 Preparing teachers to use technology in a classroom is an important step for ICT enabled education in the country. This course will focus on moving beyond computer literacy and ICT- aided learning, to help student-teachers interpret and adapt ICTs in line with educational aims and principles. It will explore ICTs along three broad strands; teaching-learning, administrative and academic support systems, and broader implications for society. ICTs have often been seen as a stand-alone subject, consisting of a finite set of proprietary applications, taught to children directly by technology experts, bypassing teachers, which has diluted possibilities of teacher's ownership, enhancement of expertise and engagement. Seeing ICTs as an important curricular resource and an integral part of education, according primacy to the role of the teacher, ensuring public ownership of digital resources created and used in education, taking a critical perspective on ICTs as well as promoting constructivist approaches that privilege participation and co-creation over mere access, are principles that the course will help teachers explore. Applying these principles can support Teacher Professional Development models that are self-directed, need-based, decentralized, and collaborative and peer-learning based, and continuous, in line with the NCFTE, 2009 vision for teacher education Since ICTs are technologies, along with developing such understanding, the course will also help student-teachers to learn integrating technology tools for teaching learning, material development, developing collaborative networks for sharing and learning. This learning can help integrate pre- service and in-service teacher education, address traditional challenges of teacher isolation and need for adequate and appropriate learning resource materials The course will explore use of ICTs to simplify record keeping, information management in education administration. Communication and information sharing/ storing are basic social processes; new digital Information and Communication Technologies (ICTs), by making these easier and cheaper, have significantly impacted and are impacting our socio-cultural, political and economic spheres. The course will help student-teachers to develop an understanding of the shift from an 'industrial society' to a 'postindustrial information society', where the production and consumption of information is easier/ simpler as well as important. This change has positive and negative implications and possibilities for democracy, equity and social justice, all core components of our educational aims. The course will help student-teachers reflect critically and act responsibly to prevent how ICTs are used to support centralization and proprietisation of larger knowledge structures; it will show student-teachers how ICTs can be adapted to support decentralized structures and processes, as well as build the 'digital public' to make education a participatory and emancipatory process
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)COURSE OBJECTIVESï‚·To become competent in pedagogic knowledge, skills and experience to professionalize theprofession.ï‚·To understand the various methods and approaches of teaching Englishï‚·To familiarize different audio-visual aids in teaching of Englishï‚·To analyse the course book and also the contentï‚·To apply different methods of teaching Englishï‚·Too know the need and importance of planningï‚·To understand the evaluation in languageï‚·To understand the use of library resources
EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)COURSE OBJECTIVES 6. To have a hands on competency in preparing pedagogic analysis of social science 7. To acquaint with Planning of instruction 8. To provide familiarization with resources for teaching and learning social science 9. To develop ability to prepare lesson transcripts based on models of Teaching 10. To understand the Evaluation techniques and prepare Achievement Test as per the existing state syllabus pattern in Social scienceCOURSECONTENT Unit 1 Pedagogic analysis  Meaning and Definition  Need and objectives of pedagogic analysis  Stages and steps of pedagogic analysis  Analysis of learning objectives/learning out comes  Content analysis- Meaning ,Importance, Elements and Methods of Content analysis  Constructivist Learning Design  Critical pedagogy and social science Classroom  Selecting and Sequencing learning activities 143 Page 144 of 239  Inclusion of diverse needs of the learner  Recent changes in social science Teaching in the state of Kerala (25 Hours)Unit II Planning of Instruction  Needs and importance of planning  Levels of planning – year plan, unit plan and lesson plan  Lesson plan/ Teaching manual– meaning, need and characteristics  Steps of lesson planning  Constructivist Lesson Planning (20 Hours) Unit III Resources of teaching and learning social sciences  Social science Text book  Work book and hand book/Teacher text  Reference materials and supplementary readings  Audio visual technology and mass media  Community resources and ways of utilizing community resources  Social science laboratory , Museum and Library  Social science club  Maps , Globes and Time line (25 Hours)Unit IV Models of Teaching in Social Sciences  Meaning and definition of Models of Teaching  Families of Models of Teaching  Basic Elements to describe a Model  Concpet Attainment Model  Jurisprudential Inquiry Model (15 hours) Unit V Evaluation in Social Science 144 Page 145 of 239  Construction of Achievement test – Preparing dezign, Blueprint, item writing and editing etc.  Writing different types of test items- Objective, Short answer and Essay  Writing higher order test items  Construction and administration of Diagno
EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)COURSE OBJECTIVES 6. To have a hands on competency in preparing pedagogic analysis of social science 7. To acquaint with Planning of instruction 8. To provide familiarization with resources for teaching and learning social science 9. To develop ability to prepare lesson transcripts based on models of Teaching 10. To understand the Evaluation techniques and prepare Achievement Test as per the existing state syllabus pattern in Social scienceCOURSECONTENT Unit 1 Pedagogic analysis  Meaning and Definition  Need and objectives of pedagogic analysis  Stages and steps of pedagogic analysis  Analysis of learning objectives/learning out comes  Content analysis- Meaning ,Importance, Elements and Methods of Content analysis  Constructivist Learning Design  Critical pedagogy and social science Classroom  Selecting and Sequencing learning activities 143 Page 144 of 239  Inclusion of diverse needs of the learner  Recent changes in social science Teaching in the state of Kerala (25 Hours)Unit II Planning of Instruction  Needs and importance of planning  Levels of planning – year plan, unit plan and lesson plan  Lesson plan/ Teaching manual– meaning, need and characteristics  Steps of lesson planning  Constructivist Lesson Planning (20 Hours) Unit III Resources of teaching and learning social sciences  Social science Text book  Work book and hand book/Teacher text  Reference materials and supplementary readings  Audio visual technology and mass media  Community resources and ways of utilizing community resources  Social science laboratory , Museum and Library  Social science club  Maps , Globes and Time line (25 Hours)Unit IV Models of Teaching in Social Sciences  Meaning and definition of Models of Teaching  Families of Models of Teaching  Basic Elements to describe a Model  Concpet Attainment Model  Jurisprudential Inquiry Model (15 hours) Unit V Evaluation in Social Science 144 Page 145 of 239  Construction of Achievement test – Preparing dezign, Blueprint, item writing and editing etc.  Writing different types of test items- Objective, Short answer and Essay  Writing higher order test items  Construction and administration of DiagnoConstruction and administration of Diagnostic Test(15 Hours)MODE OF TRANSACTIONLecture, discussion, demonstration, small group activities, seminars etc.TASKS AND ASSIGNMENTS4. Pedagogic Analysis of unit of X std.Geography5. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Social Science Textbook6. Preapre a lesson transcript based on any one model of teaching
Course AimBy the end of this course, BEd students of Physical Science will be able to demonstrate a proficient understanding of key principles and concepts in physical science, effectively apply pedagogical strategies to engage students in meaningful learning experiences, and create innovative lesson plans that foster critical thinking and problem-solving skills in their future classrooms.COURSE LEARNING OUTCOMES On the successful completion of the course, the learner will be able to: 1. Develop competencies in pedagogic analysis and content analysis. 2. Critically analyze the suitability of various learning experiences tosatisfy the diverse needs of learner 3. Develop competencies in preparing different levels of planning ofinstruction for the effective transaction of Physical Science 4. Analyse variety of teaching- learning resources and utilize them effectively in the learning process. 5. Plan, organize and execute activity aids and utilitise community based resources in the learning process 6. Develop understanding of different families of Models of Teachingand competency in using appropriate Models in different learning situations. 7. Prepare lesson transcripts based on Models of Teaching. 8. Understand the significance of assessment and evaluation in thelearning process. 9. Construct evaluation tools using variety of test items of differentlevels to address student diversity.Learner CharacteristicsTarget Audience: BEd studentsLearner Profile:Age: The BEd students can range in age from early 20s to mature adults returning to school for further education. This means that instructional materials need to be engaging for a diverse age group, ensuring they are relevant and relatable.Existing Knowledge and Experience: BEd students typically have a foundational understanding of educational concepts and theories, as they are pursuing a degree in education. However, their specific areas of expertise may vary based on their chosen specialization or prior work experience. Instructional materials should build upon their existing knowledge while also challenging them to think critically and apply concepts in practical contexts.Personal Motivations: BEd students are motivated to enhance their skills and knowledge in the field of education to become effective teachers or educational leaders. Their personal motivations may include a passion for teaching, desire for professional growth, and commitment to making a positive impact in the lives of students. Instructional materials should tap into their intrinsic motivation by highlighting the real-world relevance and application of the content.Special Needs: Some BEd students may have special needs such as learning disabilities, physical impairments, or other challenges that require accommodations or adaptations in instructional delivery. It is important to provide multiple means of representation, engagement, and expression to support diverse learners and ensure equal access to educational resources. This may include providing alternative formats, assistive technologies, or additional support services to meet the individual needs of each student.Overall, instructional considerations for BEd students should focus on creating a learner-centered environment that promotes active engagement, critical thinking, and practical application of knowledge in the field of education. Materials should be designed to accommodate diverse learning needs and preferences, foster a sense of community and collaboration, and empower students to become lifelong learners and effective educators.
EDU 05.12 THEORETICAL BASES OF TEACHING PHYSICAL SCIENCE Maximum Marks: 100 (External: 80, Internal: 20) Contact Hours: 100 (Instruction) COURSE LEARNING OUTCOMES On the successful completion of the course, the learner will be able to: 1. Explain nature, values, and evolution of physical science as asubjectand distinguish between scientific attitude and scientific aptitude 2. Design objectives, learning experiences, and evaluation proceduresbased on different taxonomies of instruction. 3. Plan some measures /strategies for developing science process skillsamong students 4. Explain and organize various procedural aspects of teaching. 5. Plan and implement micro teaching sessions. 6. Define and curriculum and it‘s principles COURSE CONTENT Unit I : Introduction to teaching physical science ♦ Meaning, definition, nature and scope of physical science ♦ Science as a product and process ♦ Evolution and significance of physical science as a school subject ♦ Values of teaching physical science in the present context ♦ Scientific Attitude and Scientific Aptitude ♦ Branches of science, Emergence of interdisciplinary subjects 83Â
EDU 08 - ASSESSMENT FOR LEARNINGMaximum Marks: 100 (External: 80, Internal: 20)Contact Hours: 100 (Instruction)🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻Course ObjectivesOn completion of this course, the students will be able to:Describe the meaning and role of assessment in learning.Know the principles of assessment practices.Understand the assessment practices in various approaches of teaching.Differentiate different types of assessment.Identify tools and techniques for classroom assessment.Develop necessary skills for preparation of achievement tests and diagnostic tests.Point out key issues in classroom assessment.Understand how assessment can be possible in inclusive settings.Master various statistical techniques for reporting quantitative data🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸Task & AssignmentPrepare a tool for measuring any of the affective outcomes of the learner, administer it to a group of students (N>30), and interpret the result.Visit the nearby school and collect information regarding the advantages and disadvantages of CCE from teachers and prepare a report. 🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸Transaction ModeLecture-cum-Discussion, brainstorming, group discussion, individual and group exercises, assignments.🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸🔻🔺🔸Course TutorAfeefa Thaqib
EDU 13.10 PROFESSIONALIZING MATHEMATICS EDUCATION Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)COURSE LEARNING OUTCOMESOn the successful completion of the course, the learner will be able to: 1. Identify the causes of poor performance in mathematics 2. Organize different activities for making mathematics learning enjoyable 3. Identify the exceptional children in mathematics and develop special programs for them 4. Appraise the role of governmental and non-Governmental initiations in nurturingmathematics learning 5. Design e- content material in mathematics 6. Identify various aspects of professionalizing mathematics education 7. Outline techno pedagogical skills for mathematics instruction
Course Learning Outcomes On the successful completion of the course, the learner will be able to: 1. Develop perspectives on the axiological principles of different philosophies valueeducation and peace education 2. Examine different theories of value development and the nature and characteristics ofvalue development 3. Explain and report value education, peace education and its history in India 4. Plan and execute different value education and peace education practices in school and social contexts. 5. Integrate the value and peace education with the school subjects in teaching contexts
Importance of women education. women education. situation of women in India. working condition of India. Women empowerment.
اللغةالعربية
A POETRY IS ALITERARY WORK IN WHICH THE EXPRESSION OF FEELINGS AND IDEAS IS GIVEN INTENSITY BY THE USE OF DISTINCTIVE STYLE AND RYTHM.Â
I am very intrested this course. And i wish Undrestand this course content...
Ethical Hacking is one unique course to study in India that you can consider. Usually when people think about hacking, they usually associated it with illegal but it is not true. Ethical Hacking is a trending career.Â
English literature is the study of literature written in English language. The writers do not necessarily have to be from England but can be from all over the world. It includes some of history's most famous writers: James Joyce(Ireland), Willliam Shakespeare (England), Mark Twain (United States), Arthur Conan Doyle (Scotland), Dylan Thomas (Wales), and Vladmir Nabokov (Russia), just to name a few. English literature dates back more than five centuries. It represents writers not only from different parts of the world and time periods, but it covers every major genre and style of writing as well.
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10) COURSE OBJECTIVES This course will enable you to 1. To understand education as a discipline 2. To define education 3. To develop an understanding of major philosophical divisions and their relevance in education 4. To identify the relationship between education and social factors 5. To develop an understanding of Indian and western philosophical schools
             Welcome to Facilitating Learning This course examines principles and practices of psychology applied to effective teaching and learning. Theories of child development will be introduced along with implications for classroom practice. A strong emphasis is placed on diversity, its effect on student learning, and ways to help all students successfully learn and achieve. This course explores how students learn, including research on brain function, theories of learning and motivation, and ways to meet diverse learner needs.
The second semester of the 2020-2022 batch starts from today onwards. You can visit this plat form and go through these activities.
 EDU 08 - ASSESSMENT FOR LEARNING Maximum Marks: 100 (External: 80, Internal: 20) Contact Hours: 100 (Instruction) Course Objectives On completion of this course, the students will be able to: Describe the meaning and role of assessment in learning. Know the principles of assessment practices. Understand the assessment practices in various approaches of teaching. Differentiate different types of assessment. Identify tools and techniques for classroom assessment. Develop necessary skills for preparation of achievement tests and diagnostic tests. Point out key issues in classroom assessment. Understand how assessment can be possible in inclusive settings. Master various statistical techniques for reporting quantitative data Task & Assignment Prepare a tool for measuring any of the affective outcomes of the learner, administer it to a group of students (N>30), and interpret the result. Visit the nearby school and collect information regarding the advantages and disadvantages of CCE from teachers and prepare a report.  Transaction Mode Lecture-cum-Discussion, brainstorming, group discussion, individual and group exercises, assignments. Course Tutor Afeefa Thaqib
Gender is a social construct that impacts attitudes,roles,responsibilities and behaviour patterns of boy sand girls men and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education .Gender refers to the roles and responsibilities of men and women that are created in our families our societies and our cultures .It includes expectations held about the characteristics, aptitude ,and behaviours of both men and women.