centre for distance and open learning jamia millia...

B.Ed. (Distance Mode)

1st Year

ASSIGNMENTS – 2013-14

Centre for Distance and Open Learning

JAMIA MILLIA ISLAMIA Maulana Mohamed Ali Jauhar Marg, New Delhi – 110025

Assignments: B.Ed (D M)

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Assignments: B.Ed (D M) 1st year 2013-14

INSTRUCTIONS FOR B.ED STUDENTS

(i) It will help you to complete the assignments in time if you start working on them as soon as

possible. You should pace out your work in such a way so that all the assignments are

submitted latest by 31st March 2014.

(ii) All the three assignments for each course offered by you are compulsory.

(iii) The Assignment Responses (AR’s), may be submitted by hand at your Programme Centre

or sent by post to the Coordinator of your Programme Centre.

(iv) You should retain a copy of all assignments in your own interest.

Note: If there is any difference in the translation, the English version will be taken as final.

ES – 331: Curriculum & Instruction

Max.Marks: 3x10=30

Assignment 01 Answer the following in about 800 words.

1. Differentiate between curriculum and instruction. What are the sources of curricular

objectives? How far is Bloom’s taxonomy of educational objectives helpful to formulate

objectives ? Illustrate with examples.

Assignment 02 Answer the following in about 400 words each.

1. Give examples illustrating when would you select learner controlled instruction pattern for

your students.

2. Discuss the role of group-controlled instruction in enhancing the performance of the

students.


1. Explain the use of informal evaluation measures for planning learning environment.

2. Discuss the criteria you would consider in evolving instructional strategy for your class.

3. How does microteaching help in development of teaching skills in teachers?

4. Prepare a plan illustrating use of mass media in classroom instruction.

ES – 332 : Psychology of Learning and Development

Max.Marks: 3x10=30

Assignment 01 Answer the following in about 400 words each:

(i) Explain the characteristics and principles of learning.

(ii) Discuss various modes of learning with the help of suitable examples

Assignment 02 Answer the following in about 800 words:

Discuss with the help of suitable examples the stages of cognitive development and the factors

facilitating such development.


(i) Causes and areas of individual differences.


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(ii) As a teacher how you had handled the individual differences among your students during

instruction. Illustrate with examples.

ES – 333: Educational Evaluation

Max.Marks: 3x10=30


1. Keeping in mind the three major components of educational process viz. the objectives,

learning experiences and learner appraisal, discuss the role of evaluation in the teaching

learning process. Support your answer with suitable examples from your teaching.


1. What do you understand by reliability and validity of an evaluation tool? Explain the steps

you would take to make your tests reliable and valid.

2. Construct a test of 20 objective type items in your subject. Administer test to a group of 50

students conduct an item analysis and write a report.


1. While stating instructional objectives what principles would you keep in mind? Write

instructional objectives of a unit from your teaching subject.

2. Discuss the role of diagnostic evaluation in the teaching learning process. Most of the

teachers in Indian schools do not engage in diagnostic testing, why? What do you think is

the way out?

3. What is data? Explain its types by giving concentrate examples of each type. Explain the

ways in which data can be represented.

4. Explain the meaning of co-efficient of correlation. Why does the homogeneity and

heterogeneity of scores effect the size of correlation? Collect the half yearly and annual

examination marks of your students in your subject determine the relationship between the

two sets of scores and interpret it.

ES – 341 Teaching of Science

Max.Marks: 3x10=30

Assignment 01 Answer the following in about 800 words:

What are the Principles of Curriculum Construction? Which principle was followed in the

development of Science Curriculum for secondary schools of your state. Support your answer with

examples.

Assignment 02

Answer the following in about 400 words each:

1. Importance of writing objectives in behavioral form.

2. Select a topic from the list given below and write in detail, the objectives in behavioral

form, teaching method to be adopted, teaching aids to be used and evaluative questions.

(i) Solar System

(ii) Concentrations of ores

(iii) Man and Environment


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(i) Discuss the nature of Science with appropriate examples.

(ii) Importance of Laboratory work in Science Teaching.

ES – 342 : Teaching of Mathematics Max.Marks: 3x10=30

Assignment 01

Answer the following in about 800 words :

Keeping in view the social, cultural and practical values of mathematics justify its position as a

compulsory subject in the school curriculum up to secondary level. Support your answer with

appropriate examples.

Assignment 02


1. Formulate objectives, identify main teaching points, specify evaluation techniques and the

procedure, you will follow while teaching any one of the topics, given below, at secondary

level.

a. Operation on Polynomials

b. Application of Percent

c. Congruence of Triangles

Assignment 03

Write shorts notes on the following in about 400 words each:

(i) Factors helpful in selecting and organizing learning experiences in Mathematics

(ii) Problem solving approach to teaching of Mathematics.

ES – 343 Teaching of Social Studies

Max.Marks: 3x10=30


1. Discuss various approaches to organize social studies curriculum. Mention some factors

influencing alternative approaches. Keeping these factors in mind evaluate critically

present social studies curriculum for secondary classes (class IX and X) of your state.


1. What is the difference between a lesson plan and unit plan? Prepare a unit plan for teaching

Social Studies on any topic of your choice for secondary level.

2. How would you plan a project in social studies for class IX students to provide learning

experiences suited to both individual and group learning experiences? Explain with the

help of examples.


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1. What do you mean by learner centered approach in teaching of Social Studies. Illustrate

with examples.

2. What is environmental degradation? Discuss the effect of depletion of resources on the

environment. What strategy would you follow to help students to know more about this

environmental problem? Explain with the help of examples.

3. What do you understand by education for Cultural Heritage of India? Discuss its

instructional objectives. Mention some strategies, which could be adopted to achieve these

objectives.

4. Write some important cognitive learning outcomes of Social Studies. Prepare at least three

multiple choice item to test each learning outcome from any topic of your choice for Social

Studies syllabus of class X.

ES – 344 : Teaching of English Max.Marks: 30

Assignment 01


“Teaching of English is important for Indian learners”. Comment. Give reasons keeping in mind

the need and objectives of teaching English as a second language in India.

Assignment 02


Briefly describe the objectives of teaching written composition in secondary classes. Prepare a

lesson plan for teaching any one form of written composition e.g. essay, letter, story writing etc.

Assignment 03

Answer the following in about 300 words each :

(i) It is said that command over a language affects learning in other school subjects. Do you

agree? Justify your answer.

(ii) How does developing listening comprehension improve learner’s oral skills?

(iii) Why is it important to develop study skills at middle school stage?

bZ ,l & 345 fgUnh f”k{k.k izfof/k

nÙk dk;Z & 01

fuEufyf[kr dk mÙkj yxHkx 800 'kCnksssa esa nhft, %

Hkk"kk dh izd`fr ls D;k rkRi;Z gS\ Nk= ds O;fDrRo&fodkl esa Hkk"kk ds ;ksxnku dk lksnkgj.k foospu dhft,A

nÙk dk;Z & 02

fuEufyf[kr dk mÙkj yxHkx 800 'kCnksa esa nhft, %

iBu ls vkidk D;k vk’k; gS\ iBu ds izdkjksa dk mYys[k djrs gq, foLr`r rFkk xgu iBu dh mi;ksfxrk

lksnkgj.k Li"V dhft,A

nÙk dk;Z & 03


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uhps fn, x, izR;sd iz’u dk mÙkj yxHkx 400 'kCnksa esa nhft, %

(i) x| vkSj dfork f’k{k.k ds mn~ns’;ksa esa D;k varj gS\ bUgsa O;kogkfjd 'kCnkoyh esa fyf[k, rFkk mudk

Li"Vhdj.k dhft,A

(ii) x| vkSj dfork f’k{k.k dh fof/k esa D;k vUrj gS\ vUrj dk dkj.k lksnkgj.k le>k,¡A


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ch- ,M- & ¼nwj iz.kkyh ds fo|kfFkZ;ksa ds fy, funsZ”k½

(i) yaid ijatnaI jaldI saMBava hao sako Aap d<a kàyao- kao krnaa AarMmBa kr doM tao samaya pr [sao

pUra krnao maoM sahayata imalaogaI. Aapkao Apnaa kaya- [sa pk̀ar sao inayaaoijat krnaa caaihe ik

p`%yaok saOwaintk ivaYaya ko saBaI tInaaoM d<a kaya- 31st March 2014.

tk hr hala maoM jamaa hao jaaÐe.

(ii) Aap Wara cayainat p`%yaok ivaYaya ko tInaaoM d<a kaya- Ainavaaya- hOM.

(iii) Aap Apnao d<a kaya- Apnao pàoga`ma kond/ pr svayaM jaakr jamaa kr sakto hOM Aqavaa 31st March

2014 ko Andr Apnao kond/ ko pàoga`ma [Mcaaja- kao Dak Wara Baoja sakto hOM.

(iv) Aap Apnao ilae p`%yaok d<a kaya- kI ek pìt Apnao pasa AvaSya rKoM.

uksV % ¼i½ ;fn vaxzsth ,oa fgUnh ds vuqokn esa vUrj izrhr gksrk gS rks vaxzsth vuqokn gh ekU; gksxkA

¼ii½ lHkh iz”u vfuok;Z gSA izR;ssd [k.M ds fy, vyx funsZ”k fn, x, gSaA

bZ ,l & 331 ikB~;p;kZ rFkk vuqns’k

¼vf/kdre vad % 30½

nŸk dk;Z 01

fuEufyf[kr dk mŸkj yxHkx 800 “kCnksa esa nhft, % &

1. ikBîp;kZ rFkk vuqns”ku esa vUrj Li’V dhft,A ikBîp;kZ ds mís”;&fu/kkZj.k ds

L=ksr D;k gSa \ bu mís”;ksa ds izfriknu esa Cywe dh VSDlksukeh }kjk fu/kkZfjr “kSf{kd

mís”; dgk¡ rd lgk;d gS \ mnkgj.k }kjk Li’V dhft,A

nŸk dk;Z 02

fuEufyf[kr esa ls izR;sd dk mŸkj yxHkx 400 “kCnksa esa nhft, % &

1. mnkgj.k }kjk Li’V dhft, fd vius fo|kfFkZ;ksa ds fy, v/;srk&fu;af=r vuqns”ku ds

izfreku dk pquko vki dc djsaxs \

2. fo|kfFkZ;ksa ds fu’iknu dks c<+kus esa lewg fu;af=r vuqns”ku dh D;k Hkwfedk gS \

foospuk dhft,A

nŸk dk;Z 03


1. vf/kxe ifjos”k ds fu;kstu esa vukSipfjd ewY;kadu ds ekinaM dh mi;ksfxrk

le>kb,A

2. viuh d{kk esa funsZ”kkRed dk;Zuhfr;ksa ds fodflr djus esa vki fdu ekudksa dks

egRo iznku djsxsaA

3. v/;kidkas esa f”k{k.k&dkS”ky ds fodkl dh n`f’V ls lw{e f”k{k.k fdl izdkj mi;ksxh

gS \

4. d{kk&f”k{k.k esa tulapkj ek/;e ds mi;ksx dh ;kstuk mnkgj.k }kjk Li’V dhft,A

bZ ,l & 332 vf/kxe vkSj fodkl dk euksfoKku


nÙk dk;Z & 01

fuEufyf[kr esa ls izR;sd iz’u dk mÙkj yxHkx 400 'kCnksa esa nhft, %


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1. vf/kxe ds fu;e vkSj fo’ks"krkvksa dh O;k[;k dhft,A

2. mi;qDr mnkgj.kksa dh lgk;rk ls vf/kxe ds fofHkUu rjhdksa dh ppkZ dhft,A

nÙk dk;Z 02

fuEufyf[kr iz’u dk mÙkj yxHkx 800 'kCnksa esa nhft, %

1. mfpr mnkgj.kksa dh lgk;rk ls euq"; esa ckSf)d fodkl ds Lrj vkSj mudh lgk;rk djus okys

dkjdksa dh ppkZ dhft,A

nÙk dk;Z 03

fuEufyf[kr esa ls izR;sd iz’u dk mÙkj yxHkx 400 'kCnksa esa nhft, %

1. O;fDrxr fofHkUurkvksa ds dkj.k vkSj {ks=ksa dk foospu dhft,A

2. ,d f’k{kd ds :i esa vkius viuh d{kk esa ik, tkus okys O;fDrxr fofHkUurkvksa dks f”k{k.k ds

le; dSls laHkkykA lksnkgj.k Li"V dhft,A

bZ ,l & 333 'kSf{kd ewY;kadu


nŸk dk;Z 01


1. “kSf{kd izfØ;k ds rhu izeq[k /kVdksa&mís”;] vf/kxe vuqHko rFkk v/;s;rk] ewY; fu/kkZj.k dks

/;ku esa j[krs gq, v/;kiu&vf/kxe izfØ;k esa ewY;kadu dh Hkwfedk dh foospuk dhft,A

vius v/;kiu ls mi;qDr mnkgj.k nsrs gq, mŸkj dh iqf’V dhft,A

nŸk dk;Z 02


1. fdlh ewY;kadu&midj.k dh fo”oluh;rk vkSj oS/krk ls vki D;k le>rs gSa \ vius

ijh{k.k dks fo”oluh; rFkk oS/k cukus ds fy, viuk, x, mik;ksa dh O;k[;k dhft,A

2. vius fo’k; ls lacaf/kr 20 oLrqfu’B iz”uksa l s ;qä ,d ijh{k.k dh jpuk dhft,A 50

fo|kfFkZ;ksa dks ;g ijh{k.k ns dj mlds iz”uksa dk fo”ys’k.k (Item Analysis) djsa rFkk mldh

fjiksVZ Hkh fy[ksaA

nŸk dk;Z 03


1. vuqns”kkRed mís”;ksa dks fuf”pr djrs le; vki fdu fl)karks dks /;ku esa j[kaasxs \ vius

i<+k, x, fo’k; dh ,d bdkbZ dk pquko dj mlds vuqns”kkRed mís”; fyf[k,A

2. funkukRed ijh{k.k rFkk mipkjkRed f”k{k.k dh izfØ;k ,d mnkgj.k dh lgk;rk ls

le>kb,A

3. iznŸk D;k gS \ blds fdrus izdkj gSa \ izR;sd izdkj dks mnkgj.k nsdj le>kb,A iznŸkksa

dh izLrqfr ds rjhdksa dks Hkh fyf[k,A

4. lglaca/k ds xq.kkad dk vFkZ le>kb,A vius fo’k; ds fo|kfFkZ;ksa ds v)Zokf’kZd rFkk okf’kZd


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ijh{kk ds vadks dks ,d= dj nksauksa izkIrkadks ds Ckhp laca/k dk fu/kkZj.k dhft, rFkk mldh

O;k[;k Hkh dhft,A

bZ ,l & 341 foKku f”k{k.k


nÙk dk;Z & 01

uhps fy[ks iz’u dk mÙkj yxHkx 800 'kCnksssa esa nhft, %

1. ikB~;p;kZ fuekZ.k ds D;k fl)kar gSa\ vkids jkT; esa ek/;fed Lrj dh foKku ikB~;p;kZ ds fuekZ.k

esa fdl fl)kar dk ikyu fd;k x;k gSA lksnkgj.k le>kb,A

nÙk dk;Z 02

fuEufyf[kr esa ls izR;sd mÙkj yxHkx 400 'kCnksa esa nhft, %

1. mn~ns’;ksa dks O;ogkfjd :i esa fy[kus dk D;k egRo gS\

2. fuEufyf[kr lwph esa ls ,d 'kh"kZd dk pquko dhft, rFkk mlds mn~ns’;ksa dks O;kogkfjd 'kCnkoyh

esa fy[kus ds lkFk gh iz;ksx dh tkus okyh v/;kiu fof/k] lgk;d lkexzh rFkk ewY;kadu ds iz”uksa

dk Hkh mYys[k dhft,%

I. lkSj eaMy

II. dPph /kkrq dk ladsUnz.k

III. euq"; vkSj okrkoj.k

nÙk dk;Z 03

fuEufyf[kr esa ls izR;sd iz’u dk mÙkj yxHkx 400 'kCnksa esa nhft,%

1. foKku ds Lo:i dh lksnkgj.k O;k[;k dhft,A

2. foKku f’k{k.k esa iz;ksx’kkyk ds dk;Zdyki dk egRo le>kb,A

bZ ,l & 342 xf.kr f’k{k.k


nÙk dk;Z 01

fuEufyf[kr ds mÙkj yxHkx 800 'kCnksa esa nhft, %

1. xf.kr ds lkekftd] lkaLdf̀rd rFkk O;kogkfjd ewY;ksa dks /;ku esa j[krs gq, ek/;fed Lrj ij

bls fo|ky; ikB~;p;kZ esa ,d vfuok;Z fo"k; ds :i esa LFkku nsus ds fy, vius rdZ izLrqr

dhft,A mi;qDr mnkgj.k nsrs gq, vius mÙkj dh iqf"V dhft,A

nÙk dk;Z 02

fuEufyf[kr dk mÙkj yxHkx 800 'kCnksas esa nhft, %

1. mPprj ek/;fed Lrj ij uhps fn, x, 'kh"kZdksa esa ls fdlh ,d dks i<+kus ds fy, mn~ns’;ksa dh

jpuk] izeq[k f’k{k.k fcanqvksa dk fu/kkZj.k, mudh f’k{k.k & i)fr rFkk ewY;kadu dh rduhd dk

foospu dhft, &

(i) ikyhukfe;Yl ij vkijs’ku

(ii) izfr’kr dk O;kogkfjd mi;ksx

(iii) f=Hkqt dh leku:irk


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nÙk dk;Z 03

fuEufyf[kr esa ls izR;sd ij yxHkx 400 'kCnksa dh fVIi.kh fyf[k, %

(i) xf.kr esa vf/kxe vuqHkoksa ds pquko rFkk laxBu esa lgk;d dkjdA

(ii) xf.kr f’k{k.k esa leL;k & lek/kku mikxeA

bZ ,l & 343 lkekftd foKku dk v/;kiu


nŸk dk;Z 01


1. lekftd v/;;u dh ikBîp;kZ dks O;ofLFkr djus ds fofo/k mikxeksa dk foospu dhft,A

oSdfYid mikxeksa dks izHkkfor djus okys dqN dkjdksa dk mYys[k dhft,A bu dkjdkas dks

/;ku esa j[krs gq, vius jkT; dh ek?;fed d{kkvksa ¼d{kk IX rFkk X½ dh lekftd v/;;u

ikBîp;kZ dk vkykspukRed ewY;kadu dhft,A

nŸk dk;Z 02


1. ikB;kstuk rFkk bdkbZ ;kstuk esa D;k vUrj gsSa \ ek/;fed Lrj ij i<+kus ds fy,

lkekftd v/;;u ds fdlh izdj.k ij ,d bdkbZ ;kstuk rS;kj dhft,A

2. oS;fDrd rFkk lkewfgd vf/kxe vuqHkoksa dh n`f’V ls mi;qDr d{kk IX ds fo|kfFkZ;ksa dks

vf/kxe vuqHko iznku djus dh n`f’V ls vki izk;kstuk dk fu;kstu dSls djsaxs \ mnkgj.k

nsdj le>kb,A

nŸk dk;Z 03


¼i½ lkekftd v/;;u ds f”k{k.k esa v/;srk dsfUnzr mikxe ls vkidk D;k vk”k; gS \ mnkgj.k

nsdj Li’V dhft,A

¼ii½ i;kZoj.kh; gzkl ¼fuEuhdj.k½ D;k gS \ lalk/kuks ds fjDrhdj.k ls i;kZoj.k ij iM+us okys

izHkko dk foospu dhft,A i;kZoj.k laca/kh bl leL;k ds laca/k esa fo|kfFkZ;ksa dks vf/kd

tkudkjh nsus ds fy, vki fdu dk;Zuhfr;ksa dks viuk,axs \ mnkgj.kksa dh lgk,rk ls

le>kb,A

¼iii½ Hkkjr dh LkkaLd`frd fojklr ds fy, f”k{kk ls vki D;k le>rs gS \ blds vuqns”kkRed

mís”;ksa dk foospu dhft,A bu mís”;ksa dh izkfIr ds fy, viukbZ tkus okyh dqN

dk;Zuhfr;kas dk foospu dhft,A

¼iv½ lkekftd v/;;u ds dqN izeq[k laKkukRed vf/kxe ifj.kkeksa dk o.kZu dhft,A d{kk&IX dh lkekftd v/;;u dh ikBîp;kZ ls fdlh izdj.k dk pquko dj izR;sd vf/kxe ifj.kke

ds fy, U;wure rhu cgqfodYih iz”uksa dh jpuk dhft,A


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bZ ,l & 345 fgUnh f”k{k.k izfof/k

nÙk dk;Z & 01

fuEufyf[kr dk mÙkj yxHkx 800 'kCnksssa esa nhft, %

Hkk"kk dh izd̀fr ls D;k rkRi;Z gS\ Nk= ds O;fDrRo&fodkl esa Hkk"kk ds ;ksxnku dk lksnkgj.k

foospu dhft,A

nÙk dk;Z & 02

fuEufyf[kr dk mÙkj yxHkx 800 'kCnksa esa nhft, %

iBu ls vkidk D;k vk’k; gS\ iBu ds izdkjksa dk mYys[k djrs gq, foLr`r rFkk xgu iBu dh

mi;ksfxrk lksnkgj.k Li"V dhft,A

nÙk dk;Z & 03

uhps fn, x, izR;sd iz’u dk mÙkj yxHkx 400 'kCnksa esa nhft, %

(i) x| vkSj dfork f’k{k.k ds mn~ns’;ksa esa D;k varj gS\ bUgsa O;kogkfjd 'kCnkoyh esa fyf[k,

rFkk mudk Li"Vhdj.k dhft,A

(ii) x| vkSj dfork f’k{k.k dh fof/k esa D;k vUrj gS\ vUrj dk dkj.k lksnkgj.k le>k,¡A


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