b.ed revised scheme & syllabus - paper i to iii compulsory papers
TRANSCRIPT
q 1 *d'*""'-
APPENDIX. I
.r.\
Preamble
ange.
?li";|ffi objecrives of this course are ro enabre rhe prospective teachers to deverop
necessary unberstanding and insight.into:
-The nature of the lndian society as it has evolved from the past, as it is today and as it is
nd society with specific reference'to the
omic issues.t.as a catalytic agent in the society'
Gourse Content1.0 lndian SocietYi.i Central teachings of lndian Philosophy
- ConcePt of Purushartha -
Dharma,Ardha,Kama and Moksha
1.2 Traditional lndian values -
Spi rituality, sl*pf i"ity, Tolerance' Non violence' Pursuit of truth
and Self - Realisation1.3 Values laid down in our Constitution
-DemocracY-Socialism-secularism 5-EqualitY of OPPortunitYEducation sMeaning, aims and functions
d Economic 8
ralistic, Pragmatic and Realistic)role of the teacher. 12
gists -i-on of culture - Socialisation -Other
Generalised - funCions and objec{ives
Contributions of great Educatorspf"io --nortseru-, pesta,t^to:z:y -Froebet -Montessori - Dewey -Tagore -
Education in ancienim"Oi.,"f anO modeir periods 25
Vedic - Buddhist and lslamicnlrlet history of educational developments in Kerala
_ tn, role oiTempfei, kaf aris, irnnasteries, Madrassahs and_C,=hae_ _+
Hours for instruction
(ethics and ePistemologY)
2.02.12.2
2.3
2.4
--\--_
2.5
2.62.6.1.-
2-
. PAPER I EDUCATION lN THE EMERGTNG INDIAN SOgIETY
2.6.3- Education under Colonial rule- Charter Act of 18'13 - Macaulay's Minute -
wood's despatch - Hunter Commission of 1882.lndian University Commission19O2.Hartog Committee 1929, Abbot - wood Report 1937Post war educational reconstruction (Sargent Report - 1944)
4 Education in lndepenr ent lndia - Overyiew of the recommendations of UniversityEducation Commission (1 948-49)
- the Secondary Education Commission (1953)the Education Commission (1966)
- New Educationatpoticy (1986)2.7 Our lmportant Educational lssues 25' . 1 Free and Compulsory Education - its need and implications in the light of
Article 45 - of our constitution.2 . Wastage and stagnation - Meaning, causes and eXent - Operation Black Board -
Remedial measures.3'. E_qualising Educational opportunities - Meaning - M asures to promote equal1y -
Educational needs of special groups.- SC/ST,Women,disabled etc.
4 . Dealing with population increase - concept of population Education -need - importance - teachers role
5 . Fostering National lntegration-need for effective integration-factors hampering integration-efforts undertaken in the past-measures recommended by different Committe'es and Commissions
6. . Education for lntemational understanding-Rote of UNESCO
7. . Adult and continuing Education.-Literacy Programme - Functional Literacy - Liquidation of llliteracy in Kerala.Agencies of Adult and continuing Education.
8.. vocationalisation of Education - Need, ways and means - The concept ofman power planning
2.8 Education in the SocialContext 151. . Education and social change
- IVleaning_of social change , factors influencing social changes in lndiaRole of Education in promoting desired sociai changes - limitations.2. Education and Modemization
- Meaning - role of education3. Education and Economic Development.
The concept of Education as Economic goodRole of Education in Economic Devetopment
4. Education and Democracy.-Concept of Democracy-Education for Democracy
2.9 Types and Stages of Education p1. Formal, lnformal and Non_formal
. Child centred Education2. Life centred Education
With reference to Basic Scheme3. Pre-schoor,primary - secondary - Higher seconctary and Higher Education
An overview.
F>
3.0
2.10
REFERENCES
1. Education in ancient lndia
2. Ancient lndian Education
3, Science, DemocracY and lslam
4. Education ln lndia
S. nistorY of lndian Education
7. lndlan Education in Ancient times
8, Elankulam on History of Kerala
Agencies of Education
-Family - peer group- School - Communiiy and State
10
ory - In mcdem India
ional Ethics'rvice and inservice Programmes
6, The History of Education in lndia and
Pakistan - Keay F'K
- Altekar
- Mukerji R.K
- HumaYun Kabir
- Vakil and Natarajan
- R.K.Rawat
- Keay F,K
- Kunjan Pillai
- Rusk,R.R
- Brubacher Johns
- Ross James S
- Brubacher 'J.S
- John DeveY
9. History of Education Vol,l & ll (1971-19E0) - J'P'Naik and Syed Narulla
10) A Modem Philosophy of Education - Thomson
11) Education in New lndia - HumaYun Kabir
12) Education, Culture and SocialOrder - Saiyidain
13 Doctrines of Great Educators
14) History and problems of Education
15) A Text Book in the History of Education - Paul Munroe
16) The Development of Modern Education - Ruby Frederic
17) Education, its Data and First principles - Nunn Percy
1E) Ground work of Education Theory
19) Modern Phitosophies of Education
20) DemocracY and Education
21) Sociological approaches on Education - Cook and Cook
\
3
i22) Life loni EOucation - Publishers Asian lnsiitute of Education,
Planning and Administration, New Delhi
23) Sociological approach to Education - Mathur V.S
24) lndian Education in the Enlerging Society - lJlohanty
25) Teacher and Education in lndian society - Dr,R,Sukumaran Nair
26) Educational Evaluation, prentitice - Hall - pophan w.James
Englewood Ctiffs 1975
27) Distance Education,sterling publishers _ parmaji.S
28) study by conespondence, Longman 1971 - Glotter,R and wedell.E.G
29) An lntroduction to Extension Education Oxford _ Supl.S;Vand lBH, New Delhi
30) Report of the secondary Education commission - A.L.Mudaliar(chainnan)1953
31) Report of the Education commission 1964-66 - Dr.Kothari (chairman)
-r -.t
Paper ll
Psychology of Learning and Development
Unit I
Definition role and method of psychology in Education
Definition of PsYchologY -
Educational psychology- Definition - scope and limitations'Relevance anO contri6ution of Educational psychology- methods and tools of educational
psychology
Unit ll
Hours for instruotlon15 hours
25 hoursDevelopmental psychology and Leaming and lnstruc'tion:
Growth and DeveloPmentNature and principles of development'factors infl uencing develoPment.Aspects of develoPment-Physicaland motor-emotional (attitude, interests, values-intellectual (Piaget's and Bruner's contributions)-social and moral (Kohlbergs and Piagets stages)
-Language-Stages of develoPment
-Pre school stage --Primary school stage-Secondary school stageDevelopmental tasks & Educational planning for each stage'
Unit lll
Learners as individuals 20 hours
Meaning and Significance of individual differenceFactors causing individual differences-intellectual-aptitudinal-creativity - definition of each.Measurement of intelligence and aptitude.Tests of intelligence and aptitude'The exceptional child.Educational planning for the individual leamer.
Unit lV
Leame/s Personality and adjustment 25 hours
a) Definition of PersonalitY-major approaches to study Personality.
- psycho analytic - (Freud, Jung)- trait approach(Cattell,Eysenck,Allport)- hdmanistic aPProach(Rogers)
transactional analysis(Eric Berne)- Factors influencing development of Personality - Genetic and Environmental -
b) Measurement of personality- Questionnaires-) - lnventories- Projectivetechniques.c) Adjustment and Mal adjustment. Defenoe Mechanisms
Mental Health and Mental Hygiene
Unit V
The Learning process 45 hours
Concept of learning -Learning readiness -Theories of Leaming and their class room implications-Behaviourist theoriesClassical conditioning (pavlov)trial and enor (Ihomdike)Operant conditioning(skinner)-Gestalt, Field, Cogintive theories - lnsightful Learning( Wertheimer,Kofta,Kohler)-Learning by discovery(Bruner, Suchman)-Field theory (Lewin)-Hierachy_of Learning(Gagne)- Humanistic theory. General overview - contributions of Maslow and Rbgers -- lmportance of motivation - intrinsic and extrinsic - How to motivate.- Remembering and forgetting - causes - How to help the child to remember better .
- Forgetting curve and its educational implications.- Transfer of training - steps to facilitate transfer- Learning of skills attitudes and concepts
Unit Vl
Guidance and conselling for helping students 20 hours
Meaning and types of guidance and consulling- Educational , Vocational and personalguidance.
Career talks & career conferenceDirective and non directive counselling - meaning of rapport-Teacheis Personality and adjustment and its impact on the child.
. Role of the teacher as facilitator and organiser of leaming -Various strategies for teaching
- Group dynamics and learning in groups
Total 150 hrsfor instructon
6
.7REFERENCES
' Robert.R.Reilly & Earnest L,LewisEDUCATIONAL PSYCHOLOGY.applications for class room learning & lnstruction.
. Macmillian Publishing Co Ltd, Nevryork,1983
Garrison - Kingston & M.C.DonaldEDUCATI ONAL PSYCHOLOGYVAKILS,FEFFER & SIMONS Pvt Ltd, Bombay,1966CHILD DEVELOPMENT AND PERSONALITY 6th EditiON.
. Harper & Row, Newyork,1964.
Dennis Child.Psychology and the teacher.
Arthun. l.Gates, Arthur.T.Jersild, T. R.Meconnell & RobertC. Chal I man (Ih i rd Edition)EDUCATI ONAL PSYCHOLOGYMacmillian Co, Newyork,l 958
Arthur T.Jersild.Child Psychology
Elizabeth.B.Harlock.
. Developmental Psychology.A life span approach
Marianne & Phyllis. "Learning problems in the class room"Grune & Stration. Newyork,London - 1973
John P. Deceed.'psychology of Leaming & I nstruction' Ednl. Psychology.Prentice Hall lndia Pvt. Ltd.,New Delhi,1970
Arden.N.Frandsen.'Educational Psychology'the principles of leaming in teaching.Mc Grans
Hill. lnc.Newyork,l 961 .
David Foubna.'Psychology for teachers'British Psychological Society, 1 987
Walter.B.Kolessik, Educational Psychology,2nd Edition.Mc Graw Hill Bookes, Newyork,London,1963.
Robert M.W.Travers.Educational Psyc.hology:-a Scientific foundation of Educational practice.
Mac.Millian Go.,Newyork,1 973.
Henry Clay Lindgren.'Educational Psychology in the class rook' 5th Edition.John Wiley & Sons.lnc.Newyork,London,l 976.
Thomas A . Harris.l'm OK - You 're OK,Sterling Publishers,New Delhi,1967
Eric Berne. Games People Play.Grove Press, 1964.
Eric Berne. Transactional Analysis in Psychotherapy. Grove Press, 1961 .
\-
\
IPAPER III
Trends and Deveropments in Modem Educationar practice
Objectives:
1' To acquaint the student teachers with the trends and aspects of developmun, ',
,n,modern educational practice.
2' To develop an awareness in the student teachers the significance and need forincorporating modem trends and. deveropments in the eduEationar practice.
3' To develop favourable attitude in the student teachers for accepting new ideas andinnovations in the field of education
4' To develop skifls in using modem technicar devices, media etc. in instruction.
l. Cuniculum- The concept of cunicutum General principles of developingcurriculum - The idea of core cuniculum. cy based. cuniculum _ concept of Hiddencuniculum - curicutum evaluation _ Basic
ll. Educational Evaluation (20 hours)
b) Construction of achiquestion wise analysis keY
items - Essay, short an of test
istics n lechniques - measures ofency ra of the measri"i _Ln."ptn _ ra m uses of different statistical
lll. Educationalrechnology hours)
a) Educationaltechnotogy _ its meaning _
education - t*p" oi"ctucational technoto andlheir impact oneducationalircfinorogv anct instruction - h and leaming
role of the teacher.
- objectives - 1) prggrlmmed leaming _ Basic idea of programming -nt - contributions of B.F.skinner - tinelr programming - branching -
2) computer Assisted instruction - its operation - rore of the teacher,
3) Personalised systems - its mianing _ characteristics.
c) M icroteaching - definition - operation in micro teaching - piocedures - advantages.
d) Team teaching procedure.
e) communication - types of - communication - faqors affecting classroom communication -teacher behaviour in ihe crassroil -;i;;;;rom instruction anarysis_
Iy
9-
0 Mass media in education - TV, News papers, films, videos, Audio cassettes etc. in the fleldof edulcation- their role in instruction - Mass Media and social education.
(25 hours)
- lV Models of Teaching
a) Functions of models of teaching - sources of models, families of models- informationprocessing models,personal models,social interaction models, behaviour models, commonfeatures.of models key concept for describing models syntax social system,principles ofreaction,and support system.
b) Some typical model - (discussion with reference to general characteristics)1) Concept Attainment Models - lnstructional and Nurturant effects2) Management contingency model3) Awareness Training Model4)J urisprudential Model.
(20 hours)V. Non formal and continuing Education:
Eradication of illiteracy - Area Development Approach - National literacy Mission, Role ofdifferent Agencies. Role of formal and non formai agencies in Education - Correspondencecourses and continuing education - The concept Distance education
. (10 hours)Vl Educational Management:
a) Meaning of management - main principles - application of the prlnciples of managementto education - optimum utilisation of men and materials organisation; Execution andsupervision.
b) Educational leadership - theories of leadership a general idea. Leadership andadministration in education - teacher as an educational leader - the role of the Head of the
- institution - decision making - implementation of decisions , staff council.
c) lnstitutional planning - steps involved - school plant - classroom library - laboratory - officeof the school - maintenance of records curricular - and co-curricular activities - time table -student councils .
d) School and community - their relation - parent teacher association celebrations of schoolday,festivals, days of national importance - social service - community participation -
' utilisation of community resources.
(30 hours)Vll. Educational in Human ValuesConcept of value based education - need and importance in the modern ageMeaning of - nature of and hiearchy of valuesSources of values - culture,major religions of the World, human needsValues - relevant to human welfareValues in relation to childs needs and development of personalityValues - list developed ny NCERT, enshrined in the lndian ConstitutionFivecore human values:Truth, Righteous Conduct,Peace, Love and Non-ViolenceMethods and Techniques of Teachingindirect approach - integration of human values with all academic subjects - organizationof co-cunicular activities - School orgqnizational climate and personal exampleDirect inputs - silent sitting, story telling, group singing (devotional patriotic and marchingsongs)group activities, cultural programmes, service activities,sports and games.
(15 hours)
10
BOOKS FOR REFERENCE
1. Measurement Evaluation in Education and Psychology - Mohrens, williams AHolt Rinchart and Winslon,1978 Lohmann lrvin
2. Educational and Psychological Measurement and - Stanley, Julian andEvaluation, Prentice Hall.lndia,1988 Kinnet, D.Hoppins
3. A Hand book on formalise and summative - Evaluationof student learning,MC Grant Hill.1971 - Bloom,B.S.Etal
4. Evaluation - A practical Guide for Teachers, MC GrawHill Book c 1974 Ton Brink,Terry D
5. Taxomony of Educational objectives, vol.l -cognitiveDomain, Longman 1956 - Bloom B.S
6) Taxomony of Educational objectives Hand Book No:2
\\
t'\
Affective Domain, 1964
7) Evaluation in Education
8) A Handbook of Educational TechnologyKogan Page, 1984
9) Educational TechnologySterling Publishers, 1 984
10) Modern Methods and Techniques of TeachingMacmillian,1968
11) Micro TeachingAddison Wesley,1969
1 2) Teaching,Learning and CommunicationGroom Helm,1986
13) Models of TeachingPrentice-Hall of lndia, 1 980
14) lntroduction to Educational TechnologyOxford and l.B.H.Publishing, 1 986
School Administration and Organisation
The Principal Creative Leadership for Effective SchoolAllyn and Baston,1987
Values and education in lndependent lndiaThe Associated Press
1s)
16)
- KraMh Whol
- Dr.R.Sukumaran Nair.
- Percival,Fredand Hentry Ellington
- Sampath K. et al.
- Yokam G.A&R.G Simposini
- Allen D and K Ryan
- Hills.P.J
- Joyce.B and Marsha Well
- Kulkami.S.S
- R.N.Safaya & B.D.Shaida
- Ubben Gerald & LarryW Hughes
- Kaul,G.N17)
18) Values and Teaching Working with Values in class room - Rath,L.E et alCharles E Merrill,1966
19) Human Values and Education - Rohila .S.PSterling Publishers, 1 986
20) Practical Guide to Audio Visual Techniques in Education- Atkins,N.J & Atkins J.NMc Donaled & Evans Ltd.1975
21) Audio Visual Methodsof Teaching,Dryden Press,1969 - Dale,Edgar
I
__l
eaplrs tV and V are Methodology and Pedgogic Analysi" oi tn" subject optionalrespectively
Suggested hours of instruction:- 120 hours for each paper.
PaPer lVlt/ethodology of Teaching Arabic
Objectives'l To help the trainees develop understanding of the nature of foreign language learning.
2)To help the trainees understand the different approaches, methods and techniques offoreign language teaching.a; to deveiop in the trainees the skills to improvise and use audio visual aids and devise
leaming strategies4.To equip the trainees with the techniques of evaluating language skills.
Course Content
1) problems of leaming a foreign language - interference of the mothertongue, in learning
Arabic - comparison with learning the mother tongue.
2) General piinciples of language learning - teaching - contribution of linguistics and
psychology.3) Method of language teaching.
(a) Translation method - merits and demerits
iOi Oirect method - basic principles - advantages and disadvantages.
1c) Structural approach - basic principles ilt T.Yatg--..-:^^r:^-iOy Comrrnicition approach - Teaching Arabic as communication'
4 (a) Micro teaching - important feaiures of micro teaching - ldentification and classification
of teaching skills.(b) Programmed learning - A self instructional device - its advantages in language teaching'
i.j Cotirrnications skills - its importance in teaching a language'
5 Curriculum construction and organisation
A critical study of the present syllabus in Arabic Text book of Kerala - merits and demerits -
suggestions.6 Text books - preparation oftext books characterstics of a good text book'
7 Non -detailed
Difference between methods of teaching detailed prose and non detailed prosq -
Characterstics of a'good non detailed text book
I Oralwork importance of oral teaching in language teaching' Different stages in oral
work
9 Reading
Methods of teaching to read (a) Alphabetical method (b) word method (c) sentence
method (d) story method (e) use of flash ".iOt,
charts, biack boards - place of work book and
readers.
10 DevelPment of reading skill
a) Louder reading - its advantages -(b) silent reading its advantages - intensive reading and
extensire readinfi.Training in tht use of librarl books and dictionaries'
11
\
\-
]
11 writing 12
Writing at the early stages - Airdrawing Writing with the help of seeds and sands - Writing onslate and then on paper with pencil and ink Arabic letters nukshi(printed) and Ruqai -(curii,re;training in each. Graded copy books - transcription- charactristici of gooO hand writinglegibility, beauty, proper spacing and speed.How to acquire these?' speJling : spelling mistakes- causes-. How to correct spelling? spelling games - use of chartsand pictures - Sounds which are often spelt wrongly slrould be marked out - and conectpronunciation and spelling should be practiced.
12 Teach teaching prose. Situational teaching of structures andVocabulary n and gradation - of structure and v-ocabularycomprehen
13 Teaching of poetry - Aims of teaching poetry. Techniques of teaching poetry - types ofpoems suited for different stages.
14 Teaching of grammarPlace of grammar in language learning - teaching. Functional grammar and formal grammar- Methods of teaching grammar - deduaive method and inductive method.
15 Composition
16 Pronunciation - The sounds of Arabic. Huroofur Harq - Training in the correctpronunciation - comparison of pronunciation of some lJtters oi Arabic with that of mothertongue and English.
17 Translation - Translation from Arabic into mother tongue and vice - versa - Teaching oftranslation points to be considered
aids in teaching langu tassk board, pictures, flashio aids - tape recorder.V.etc.
19 Libraries - organisation of school and class room libraries ancl their advantages - Gradedlist of books for different classes.
20 co-curricular activities - organisation of co-cunicutar activities - its educational values -organisation of Arabic literacy-crass - visrts to Arabic institutions etc.
#"f,:?ffilifflii;lfl'* or his essential qualirications - schorarships - personariry
e?h?l:ffte laboratary - its advantages in teaching of tanguages - organisarion of tanguage
23 Micro teabhing
24 P rogrammed instruction
25 Gomputarised instruction
13
Paper VPedagogic Analysis of Arabic
Objectives:-
1. To make the trainees able to analyse and make a critical study about the Vocabularies,Structurei contained in the Arabic Text books of Kerala (Arabic ichobls and Academic
. _._ \ schools)- 2. Develop the ability to prepare lesson plans and instructional materials.
3. Develop skills in using educational technology.4. D..,elop the ability in preparing and using various evaluation techniques.5. Dev.,lop skills in conducting experiments to innovate new methods of language teachingtechniques.
Course contentUnit-11. A detailed of study of part I Vocabularies and structures contained in Kerala Arabicreaders from V to X stds including oriental schools.2, A detailed study of grammatical portions contained in the Arabic Text books from V to Xincluding Arabic schools.3.A thorough study of Nahaval Vahila (lbthidan, and Thanavi) all parts.
_ 4. Mizan,Ajnasul Sugra - Ajnasul Kubra
- Unit-2I nstruction al objectives1. Objective based instruction - its advantages.2. lnstructional objectives with regards to Bloom's Taxonomy education.3. Evaluation - meaning of evaluation new concept of evaluation.5. Construction of unit tests - weightages to content, objectives, types of question,. . ' preparation of blue print - preparation of question paper - scheme of valuation etc.5. Year plan - unit plan etc. - preparation .
6. Preparation of suitable Teacning situations for Vocabularies and structures contained inthe text books from V to X jj':-__ ,A. ---/xereiende Books
1. Harber C.L Story of language2. Dakin J and Others Language in Education3. Billows F.L The Techniques of Language Teaching4. Gaten by E.V English as a foreign Language5. Horbey A.S Technique of Structuralwods and sentence pattems l-1V,2 Vols.6. Hill'L.A Picture Composition Book Teachers guide'7. West.M Learning to read a foreign langu.9 Dr.K.P.Pandey Programmed learning what and How?l0Farhat J Zaid and An lntroduction to modem Arabic
Winterl lT.F.Mitchell An introduction to writing Arabicl2Bleyagev Bleta The psychology of teaching foreigh languagel3Herbet Lado Language teachingl4AnnihulWaliha Al lbitidai and Thunavi(All parts) 3+315Mizan,l6Ajnasul SugralTAjnasul Kubra18Alfiyath lbn Malikil9Fiqhu Lugha - by lbn Quitaiba20H.E.Palmer - principles of language teaching2'lDr.Bloom Taxonomy of education22Dr.K.Soman - Uddesadhishtitha Bothanam23 Dr.R.S,Nair - Evaluation in Education
PaPer lV
MethodologY of Teaching Sanskrit
Objectives. '
1 . The trainee gains knowledge of the importaice of including a language in the cuniculam'
2. He gains rnowteoge LiJitr[rent methods anJ tecnniques employed in the teaching of
sanskrit.i. ie oeverops the skill in preparing and using teaching aids'
..
;. H ffi;i;5;;i;;i in ictivities which aie"usefut in-promotins the teaching of sanskrit'
rtance of sanskrit in lndian education - its
dian culture -as cultural language -
source of vocabulary and expression for all
ion to the other languages and literature ofuP - lts integratarious science-ages, foreign la lY
with english.
ll. H a spoken language - as a written language -
valu ral' literaray' practical' linguistic'-
'The ls'
rriculum-- lt should
colleges.Time allotted to sanskrit at various st ' schools
and Colleges.A critical study of the present syl
n modernillustratidtheageg '-
cal study of the Kerala Sanskrit Readers'
V.iplesandmethodsoflanguagelearning.psychologyoflanguage.leaming.int on, iipr"rrion,motivatioi, c6nelation with the.teaching of other languages -
io lte, wiirr other subjects and different areas of the subject
vl. Methods of teaching sanskrit-the traditibnal method (learning by memory).
orBhandarkharnethod-Textbookmethod-Directmethod.approach, struct od - Translation method - playway-
iroup worf - us rence book+ dictionaries etc'
Judicious use of mother tongue in the teachin uage'
Vll.orat work: lmportance - sub conscious comprehension before expression -Presentation
and practice ofne* sounOs-Words gradual progiess from repetition to free and creative use
of Sanskrit- types of oral work - lower stage - slmple convers. ation - reproduction of dialogues
in the reader - action songs simple ,"o"i such ai subhashitham - verses from Bhathruhari -iiriijtiiiiii.- nign"istag-" - recitation reproduction of.dialogue - improvised pla.vlets -
. elecution - Short speechls and debates -'oral composition in preparation for written works'
Vlll.Listening: The importance of listening - various listening activities - how to prepare .
children for iisening - attitude scale in listening'
Y
-
15
lX.Pronunciation: The sounds of Sanskrit- the organs of speech - sthana, prayatna of eachsounds' Training in the enor pronunciation of letter, words sentense.lmportaice of corectpronunciation - Right articulalion and intonation - comparison ofSanskrit sounds with english,Malayalam and Hindi sounds - individual and group drill - causes of diffective pronunciationand faulty speech - Remedial measures exercises in pronuncing the letter of the sanskritalphabate.in the correct order - consonantal cluster.
X- Reading: The aims.of.teaching reading -method of each reading - alphabatical, word, andsentence method - individual and group activities. Look and say mlttrob etc. Different kindsof reading - intensive reading and extensive reading - reading ior comprehension - iraining ineach - the use of pictures, charts, flash cards etc. in teachin{to read
agari scripts - its peculiaritiesspacing, speed. Howto acquiow to hold writing materials -
Xll' spelling:- causes of.bad spelling - How to conect spelling mistake - The use of charts -Right fonns alone should oe piesenGd - Sounds which ire oilen spelt wrongly should bemarked out to attract attention.
Xlll. Recitation :- Prose - Poetry, difference in structure - Leaming and reciting verses
XlV. Teaching of proseAims1) Deandgowledgeofthestructureexpreofthoughtandmeansofstytes o the acquisition of the
2) and rove, extensive reading for preasure and knowredge.3) essons - essays, short stori6s, oiatolues, pray rets etc. and them o each.4) Analysis of the lesson - subject mafter and language - emphasis on language
XV. Teaching of non detailed prose :-
fims - training in independent and extensive reading - methods of teaching non detailed textin the lower and higher ctasses - charecteristi:s of aion detailect text book
XVl. The teaching of poetry:-Aims and different methods of teaching poetry -Aesthetic appreciation of poetry - Teachingof Alankaras, Vrita and Rasa.
XVll. Teaching of grammar:-a) Th.e place of grammar in language, objectives of teaching grammar - Formal andfunctional grammar - conelation witn texi and composition Idln"r"nt methods oi teacninggrammar - lnductive, deductive etc.b) The use of Ba and Amarakosa.c) Lower stage:- n of gramatic forms - drill _ rules of grammarthrough informald) Higher stage :- Advanced study of grammar - Use of inductive - deductive methods -comparison of sanskrit structures with the structure of the mother tongue, Hindi and English
XVlll'. Composition :- Aims of oral work and written works, types of composition - nanative -descriptive, ansion, retter writing - essay etc.cor?iaion of exercises.Lower stage n of familiar objecti and animals - common house - hold incidents -stories from ra Hithopadesaetc. Short notes on school garden ano piants in tnegardenHigher stage - Descriptive and nanative compositions,dialogue - letter, precis, expansion etc.
16
XlX. Translation : Translation from sanskrit to mother tongue and vice-versa -comparing
structures - free and literal translation - the purpose of each'
XX. Organisation of school and class libraries.
XXl. Use of Audi Visual aids - airns - preparaiion and uses. Diffei'ent iypes of teaching aids. .
XXll. co-cunicular activities - their educational value and how to organise them - organising
of sanskrit club - its Scope and functioning - discussion, elecution - dramatisation -
observances of important days -language games - Antyakshari - Aksharasloka etc'
ure of - adequate
and lit ngue of PuPils' in
oo - lo for lndian culture
and P Y of language learning,
Reference Books:-1. Sanskrit Sikshana Vidhi - Reghunatha Upadhya
2. Sanskrit Sikshana - Ram Sukla Pandaya
3. The teaching of Sanskrit - D.G'Apte4, The problems of sanskrit teaching - Hupariker
S. n new approaches to sanskrit- H.P.Bokiy & N'A'Parmis'
6. Sanskrit Adhyanam - G.Viswanatha Sharma
7, Methods of teaching sanskrit- Prof:Ramavarma8. Sanskrit Siksham Acharya Seethiram Chadurvedi
9. Language in education - MichealWest10 Prinliples of languagwe teaching- Palmer
11. On teaching Poetry - Hadden
12. Audio-VisuatAiOs in teaching-Edger Dale
13. The Theory of speech and language - Gardier
i+, rn. Art of ieaching & studying language- Govin'F
^ 17
PaPer VPedagogic Analysis of Sanskrit
Objectives:-1. The teacher - trainee is expected to have a mastery of grammar, prosody, poetics and
other branches of the subject area.2. He aquires a knowledge of how to plan lessons and units in the s.ubject.
3. He aquires a thorough knowledge of modem evaluation techniques.
l. Pedagogic Analysis of subject area - school & text books from Five to Ten.
Each lessons should be analysed to flnd out -1. Objectives of teaching that lessons.2. Teaching, leaming points in the lesson - like new words, phrases, points of grammer,
structures etc.3. New concept and new idea expressed in the lesson.4. Opportunities for giving oral and written work
ll. lnstructional objectives of sanskrit.a) Concept of objective based Instruction.b) lnstructional objectives and specifications of sanskrit.c) Leaming experiences.d) Evaluation - modem evaluation techniques.
lll. Lesson Plans - Need and lmportance of planning year plan, unit pian and lesson plan.
lV. Techniques of mico-teachingMajor skills- skill of reaction - psychological importance- sub skills - teacher movements -
teacher gesture, change in speech pattem - change in sensory focus pupil movements andpupiltalksDemonstration of micro lessonsCo-ordinating of skills - Follow up praciices.V. Testing and EvaluaUonQualities of a good achievement test in sanskrit - construction of objective based test.Typesof question+ designs - weightage to content - weightage to objectives - weightage to formsof questions - objective type - short answer type and essay type - their relative importance inevaluation. weightage to difficulty level design blue print- ediling of question paper - schemeof valuation and question wise analysis.ldea of question bank - preparation of question cards- pooling and cla*sifying question cards to organise a question bank.Vl. Diagnostic Test:-Need and importance - How to frame questions on different areas suchas grammar, prosody and poetics.Administration and analysis -Remedialtesting follow up.
Reference Books:-1. Eirst Book of Sanskrit - Dr.R.G.Bhandarkas2. Second book of Sanskrit tr
3. Manual of sanskrit grammer- by D.K.Rajguru,Wilssn H,S.Bornbay4. Practical sanskrit grammer - P.R.D.Sharma5. A sanskrit grammer for studies. A.Macdonel6. Kamadhenu7. Balabodhanam8. Vakya Tatvam
- Eranallor Bharata Pisharody- RajarshiRamavarma- S.Anandanarayana Sastry
9. Lakhusidhanta kaumudi - Commentery by Prof.R.Vasudevan Potty10 Sidhanta Kaumudi11. Roopa Chandrika12. Kuvalayananda13. Chandralekha14. Vrita Natnakara15. Kavyaprakasa16. Sahitya Darpana17. Sringara Prakasha'18. Rasanand Dhuvani19. Prakrya bharyaun20, Dhadurupavathy
- Dr.A Sankaran-Fr.John Kunnappally
18
Paper IVMETHODOLOGY OF TEACHING MALAYALAM
Objectives:-1) Develop,positive attitude towards mother tongue(Malayalam) the rich and vivid culture ofKerala,Arls of Kerala, Folk lore etc.2) Develpment of five basic skills such as reception, expression, c reative ability, aestheticsense and productivity.3) Develop linguistic abilities - vocabulary senience pattern, proverbs,idioms, grammaticalstructure etc.4) Develop an insight into the historical and contemporary relationship with other Dravidian' languages, lndo -Aryan languages.5) To acquaint the trainee with advanced development in the theory relating to the teachingof mother tongue.6) To acquaint the trainee with some of modem methods, techniques,procedures in teachingmother tongue.7) To help the student to improve his professional competency and consciousness as alanguage teacher.8) To acquaint the trainee with the use of different teaching aids, materiats and media usedin language teaching.
Course Content:-l. Aims and values of Teaching Malayalam.
. A) Disciplinary and culturalvalues:i) Mother tongue as medium of thought and communication of ideas, emotions andexperiences- Means of developing imagination, aesthetic taste and creative talents.ii) Mother tongue as the key to social and cultural heritage. To inculcate social, moral andspiritual values - perception, expression, appreciation and culture.B) Applicational consideration :
i) The correlation of the study of Malayalam with other languages. How far the knowledge inthe mother tongue can be utilised in the study of other tanguagesSanskrit, English, Hindi,Tamil.ii) Helps the covering of a major area of human experience.iii) Gives the essential basis for the study of all other languages and subjects in curiculum.
ll. lnstructional Objectives of Malayalam.(a) Concept of objective based instruction - Relationship among the objectives - leamingexperience and evaluation.( b)lnstructional objectives and specifications of Malayalam with special reference to Bloom,sTaxonomy.
lll. Techniques and strategies of Teaching Malayalam.1. The aims and objectives of teaching mother-tongue at the school level: Mother tongue asmedium of thoughts and communication of ideas, emotions and experiences - Means ofdeveloping imagination, aesthetic taste, creative talents - key to social and cultural heritage -lnculcate social,moral and spiritual values - Reception, expression, creative ability, aestheticsense and productivity - lmportance of language in life - especially mother tongue -education - culture, thinking, special life technology and democracy.2. The correlation of the study of Malayalam with other languages. How far the knowledge inthe mother tongue can be utilised in the study of other languagLs -sanskrit,English,Hindi,Tamil,The claims of Malayalam as medium of instruction in our education - Malayalam as official
. language - the review of the progress of the same.lmportance of mother tongue in the teaching of non-language subjects- correlation-Horizgntaland vertical- incidental and fbrced.3. A brief history of the teaching of Malayalam-lndigenous system-the gradual development-Malayalam as first language in secondary school-specialisation in Malayalam at variousstages.
---\
\
19
4. Gen'eral principles of language teaching-spontaneous capacities-'How they function- -Howto use them-lmitation, repetition etc. Language a skilled subject-Hence the importancepractice and formation of right language habits-Rational order of learning- the concretebefore the abstract,sound before symbol, impression before expression,Lonversation beforereading, reading before writing,practice before expression- Group work to produce individualwork, partioularly in the lower classes- the importance of training pupils to iisten..
5. Methods of teaching Malayalam-old methods-lndigenous oral method. Methods-merits andan-onional
6. Listening - variorr"b;ril;:efi;,','"[:Tl',H:;,lf',r;:|:,111'"n;,il:#';Tfli,:..,,fJ:;,xr1,i?;T#il.:,fin-Basis of language learning.
7 ' oral work-lmportance of oral work as basis of language leaming- social and culturalimportance- the varue of subconscious comprehensi-on iefore speech.(a) First stage:-
Exercise for more advanced nature- orat work preparatory work to written work _reproduction of dialogues - lmprovised play lets - li'iflil;; speecrres - Elocution of difierenttypes.(c) Third stage:-oral work as preparation for written work - dramatic dialogues - short speeches - debates -paneldiscussion - enacting short plays - speech festivals.-
8. Reading:-First stage
ds of teaching reading _ alphabetical, story method _ the ntethod best
rips etc., in taking to read, word setection,ding allowed training in each - introduction
(b) Second stage: :-
lncreasing use of silent reading and rapid silent reading- initation to extensive to improve it-lntrod.uction to literary work- us6 of a dictionary.(c)Third stage:-lntensive and extensive reading- training in skimming and skipping- Library work-training inthe use of reference books other than oiltionary-EncicroGJ'iJof different types-Furthertraining in effective loud reading. ' ' -"-' -'-rYYYrv vr v'Irvrerrt',,::*:""'
(Hrs.s)
209.Writing:Neuro muscular nd on sand. The chalk onblack board and rawing on slate-d s involvingletter forms-mov g the ietter of alp whenleamt wrili4g on slate and then on paper-writing with pen and ink-graded copy book-graphicdevices in writing transcription-characteristics of good handwriting - legibilityf beauty,proportion and speed - how to serve them-hand writing scales.
10.Prose:-Aims of teaching prose-different types of prose lessons and different approaches:(a)Development of linguistic abilities - extension of vocabulary(passive'and active)-knowledge of the structure grammer - idioms and style - language as a vehicle of thoughtand means of expression - affective use of language - knowledge of appreciation differentstyles of reading to the acquisitlon of a style of ones own.(b)Development of abilities in silent reading and reading allowed.(c)Developing literary taste and taste for extensive reading - introduction to the history ofliterature.(d)Different types of prose lessons such as essays, nanation, shortstories,dialogues,plays,criticisms, biography, autobiography etc.and the methods of teachingsuited to each.(e)Exercise to develop and test comprehensive and linguistic abilities.(D First stage:Comprehension retention , reproduction of sounds, letters, words, sentegces and ideas.(ii) Second stage:How to teach different types of prose lessons, methods of explaining the text- extension of
pupils vocabularing, detailed exposition-various dev'ses of explaining the meanings ofwords,phrases synonyms and antonyms. Stress on the linguistics and literary peculiarities.(iiD Third stage:lntensive study of the text- different types of prose lessons - method suited to each
1 1. Non-detailed prose:-(a) Aim - training for independent and extensive reading(b) Methods of teaching the nondetailed text in lower and higher classes.
12. Poetry:(a) Aim - appreciation, the only aim appreciation of beauty of sound, rythm,dictions, ideas,Emotions, imaginary expressions, suggestions etc. Different types of poetry-in the lowerclasses location and identification of the several beauties of poetic composition may alone beattempted.ln the higher classes pupils may be trained to give expressions to their appreciation and thuslead to creative writing and literary criticisms.(b) Prosody poetics- as means to the appreciation of poetry - metre and rythem as indicatingthe style of recitation and alangara as beauty of expression give rise to vividness of ideasand death of emotions.(c) Recitation according to the style of each metre. Musical recitation - chorus recitation inthe lower ctasses - dramatic and dance presentation of poems - katha prasangamtransforming beauty of words and ideas beauty of form and colour.O Fitst stage:Training in musical recitation and suited to different forms of poetry - recognition of rythem(i)Second stage:Appreciation of poetry - elements of prosody and rhetoric(iiDThird stage:Critical appreciation of poetry - the art and technic of poetry. A fairly detailed study ofprosody and rhetoric -contemplation of imagery in poetry.
l3.Composition:-General pilnciples:(a) Oral work to precede written work-ideas to be developed and organised through
'discussion.(b) Choice of subject to suit the child's interest stage of development and environment
21[:l]::doto
familiarise pupits with difrerenr rvpes of composition moders to be given and
il;.::*. to be tabutated - generat mistakes outsicte the class.
ns.ition to free composition.
chool,
ive, nanative, diatogues, letters _ business andln expansion and rnstruction. summarising - simple imaginative
mposi,#; ;14. Translation:
o=l3i'fl.'o Malayalam and Hindito Matayatam aims, uses riterar and fre.e transrations, craims
in language stucty - Universal grammar _ Aims ofionar grammar - toneiation with text and composition -
ramatical forms and rules.
e method.
Use of the deductive method - topics direcfly bearing on
i8;lllilf i""'.?,ti;ffi1:?ffi;i;.rransrormation orsenrences - crirect and indirect
16. Audio-visual aicls in Malayalam teaclplayers 'trp" i"."roer,slides,radio,r.r"uiJiTfl.- Black bo.ard - pictures -flash cards, records
17 'The Marayatam teacher - nature of work - quarities and virtues
:urvey of syllabus andiled texts._and non _dq.ifrOup, types of lesson, exercises.
l9.Organisation of school libraries and dass libraries.20. Co-Cunicular and culturat activities _ their educational value _ how tp organise them.
est constructionsest in the languaoe.sed tests.
very short answer type ,short answer type,ement test : Design, Blue print, preparing question_wrse analysis.
PaPer V
PEDAGOGIC ANALYSIS
Objectives:
nessofMatayalamasalanguageandliterature.of instruction' lf the fundamentals ofs to make a concePtual analYsts t
languages'
ards the learning of
teacher with the knowledge of principles of test construction and
ent with some of the new areas in Malayalam syllabus'
CoA. ructions:-?'r mru:*"1'x"lt'H$fi::sonpran(ii) plarr'rtrrrurr v'"" -"-
I syilabus (vlll to Rreaon to the cootent
aluation toolsle to different units
-\ 23
Paper lVMethodology of Teaching Hindi
l. Why should everybody learn Hindi ?
(1) The place of language in education - The aims of teaching a language.The role of Hindi in lndia
(2) Place of Hindi in Non-Hindi speaking areas, especially in Kerala. lts importance as theNational and offical language- Lingua Franca of lndia- Hindi as the second language in ourschools. The three language formula - The controversy question of medium of instruction inour schools and colleges- The problem of multi-lingualism.
ll. lnstructional objectiv6s of Hindi:
(a) Concept of objective based instruction(b) lnstructional objectives and specifications of Hindi.
lll. Construction and organization of Hindi cuniculum:
(a) Modem trends in cuniculum construction.(i) Cuniculum should be objective based.(ii) Cuniculum should be child centered - related to interests, abilities, needs and aptitude ofthe leamer.(iii) Cuniculum should be conelated to life, to other subjects etc.(iv) Cuniculum should reflect the real nature of the subjects as unified discipline(v) Cuniculum should consider the requirements of higher education.(vi) Cuniculum should be flexible.(b) Organisation of Teaching of Hindi.(i) The place of Hinoi in the School Cuniculum.The present position of Hindi in our schools
and colleges-Time allotted to Hindi at various stages - Distribution of periods - Variousaspects of language leaming -Critical study of the syllabi in Hindi for all classes of the school- co-cunicular activities -Their educational values and how to organise them.(ii) Hindi Teacher - His essential qualities and quatifications - The nature of his work.(ii)_9chool Iibrary and class library - Organisation and use - Magazines and news papers.(c)The aims of Teaching Hindi:-(1) Acquisition of the four language skills - Understanding,speaking, reading and writing-(2) Formation and development of vocabulary.(3) Mental and cultural development.(4) Developing a national outtook
lV. General principles and methods of language teaming:
(a) The psychology of language leaming - tnterest, impression-expression,habit information,direct association, concreteness etc.How a language is leamed -The functions of language - the stages of devetopment - Conelation with th;te;hing ofmother tongue and English - conelation with life, with other subjects and with differeirt areasof the subject- Gradation - lts importance.The play way, importance of oral work.euestionand dealing with answers Concretisation of abstract ideas - Use of aids, activitiesexamples etc.(b) Method of teaching Hindi- oral approach, Direct method - structural approach -Playway,dramatisation etc.lndividuat and group work - Use of reference obbfs, dictionariesetc.Judicious use of the mother tongue in the teaching of other languages.A critical study of the various methods of language teaching with special reference to Hindias a,second languages:Supervised study - organisation of drill lessons under the supervision of the teacher or underthe guidance of brilliant pupils.l. OralWork:(a)-Upper primary stage - The great importance of oral work and this stage -Comprehensionbefore speech - The aim of oral work -The importance of drill Graded vo6abulary'in initial
24
undue e
f,gJ. i,n"r
filme.
ion as contributaries to correc't spelliing and
edial measures'
sion of passive and active vocabuldries -
ms of language'd readingg.
ns of exPression'
ive reading'suited to the different stages'
rhYthm'onof the severaltrained to give
sion and aPPreciation'
introduced - Poems suitable for
';;il Poetry because of the
25
(9) Teaching of dramas:Definition, aims and methods of teaching dramas.
(10) Teaching of composition :
(a) Aims and general.principles(b) Guided and free composition - Oral work to proceed written work - ldeas to be developedand organised through discussion Choice of subjects to suit the pupils interest, stage ofdevelopment and environment.(c) Types of composition - Nanative, descriptive, paraphrase,expansion, summarising,letterwriting precis, essay, etc.Model to be shown and discussed - Conelalion of composition withintensive and extensive reading - with detailed and non-detailed texts - Library work,preparation of class and school magazines.(d) Conection of exercises - Mistakes to be tabulated Common mistakes to be pointed outand corrected in the class and individual mistakes outside the class. How to avoid spellingmistake.Applauding good work so as to encourage the pupils.(11) Teaching of grammar:(a)General -The place of grammar in language leaming - The objectives of teachinggrammar - Formal and functional grammar - Conelation of grammar with detailed prose andcomposition - the stage at which formal study of grammar should begin.(i) Upper primary stage - simple and informal grammar based on readers - Structuralapproach -Unconscious assimilation of gramatical forms and rules - the drilling - Comparisonwith the conesponding structures in the mother tongue.(ii) Secondary Stage - The function and form of words and sentence structures -Word order -Studies of sentence construction - Drill in the transformation of sentences -Elements ofgrammar through the inductive method.(b) Methods of teaching grammar in different stages - DeductiVe and inductive method,direct language method, conelation method, structure method etc.(12)Translation:Aims of teaching translation- practical and culturat vaiue of lranslation-Literary value of
translation.The stage at which it should begin - principles of transtation - Free ind literaltranslation - Conelation with the study of gramatical and idiomatical differences betweenHindi and Malayalam, Hindi and English - Method of teaching translation -text book method,composition method etc.(13) Principles of programmed teaching and panelteaching.
V Materials and media for teaching the subject:
(1) Modem Audio-visual aid like blackboard, pictures Linguaphone record player, Magiclantem,Gramaphone,Epidiascope, Tape recorder, radio,fitm strips,film televisjon etc.'(2) Teaching aids tike flash cards, flannel graphs,Models,charts,stencils,diagrams,newspapers,posters, slides, substitution tables,Bulletin boards9!j""t and specimens, etc. Preparation, Col lecti gn and ti mely use.(3) Detailed and Non detailed text book: Reader as the centre of instruction - lts need andimportance. The essential characterstic of a good reader with special reference to text booksIg.nqn hindi speaking area like Kerala- A critical examination of existing readers.(a) work Books -characterstics of a good work book - lts preparation and use.
Vl. Preparation by the teacher :
Need for planning - year plan - Unit plan - and lesson plan
Vll. Evaluation in Hindi:
(a) Qualities of a good achievement test in Hindiased test items.- objective type - short answer type and essay type - their
(d) construction of achier"rulli"rt(unit tests and test covering more than oneunit)design,blue print editing of question papers - schemes of evaluation and question wiseanalysis -lmportance of the above planning in realising the qualities of a good iest.(e) The idea of a questionbank - ldea of preparation of question cards iniicating the relevantdetails - pooling and ctbssi{ying question card to brganise a question bank.
26
Vl I l. Co-Cunicular activities:(a) lmportance of creating a genuine interest in the subject and the rote of co-curricularactivities in realising the goat.(b) Organization and use of a Hindi Library,(c) Orgahization and usb of a Hindi Room(d) Organisation of a Hindi ctub.(i) nd working.(ii) discussions,recitations,Kavi Sammeranam,observance ofimp Hincri speaking areas,ranguage grr", and recreation,etc.
Objectives:Paper V Pedagogic Anatysis of Hindi
To make the trainees able to analyse and make a criticat study of the vocabularies instructures contained in the Hindi Readers of standards vlll to1.2.To develop skill in the planning of instruction3' To make the student teachers able to carry out a conceptual analysis of the fundamentalsof Hindi language.4' To equip the student teacher with the knowledge and principles of test construction andevaluation precedure.5. To develop skiils in using modem methods of ranguage teaching.
Course Content1' A detailed study of vocabutaries anct structures in Kerala Hindi Readers from vlllto Xstandatds.2' Hindi lessons should be analysed in terms of (pedagogic analysis of subject areas of highschoolsyllabus) :-
nd ideas expressesd in the lesson _instructionalng experiences - opportunities for orar and written work -
.N of planning - year plan , unit ptan and lesson plan4' teaching- importahce - maloi skills - demonstration of micro lessons -coList of Reference Books
Methods:1. Bhasha Ki Siksha - Acharya Sitharam Chathurvedi.2. Rashtra Bhasha Ki Siksha -Dr.Sreedharanatha Mukkarji.3. Sikshan Kata m_Dr.S.s.Madhur.4. Anya Bhasha anik Drishty_i.e.Xammatn5. HindiSikshan rma.6. sampark Bhasha HrndiAur sikhan - smt.Laksmikutty Amma.7. Hindi Bhasha Sikshan - Bhai8. Bhasha Kaise pattavam - Sri9. Bhasha Sikshan Nidhi- prof: Sidhal0.Rashtra Bhasha Ka Adhyapan - Sadde.Content:1. Madhya Hindi Vyakaran - Karnel prasad Guru2. Hindi Bhasha Aur Lipi- Dhirendra VarmaS, ninOi Sahitya Ka parichaya - Acharya Chathursen4. Hincli Bhasha Aur Lipi Ka Aithiipsk vikas - shri.sathyanarayan Thripadi5. Adhunik Sahit lamvar Simha6. Hindi Bhasha hThivari.7. Adhunik HindiDeckshit. kant padak andbr.Bhaguradh
8.9. ene &Ramanarayan Thivari.
1011 Nanda Dutarhe Baj pay
\
).a
^i27
Paper lV-Methodology of Teaching Tamil
l. The aims of teaching the mother-tongue,
The mother tongue as medium of thought and communication of ideas, emotions andexperiences as means of cleveloping imagination and aesthetic taste as the key to socialand cultural heritage - As means of facilitating vocational'a-djustment and devetoping moralvalues.
ll. The correlation of the study of Tamil with other subject.
How far the knowledge in the mother tongue can be utilised to leam Eoglish and Hindi.Theimportance of regiona! language and mother tongue as the medium of tiaching in secondaryschools in the study of non-language subjects.
lll. The concept of education and methods of teaching (formal and non formal)as revealed inearly and medieval Tamil Literature.A brief history of the teaching of Tamil in kerala andTamil Nadu,"Gurukula" system - Vemacutar as first language in sLcondary schools - as partll in college classes - Specialisation in Tamil at variousltages.
lV General principles of language Leaming
(a) Leaming the mother tongue in contrast with leaming second and further languages -Facilitations and interferences in studying co baseJoflanguage.l.anguage and Congitive process - with tanguage -Child development and language leaming. Lear speai oilanguage - language and symbolism. Language and cultural -Culture deprivation andcompensatory education.(b) The four fold language skills -analysis of aural and oral skills in Tamil - problems with.reference to stanclard language - problems of transition from the language of the home tothat ofthe school.(c) The pedagogical order of leaming - The concrete before the abstract -Sound beforesymbol- lmpression before expressioo - Conversation before reading - Reading beforewriting. Group work to proceed individual work, particularly in the lower classeJ
V. Different methods of teaching of mother tongue- Direct, informal situational teaching - Playway - Projects - Dramatisation Creative work
Vl. Leclure,Discussio-n,seminar,symposium,Debates,Method of individualised assignments -Balance between individual and group work - Unit plan.
Vll- Listening - Various listening ac{ivities - How to prepare children for listening - importanceof listening.
Vlll.Oral work - The importance of oral work - The value of comprehension before speech.First Stage:-The aims of oralwork in theConversation, story telling, dPhonetics of the Tamil languTraining in correct pronounciRemedial measures -.Exercises in voice production. Sounds which are difficult to pronounce- The use of selected tongue twisters in teaching and testing pronounciation.Appliances.for teaching conect pronounciation iuch as minoi diagrams,charts andlinguaphone records.Second stage:-Exercises more advance nature - Oral work preparatory to written work - reproduction ofdialogues of lmprovised playlets - Littteman speeches.-Third Stage:-Oral work as preparation for written work - Dramatic dialogues,short speeches,debates, paneldiscussions, enacting short plays, speech festivels- formaistudy of Tamil phonetics.
V
lX.Reading:-
First Stage:-Reading to come after sufficient speech training - different methods of teaching to read - Thealphabetical method , the look-and say or word method, the sentence method, the storymethod -the method most suited in different situations.The use of pictures, flash cards, charts,sentence trips - etc. in teaching to read - worldselection, word freequency - The aims of silent reading and reading aloud training in each -lntroduction to independent reading - lnitiation.Second Stage:-lncreasing in use of silent reading and rapid.silent reading - lnitiation to extensive reading -perceptual span and how to improve it. lntroduction to library work - use of dictionary.Third Stage:-lntensive and extensive reading - Training in skimming and skipping - library work -Trainingin the use of reference books other than dictionary - Further training effective loud reading -Reading scale. Mechanical aids to the improvement of reading - creating interest in reading.
X.Writing:-
Neuro -Muscular training and drawing with chalk on blackboard and with crayons or pencilson paper - Drawing on slate - Use of sand, Plasticine etc.- Drawing fingures involving letterforms - Moving flngures on letter - Cut outs - Writing the letter or alphabet as and whenIeamed - Writing on slate and then on paper - Writing with pen and ink Graded copy book -Graphic devices in writing - Transcription, di0tation.Characteristics of good handwriting legibility, beauty, and speed - How to secure them -Hnadwriting scales - Conect posture in writing.
Xl.Prose:-
The aims of teaching prose.1 Development of linguistic abilities - Extension of vocabulary(passive-and active)knowledgeof the structure, grammar and idioms.The language as a vehicle of thought and means ofexpression - Effective use of the language - Knowledge and appreciation of different styles(Elementary modes) leading to the acquisition of a style of one's own.2. Development of abilities in silent reading and reading aloud.3. Developing literary taste and taste for extensive reading - lntroduction to the History ofliterature.4. Extension of the world of ideas and the domain of culture.First Stage:-Comprehension, retention a.nd reproduction of sounds Ietters, words and sentences and .
ideas.Second Stage:-How to teach different types of prose lessons - Methods of explaining the text - Extension ofpupils vocabulary - Detailed exposition - Various devices for explaining the meanings ofwolds, phrases, synonyms and antonyms. Stress on the linguistic and literary peculiarities.Third Stage:-lntensive study of the text. Different types of prose lessons - Methods suited to the teachingof each - essays, nanative composition, dialogue, drama etc.
Xll. Non-detailed prose:
(a) Aim - Training for independent and extersive reading.(b) Methods of teaching the non-detailed text in lower and higher ctasses.(c) Qharacteristics of good non-detailed text book.
Xlll. Poetry:-
(a) Poetry for teaching of appreciation - Appreciation of beauty of sound , rhythm, diction,ideas,emotions,imagery expression,suggestion - ln the lower classes tocation and
,
28
\.4A
iOentiRcation of these several beauties of poetric composition may atone be attempte6. ,, ;:higher classes pupils may be trained to give expression to their appreciation and thus may beled to literary criticism(b) Prosody and poetics as means to the appreciation of poetry - Metre as indicating the styleof recitation and any (Alankara) as beauty of expression giving rise to vividness of ideas anddepth of emotions.(c) Exercises for aiding and lasting comprehension and appreciation, precautions againstconverting poetry classes into lessons on linguistic training.(d) Metre as expressive of mood and emotion - ceppal, ahaval, tutlal and tungal.Recitationaccording to the style of each metre (lsai)Musical recitation - Chorus recetation in the lower classes using simple rhythms.Dramatic and dance presentation of poems - lsai natakam - musical discourse -Transformingbeauty of words and idea into beauty of form and colour(Ovacceydi).Reiation between talasin music and metrical rhythm in poetry - Ways of musically rendering different kinds of poetryFirst Stage:-Training in musical recetation suited to simple forms of poetry - Recognition of rhythmSecond Stage:-Appreciation of poetry - elements of prosody and rehetoric
XlV.Composition :-
(a) Aims and general principles1. Oral work to precede written work - ldeas to be devetoped and organised throughdiscussion.2. Choice of subject to suite the child's interest stage of development and environment.3. Need to familiarise pupils with different types of composition models.4. Conection'of exercise - Mistakes to be tibulated General mistakes to be pointed out in theclasses and individual mistake outside the class.5. reinforcement of worthy efforts. teacher feed back and group feed back.6. Chained composition and free composition.7. Discourse analysis.(b) Types and topics for various stages:First stage:- Written composition of the simptest nature invariably preceded by oralExpression-lmportance of concrete and significant topics- Exerciise on objecti'pictures,home,schooll,games and other topics of interest-Use of stories -Simple letters.Pharagraphing and punctuation to be continued through attstages-Dictation and spelliinggamesSecond Stage:-Chanined and free composition - Descriptive , nanative, dialogue,tetters - Business andsocial, paraphrasing simple exercising - Expansion and summerising - Simple imaginativeexercises - The principle of paragraph construction.Third Stage:Continuation of descriptive and nanative composition - Argumentative,creative composition -imaginary conversation - other reflective forms.Dramatics - Short stories - Different types of letters - Precis and expansion - Exercisingparaphrase - Appreciation, character sketches and critical estimates - Versification andpoetic composition - Personal magazine, class magazine , school magazine etc.
XV. Translation:-
Its aims, uses, literal and free translations - Claims of each evaluation of exercises.
XVl.Grammar:-The place of grammar in language study - Universal grammarThe aims of teaching grammar - Formal and functional grammar - Gonetation with text andcomposition - lnductive and deductive methods;First stage:Unconscious assimilition of grammatical forms and rulesSecond Stage:Elementray grammar - lnductive method
30:Third Stage:Advanced study of grammar - Use of the deductive method topics directly bearing oncomposition work.eg:- Analysis synthesis of sentences - Transformation of sentences - Directand indirect narration, detailed study of punctuation. The place of ancient, media level andmodern grammar on the study of Tamil,
' XVll.Educational technology in Tamil teaching:-
Blackboard, pictures, flashcards record player,tape recorder, slides,radios,filmstrips,film,CCTV Vedio tape recorder language laboratory using the resources in thecommunity:Museum, Temples, Archives etc. developing leaming episodes from everydaysituations. Micro teaching analysis and training of specific skills -Exposition - Questioningetc.Class room communication - verbal and non - verbal class room climate.
XVlll.Lesson Plan:-
Annual, monthly,daily plans of work - Notes of lessons according to the unit plan lessons plan
XlX.Examination:-
Evaluation objective-based teaching and testing old and new type questions - Unit test - Blueprint scoring key external examinations. lnfluence of such examinations on the teaching ofTamil.
XX. The TamilTeacher:
Early insights given in Tolkappiyam - Teacher concepts and characteristics according toNannul and other medieval works. Modern analysis of teacher role and teachercompetencies.
XXI Tamil Syllabus:-
Survey of syllabus and materials (standard I to X) the characteristic of good text booklanguage, matter, pictures, illustrations, get up,type of lessons, exercises a criticalexamination of existing readers I to X. Differential presentation models when differentextracts from the same early work is distributed over different grades.
XXll.Organisation of school libraries and class libraries
XXI I l.Co-Conicular activities:-
' Their educational value. How to organise them with a view to drawing out to the full benefitsfor language teaching.
XXlV.Adult Education :-
Aims - Practical means of spreading Adult education co-operation of teachers.Puranams,Riddles,Play songs, Folk songs etc as non -formal education materiats -differences in approach in pedagogi and androgogi.
XXV. Refresher Courses,Teachers - Seminars
31
Objectives:Paper-V Pedagogic Analysis of Tamil
To make the trainees able to analyse and md<e a critical study of the vocabularies instructures contained in the Tamil Readers of slandards I to X.'2.To develop skill in the planning of inskuction3' To make the student teachers able to carry oul a fonc€ptual analysis of the fundamentalsof Tamil lahguage.4' To equip the student teacher with the knourledge and princples of test 66nstrucgon anctevaluation precedure.5. To develop skills in using modem methods of language teaching.
Course Content1. A detailed study of vdcabularies and structures in Tamil Readerc from I to x .
standards.2' Tamil lessons should be analysed in terms of (pedagogic anatysis of subject areas of highschoolsyllabus) :-
nd ideas expressesd in the lesson _instructionalng experiences - opportunities for oral and wntten work _
3.Planning of instructions; -..t''t1eo and importance of planning - year plan , unit plan and lesson ptan4' Techniques of micro teaching- importance - major skills - demonstration of micro lessons -coordinating of skills.
Books suggested for content course1. Tolkappiyam - relevant sutras to enrich knowledge of school grammar and earlyonversations.
e.g.EzhuttadikaramCollotikaram
Poruladikaram
1. Vol 1-31 . Yol 1-2,S(Sut 1-7)
1. Vol 8 (See.3 collum porulum)1, Vol,91 Vol l-2,5,6,7
Vol 9 (sut 27-33),86-111)
The underlined portions only are for detailed study.2. Mannul - Relevent sutras to enrich knowledge of school grammar.Relevant portions Tolkappiyam commentary and dealing witn tne Nannul payiram, teacher3. Yapparungalakkarikai (relevant portions)4. Tandiyalankaram( , )S'Study of relevant sections from poetry to enrich the knowledge of s.chool portions such asSanganf literature:
Tirukkural, cilappadigaram, Manimekatai, Naladiyar, pazhmozhi, Tevaram, Tiruvacagom,Divyaprabandam, Jivakachi ntamani, Kambaramayanam, Kallingattuparani,Perioapuranam,Tiluviaiyabapuranam, Kuttalakuravanchi, Mukkidarpallu, Tembavani,Cirappuranam, Rakshaya, Yatrikam, Bharatiyar, Padalkal, Desikapinayagam pilai, padalkaland other works as may be necessary for the High school section.6. Prose section:-selected portions from commentaries :lraiyanar, Atrapporul Urai, cenavaraiyarn,lllampuranam, Noccinarkkainiyam, parimelazhagar Lirai, Manipravalam, Ro-bert DeNobili,Beschi,Ziegenvalg,Arumuga Navalar,Ramatinga swamigal, Vedanayagom pillaiSome typical twentieth century selections;7. lnscriptions - lnscriptiohs Travancore Archaelogical series (Ihose dealing with KandaloorCalai cross references from South lndian insorfirtions(I.wo or ihree inscripti6ns refering tothe cultural contributions of Flaja Raja)8. cognate language projed material- Kerata University Linguistic Department9. Relevant studies conducted at the Kerala Univeruly(Iamil,History and LinguisticsDepartments)
\Fl
PAPER IV
METHODOLOGY OF TEACHING ENGLISH
Objectives:The student-teacher will be able to:1. Enjoy learning and tedching of English,2. lncrease his proficiency level of English,3. Understand the nalure of School Language leaming,4. Develop the essential skiils of language leaming,5. Understand the modem trends and methods of class room techniques.A. Leam to construct and administer a unit test in English7. Acquire knowledge of modem evaulation techniques
rUnit-1 STATUS AND NEED AND AIMS oF ENGL|SH L"ANGUAGE TEACHINGEngtish: language teaching situation in lndia - Need for the study of English at theSecondary schools in lndia, aims and objectives of teaching enltisn in-Secondaryschools, i.e.Development of our Language skills; Psychotogical principles (with refer-ence to behaviouristic and cognitive approach)applied to th1 leaming'of English as asecond language; leaming mother- tongue Versus acquisition of a selonct tainguagewith reference to Syntax,pronunciation and spelling .
Unit.2 DIFFERENT METHODS AND AppRoAH lN TEACH]NG ENGLTSH:Direct method; Structural approach(Structural, Oraland Situational); controlled
teaching-principles of selection and grading structures and vocabulary;communicativeapproaches; National and Functional approach ;Widowson's iommunicative
appropch;use of mother-tongue in English classes_Bilingual Method.
Unit.3 TECHNIQUES OF TEACHTNG:Prose ; Poetry;Vocabulary extension ; Composition ; Gramma r.
ing, Extensive reading,g reading comprehension;glish(Oral work);
, summarising, paragraphing, use of standard
UnIt.4 THE USE OF A. V AIDS IN THE TEACHING oF ENGLISHRadio,Television, Tape recorder and Computer.
Unit.5 EVALUATTONTesting language and continues evaluation of the development of all the fourlanguage skills; Unit tests, Construction and Administration, Remedial measures withreference to four skills.
Unit.6 PROFICIENCYcoURSETopics for study:
English with reference to GlE/Rp;The mechanism of speechof English vowels and consonants, Brief descriptions,
Minimarcontrasts,odHht,":"LtJ3l,li1?J33i:jI,[ffflt1yfr:,,jis*?;,,. Sentence stress and Rythem;
lntonation :Basic pattems - Location of Nuclear accent; common mistakes,Remedial work i.e. Regionwise interference of mottrer-tongue on rorno. *nite 'learning English Vowels and consonants.
A
irnit.T ENGLT'H GRAMMAR 33
Selected topics for review - Basic sentence pattems(relevent to the eigth and ninethStd.syllabus); Questions; Statements and Emphatic Affirmation; Negaiions;euestionTags and short responses; Conect use of _ Artictes and other determ-iners, Auxillariesand ways of expressing concepts; verb forms of expressing concepts, infinitives;9"lYl9. end participles, Prepositions and adverbiai partici[les, prepositions withnon/noun phrases, adjectives, adverbials, the passive voice, co-oidination and sub'ordination.direct and indirect speech.
Unit.8 TUTORIALS' Work sheet No.1- Reading comprehension: Dividing sentences sense groupUnderstanding,speed. - -v'--r
Work sheet No.2Work Sheet No.3-Vocabulary stud.y - preparation of glossary, study of the secondaryschool syllabus, word lists, a vocabutary of 3,500 woiOs srlouto be studied for theirpronunciation, spelling, meanWork Sheet.lo._4: Lesson pla positionWork sheet No.$Written Eng ssages of standard Englishwinthin a limit an(Work sheet N ptive and expository writing, letter writing anclReport writingWork sheet N usage - Remedialwork(written)Work sheet No.8- Evaluation - Construction of different typei of exercisesWork sheet No.9 Observations, Techniques(A specia! observation sheet shouldbe prepared)wor'k sheet No.10- spoken English - common erorc and remedialworkWork sheet No.11- Preparation of 'substitution tables'(For the use of structures).
Paper V-Pedagogic Analysis of EnglishObjectives:
a critical study of the vocabularies instandards Vlllto X.
ut a conceptual analysis of the fundamentals
4' To equip the student teacher with the knowledge and principles of test construction andevaluation precedure.5. To develop skills in using modem methods of language teaching.
Course Content1' A detailed study of vocabularies and structures in English Readers from Vlll to X
standards.2' English lessons should be analysed in terms of (pedagogic analysis of subject areas ofhigh schoolsyilabus) :-objectives of teaching - concepts and ideas expressesd in the lesson -instructional
objectives and specifications- leaming experiences - opportunities tor oral and written work -- modem evaluation techniques .
3.Planning of instructions; -'Need and importance of pranning - year pran , unit pran and resson pran4' Techniques of micro teaching- importahce - maloi skills - demonstration of micro lessons -coordinating of skills.
REFERENCE BOOKSractical Guide to the Teaching of English,
a, Agra: Vinod pustak Mandir,1966know:prakashan Kendra 1 9ggsh, Jullandur:Dhanput Rei & Sons,19gg
1.
2.2
4.
34
5. B.L.Kohili etal., Teaching of Englis New Delhi :Doaba House,1987
6. p.D pathak, Teaching oi English i inod Pustak Mandir,1985
7. T.K.N.Menon A M,S.Patel, The TeaChing of English as a foreigh language
Baroda:Acharya Books,DePo: 1 9748. M.R.panchal,feaching English in lndia, New Dethi:Light & Life Publishers,'i976
9. K.K.Bhatia,TechniquesofTeachingEnglish,Ludhiyana:New Academic Publishers,l 976
1O B.C.Rai,MethodsTeaching of English, Lucknow:Prakashan Kendra,1981
11 Kshanika Bose, Teaching of English (A Modern Approach)
New Delhi: Daoba House,197912. C.Paul Varghese, Teaching English as a second Language,New Delhi:
Sterling Publishers,'l 98913 K.L.Shirma,Methods of Teaching English in lndia,Agra:Lakshmi Rani Agrawal
Publisher,198614 A.L.Ahuja,Teaching of English as a Foreign Language,Allahabad:lndian
Press Publishers,196115 M.R.Patiwal, An lntroduction to the Teaching of English,New Delhi:
Arya Books DePo,198616 P.Guney,Teaciring English as a Foreign Language ,London:English Language
Book Society,197017 M.S.H.Thompson & H.G.Wyatt,The Teaching of English in lndia,Madras,
Oxford Univercity Press,l 971 .
tkJ-|
*n 35. PAPER IV
METHODOLOGY OF TEACHING MATHEMATICS
Objectives:-1.To develop an understanding of the aims and objectives of teaching Mathematics.2. To explore the scope, need and importance of Mathematics.3. To develop an understanding of teaching style and methods.4. To develop the necessary basic skills for teaching secondary school Mathematics.5. To inculcate a positive attitude and spirit of enquiry towards teaching Mathematics6.To develop an understanding of the new trends in curriculam construction of Mathematics.7. To make aware of the new innovations in Mathematics Education.
Courie content
l. Aims and values of teaching Mathematics.a) Applicational considerationsi) 1. Application of Mathematics in different walks of life.ii) Helps in covering a major area of human experienceiii) Gives the essential basis for the study of most of the other subjects in cuniculum.
b). Disciplinary and cultural values.(i) Transfer value of the subject in all problem, solving situations.(ii) Helps in developing cedain mental abilities like spatial and temporal concepts atappropriate time.(iii) Helps in developing innate capacity to experiment and discover relationships.(iv) Gives the basis for building up a hierarchical structure of abilities and skilts.(v) Helps in appreciating the beauty in symmetry, pattern, etc.
ll. lnstructional objectives of Mathematics
a. Concept of objective based instruction - Relationship among the objectives, leamingexperience and Evaluation.b. lnstructional objectives and specifications of Mathematics with special reference toBlooms Taxonomy.
lll. Techniques and strategies of teaching Mathematics.
a. Certain general principles of teaching Mathematics: -. Conevelisation, questioning , techniques of motivations with special reference to modern
theories if piaget, Bruner and gagne, correlation in teaching l witir lire, with other subjectsand with in the subject) lmplication of individuat differencel.
b. Heuristic Approach: -(i) Meaning, scope and significance.(ii) Role of questioning and other techniques in maintaining heuristic spirit.(iii) Heurism as an approach guiding all effective methods.
lV. Development of Mathematical skills:-
a. Computational skills - accuracy and speed in computation,b. Geometrical skills - use of mathematical instruments, free hand drawing, geometricaldrav'ring, pattern drawing.c. Construction and interpretation of graphs.
V. Use of instructional materials and media
(i) programmed instruction(ii) Microteaching(iii) Computerised lnstruction(iv) lmprovised Aids
;\
36
(v) Use of equipments such as film projector(vi) Teachefs Hand Book(vi) Ten Books(viii) Work Books
Vl. Constiuction and organisaiion of the Mathematics curriculum
a. principles of curriculum construction(i) curriculum should be objective based(ii) curriculum should be child centred.(iii) curriculum should be correleted to life, with other subjects and within the subject.(iv) curriculum should reflect the real nature of the subject as a unified disciplinev) curriculum should be subjected to constant revision to cope with modern developments.
c. lnductive - Deductive Methodi) Meaning and techniques of induction and deduction as methods of reasoning.(ii) Role of each in the development of the material knowledge.
d. The Analytic - Synthetic method(i) Role of analysis in solutions of problems and proofs of riders and theorems.(ii) Role of synthesis in systematic presentations.e. Laboratory Method - scope and limitations.
f. Project Method - scope and limitations, hdw to maintain the spirit of the method in classroom situations,
g. Techniques of individualising instruction in class room situations.(i) Homogenous grouping(ii) supervised study(iii) Differentialassignments- class assignments and Home assignments,Reference to Daltonplan, use ofwork books and text books.(iv) Enrichment programmes for gifted pupils.(v) Diagnosis and Remedial teaching(vi) Treatment of under achievers and slow learners.
PAPER VPEDAGOGICAL ANALYSIS OF MATHEMTICS
Objectives:-1. Helps to broaden the awareness of mathematics as a discipline.2. To develop skill in the planning of instruction.3. To help the student teachers to make a conceptual analysis of the fundamentals inMathematics4. To identify the minimum essential concepts in maths.5. To appreciate the fact that in maths instruction, the emphasis is more on the processthan on the product.6. To explore the relationship between mathematics and other subjeds.7. To gain an understanding of the way in which children think in maths.8. To explore the needs of different intellectual groups of children.9. To help the student to develop a research.oriented approach torrads the leaming ofmaths.f0. To equip the student teachers with the knowledge of principles of test Construction andeva I uation proceedure.11. to diagnose studerfls difficu]ties and adopt remedial measures.12. To acquaint the student wilh some of the new areas in Maths syllabus.
49
ANNEXURE.'I
'/ '- ^' r''AE r' troR THE B'ED'DEGREE E,AMINATI,N
SCHEME OF PRACTICAL WORK FOR THE ts'EU'urs'v'' wlSCHEME OF Pxrrvr rv^E " -' which witl
rhe practicarygl[fgi["" ::.T,',fi:,'Hx:i#ffiiffi I requirem
:::J'i..:i:?:Yihlil:iq,rii1}i:Fi:H#,s?$1#:,.',-'qv - - Irequremen'1s
:: :J:'fii!i li,:-. r :f: ;i: *'i"ii.$';1."J'Sil;1fr" ",.
u' ." q v - -
tobe fulfilled bY eacn :
1 , Discussion Lesson Plans: -r...r^ar-raer-hers should
" :;llffH::11'trJ3T"l*'J'1"n"'.I
i:"ffi::J:J'I!lig:**o1"';#" at reast 5 d'T'9Tl'tion ressons s'-uE ?I'n'
l[X.*il:+ir,:;e,J,,i,$lt#T'h:[r,.r,"s'*Tii'tiiiiii'oi"ctandrecordthem
3. Criticism Lessons:
4. Practice Teaching:(30 Lesson Units)
of 150 marks'
5. The use of Teaching aids:
t. Eac, unitsr shoulrids. E ld
make at least 15 items' Thi maximum of 25 marks' This
ii.ito be standardised by the Board'
Practical work recommended for:
1. Language oPtional group
' l.Album-12.ManuscriPt Magazine - 1
3.Charts-(20)+. otn"iitLint such as Slides' Mod els' Diorama etc
I
,\I
h?:i"ffi :T Mathematics optionar
s roups:
ing models, lmprovised.
ptionalgroup
(3)
of mounting
3T; JiffiFara ncies, Anrique co,ection,
G raphics
countancy Optional group
rancies (5)as clippings of articles of comrneetc. __,-.v,ve vr uurrilTtgrcial interest, collection of
6. Record of Educational Evaluaiion
nostic test preparation _rt f#:_,work.
or social survey.gramme.rnrne.cation programme.gramme.
n prograrTme.programme.ps for the villagers, slum dwellers etc.programme.
I climale of classroom.rne of educational value.economically productive work etc.
50
47
lesson plans'the need for lesson planning-
ration of lesson Plans.Unit.3 lnstructional Strategies.
. 3.1 Traditional methods - Lecture, recitation, Story telling etc.3.2 Demonstration, Role - Play and Dramatisation3.3 Project method, Problem solving approach, lnductive and Deductive approaches.
case study, Surveys and market models of teaching3.4 Seminar, Symposia, Workshop, Panel discussion, Team teaching, Buzz session,etc.3.5 EducationalTechnology- Programmed leaming, Computer assisted instruction,
Micro- teaching,Commercial broadcasting.Unit.4 Learning stratgies in Commerce and Accountancy.
4.1 Oral, Written and Training assignment interpretation of graphs, Advertisements,Press - release of public relation material balance sheet etc.
4.2 Preparation of models, Collection data and figures.4.3 Signiflcance of field visits to museum, art gallaries, exhibition trade fair, banks,
share markets etc.4.4 Analysis of budgets and balance sheets of various organizations, Case studies.4.5 Preparation of softwaresUnit.5 Evaluation5.1 General approaches to evaluation - Test construction and evaluation of achievement
in Commerce and Accountancy.5.2 Characteristics of a good achievement test- Essay types and new type tests
merits and demerits - Blue print and construction of achievement test.5.3 Statisticaltreatment of scores, measures of control trends and variation, Conelation
and graphical representation.5.4 lnterpretation of scores - Remedial measures, Maintenance of progress reports,
continous evaluation and cumulative records.Unit.6 Cuniculam Construction.6.1 General principles - Selection organization and gradation of subjec-t, content,
principles to be followed- linear, spiral and concentric - logical and psychologicaltype - Academic stream and Vocational stream.
8.2 Cuniculam revision - Enriched cuniculam Homogenous group in Dalton planUnit.7 Commerce and Accountancy Teacher7.1 Academicqualification,Professionaleducation7.2 Charasteristics and roles7.3 Pre - service and inservice training
P E DAGoc r c otfff"=.TtuoF coM M ERCEPedagogical analysis of the contents in the plus two Commerce syllabusprescribed by the Govemment of Kerala with reference to the following aspects.lnstructional objectives and development of specific behaviour - taxonomicalapproach to teaching Gommerce.Organization of subject matter -Meaning of content analysis - Principles of content analysis - conceptual analysis-Use of conceptual analysis to analyse the content of Commerce.Ways of introducing different topics motivating students for a Commerce lesson-skills of introducing different topics in Commerce.Teaching Aids - Selection and use of appropriate teaching aids - skill in handlingteaching aids.Learning experience -Characteristics of leaming experiences required for differentmethod of teaching.Construction of test itemsDiagnosis of student's difficulties in understanding and providing suitable remedialmeasures.Review of .units in Commerce - Need and importance of review in lessons -characteristics of a good review of lesson.
1.
2.
3.
4.
5.
6.7.
8.
48
.0 9. Types of assignment to be given - importance of assignment in commerce -
characteristics of a good assignment'
10. preparation of unit plans - Meining of unit plan - Principles involved in the
. propagation of unit plans in Commerce'
REFERENCEBatlibai, J.R., Double Entry Book Keeping, The standard Accountancy Publications
Pvt 1td,1984Bhushan,Y.K.FundamentalsofBusinessorganizationandManagement,l9STGupta K.G, and C.p.enaunik Aooi ke"ping ind Accounting, S.J..Publications'
Meerat,1986 g7GuPta R.L& Radha SwamY, fig.GuPta R.L & V.K'GuPta, Bo
Shukla, M.C & T.S GeneralSinha J.C and V.N Mugali, A Te
)
p \
\
.I45
7. Tools anO materials for instruction-- Mass media News papers, Cinema, T.V, Radio and globes.8. How to teach social studies- Methods approaches and techniques of teaching.a) Approach:-
Teacher centred vspupil centred induciive vs deductive factual vs conceptual apprcachb) Methods - general survey of the following methods - slips,advantages, disadvaniagesand role of teachers
- Lecture method- Story telling method- Problem method- Project method- Discussion method- Socialised recitation- Supervised study- Source method- Assignment method- Play way techniques9. Qualities of a good social studies teacher.
10, Equiping socialstudies laborotory, room, library and museum - their importance.11. Utilising community resources-- importance of community Resource- lmportant community resource.- Methods of utilising community resources- The role of teacher.12. Teaching contraversial issues- The procedure
- Teachers role
19 Teaching of National integration and intemational understanding.14. lViicro teaching - Advantages-- Proceedure & content-- Preparation of lesson plan for micro teaching.
PAPER VPEDAGOGIC ANALYSIS OF SOCIAL STUDIES
Objectives1' To enable the trainees to be conversant with the high school curriculum in social studies.2. To develop a clear perspective of the aim, values anO oblectives of teaching socialstudies.3. To enable the student teacher to make an analysis of the topics in the social studies Textboqks prescribed by the state for teaching in high schools of (erala -" -:--'--4. To develop skill in the planning of instruction'5. To identify the structure component discipline of social studies.6. To equip the student teachers with knowledge of principles of evaluation proceedings withreference to social studies.7. To diagnose students difficulties and adopt remedial measures.8. To develop skill of train_ees with the application of psychological principles and educationaltechnology in imparting effective instruction in socialstudies education.
'
9. To.apply the appropriate strategies, techniques and tactics for reatising the objectives ofsocial studies.10 To enable the student teacher to setect, prepare and use appropriate leaming aids forefffective i nstruction.11 To enable the trainees to acquire the knowledge of modem trends in the teaching ofsociaIstudies.
v
PaPer lVMethodologY of Teaching Commerce
Objectives:1. To understand and appreciate the objectives of teaching Commerce and
Accountancy in the higher secondary schools.2. To acquire idequate and upto-date knowledge of Commerce and Accountancy
3. To acquire the necessary sktts for using proper and suitable methods of teaching
Commerce and Accountancy in higher secondary schools.
4, To acquire and develop the abilities to prepare and use appropriate instructional
aids and materials for teaching Commerce and Accountancy.
5. To be acquainted with the modern trends in the instructional methodology and
organization of content in Commerce and Accountancy'6. To acquire the capacity to plan and organise co-cunicular activities related to
Commerce and AccountancY.Unit 1. Nature and structure of Commerce and Accountancy.1.1 Commerce and Accountancy:Meaning - Definition, nature and characteristics
1.2 Scope of Commerce and Accountancy1.3 Major divisions of Commerce -
Trade, Transport, Banking and Credit, Ware housing, lnsurance,Advertising,Accountancy and Auditing.
1.4 . Correlation of Commerce and Accountancy with other subjects like Economics,
Geography, Mathematics etc,Unit.2 Aimi, Goals, Objectives and values of studying Commerce and Accountancy2.1 Need and importance of studying Commerce and Accountancy at higher secondary
level, History of Commerce education.2.2 Formulation of objectives based on bloom's Taxohomy at cognitive, affective and
psychomotor domains.
\J,
46
Course content
1. Why planning?
Need for: a written plan, Types of plans, year plan, unit pJan, lesson plan -Guide lines for
planning.2. nnarysis of the School social studies curriculam into terms, facts, concepts, concept
clusters, generalisations,principles, processes etc'3, The Hdrarchy of educitionat oUleAives - Bloom's Taxonomy of educational objectives -
Listing the instructional objectives of topics of the syllabus - Explicit objectives, implicit
objectives, specifi c objectives,values.4.'suggested
'strategies for introducing selected unitltopics - ways of motivating.
5. Stratigies of teaching the listed generalisation and concepts'
6. Apfli&tion of teachi-ng models in Social studies with special reference to selec'ted units
from the school cuniculam for social studies.1. Tabu Model2. Jurispudential model. 3. Role playing.4. Simulation.5. Socialstudies
enquiry.6. concept attainment. T.General inductive model. 8. Generaldeductive model. 9'
lnquiry training model.10. Advance organiser model.
7. Source materials for teaching the various topics.8. Audio Visual aids required foi each lesson. How to use black boards bulletin board, charts,
slides, graphic aids, printed materials, projectors, Radio, models, T'V , Computer CDs etc' in
the teaching of Social studies.g. Tools ahd techniques of evaluation. Preparation of an achievement test, checklists, Rating
scale, obseryation schedule, Anecdotal record.10 Development of academic skills like reading text books, note taking, drawing maps,
preparing models.i t i-ltitislng cunent affairc - quiz programme, Mock parliament Moot court, News papers.
Methods of utilising cunent affairs in the secondary classes.,
41
Paper lV
t. Nature of science: Methodology of Teaching Natural Science
ficationsof
ll. Why teach Natural Science:Broad aims:
KnowledgeUnderstandingApplicationSkillslnlerestsAttitudes(Scientifi c attitude)Appreciation
eaching Natural science:ethods,
s and feed back modes.stimulus variation, illustration,
abi in Kerala.developed and developing countries(BsCs
V. Planning in Teaching Natural Science:(a) Why Ptanning(b) Types of.Pranning.- yearry, monthry unit and dairy resson
(Emphasize objective OasLO formaf ;
Vl. Materials and Media for Teaching Naturat Science:1' Text Book(criteria of a good biol{y t"x boot , comparative study of a BSCS Text Book-any version) --
of b_iological drawings, specimens, bulletin board, garden,laborotory and
Vll.Evatuation in Biological Science Teaching:1. Traditionar system(elsay)its defects ano srggestions for improvement.
42 --
, z.New concepts of evaluation, formulation and claritication of objectives in terms ofbehaviour, forms of questions, essay short answer and objective type - Steps in theconstruction of a unit test - Test design, weightage to objectives content and forms ofquestions difficulty level, blue print, criteria of a good test - Validity, reliability, objectivity andusability.Analysis of test results.Standardisation of achievement test. Diagnostic testing andre,medial.teaching.
Vlll. Co-curricular activities in Natural Science1. Science Clubs2. Science Fairs.3. Field Trips and Excursions4. Experimental projects and action researches
lX. The Natural Science Teacher:Qualifications of a Biology Teacher, Professional competencies, ways and means of
developing the competencies - lnservice programmes, Teachers organisations, studytou rs,exchange programmes lncentives for professional improvement.
List of Reference Books for Methodology of Teaching Natural Science
1. Teaching Science in todays Secondary Schools Thurbey & Collette.2. Methods and Material for teaching Biological Science - Miller and Blaydes.3. Teaching High School Science.A source book for the Biological Sciences - Morholt.4. The feaining of Science as an Enquiry - Schwab, J.J. - -'
5. Science Teaching in the Secondary Schools - Nathan Washton.6. Biology Teachers Hand Book -BSCS Publication.7. New Directions in teaching Secondary School Science - Paul Dehart Hurd.8. Teaching of Biological Sciences - Elizaba Zachariah.9. Teaching of Science - V.K.Kohly.lO.Taxonomy of Educational Objectives - Benjamin S.Bloom.
(Hand book I and Hand book ll)11.Modem Sciences - Teaching Heiss, Oboum and Hoffman.l2.Teaching of General Science in Tropical Secondary Schools - H.N.Saimbers
( A UNESCO HANO BOOK )l3.Essentials of Scientific Method - Wolf,A14.The Teaching Scientific Method - H.E.Armstrong1S.The Teaching of Science in Secondary Schools - John Muray London'lO.Teaching of Science in Schools - John BrownlT.Principles of Science Teaching - Triss, G.R
JS.Source Book for Science Teaching (UNESCO PUBLICATION)19.Using Science audio visual Materials wisely - Dodd,L.L.2O.Reading in Science Education - Hans D.Anderson
Paper VPedagogic Analysis of Natural ScienceHigh School syllabus to be the Pedagogical area for analytical study.Note:- Student teachers shall make an analysis of content in to major and minor concepts,facts and terms, decide upon the types of introduction, varities of leaming experiences,different aids to be used assignments to be given and sample test items for allthe topicsincluded under the Biology syllabus of Kerala in Standards Vlll,lX and X.Preparation of lesson plans for micro-teaching in selected topics.
Reference List1. Biology-Text Book for higher Secondary Schools.Section 1-7 NCERT,New Delhi2. Biological Science - An enquiry in to life (Yelow Version)3. Biological Science - (Blue Version)
43ersion )
wle)B.Weisz
9. The Cell- Swourson n
1O.Cell Sttucture and Function'- Loewy &Sickevitezttaberr & Miebee
- Ekambarammans
- Kimber Gray Stackpole Level- D.J.F Brimbte
2O.Evaluation - Savage21.Basic concepts of Ecology - Knight
/
Ai
v
PAPER IVY OF TEACHING SOCIAL STUDIES
Methods andA. Preamble
of teaching social studies
1. The student is to be equiped to teach social sciences at the upper primary,secondary levels.secondary and
2. They shou equiped to teach the subject in a competent way utilising the modernresources relating to social studies education.
teacher acquires the knowledge of the nature and relevance of teaching socialin schools.
fll-He gets knowledge and understanding of traditional methods and techniques and modemstrategies, tactics and models of teaching related to the teaching of social studies education.3. He gets an understanding of the principles of syllabus construction in - socialstudies.He acquires a familarity with modem trends in cunicular reforms.4. He gets the ability to evaluate the merits and demerits of school syllabus in social studies.5. He develops an understanding of the role of educational technology in the effectiveteaching and leaming of social studies.6. He gets an understanding of the principle of evaluation and develop skill in preparing andadministering objective based test items.7. He appreciates the need for professional growth.E. He acquires the qualities of a good teacher and knows the duties and functions of ateacher.
C Coume content1. Meaning, nature and scope of social studies -- Aims and objectives- Difference between social studies & social science.- social studies a core subject - relationships with other core subjects.2. Techniques of teaching -- Questioning- Team teaching- Programmed instruction -- Educationaldiagnosis- Remedialteaching3. How to frame a syllabus in social studies.a) Principles of cuniculum construction identification of objectives, selection of leaming
experience, selection of content, organisation and integration of leaming experiences andcontent, evaluation - Fusecl cuniculum, integrated cuniculum _
b) Modem trends in cuniculum reforms in developed countriesc) Need for planning year plan, unit plan, lesson plan.4) Tdchnology of education(Audio Visuat aids for teaching )- Sofi ware & Hard ware- Work book, hand book, charts, diagrams, stides, models etc.- Projectors, tape recorders, filims, tetevisions, C.C.T.C, computers, museum- improvised aids etc.5. Evaluation in Social studies Education- Meaning of evaluation- Difference between measurement and evaluation- Different techniques of evaluation- Advantages and limitations of objective type tests and essay type tests.- Principles of good evaluation -- Analysis of test results - Diagonstic testing and remedial teaching.6. Developing time sense, place sense etc.- Different leaming aids used for this purpose.
B.1.
.1.1 t
37Course content:-A. Planning of instructions1. Need and importance of planning instruction.2.Year plan, Unit plan and lesson plan.B. Pedagogical Analysis of the content of the existing secondary school syllabus.1. Analygis of content into mathematical concepts, ficts, formula, symbois, terms anddefinitions.2. Listing of leaming activities in relation to the content provided in the syllabus3. Preparation of appropriate eva I uation tools.4. Listing of assignments suitable to different units.5. Preparation of unit test.6.Cunictllum: Approaohes in organising cuniculamshould consider the requirements of higher education(vii)Cuniculum should be practicable.
i) psychological and logical consideration.ii) Topical and spira! (concentric) approaches.iii) Consideration of conelation with life, with other subjects and with areas of the samesubject.C An examination of certain important cuniculam studies such as the S.M.S.G,ScottishM.athematics project and the Nuffield foundation of mathematics project.vll.Evaluation of mathematical knowledge and its application in teaching.i) The need and importance of the knowtedge of the evatuation of mathjmatics as a purelylogicalscience.ii) Development of the'subject from the empirical to the rational stage.iii) History of the modem developments in the 20th century.iv) contribution of lndian mathematics to the developmeni of the subject.
Vl I l. Co-cunicular activities:-a) lmportance of creating a genuine interest in the subject and the role of the cocunicularactivities in their respect.b) Organisation and use of a mathematics library.c) Organisation and use of a mathematics laborotory.d) Organisation and use of a mathematics club with suggested activities like exhibitions,games and other recreation conferences, discussions etc.lX. Evaluation and techniques of Test construction.a) Qualities of a good achievernent test in the subject.b) Teacher - made tests and standardised tests.c).Different types of test items - objective type, shoil answer type and Essay type, theirrelative importance in evaluation.d) Construction of a well - planned achievement test - Design, Blue print, preparing questionpaper, scheme of valuation and question - wise analysis.e) ldea of a question bank.
38
PAPER IVMethodology of Teaching Physlcal Science
Objectives:The Student Teacher:-(i) Develops an understanding of the place of Physics and Chemistry in the modem world
inO recognise their importance in the School Cuniculum(ii) Gets i clear perspective of the aims, values'and objectives of teaching Physics and
Chemistry,ti1l UnOeistands and appreciates the evaluation of Science and Science Teaching,
(iri Oevefops an undersianding of the pedagogical areas included for teaching at the High
School level,
iv) Develops the ability to analyse the pedagogical areas in tg terms, facts, concepts and
irinciptes and to devisl the leaming experiences to develop the relevent concepts related to
these areas.(vi) Oevelops the ability to adopt proper methods of teaching different unit,
(vii) oevelops the abiliiy to propei lesson plans and other instructiona! materials like resource
uniis, enrichment material and work book for pupils'
(viii) Develops skill in preparing and using teaching aids.
(ix) Develops laboratory skills,
iii Oevefois the abitity in prepadng and using different tools and techniques of evaluation for
pupils prcgress.
iXi O"r"l6ps the abitity to oqanise and conduct co-cunicular ac{ivities in Physics and
Chemistry(iii) Oev6fops the ability to evaluate and select text books and supplementary readers for
Physics and ChemistrY.
Course content
I Science Teaching
(a) Science - the meaning of science - Relation of Science with other subjecls -Different
branches of science.
@) The Evaluation of modem Physicel science and its teaching with special reference to
lndi", Sci"nce in the ancient world, Egypt,lndia and Greece- science in the Middle ages
Arabs and Atchemy - Dark Ages - nenilssance and lndustrial Revolution - modem period
from seventiath century -Contribution of Galeleo - Newton , Lavoisier Boyle, Mendel
Faraday,Max planck,Einstein,C.V.Raman,P.C.Ray,Bhabha and Meghnad Saha
(c) The growth of science teaching in lndia.
iO) S,,ieice in the modem world --lts social function - the effects of the Space Age and
technological revolution Explosion of knowledge and its effects.
ll. Aims and objec'tives of teaching Physics dnd Chemistry:
(a) practical disciplinary and recreationalfunctions of Physics and Chemistry - Developing
scientific attitude in PuPils.(b) General aims of education and the aims of teaching science - importance of science as a
school subject.(c) General objectives in terms of knowledge, understanding.,.applicatio,n, skill interest
itiitroe and appreciation.The relationship with the general objectives of education - Expected
behavioural changes (specification )
tlt. The product and process of science:
ia) The product - the nature of the content of science - Objective verifiable fac-ts -Analysis of
iontent area in to, terms, facts,concepts and principles'
39(b) The process of science - scientific method - the logical aspects - The five steps involvedin the process -Elements of scientific method - anatogy induition ,deduction testimony andauthority,Mills canons.of induction, lmportance or hyfdtnesis in siientific thinking - iesearchattitude -The technical aspect of scientific method --6bservation.experiment, controllingvariables in an experiment collection of data, recording and reporting of data,generalisation,analysis and synthesis,(c) Transfer value of scientific method as a result of teaching physics and Chemistry.
lV. Cuniculam construction in physical Science:
(a) General principles of cuniculam construction - Social and psychological needs - Nature ofsubject matter - practicability.(b) Organisation of the curriculam - Type study,concentric plans and historical approach -Concept of a nature rambling- Nature study, General science, Physical science iirO enysicsand Chemistry as separate disciplines.(c) syllabus and rext Books - work book for pupils - Guide book for teachers -Supplementary readers - Reference books - Chiracteristics and limitations(d) The concept of conelation - lncidental and systematic conelation of physical Science within the subject and with other subject in the cuniiutam.Mathematics, Biology, t-anjuales,Geogrtaphy,History,Earth sciences,Drawing and Craft - Conelation with lifl and elnviionment.
V. Providing leaming experience in sciences .
lal.t-9amjng as a process of modification and growth.Nature of leaming and principtes oflearning-lnterest, attention, motivation, individualisation and concretezition in Ieaming -Concept formation in science - Psychologica! process - Avoiding fatigue - plateaus lnlearning - Problems arising from heteroge -Geneous class-rooml - Differentia! teaching andremedial teaching.(b) A general discussion of the characteristlcs, merits and defects of the following methods -Demonstration; individual laboratory method historical or biographical method, gioufactivities and projects, Heuristic method, problem method an-O O'evelopment meih; - Daltonplan and assignment - Supervised study.
Vl. Materials and media forteaching physical Science.
(a) Laboratory and its organisation - Selection and purchase of apparatus and chemicals -Maintenance of the laboratory work shop - Planning taboratory work -Laboratow rul"i -Accidents in the laboratory and precautions - First aid.(b) Essential audio visual aids- Objectives and modets. Charts and diagrams projection aidsand equipments.(c) lmprovised aids -Advantages.(d) Science library - organisation and maintenance.
Vll, Cunicular activities in Physics and Chemistry:
(a) Organisation of field trips and study tours to places of scientific importance.(b) Science -Clubs - Pattem of oiganisation and activities.(c) Science fairs and exhibitions. -
Vl ll.Planning lnstruction and evaluation:
(a) Year Plan, Unit Plan and Lesson plan(b) Construction and administration of Unit test - Different types.of test - assessment ofskills,interests and attitudes in science.(c) Diagnostic tests and remedial'teaching.(d) Science talent search programme.
\
40r
lX. The Science Teacher :-
(a) Essential qualities - Personal qualities - knowledge of subject matter and methodology.(b) The duties and responsibilities.(c)Professional groMh- lnservice training
PaPer V
PEDAGOGIC ANALYSIS OF PHYSICAL SCIENCE
Paper V- Pedagogical analysis of subject areas of Physical Science - High School Syllabus
to be the pedagogical areas for analytical study.Generally the content portion of High School Chemistry and Physics will be the pedagogical
areas to be selected for analytical study.lt is expected that the student teachers should knowthe basicfacts and concepts, of these subject area so that questions can be asked relating tothe concept formation, teaching aids and general procedures to be adopted for developingthese concepts or the possible errors that may creep in while developing these concepts and
the propotions that the teachers have to make
Referencesl.Arthur G Hoff, Secondary School Science Teaching.The Blackiston Co, Toronto,1950
2.Crowther.J.C,Science in Modern Society.The Cessents Press Ltd, London,1967
3. Clarke.E.L,The Art of Straight Thinking.Appleton, Newyork, 1 929.
4.Elwood D.H,Modem Science Teaching.The Macmillon Co., Newyork,1950.
5. Juditta.G.R & Adrien.W,Physical Science- An lntegrated Course.Addison Wesely Publishing Co.,Massachussets, 1970.
6. Walter.A.T. etal., Teaching Science in Today's Secondary Schools.Printice Hall of lndia,New Delhi, 1964
7. Daris Mc Nab etal., Laborotory ManualNCERT,1969.
8. Daris Mc Nab etal, Chemistry & Experimental ScienceNCERT,1969.
9. Modern Ghemistry Teaching,UNESCO,1969.
10 Modem Physics Teaching, Part I & lluNESCO,1969.
'11 Sanenders.H.N, The Teaching of General Science in Tropical Secondary Schools.Oxford University Press, 1967.
12. UNESCO Source Book of Science Teaching, 196313. Nufilled Physics
Guide to Experiments Vol.l to VTeachers Guide Vol I to VQuestions Vol lto V
14. Nufilled ChemistryCollected ExperimentsThe Sample Scheme Stages I to lllTeachers Guide
L-
51
-3- 6. Physical Educaiion and Health Educaiion
s.Each student willdo pradical work ina week. The students may be divided into
. Each trainee will maintain a record of
out of 25 for record and acii'rities w!!l be
ies are suggested for prabticalwork'
ht, weight and chest meaurement.
B. PhYsical efficiencY tests:Men WomenRunning(100meters)Running(75meters)makearecordofindividualtirnet-ong.Jurip Long Jump " " distance
High.Jumi High JumP ,, ,' height
Shot Put Cricket ball " " distance
PushupsSkipping.".n.umberoftimesperminute'2. Orderly movements. conduct of Assembly-Flag hoisting'
3. Organising and participating in at least two major games and five minor games'
4. First Aid training,Posture training.and practice of simple yogasanas
5. Conduct of school sPorts meet'6. Drawing fixtures for toumments7. Observation of Health day in school- conducting one health education class with a
prePared lesson Plan.g. irreparation of charts, graphs,etc. depicting food and nutrition, vital statistics,
first aid etc.g.Conducting a minimum of three physical education classes to teach fundamentals
of major games or exercises or rhythmics
The record of efryllcat Education should contrin - the need and importance of physical
educaiion in school education- Types of toumaments and fixtures of championship and
teague system+Fundamental commands and one table of exercise and prePaEtion of lesson
plans .
HeaEh Ectucation: A teachels work book on Health lnstruction is to be preparedJhis
comp6fleni canies a maximum of 15 marks. Suggested subject matterforwork book
followsr-Definigon of health education - scope and need in schools - health instuction, health
examinaiion and health service; personal hygiene, living conditions and habits, population
and health problem, community health.Contageous diseases- causes and preventive measures
Public health and AIDS awareness programme
Food and Nutrition: balanced diet, vitamins and deficiency diseases
Postural Qefects and remedial exercises.
\.-:
\
_t