social studies paper103dst - manuu
TRANSCRIPT
B9ED103DST
(Pedagogy of Social Studies)
32
©
ISBN: 978-93-80322-22-3First Edition: August, 2018Second Edition: July, 2019Third Edition: March, 2021
2021
1000
(Pedagogy of Social Studies)
for B.Ed. 1st Semester
On behalf of the Registrar, Published by:Directorate of Distance Education
Maulana Azad National Urdu UniversityGachibowli, Hyderabad-500032 (TS), Bharat
Director: [email protected] Publication: [email protected]: 040-23008314 Website: manuu.edu.in
(Editorial Board-1st and 2nd Edition)
(Subject Editor)
Dr. Md. Athar Hussain (Asst. Professor)
Department of Education & Training
Maulana Azad National Urdu University
(Language Editor)
Dr. Mohd. Aslam Parvez
(Translator)Direcotrate of Translation & Publication
Maulana Azad National Urdu University
32
(SLM Based on Distance & Regular Mode Synchronized Syllabus)
(Editorial Board)
(Subject Editors)
Prof. Mushtaq Ahmed I. PatelProfessor, Education (DDE)
Dr. Najmus SaharAssociate Professor, Education (DDE)
Dr. Sayyad Aman UbedAssociate Professor, Education (DDE)
Dr. Banwaree Lal MeenaAssistant Professor, Education (DDE)
(Language Editors)
Professor Abul KalamDirector, DDE
Dr. Mohd Akmal KhanGuest Faculty, Urdu (DDE)
32
1
2 3
4 5
7
8
9
11 1:
28 2:
56 3:
79 4:
112 5:
147
(Challanges)
1998
1998
2004
UGC-DEB
SLM
5 9
155
1
2
2005 1986
3
4
5
(Pedagogy of Social Studies)
1 (Social Studies as an Integrated Area of Study)
Introduction 1.1
Objectives 1.2
Meaning, Nature and Scope of Social Sciences 1.3
Distinction Between Natural and Social Sciences 1.4
1.5
(Meaning, History, Nature, Scope and Development of Social Studies with Special
Reference to Geography, History, Civics and Economics)
(History) 1.5.1
(Political Science) 1.5.2
(Economics) 1.5.3
1.6
Distinction Between Social Sciences and Social Studies)
(Nature) 1.6.1
(Concept) 1.6.2
(Objectives) 1.6.3
1.7
Understanding Society Through Various Social Sciences
Points to Remember 1.8
Glossary 1.9
Unit End Activities 1.10
(Suggested Readings) 1.11
11
(Introduction) 1.1
(Objectives) 1.2
1.3
(Meaning, Nature and Scope of Social Sciences)
(Meaning) 1.3.1
(Anthropology)
12
1
2
3
(Nature) 1.3.2
Social + Science
13
(Scope) 1.3.3
2 1
4 3
6 5
7
1.4
(Distinction between Natural and Social Sciences)
14
(Natural Science) 1.4.1
1.4.1.1
Ledoux 2002, P.34
1.4.1.2
Buchel 1992
: 1.4.1.3
Biology Chemistry Physics
Bionics Robotics
1.4.1.4
1.4.1.5
20 Thomas Kuhn Karlpopper
15
Induction Popper Inductive Epistemology Observation
Paradigm Kuhn
Paradigm Shit Kuhn 1.4.1.6
(Social Science) 1.4.2
1.4.2.1
1.4.2.2
Suicide Emile Darkheim 19
Positive August Comte approach
1.4.2.3
16
1.4.2.4
1.4.2.5
August Comte Positivist
Interpretivism
1.4.2.6
Interpretation
17
1.5
(Meaning, History, Nature, Scope and Development of Social Studies with Special
Reference to Geography, History, Civics and Economics)
Interdisciplinary
(History) 1.5.1
Historia History Knowing
Jhon Huizinga
Maitiland
18
Hill
(Political Sciences) 1.5.2
Civics Citizen –––Civis
City –––Civitas
E.M White
19
(Economics) 1.5.3
20
1.6
(Distinction between Social Sciences and Social Studies)
(Nature)
(Concept)
(Objectives)
21
1.7(Understanding Society Through Various Social Sciences)
22
Manuscripts
Political Science
23
(Points to Remember) 1.8
Suicide Emile Durkheim
Positivist ApproachAugust Comte
24
(Glossary) 1.9
Social Science Social Studies
Investigation Integrated
Physical Anthropology
Stimulus Non-Physical
Abstract Activities Generalized Popular Branch
Astronomy Monopoly Physics Biology
Paradigm Chemistry
(Observation
(Unit End Activities) 1.10
.1
b a
25
d c
.2
b a
d c
.3
b a
d c
.4
b a
d c
.5
b Observation a
d c
Inductive Epistemology .6
James High b Karl Popper a
Albert Einstein d August Comte c
.7
b a
d c
.8
b a
d c
1
2
3
26
4
5
Karl Popper 6
7
8
9
10
11
12
13
1
2
3
4
5
Suggested Readings 1.11
1. National Policy on Education, 1986.
2. NCERT (2005), National Carriculum Frame Work 2005, New Delhi, NCERT.
3. The Pedagogy of Social Science (James P. Halsall & Michael smpw den, Editors, Springes.4. Brecht De Smet (2016).
5. Studies in Critical Social Science. A Dialetical Pedagogy of Revolt Gramsi Vygotsky and the
Egyptian Revolution (Studies in critical Social Sciences).
6. Abhay Kumar Dubey (2013), Samaj Vigyan Vishwakosh (Khand 1-6); New Delhi, Raj Kamal
Prakashan.
7. Batra, Poonam (2010) Social Science Learning in School)Edt.); India Sage Publication.
27
2 (Aims, Objectives and Academic Standards of Social Studies)
(Intorduction) 2.1
(Objectives) 2.2
2.3
(Major Aims and Objectives of Teaching Social Studies)
(Introduction) 2.3.1
(Meaning of Aims) 2.3.2
(Importance of Aims) 2.3.3
(Meaning of Objectives) 2.3.4
(Importance of Objectives) 2.3.5
(Difference between Aim and Objectives) 2.3.6
(Types of Objectives) 2.3.7
2.3.8
(Comparision of Educational and Instructional Objectives)
2.3.9
(Important Aims and Objectives of Social Studies Teaching)
(Bloom‘s Taxonomy of Educational Objectives) 2.4
(Inroduction) 2.4.1
(Taxonomy of Educational objectives) 2.4.2
(Cognitive Domain) 2.4.3
(Affective Domain) 2.4.4
(Psychomotor Domain) 2.4.5
28
(Revised Taxonomy of Bloom) 2.4.6
2.4.7
(Instructional Objectives of Teaching Social Studies)
2.4.8
2.4.9
2.5
(Academic Standards and Learning Outcomes of Teachuing Social Studies)
(Introduction) 2.5.1
2.5.2
2.5.3
(Academic Standards of Social Studies) 2.5.4
2005 1986 2.6
(Recommendations of NPE-1986 and NCF-2005)
(Values of Teaching Social Studies) 2.7
(Introduction) 2.7.1
(Important Values of Social Studies) 2.7.2
(Points to Remember) 2.8
(Glossary) 2.9
(Unit End Activities) 2.10
(Suggested Readings) 2.11
29
(Introduction) 2.1
Objectives 2.2
2005 1986
2.3
(Major Aims and Objectives of Teaching Social Studies)
Introduction 2.3.1
30
(Meaning of Aims) 2.3.2
(Importance of Aims) 2.3.3
(Meaning of Objectives) 2.3.4
31
(Importance of Objectives) 2.3.5
(Difference between Aims and Objectives) 2.3.6
(Types of objectives) 2.3.7
(Educational Objectives) (i)
(Instructional Objectives) (ii)
Educational Objectives 1
32
Instructional Objectives 2
(Entering Behaviour)
(Terminal Behaviour)
2.3.8
(Comparision of Educational and Instructional Objectives)
33
2.3.9
(Importance Aim and Objectives of Social Science Teaching)
1
2005
1
2
3
4
(Child Labour) (Literacy and Illiteracy rate)
1
2
3
4
( Securalism) Socialism) 5
34
6
7
8
9
10
11
12
13
(Bloom's Taxonomy of Educational Objectives) 2.4
(Introduction) 2.4.1
1948 1956
35
Cognitive Domain 1
Affective Domain 2
:(Psychomotor Domain) 3
(Taxonomy of Educational Objectives) 2.4.2
Psychomotor Domain
Affective Domain
Cognitive Domain
(Imitation) 1 (Receiving) 1 (Knowledge 1
2
(Manipulation)
(Responding) 2 (Comprehension) 2
(Precision) 3 (Valuing) 3 (Application) 3
(Articulation) 4 (Conceptualization) 4 (Analysis) 4
(Coordination) 5 (Organization) 5 (Synthesis) 5
6
(HabitFormation)
6
(charecterization)
(Evaluation) 6
(Cognitive Domain) 2.4.3
1956
36
: (Knowledge) 1
(Comprehension) 2
:(Application) 3
(Analysis) 4
37
(Synthesis) 5
(Evaluation) 6
(Affective Domain) 2.4.4
1964
(Receiving) 1
38
5 4 3 2 1 6
(Responding) 2
6 5 4 3 2 1
(Valuing) 3
5 4 3 2 1 6
(Conceptualization) 4
5 4 3 2 1
(Organization) 5
5 4 3 2 1
(Characterization) 6
6 5 4 3 2 1
(Psychomotor Domain) 2.4.5
Massia Simpson 1966
(Immitation) 1
39
(Manipulation) 2
(Precision) 3
(Articulation) 4
(Coordination) 5
(Habit Formation or Naturalization) 6
(Revised Taxonomy of Bloom) 2.4.6
(Cruikshank) (Krathwohl) (Anderson) 2001
" A Taxonomy for Learning,
40
Teaching and Assessing"
(Synthesis ) (Ana lys is)
(Creation) (Evaluation) (Synthesis)
(Remembaring) 1 (Knowledge) 1
(Understanding) 2 (Comprehension) 2
(Applying) 3 (Application) 3
(Analysing) 4 (Analysis) 4
(Evaluating) 5 (Synthesis) 5
(Creating) 6 (Evaluation) 6
" A Taxonomy for Learning, Teaching and Assessing"
2.4.7
Instructional Objectives of Teaching Social Studies
(Terminal (Entering Behaviour) Behaviour)
2.4.8
41
1
2
3
4
5
6
2.4.9
42
(Knowledge) 1
(Facts)
(Principles)
(Behavioural Terms)
:(Comprehension) 2
(Facts)
(Principles)
43
(Behavioural Terms)
(Application) 3
(Facts)
(Principles)
(Behavioural Terms)
44
(Skills) 4
(Facts)
(Principles)
(Behavioural Terms)
45
2.5
Academic Standards of Social Studies and Learning Outcomes of the Students)
(Introduction) 2.5.1
2005
(Academic Standard)
Academic Standard
46
2.5.2
(Conceptual Understanding) 1
(Reading the text, Understanding and Interpretation) 2
(Information Gathering and Processing Skill) 3
3
(Reflection on Contemporary Issues and Questioning)
(Mapping Skills) 4
(Appreciation and Sensitivity) 5
2.5.3
1
2
3
4
5
6
7
Academic Standard
47
Academic Standard
Academic Standards of Social Studies 2.5.4
CCE
2001
2005 1986 2.6
Recommendations of NPE-1986 and NCF-2005
1968
1986
48
1990
1992
1986 1986 1
1986 2
1986 3
1986 4
1986 5
1986 6
1986 7
1986
2005
1975(National Council of Educational Research and Training) NCERT
2005 20001988
2008
(SCERT, State Council of Educational Research and Training)
District Institutes of SCERT Education and Training DIET
49
1
2
3
4
5
2005 learning without burden 1
2
3
4
5
2005
(Three Language Formula) 1
2
3
a
b
c
d
50
2005
NCF - 2005
Values of Teaching Social Studies 2.7
(Introduction) 2.7.1
(Values of Social Sciences) 2.7.2
1
51
2
3
4
5
6
(Points to Remember) 2.8
52
2005 Continuous and Comprehensive Evaluation
RTE Act2009 NCF CBSE
. Academic Standard
(Glossary) 2.9
Educational Aims
Instructional Aims
Behavioral Objectives
Cognitive Domain
Affective Domain
Psychomotor Domain
Academic Standard
Unit End Activities) 2.10
1
(b) (a)
(d) (c)
2
(d) (c) (b) (a)
3
(d) (c) (b) (a)
53
4
1957 (d) 1948 (c) 1956 (b) 1942 (a)
(Analysis) 5
(d) (c) (b) (a)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(1)
(2)
Suggested Readings 2.11
1. Mangal, S. K., & Mangal, U. (2008). Teaching of social studies. PHI Learning Pvt.
Ltd..
2. Agrawal ,JC."Teaching social studies" Vikas publishing house ,pvt. Ltd, Delhi,
1989.
3. Bining ,A.C. &Bining ,A.H. "Teaching the social study in secondary school", Mc
Graw Hill Company ,New York ,1952.
54
4. Kaushik ,Vijay kumari "Teaching of social studies in elementary school ,"Anmol
Publication,Delhi,1992.
5. Sharma B.L., "Samajik Adhyayan shikshan ,Surya Publication ,Meerut,1998
6. Yagnik ,K.S."Teaching of social studies in India ",Orient Longsman ,Bombay,1966.
7. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory
into practice, 41(4), 212-218.
8. Ministry of HRD (1993), Learning without Burden, Report of the Advisory
Committee appointed by the MHRD, Department of Education, New Delhi.
9. NCERT (1975), The Curriculum for the Ten-year School: A Framework, NCERT,
New Delhi.
10. NCERT (1988), National Curriculum for Elementary and Secondary Education: A
Framework, NCERT, New Delhi.
11. NCERT (2005), National Curriculum Framework -2005, English Edition, NCERT,
New Delhi.
55
3
(Teaching of Social Studies: Methods, Approaches, Strategies and Techniques)
(Introduction) 3.1
(Objectives) 3.2
3.3
(Meaning, Need and Significance of various Approaches, Methods, Strategies and
Techniques of Teaching Social Studies)
Teacher Centred Approaches 3.4
Lecture 3.4.1
Lecture-cum-Demonstration 3.4.2
Source Method 3.4.3
Supervisory Study 3.4.4
Learner-Centred-Approaches 3.5
Project 3.5.1
Problem Solving 3.5.2
Discussion 3.5.3
Inductive and Deductive 3.5.4
Obsrvational Approaches 3.5.5
(Constructive Approaches) 3.5.6
Strategies and Techniques 3.6
Brain Storming 3.6.1
Team Teaching 3.6.2
Mind Mapping and Concept Maping 3.6.3
56
Activities 3.7
Dramatisation 3.7.1
Role Play 3.7.2
Field Trips 3.7.3
(Excursions) 3.7.4
Social Sciences Club and Exibitions 3.7.5
(Points to Remember) 3.8
(Glossary) 3.9
(Unit End Activities) 3.10
(Suggested Readings) 3.11
57
(Introduction) 3.1
3
NCERT
58
NCERT
1993
2005
3
(Objectives) 3.2
59
3.3
(Meaning, Need and Significance of various Approaches, Methods, Strategies and
Techniques of Teaching Social Studies)
2005
2005
2005 Replica
60
Pestaloggy John Heinrich Jones Madam Maria Montessori Friedrich Hobart John Withen August Froobel
Walton
Diversity
Teacher Centred Approaches 3.4
Approaches
61
Approaches
Borodom
Introductional
Wolverer & Scott -1988 Inputs
Lecture demonstration Supervisory Study Source
Lecture 3.4.1
62
1
2
3
(Gesture Verbal and Non-Verbal and Posture
Limitations
Intraction
63
Lecture Cum Demonstration 3.4.2
Hands Outs
64
Source Method 3.4.3
Secondary Resources
Secondary Sources
Topics
Home Work)
65
Supervisory Study 3.4.4
David H. Bining Author C. Bining
IndexAtlas
66
(Learner-centred Approaches) 3.5
Woolever and Scott
-1986
(Student Contred Approach)
Project 3.5.1
67
Problem Solving 3.5.2
Problem Solving Problem Solving
Kits Box
Define Statement
Problem Solving
68
References / Resource Books
Discussion 3.5.3
Discussion
Feed Back
(Inductive and Deductive) 3.5.4
69
"Introduction is the making of the tools of thought and deduction is using its tools."
(Observation Approaches) 3.5.5
Data
70
(Constructive Approaches) 3.5.6
(Strategies and Techniques) 3.6
(Brain Storming) 3.6.1
Brain Storming Teacher
71
(Team Teaching) 3.6.2
1955 Team Teaching 1970
Working Hour
(Mind mapping and concept maping) 3.6.3
(Mind Mapping)
72
(Activites) 3.7
(Dramatisation) 3.7.1
Learning by doing Dramatisation
Dramatisation
73
(Role Play) 3.7.2
(Field Trip) 3.7.3
74
(Excurtions) 3.7.4
Excurtion Adventures
(Social Science Club and Exhibitions) 3.7.5
Quiz Competition Exhibition
(Psychomotor) Display
75
(Hall)
(Points to Remember) 3.8
2005
Teacher Centred Approaches
76
(Glossary) 3.9
Teacher Centred Approaches
Source Method Learner Centred
Deductive Inductive
Team Teaching Brain Storming
(Unit End Activities) 3.10
1
2
3
4
5
1
2
3
4
5
-1
77
-2
-3
-4
-5
(Suggested Readings) 3.11
1. J.C. Aggarwal: Teaching of Social Studies A Practical Appraach, Vikas Publishing
House PVT. LTD. Delhi - 2006
2000 -2
2004 -3
- NCERT - 2005 - -4
78
4 (Planning in Teaching Social Studies)
Introduction 4.1
Objectives 4.2
(Micro Teaching) 4.3
Meaning and Concept 4.3.1
Nature 4.3.2
Phases 4.3.3
Steps 4.3.4
Advantages 4.3.5
Teaching Skills 4.4
Introduction Skill 4.4.1
Explanation Skill 4.4.2
Questioning Skill 4.4.3
Reinforcement Skill 4.4.4
Stimulus Variation Skill 4.4.5
Micro Teaching Lesson Plan-I 4.5
Micro Teaching Lesson Plan-II 4.6
Difference Between Micro Teaching & Class Teaching 4.7
Year Plan 4.8
Steps in Making the Year Plan 4.8.1
Importance of the Year Plan 4.8.2
Advantages of the Year Plan 4.8.3
79
Sample of the Year Plan 4.8.4
Unit Plan 4.9
(Meaning and Definition of Unit Plan) 4.9.1
(Types of Unit) 4.9.2
Sample of the Unit Plan 4.9.3
(Points to Remember) 4.10
Glossary 4.11
Unit End Activities 4.12
Suggested Readings 4.13
80
(Introduction) 4.1
(Objectives) 4.2
1
2
3
4
5
6
7
Micro-Teaching 4.3
1691
81
Achesen DevideRobert N.Bush,W.L Allen A.W.Dwight 1963
TiwariPro.D.D 1966
1970Shah G.B UniversityM.S
1977 Lalita Joshi 1976PassiB.K
1978
(Meaning and Concept) 4.3.1
5.7
106
76 (Definition of Micro-Teaching)
Allen
"Micro Teaching is scaled down teaching in class size and class time"
Peek and Tuker
"Micro-teaching is a combination of conceptual system for indentifying precisely
specified teaching skills with the use of video tape feedback to facilitate growth in these
teaching skill"
82
L.C. Singh
"Micro-teaching is a new design for teacher training which provides trainees with
information about the performance immediately after completion of their lesson"
B.K Passi and M.M Shah"Micro-teaching is a system of controlled practice that makes it possible to
concentrate on specific teaching behavior and to practice teaching under controlled
condition competence is required in one skill before proceeding to another skill. It is scaled
down process in terms of class size length of lesson, teaching time complexity"
B.K.Passi
"it is a training technique which required pupil-teachers to teach a single concept
using specified skill to a small number of pupils in a short duration of time"
N.K. Jangira & Ajit Singh
"Micro-teaching is a training setting for the teacher where the complexities of
normal classroom teaching are reduced by
1. Practicing one component skill at a time
2. Limitating the content to a single concepts
3. Reducing the size to 5-10 pip[ils and
4. Reducing the duration of lesson to 5-10 minutes".
83
1
(2
510 3
510 4
(Nature) 4.3.2
Scale down technique 1
2
Feedback 3
4
5
6
7
(Phases) 4.3.3
knowledge Acquisition phase) 1
84
skill acquisition phase 2
skill transfer phase (3
(Steps) 4.3.4
1
2
:(Orientation of Micro Teaching) / 3
(Planning of Lesson) 4
(Teaching session) 5
105 510
/ / 6
:(Re-planning of Lesson) 7
85
(8
(Re-feedback)/ / 9
Advantages 4.3.5
•
•
•
•
•
•
•
•
•
•
•
•
510 •
105 •
86
•
Teaching Skills 4.4
N. L. Gage (1968): "Teaching skills are specific instructional activities and
procedures that a teacher may use in his classroom"
B. K. Passi (1967): "Teaching skills are asset of related teaching acts or behaviors
performed with the intention to facilitate pupils learning".
•
•
•
13 1969
(Stimulus Variations) 1.
Induction 2.
Closure 3.
Silence non verbal cues 4.
Reinforcement 5.
Asking Questions 6.
Probing Questions 7.
87
QuestionDivergent 8.
Attending Behaviors 9.
Illustrating 10.
Lecturing 11.
High Order Question 12.
Planned Repetition 13.
Completeness 14.
13 1976 Writing of behavioral objectives 1.
introduction of lession 2.
Fluency of questioning 3.
Probing questions 4.
Explaining 5.
Illustrating 6.
Stimulus Variation 7.
Silence and non verbal Clues 8.
Reinforcement 9.
Increasing Student Participation 10.
Use of Black Board 11.
Achieving Closure 12.
Attending Behavior 13
:(Stimulus Variation 1.
:Set Induction 2.
88
:(Closure 3.
Supplementary :Silence and Non Verbal clues 4.
5.
:Fluency of Question 6.
Probing Question 7.
:Attending behavior 8.
: Illustrating 9.
: Explaining 10.
Increasing Student participation 11.
: Writing of behaviour objectives 12.
: Use of Black Board Skill 13.
89
:Skill for Class Management 14.
: Visual AidsUse of Audio 15.
:Giving Assignment / 16.
:Skill for pacing with lesson 17.
: Order Question of Use 18.
: Divergent Question 19.
: Completeness of communication 20.
: Planned Repetition 21.
Introduction Skill / 1.
Explanation Skill 2.
Questioning skill 3.
Reinforcement Skill 4.
Stimulus Variation skill) 5.
90
(Introduction Skills) / 4.4.1
• •
•
•
•
•
•
•
Explanation skill 4.4.2
•
91
•
•
•
•
Questioning skill 4.4.3
1.
2.
3.
92
•
•
•
•
Reinforcement skill / 4.4.4
: 2 / 1
:(Verbal Positive Reinforcement) .a
: / .b
: (Negative Reinforcement) / .2
93
.
:(Verbal negative Reinforcement) .1
:(Non Verbal negative Reinforcement) .2
•
•
•
(Stimulus Variation Skill) 4.4.5
94
(Movement) .1
(Gesturing) .2
(Pattern Speech) .3
(Focusing) .4
(Intraction Style) .5
95
(Pausing) .6
(Change in the Sensory Focus) .7
1.
2.
3.
4.
Micro-Teaching Lesson Plan-I 4.5
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Name of the skill - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Introducing Lesson) /
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Name of the teacher student - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Date - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Class / - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Duration /
96
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Topic / Subject Skill Components
1.
/ 2.
3.
4.
5.
6.
8.
9.
/
1.
2.
3.
4.
5.
6.
(Statement of the Topic)
Observation Schedule cum Rating Scale for the skill of introducing a lesson
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Name of the skils) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Introducing a lesson)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Name of Student Teacher - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Date - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Class / - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Duration / - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Subject - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
97
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Topic
-
5 4 3 2 1 Skill Components
1.
2.
3.
4.
5.
6.
7.
-5 -4 -3 -2 -1
Micro-Teaching Lesson Plan (II) 4.6
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Name of the skill) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Introducing of student teacher)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Name of student teacher) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Date) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Class)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Duration) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ( Subject) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Topic)
98
(Skill Components) 1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
Observation Schedule cum Rating Scale for the skill of introduching a lesson
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Name of the skill) - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Introducing of student teacher)
- - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Name of student teacher) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Date)
99
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Class) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Duration) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ( Subject) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (Topic)
5 4 3 2 1
1
2
3
4
5
6
7
8
9
5 4 3 2 1
4.7
(Difference between Micto Teaching & Class Teaching)
1
100
105
2
3
4
40 105
5
6
7
8
9
10
11
12
13
14
101
15
(Year Plan) 4.8
Monthly Plan Year Plan 1
102
Daily plan weekly plan 2
1
2
3
4
5
6
7
8
9
(Steps in making the year plan) 4.8.1
1
2
3
4
Language Lab 5
103
(Importance of the year plan) 4.8.2
•
•
•
•
•
•
(Advantages of a year plan) 4.8.3
•
•
•
•
•
•
•
•
(Sample of Yearly Education Plan) 4.8.4
104
2018
(Lesson Plan) 4.9
(Periods)
105
(Meaning and Definition of unit plan) 4.9.1
.1
'' The tem unit signifies the unity or wholeness of learning activities to same problem or project"
.2
.3
According to Johnson" Unit is a segment of experiences which is cut out for study
.4
''A unit is an instructional device which gives knowledge to student in a composite manner"
(Types of Lesson) 4.9.2
1
2
i
(ii
(Sample of the Lesson Plan) 4.9.3
106
70 12
04 01
02 02
04 03
05 04
04 05
04 06
04 07
21
(Ponits to Remember) 4.10
5 105 .1
10
(Feedback) .2
.3
.4
.5
14 (1969 .6
107
.7
.8
.9
(Glossary) 4.11
Word Meaning
Skill
Practicing Reducing
Concept
Duration of lesson
Phases of micro teaching
Teaching Planning
108
Feedback
Year plan
Unit plan
Stimulus variation
Set introduction Closure
Silence and non-verbal clues
Reinforcement Asking question
Probing question Divergent question
Attending behaviours Illustrating Lecturing
High order question
Planned repetition Completeness of
communication
(Unit End Activities) 4.12
.1
2 1
4 3
2
4 3 2 1
109
3
4 3 2 1
4
4 3 2 1
5
4 3 2 1
6
4 3 2 1
7
(2) 1 4 3 2 1
.1
.2
.3
.4
.5
.6
.7
.8
.9
.10
.1
.2
.3
110
.4
.5
.6
(Suggested Readings) 4.13
(1) Aggarwal J.C. (1993), Teaching of Social Studies: A Practical Approach, Second
Edition, New Delhi, Vikas Publishing House.
(2) Jha, A.S (2013), Teaching of Social Studies.
(3) Khan's (2015) pedagogy of Social Science (Urdu), Ghaziabad, MNS Publishing
House.
(4) Kochhar S.K (1992) Methods & techniques of teaching, New Delhi, Sterling
Publishers Private Limited.
(5) Lakshmi, M.J (2009) Micro teaching and prospective teachers, Discovery
Publishing House, Pvt. Ltd. Delhi.
(6) Mishra R.M. (2010) Teaching Technology and Evaluation, Lucknow, Alok Prakash.
(7) Singh Y.K. (2010) Micro Teaching, New Delhi, APH Publishing House.
(8) Sharma, R.A. and Chaturvedi's (2012) Teachnological Foundation of Education,
Meerut, R. Lal Book depot.
(9) Sharma, S.P. (2011) Teaching of Social Studies: Principles, Approaches and
Practices, New Delhi, Kanishk, Publishers and Distributors.
(10) IGNOU-B.Ed Course Materials.
111
5 (Teaching Learning Resources in Social Studies)
Introduction 5.1
Objectives 5.2
(Community Resources) 5.3
Meaning of Community 5.3.1
Definition of Community 5.3.2
Meaning of Resources 5.3.3
Meaning of Community Resources 5.3.4
Types of Resources 5.3.5
Material Resources 5.3.6
Natural Resources 5.3.6.1
Man Made Resources 5.3.6.2
Human Resources 5.3.6.3
5.3.7
Important of Community Resources in Teaching of Social Studies
5.3.8
Community Resources (Material and Human) in Teaching of Social Studies
5.3.8.1
Material Resources in Teaching of Social Studies
5.3.8.2
Human Resources in Teaching of Social Studies
Social Studies Library 5.4
112
Objectives of Social Studies Library 5.4.1
Advantages of Social Studies Library 5.4.2
Resources of Social Studies Library 5.4.3
5.4.4
Encouragement for the Maximum Use of Library
(Laboratary) 5.5
Social Studies Laboratory and its Meaning 5.5.1
Need of Social Studies Laboratory 5.5.2
Resources of Social Studies Laboratory 5.5.3
Advantages of Social Studies Laboratory 5.5.4
5.5.5
Precaution to be Carried out while Working in Social Studies Laboratory
(Museum) 5.6
Social Studies Museum 5.6.1
Meaning of Museum 5.6.2
Objectives of Museum 5.6.3
Need and Importance of Museum 5.6.4
5.6.5
How to Establish Museum for Social Studies in School
Resources of Social Studies Museum 5.6.6
5.7
Need and Significance of Current Events and Controversial Issues in Teaching Social
studies)
Objective of Current Events in Socail Studies 5.7.1
Meaning of Current Events 5.7.2
5.7.3
Objective of Current Events in Social Studies
5.7.4
113
Need and Significance of Current Events in Social Studies
5.7.5
Controversial Issues in Teaching Social Studies
Types of Controversies 5.7.6
Teaching of Controversial Issues 5.7.7
Handling Hurdles in Utilizing Resources 5.8
Professional Development of Social Studies Teacher 5.9
Meaning of Professional Development 5.9.1
Need of Professional Development 5.9.2
Advantages of Professional Development 5.9.3
Various Means of Professional Development 5.9.4
(Points to Remember) 5.10
Glossary 5.11
Model Examination Questions 5.12
Suggested Books 5.13
114
Introduction 5.1
Objectives 5.2
Community Resources 5.3
Meaning of Community 5.3.1
Com Munis Com To Serve Munis Together
115
Definition of Community 5.3.2
Kimball Young
Meaning of Resources 5.3.3
Meaning of Community Resources 5.3.4
116
School is the miniature of the society
Types of Resources 5.3.5
Material Resources 5.3.6
Natural Resources 5.3.6.1
Man Made Resources 5.3.6.2
117
Human Resources 5.3.6.3
4.9.1
Human
Labour Man Power Capital
Goods and Services
1950 Food Scientists
Green Revolution
5.3.7
(Important of Community Resources in Teaching of Social Studies)
118
5.3.8
Community Resources (Material and Human) in Teaching of Social Studies
Material Resources in Teaching of Social Studies 5.3.8.1
119
120
Field Trip
Human Resources in Teaching of Social Studies 5.3.8.2
1
2
3
4
121
5
6
Social Studies Library 5.4
Intellectual Laboratory
122
Objectives of Social Studies Library 5.4.1
Advantages of Social Studies Library 5.4.2
123
Resources of Social Studies Library 5.4.3
124
1
2
Card Catalogue Box 3
Magazine & Journal Rack 4
News Paper Stand 5
Atlas Stand
6
7
8
5.4.4
Encouragement for the Maximum Use of Library
Books are for use 1
125
Every reader has his/her Book 2
Every Book has a Reader 3
Save the time of the Reader 4
Library Day
12
Laboratory 5.5
Social Studies Laboratory and its Meaning 5.5.1
126
Need of Social Studies Laboratory 5.5.2
Principle of Activity
Resources of Social Studies Laboratory 5.5.3
127
Diagram
UNO
35x25
Advantages of Social Studies Laboratory 5.5.4
128
5.5.5
Precaution to be Carried out while Working in Social Studies Laboratory
Museum 5.6
Social Studies Museum 5.6.1
129
Meaning of Museum 5.6.2
Temple of Muse Muses
Objectives of Museum 5.6.3
130
Need and Importance of Museum 5.6.4
131
5.6.5
How to Establish a Museum for Social Studies in a School
Resources of Social Studies Museum 5.6.6
Clay Model
132
5.7
Need and Significance of Current Events and Controversial Issues in Teaching Social Studies
Objective of Current Events in Social Studies 5.7.1
Meaning of Current Events 5.7.2
Current Event
133
Objective of Current Event in Social Studies 5.7.3
5.7.4
Need and Significance of Current Event in Social Studies
134
(Controversial Issues in Teaching Social Studies) 5.7.5
135
Types of Controversies 5.7.6
1
2
1
2
Field Trips Lecture, Reading Guest Speaker Films
136
Teaching of Controversial Issues 5.7.7
137
5.8
(Handling Hurdles in Utilizing Resources)
138
(Professional Development of Social Studies Teacher) 5.9
2005
Continuous Professional Development
Meaning of Professional Development 5.9.1
139
Need of Professional Development 5.9.2
H.G.Wells
Advantages of Professional Development 5.9.3
Various Means of Professional Development 5.9.4
140
Agency of Teacher Education at District Level 1
"District Institute of Education and Training" (DIET)
2
Agencies of Teacher Education at State Level
State Institute of Education (SIE)
State Council of Educational Research and Training (SCERT)
State Board of Teacher Education (SBTE)
University Department of Teacher Education (UDTE)
3
Agencies of Teacher Education at National Level
University Grants Commission (UGC)
National University of Educational Planning and Administration (NUEPA)
National Council for Teacher Education (NCTE)
National Council of Educational Research and Training (NCERT)
4
Agencies of Teacher Education at International Level
United Nations Educationals Scientific and Cultural Organisation (UNESCO)
141
(Points to Remember) 5.10
TV
142
Glossary 5.11
S. No. Words Meaning English Pronunciation
1. Resources
2. Material Resources
3. Natural Resources
4. Man Made Resources
5. Human Resources
6. Field Trip 7. Social Study Library 8. Library Day
9. Social Studies Laboratory 10. Social Studies Museum 11. Current Events 12. Controversial Issues
13. Hurdles
14. Professional Development
143
(Unit End Activities) 5.12
1
ii i
iv iii
2
ii i
iv iii
3
ii i
iv iii
4
ii i
iv iii
5
NUEPA ii UGC i
DIET iv NCERT iii
1
2
3
4
5
6
144
7
8
9
10
11
1
2
3
4
5
6
Suggested readings 5.13
1. Aggarwal J.C. (1993), 'Teaching of Social Studies: A Practical Approach', Second
Edition, New Delhi, Vikas Publishing House.
2. Jha, A.S. (2013), 'Teaching of Social Studies', New Delhi: APH Publishing
Corporation.
3. Khan, M.S. (2015), 'Pedagogy of Social Studies', Ghaziabad: MNS Publishing
House.
4. Kochhar, S.K. (1988), 'Teaching of Social Studies', New Delhi: Sterling Publisers
Private Ltd.
5. Sharma, M. (2013), 'Teaching of Social Studies: Concept and Approaches', New
Delhi: Kanishka Publisher and Distriputors.
6. Sharma R.A. (2012), 'Teaching of Social Science', Meerut: R. Lal Book Depot.
145
7. Sharma S.P. (2012), 'Teaching of Social Studies: Principles, Approachaes and
Practices for the 21st Centuary', New Delhi: Kanishka Publisher and Dstributors.
8. Thessarsery, I. (2012), 'Teaching of Social Science for the 21st Centuary', New
Delhi Kanishka Publisher and Dsitributors.
146
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