.Paper setter will set five questions in all, out of which students will be required to attempt three questions.

ii.Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.

iii.Two long answer type question will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Course Outcomes(COs)

After transaction of the course, student teachers will be able to:

804.1 Know the concept of language, Multilingualism and language diversity with various functions of language.

804.2 Understand the relationship between language & learning and describe the elements of communicative approach.

804.3 Integrate different language skills for effective classroom discourse.

804.4 Analyze significance of language proficiency and knowledge acquisition.

Course Contents

UNIT-I

1. UNDERSTANDING LANGUAGE

(i) Concept: Meaning & Nature of language

(ii) Linguistic principles: Process of acquisition of language

2. Language & Learning

(i) Functions of language & its basic assumptions: Communicative, Receptive &Expressive, Language and Society. First Language, Multilingualism. Language Diversity in class room.

3. Language Across Curriculum: - Relationship of language & learning, Role of Subject teacher.

UNIT-II

4. LISTENING & SPEAKING SKILL

(i) Concept and Importance

(ii) Techniques and Material for developing Listening and speaking skill oral conversational and compositional skills

5. Reading & Writing skill

(i) Concept, need & Importance

(ii) Techniques and Material for developing Reading and Writing, Reading Mechanics, Compositional writing.

6. Relationship of language Skills and subject knowledge of Teachers

Practicum/Sessionals

Any one of the following:

(i) Subject wise group discussion, preparation of report and presentation before the group.

(ii) Prepare a Diagnostic test to identify reading and writing problems of the school students.

(iii) Prepare a representative sample of advocacy on rural issues / problems

(iv) Letter writing, Notice, email messages representation on local issues and local challenges.

(v) Reflections on Gandhian thoughts : Panel discussion and preparation of report

Suggested Readings:

Agnihotri, R.K. (1995). Multilingualism as a classroom resource. In K. Heugh, A. Siegruhn, & P. Pluddemann (Eds.), Multilingual Education for South Africa (pp. 3-7), Heinemann Education Groups.

Freedman, S.W. & Dyson, A.H. (2003). Handbook of Research on Teaching English language Arts. Lawreuel Erlbaum Associates Inclave, USA: New Jersey.

Government of india. (1986). National Policy on Education. GOI.

Grellet, F. (1981) Developing Reading Skills: A practical guide to Reading Comprehension exercises. Cambridge University Press.

Kumar, Krishna. (2007). The child's language and the Teacher. New Delhi: National Book.

Mangal, U.(2010). Teaching of Hindi, New Delhi: Arya Book Depot.

National Curriculum Framework (2005), New Delhi: NCERT.

Sachdeva, M.S. (2013). Teaching of English. Patiala: Twenty First Century

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