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Skill Level: Beginner

PSYCHOLOGY

Skill Level: Beginner

PSYCHOLOGY

Skill Level: Beginner

23-25 EDU 01 PERSPECTIVES ON EDUCATION

Skill Level: Beginner

2425EDU09.2 PEDAGOGIC PRACTICES OF TEACHING ENGLISH

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

COURSE OBJECTIVES

To become competent in pedagogic knowledge, skills and experience to professionalize the

profession.

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

Skill Level: Beginner

23-25 EDU 09.13 PEDAGOGIC PRCATICES IN SOCIAL SCIENCE


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 science

COURSECONTENT 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

Skill Level: Beginner

23-25 EDU 09.13 PEDAGOGIC PRCATICES IN SOCIAL SCIENCE


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 science

COURSECONTENT 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 TRANSACTION

Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS

4. Pedagogic Analysis of unit of X std.Geography

5. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Social Science Text

book

6. Preapre a lesson transcript based on any one model of teaching

Skill Level: Beginner

23-25 EDU09.12- PEDAGOGIC PRACTICES OF TEACHING PHYSICAL SCIENCE

Course Aim

By 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 Characteristics

Target Audience: BEd students

Learner 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.


Skill Level: Beginner