B.Ed Syllabus - Distance Education

Distance Education Syllabus

B.Ed Course Structure and detailed Syllabus

FIRST          YEAR 

1. History   of Education in  India

2. Curriculum and Educational Management

3. Educational Measurement and Evaluation

4. Psychology of Teaching and Learning

                                                  

SECOND       YEAR   

1.Education in Emerging Indian Society

2.Educational Technology and Innovations

3.Methods and Techniques of Teaching& Teaching Practicals

4.Teaching of English

5. Contents and Methods of Teaching Science

6Teaching of Physical Science Education

1. HISTORY OF EDUCATION IN INDIA

Education during Pre-Independence

Unit 1        Charter Act of 1813, controversies between Anglicist and Classicist, Macaulay’s Minut, Wood Despatch of 1854-its effect on Indian education.

Unit 2        Hunter Commission of 1882- its recommendations on Primary and Secondary education. Lord Curzon’s Educational Policy on Primary, Secondary and University education.

Unit 3        Gokhale’s  Bill on Primary Education – resolution of 1913 and Sadler Committee of Education in 1917.

Unit 4        Hartog Committee in 1929 and its effect on Education, Wardha Scheme of Education-1937 and Sargent Plan 1944-45, its effect on Education.

Education in Independent India

Unit 1        The University Education Commission of 1948 and Secondary Education Commission of 1952-53-it recommendations on Aims and Objectives of Higher Education.

Unit 2        Education Commission of 1964-66 and National Policy on Education 1968-Objectives and Educational Structure.

Unit 3        National Policy on Education 1986-Objectives, recommendation on Elementary, Secondary and University education, Programme of Action, 1992.

Unit 4        Development of Education in Assam at Primary stage, Secondary stage and Higher Stage.

2. CURRICULUM AND EDUCATIONAL MANAGEMENT

Unit-I Concept and Determinants Curriculum

Curriculum-Concepts Definitions - Curriculum and syllabus- Need for Curriculum Development; Curriculum Determinants, ABC of Curriculum- systems approach to curriculum Development.

Unit-II Types of Curriculum

Types of Curriculum-Subject Centered- Activity Based Curriculum. Co- related Fused, Core, Student-Centered-their relative values  and weaknesses – Balanced Curriculum Characteristics of a good curriculum.

Unit-III Curriculum Designing

Principles of Curriculum Development Assessing Needs, Formulating objectives; selection of contents, selection of learning experiences; Organization of learning Experience-Models of curriculum Development;  Ralph Taylor, D.K, Wheeler and Hilda Taba.

Unit-IV Curriculum Transaction

Curriculum transaction Strategies approaches, methods, techniques and taxies for Curriculum Transaction-Organization for Instruction- Distance learning Modes – Resources for Curriculum Transaction Instructional materials- Computer and the Internet.

Unit-V Evaluation of Curriculum

The Curriculum evaluation – meaning – Evaluation as comparing objectives and outcomes – Focus of Curricular Evaluation: Subject Content, Organization and mode of transaction – Outcome of Curriculum Evaluation: Change / refinement of content, Organization and modes of transaction – curriculum revision.

Unit-VI Concept of Educational Management

Management: meaning, principles, functions, importance Administration – meaning,  elements Management Vs Administration – foundations of Management – Functions of Management – POSDCORB–PERT–SWOT – Analysis – Management as a system.

Unit-VII Classroom Management

Classroom Management: The Concept – Understanding Students Needs – Principles of Classroom Management – Factors Influencing Classroom Management – Techniques of Classroom Management – Practical Suggestions.

Unit-VIII Supervision

Educational Supervision: Meaning, Nature-Scope-Need for supervision – supervision: as service, as activity, as function Inspection Vs Supervision – Academic Supervision Vs Administrative Supervision – Effective Supervision.

Unit-IX Leadership Styles

Leadership: Definition, Importance, Nature – Theories of leadership –Types – Function –New perspectives of Leadership – Effective Leadership – Assessment of Leadership – Role of the Headmaster.

Unit-X Agencies of Educational Administration

Role of Central Government – Role of State Government – Role of Local Bodies – Role of Voluntary Agencies – UGC – NCTE – NAAG – NCERT – SCERT.

3.  EDUCATIONAL MEASUREMENT AND EVALUATION

Unit 1 Evaluation in Teaching Learning Process

Teaching– Learning  Process – Role of Evaluation – Need & importance of evaluation – Definition of evaluation – Characteristics of good Evaluation.

Unit 2  Approaches to Evaluation

Introduction – Formative Evaluation – Summative Evaluation Difference between summative  and Formative Evaluation – External Evaluation – Internal Evaluation – Norm – referenced and Criterion – referenced Evaluation – Construction of Criterion referenced Test.

Unit 3 Instructional Objectives and Purpose of Evaluation

Educational Objectives – Instructional Objectives – The changing concept of Educational Objectives – Clarification of Educational Objectives – Functions of educational Objectives – Recent changes in Instructional Objectives – Usefulness of Taxonomical classification –Gagne’s views on Learning process – Diagnosis to overcome Deficiency in Learning – Guidance function – Importance of Results of Evaluation to different users – Course / Programme and School Evaluation.

Unit 4 Techniques of Evaluation

General Techniques of Evaluation – What is Testing?  Self Reporting Technique – Observation Technique concept of Peer Rating and its significance – Concept of Projective Techniques.

Unit 5 Types of Tools

Evaluation tools – Essential criteria of an effective tool of Evaluation – Parameters concerning an Evaluation Item – Rating Scales – Intelligence Tests – Aptitude Tests – Inventories – Anecdotal Record – Teacher made and Standardized Tools.

Unit 6 Commonly Used Tests in Schools

Diagnostic Test – Achievement Test – Standardised Test – Characteristics – Objectivity – Validity – Reliability – Practicability Types of Questions – Question Bank – Oral Bank – Practical Test – Purpose of Achievement Test – Construction and standardization of Achievement Test – Steps – Blueprint – Scoring and Recording Norms and Interpretation of Test Scores – Grades.

Unit 7 Diagnosis Related to Achievement, Continuous and  Comprehensive Assessment

Meaning and Importance of Education Diagnosis – Diagnostic Evaluation Vs Summative and Formative Evaluation – Achievements Vs Diagnostic Test – Diagnosing and Remedying Learning Difficulties – Areas and content of Diagnostic Testing – Remediation – Comprehensive evaluation – Continuous Evaluation – Assignments – Types of Assignments – Periodical and Annual Test – Importance of Progress Report – Interpretation of Marks – Students’ Profile – Cumulative Records.

Unit 8 Tabulation and Graphical Representation of Data

Introduction – Meaning  of Data – Nature of Data – Measurement Scales – Meaning of Statistics – Need and Importance of Statistics – Presentation of data in sequence – Grouping and Tabulation of data – Graphical Representation of data – Types of graphical representation of data.

Unit 9 Measures of  Central Tendency and Measures of Dispersion

Individual and measurement – Data on Nominal Scale and measures of Central Tendency – Data on Ordinal Scale and the measure of Central Tendency – The median Data on Equal Interval Scale – The Mean – Comparison of Mean, Median and Mode – Selection of an Appropriate average – Meaning of Dispersion – Concept of Range – Quartile Deviation – Percentiles – Mean Deviation – Standard Deviation – Use of Standard Deviation, Quartile Deviation and Percentiles in classroom situation.

Unit 10 Normal Distribution and Correlation – Its Interpretation and Importance

Normal Distribution / Normal Probability curve – Concept of Correlation – Co-efficient of Correlation – Maximum Range of values of Co-efficient of correlation – Types of correlation – Methods of computing Co-efficient of Correlation (Ungrouped data) – Interpretation of the Co-efficient of Correlation- Misinterpretation of Co-efficient of Correlation – Factors influencing the size of the Correlation Co-efficient – Importance and Use of correlation in Educational Measurement and Evaluation.

4. PSYCHOLOGY OF TEACHING AND LEARNING

Unit -I Introduction of Psychology

Definition of Psychology – Schools of Psychology – Behavioral, Cognitive, Psychoanalysts, Methods of Psychology – Branches of Psychology – Educational Psychology – Concepts, Nature and Scope – Importance of Educational Psychology for the Teacher.

Unit-II Human Growth and Development

Concept of Growth and Development – Distinction between Growth and Development – Maturation and Development – Nature versus Nurture, General Principles of Growth and Development – Dimensions of Development – Physical, Cognitive, Emotional, and Moral – Stages of Development – Childhood to Adolescence problems and education of Adolescents – Developmental Tasks and its educational implications.

Unit-III Cognitive Development

Cognitive process – Attention, Factors relating to Attention – Span of Attention –Inattention and Distraction – Sensation and Perception – Factors relating to Perception – Imagery – Concept Maps.

Piaget’s Stages of Cognitive Development – Reasoning and Problem Solving – Meta cognition – Implications for the teacher.

Unit-IV Learning

Nature and importance of Learning – Types of Learning – Theories of Learning – Thorndike, Pavlov, Skinner, Kohler and Gagne – Learning Curve – Transfer of Learning Facilitating Transfer – Remembering and Forgetting – Curve of Forgetting – Improving memory.

Unit –V Individual Differences

Nature  and causes of Individual differences – educational programmes to suit individual differences – classroom instruction – concept of Exceptional children – gifted, backward, physically, mentally, and socially challenged and educational provisions.

Unit – VI Motivation

Motivation – Functions of Motives – Kinds of motives – Theories of Motivation – Maslow’s Hierarchy of Needs – Achievement Motivation – Components – Fear of Failure and Hope of Success – Motivation in the classroom context motivational functions of teacher – Praise and Blame, Rewards and Punishments – Feedback / Knowledge of Results – Level of Aspiration – Characteristics of a motivated learner.

Unit VII Intelligence

Theories of Intelligence – Single, Two Factor and Multi Factor Theories – Multiple Intelligence, Guilford’s Structure of the Intellect – Emotional Intelligence – Individual Differences in distribution of Intelligence – Tests and their uses.

Unit –VIII Creativity

Creativity – Relationship and differences between intelligence and creativity – Convergent and Divergent Thinking – The process of Creativity – Guiding for creativity– measuring creativity.

Unit IX Personality

Meaning and Definitions of Personality – Determinants of Personality – Theories of Personality – Psychoanalytic, Humanistic, Assessment of Personality – Important Tools and Techniques – Integrated Personality.

Unit –X Mental Health

Conflict and Frustration – Concept of Adjustment – Adjustment Barriers – adjustment mechanisms – Causes of Maladjustment – Symptoms of Maladjustment, Defense Mechanisms – Problem Children, Juvenile Delinquency – Concepts of Mental Health.

 Second Year

5. EDUCATION IN EMERGING INDIAN SOCIETY

Unit-I Educational Philosophy

Education: Meaning, nature, aims and functions

Philosophy: Meaning, scope, Relationship between Philosophy and Education.

Unit-II Philosophies and their Impact on Education

Philosophies: Idealism, Naturalism, Pragmatism, Existentialism with reference to aims, curriculum, Methods of teaching, role of teacher and discipline – Eclectic tendency in education.

Unit-III Philosophers and their Contribution to Education

Indian Philosophers: Tagore, M.K. Gandhi, Aurobindo, Vivekanada, J.Krishna moorthy Western Philosophers: Rousseau, John Dewey; Ivan Illich, Pavlo friere – their relevance to present day education.

Unit-IV Educational Sociology

Sociology: Nature, Meaning and scope

Educational Sociology: Meaning and scope of educational sociology, relationship between sociology and education – Social stratification – Social change – Social conflict – Resolution – social mobility and education – Socialisation and education – School and community.

Unit V Education and Welfare of Society

Education and Culture –Preservation, transmission and transformation of culture – education for peace – Education for Human resource development - Human rights and education – Education for Economic development, Non formal education – Continuing education, distance education and Adult education.

Unit –VI Commission and Committees

Dr. S. Radhakrishnan Commission – Dr. A.L. Mudaliar Commission – Dr. S. Kothari Commission – New Education Policy 1986 – Revised Educational Policy 1992.

Unit VII Organizations of Education

1. University Grants Commission (UGC) 2. National Council for Teacher Education (NCTE) 3. National Assessment and Accreditation Council (NAAC) (TANSCHE) 4. National Council for Educational Research and Training (NCERT) 5. SCERT District Institute of Education and Training (DIET)

Unit VIII Problems of Indian Education

Universaliation of elementary education (Article – 45)  – Need for Free and Compulsory Primary Education Drop out SSA – remedial measures – Equalization of Educational Opportunities – Education for National Integration – Education for Inter National understanding – role of UNESCO.

Unit –IX Distance Education

Need – importance – characteristics of distance education – open education – correspondence education – availty in distance education.

Unit –X Contempory Issues of Education

Value Education – Unemployment Problem – Privatization of education – Environmental education – Role of School in environmental conservation and sustainable development – Environmental problems and control – HIV and AIDS education – Globalization and its Impact on education – Quality in Education.

6. EDUCATIONAL TECHNOLOGY AND INNOVATIONS

Unit-I Innovations for Improving Teaching and Learning

Concept – meaning – nature of innovations

Microteaching, Team teaching, Simulated teaching, Flander’s interaction analysis, designing of instructional strategies such as lecture, discussion, panel discussion, seminars, and tutorials.

Unit –II Instructional Design

Definition and function of instructional design

Meaning, Principles – Barriers to Promotion of Innovation – Generation of Innovations: Orgin, Specification, Trial, Adaptation and Consolidation.

Unit-III Conditions for the Emergence of Innovations

Individual – Tolerance for Ambiguity, Autonomy: Institutional – Open Climate, Freedom – Democratic Leadership Style; Societal: Perception of an Acute Need, Political and/ or Public Support – Charismatic Leadership.

Unit –IV Emerging Trends in Education

Community School, Community Colleges – Neighbourhood Schools SMART Schools – School Complex (Distance Education and Open Learning, National Open School, Continuing Education, Virtual Class) Ability Education in Field contexts in specialized institution through pertinent field agencies – Navodaya Vidyalaya, Kendriya Vidyalaya, Sainik Schools, Defence Academies – Deschooling, Floating Universities.

Unit-V Individualised Instructional Strategies

Programmed instruction – fundamental principles, techniques of programming, Personalised system of instruction, Modular instruction (Modules), Models of teaching, teaching machines and Computer Assisted Instruction.

Unit-VI Models of Teaching

Meaning – Nature – Functions – Types of models – Ausbels Models –Concept Attainment – Juric Prodence Model – Inquiry Model.

Unit-VII Audio Visual AIDS

ICT is Education – Computer is Education – CAI – Internet, Audio, Video, Online learning-e-learning – interactive White Board – EDUSAT, Virtual classroom.

Unit VIII Education Technology

Concept of Educational Technology Meaning, Definition, need and scope – Limitations – Educational Technology as a complex and comprehensive approach to teaching and learning – Components of Educational and Information Technology – Educational hardware and Software – Role of Teacher in Educational Technology.

Unit-IX Application of Computer in Teaching and Learning

New educational experiences through computers, Application of computers in instruction Educational administration, Distance learning, Evaluation, research, student counselling.

Unit-X Systems Approach in Education

Definition, Phases of Systems approach – Analysis, Design and Management – Steps in System Analysis – Application of Systems Approach to educational improvement and Class room instruction.

7. METHODS AND TECHNIQUES OF TEACHING AND TEACHING PRACTICALS

Part – A

1. General principles of teaching, marks of good teaching, factors influencing learning.
2. Taxonomy of educational objectives
3. Teaching Techniques-Maxims of teaching
4. Teaching devices: Explanation, Questioning, Illustration, Narration and Demonstration.
5. Teaching Aids and Evaluation.
6. Lesson Plan: Essential of a good lesson unit, types of lesson, skill-knowledge appreciation. Methods of teaching in different subjects-Language, Mathematics, General Science and Social Science.

Part – B

Teaching Practice, Including Viva.

8. TEACHING OF ENGLISH

Unit-I English in India Today

The history of English Language in India its present and future position – values and importance of teaching English as a second language – cultural, literary utilitarian, linguistics and integrate. Scientific Principle of Teaching English as a second language. Teaching English as a skill than a knowledge subject Learning the mother tongue and learning a second language Interference and transfer –English in the global context.

Unit-II Objectives of Teaching English

Aims of teaching at the primary level, Secondary level and Higher Secondary level – Blooms Taxonomy of Education Objectives – Cognitive, Affective, and Psycho motor domain – general and Specific instructional objectives – Lesson planning – Need – Unit plan, Annual plan and format of lesson plan.

Unit-III Teaching Strategies in English

Micro Teaching cycle – skills – stimulus Variation Questioning, Reinforcement, Illustration with examples – explanation – (link practice) – Integration of skills. Teaching of Prose –Teaching of Poetry – Teaching of Composition – Teaching of Grammar.

Unit-IV Instructional Strategies

Method – Approach – Technique – Design  Translation method -  The Direct method – Dr Michael West’s New method – Play way method – Substitution method – Structural – Situational – Oral Approach- Communicative Approach – Recent Trends in teaching of English.

Unit-V Instructional AIDS

Flash cards – Pictures – Charts, Models, Blackboard Sketches – (O.H.P.) Over Head Projector- LCD Projectors Tape Recorder – Radio Television Programmed learning – Language Laboratory – Computer Assisted Language Learning – Power Point Presentation – Identifying Websites.

Unit-VI Curriculum

Curriculum wise syllabus principles selection of content – Organisation of content learning experience – Critical Analysis of School curriculum.

Unit – VII Teaching Listening Skill

Teaching Listening – Developing listening comprehension – Different Kinds of Listening Material / Passages – Three Phases of a Listening Class – Listening for Perception – Listening for Comprehension – Familiarization with different Kinds Listening Activities – Characteristics of a Good Listening Lesson.

Unit –VIII Teaching Speaking Skill

Teaching Speaking / Oral skills – Developing Speaking skill –Teaching Reading – Reading Process – Developing Reading Comprehension – Teaching Vocabulary.

Unit-IX Teaching Reading and Writing Skills

Teaching Reading – Developing reading skills – Reading Comprehension Questions – Skimming and Scanning – Devices Used for Textual Cohesion – Functions of a Text – Organisation of the Text.

Unit –X Evaluation

Evaluation – Meaning – Types Formative – Summative – Objective based – Characteristics of good English Test – Objectivity Reliability Validity and Feasibility – Testing of English Language skills LSRW – Types of tests – Construction of a good Achievement test – Steps – Blue Print Standardization – Administration – Interpretation – diagnostic testing – remedial measures – Question Bank.

9. CONTENTS AND METHODS OF TEACHING SCIENCE

Part II:   

Unit I

• Nature of modern sciences - Thrust areas in particular sciences - Impact of science on modern communities, globalisation and science; Path tracking discoveries and land mark development in science; eminent world scientists, eminent Indian scientists, Professions in the area of sciences.

Unit II

• Justification for including science as a subject of study i.e. school curriculum. Objectives of Teaching Physical/Bio Sciences - Taxonomy of educational objectives- Other taxonomies and approaches- Process outcomes, product outcomes,  concept attainments.  Behavioural developers  of education – concept of entering and terminal behaviour – organising learning experiences for achieving specified behavioural outcomes.

Unit  III

• Major methods used for science instruction:
• Major models of instruction useful for science education.
• Defining desired outcome (statement of objectives) for different levels of education

Unit  IV

• Co-curricular and non-formal approaches; Activity approaches and non-formal methods of science teaching in terms of filed trips, school gardening, science club, visit to science museums, maintenance of aquariums, herbariums and virariums original science projects – organising science fairs and excursions to be taken up.

Unit V

• Planning for teaching developing year plans, unit plans, lesson plans, content analysis, pedagogical analysis and identification of important concepts for further focus; use of Piagetian, Brunerian, Gagnesian principles in developing lesson plan; preparation and development of   improvised apparatus; preparation, selection and use of teaching aids, innovations in teaching the subject in terms of team teaching .,   programmed teaching, seminar presentations, micro-teaching and computer assisted teaching; disciplinary approach in teaching science.

Unit VI

• Curriculum and resource utilisation; Interior for designing a Physical / Bio Science curriculum, approaches to curriculum organisation using procedures like concentric, topical, process and integrated approaches, Assignment which accepted curricular material like PCCS, Chemistry, Biology, etc. and their assumptions; Adapting the curriculum to local needs and  requirements and the availability of local resources availabilities Practical work in science teaching; record writing for science projects.

Unit  VII

• Curricular accessories and support material - Textbooks Journals, Handbooks, students' work- books, display slides, laboratory materials, audio-video support material etc. evaluating entire for the above.

Unit  VIII

• Evaluation outcomes of science teaching –Text assumptions about excluation - text assumptions, items formats; try- outs; item analysis developing teaching mode lists, scoring procedures, developing tests for measuring specific outcomes  – cognitive in outcomes, affective outcomes, psycho-motor outcomes, process outcomes, product outcomes, scientific reasoning, scientific activity etc.
•  Diagnostic testing and remedial teaching; developing formative evaluation instruments as aids to learning.

Unit IX

• Designing lesson plans — ability to convert any teaching unit into an instructional unit using accepted pedagogical practice, formation of lesson plans.

   10. TEACHING OF PHYSICAL SCIENCE EDUCATION

Unit-I Nature & Scope of Physical Science

Nature and Scope of Physical Science-process & product – A way of investigation – A way of Training – Inter relationship between various branches of science – Impact of science on modern communities.

Unit-II Aims and Objectives

Aims and Objectives of teaching of Physical Science at different levels – Primary, secondary and Higher Secondary – Blooms’ Taxonomy – Cognitive, Affective and psychomotor – Lesson planning – Developing year plan, Unit plan, Lesson plan – Herbartian steps.

Unit-III Teaching Strategies

Micro teaching and its cycle practising 5 skills – Lecture method – Lecture cum Demonstration method – Individual lab work–Discussion–Heuristic–project–Individualized instruction–Programmed learning–Team teaching–CAI–E–learning Scientific method & attitude ABL & ALM.

Unit-IV Physical Science Curriculum

Curriculum–Syllabus, Trends in Curriculum construction–Principles–Selection of content–Organisation of content–Curriculum improvement – Critical analysis of Physical Science Curriculum XI & XII.

Unit-V Physical Science Lab

Structure and Design for Science Laboratory – Preparation of Indent – Stock Registers, Storage of Chemicals Care & Maintenance of Apparatus – Accidents & First Aid – Improvised Apparatus.

Unit-VI Audio Visual AIDS

Audio Visual Aids in Physical Science – Types – Projected, non projected – Activity based – Preparation of Audio Visual Aids – Power Point presentation – Educational broad cost (Radio & TV) – Internet.

Unit-VII Resources for Teaching Physical Science

Innovation in Teaching the subjects in terms of teaching, team teaching, CAI, programmed learning – seminar – Science clubs, field trips – exhibition.

Unit-VIII Teacher and Professional

Qualities of a good teacher Duties and responsibilities – Professional development – In service training – Evaluation of teaching competency – Self, Pupil & Colleague's Evaluation.

Unit-IX Research in Physical Science Education

Learning & Characteristics of Research – Types of Research – Pure, Applied and Action – Steps in Research.

Unit-X Evaluation in Physical Science

Measurement and Evaluation – Formative Summative, Norm based & Criterion based Evaluation – Teacher made tests and standardized tests – Characteristics.

Construction of achievement test – Steps – Remedial measures – Question Bank – Diagnostic tests – Remedial Measures – Question Bank – Measures of Central Tendency – Mean, Median & Mode. Graphical representation – Histogram. Measures of Variability – Range, Q.D, S.D Correlation Coefficient. Rank & Product moment.