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11 Lessons
Updated: Oct 2023
95 Enrolled
11 Lessons
Updated: Jul 2024
11 Lessons
Updated: Jul 2024
11 Lessons
Updated: Jul 2024
6 Enrolled

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 83 

10 Lessons
Updated: Jul 2024
11 Lessons
Updated: Oct 2023
94 Enrolled
4 Lessons
Updated: Oct 2023
94 Enrolled
11 Lessons
Updated: Oct 2023
93 Enrolled
11 Lessons
Updated: Oct 2023
94 Enrolled
11 Lessons
Updated: Oct 2023
11 Lessons
Updated: Oct 2023
1 Enrolled
11 Lessons
Updated: Oct 2023
11 Lessons
Updated: Oct 2023
Second Semester 2023-25

                                               COURSE LEARNING OUTCOMES On the successful completion of the course, the learner will be able to: 1. Analyse the process, factors and theoretical bases of learning 2. Identify and apply different ways of motivating learners 3. Compare and contrast the different perspectives on learning 4. Analyse the process of remembering and forgetting 5. Create facilitative learning environment through reflective practices which will in turn make self awareness and independent thinking 6. Examine the process of learning in learner‘s perspective 7. Diagnose problems of learning and assessing learning outcomes

11 Lessons
Updated: Jul 2024
2 Enrolled

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)COURSE OBJECTIVESTo become competent in pedagogic knowledge, skills and experience to professionalize theprofession.To understand the various methods and approaches of teaching EnglishTo familiarize different audio-visual aids in teaching of EnglishTo analyse the course book and also the contentTo apply different methods of teaching EnglishToo know the need and importance of planningTo understand the evaluation in languageTo understand the use of library resources

11 Lessons
Updated: Jul 2024
21 Enrolled
13 Lessons
Updated: Jul 2024

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

13 Lessons
Updated: Jul 2024

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

11 Lessons
Updated: Jul 2024
Second Semester 2023-25

EDU 08-ASSESSMENT FOR LEARNING Contact Hours: 100 (Instruction)                               Maximum Marks: 100 (External: 80, Internal: 20)  Course Learning Outcomes  On the successful completion of the course, the learner will be able to:  Describe the meaning, role, and purpose of assessment in the teaching-learning process  Summarize the various types and principles of assessment  Critically analyze the assessment process in various approaches of classroom teaching learning.  Design and create appropriate techniques and tools of good quality for classroom assessment  Classify the major issues in classroom assessment  Discuss the major reforms in assessment  Explain the assessment strategies for inclusive practices  Compute various statistical measures for reporting quantitative data  🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸🔸

11 Lessons
Updated: Jul 2024
2 Enrolled

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.

10 Lessons
Updated: Jul 2024
22 Enrolled
Second Semester 2023-25
11 Lessons
Updated: Jun 2024
11 Lessons
Updated: Jun 2024
Second Semester 2023-25
11 Lessons
Updated: Jun 2024
Second Semester 2023-25
11 Lessons
Updated: Jun 2024
1 Enrolled
Second Semester 2023-25
11 Lessons
Updated: Jun 2024
5 Lessons
Updated: Jun 2024
98 Enrolled
11 Lessons
Updated: Jun 2024
14 Enrolled
11 Lessons
Updated: Feb 2024
16 Enrolled
11 Lessons
Updated: Feb 2024
25 Enrolled
11 Lessons
Updated: Feb 2024
21 Enrolled
11 Lessons
Updated: Feb 2024
22 Enrolled
11 Lessons
Updated: Feb 2024
20 Enrolled

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

14 Lessons
Updated: Jul 2024
11 Lessons
Updated: Nov 2022
105 Enrolled
11 Lessons
Updated: Nov 2022
97 Enrolled
11 Lessons
Updated: Nov 2022
97 Enrolled
11 Lessons
Updated: Nov 2022
97 Enrolled
11 Lessons
Updated: Nov 2022
17 Enrolled
18 Lessons
Updated: Nov 2022
24 Enrolled
11 Lessons
Updated: Nov 2022
21 Enrolled
11 Lessons
Updated: Nov 2022
25 Enrolled
11 Lessons
Updated: Nov 2022
15 Enrolled
11 Lessons
Updated: Nov 2022
100 Enrolled
8 Lessons
Updated: Jun 2023
103 Enrolled
11 Lessons
Updated: Jun 2023
104 Enrolled
4 Lessons
Updated: Jun 2023
103 Enrolled
11 Lessons
Updated: Jun 2023
17 Enrolled
11 Lessons
Updated: Jun 2023
24 Enrolled
11 Lessons
Updated: Jun 2023
21 Enrolled
11 Lessons
Updated: Jun 2023
25 Enrolled
11 Lessons
Updated: Jun 2023
15 Enrolled
11 Lessons
Updated: Nov 2022

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

15 Lessons
Updated: Jul 2024
11 Lessons
Updated: Aug 2023
11 Lessons
Updated: Aug 2023
103 Enrolled
Fourth Semester 2022-24
4 Lessons
Updated: Aug 2023
107 Enrolled
11 Lessons
Updated: Mar 2022
1 Enrolled
11 Lessons
Updated: Mar 2022
11 Lessons
Updated: Mar 2022
11 Lessons
Updated: Mar 2022