Type 1 :- Modes of Transactions for Theoretical Courses:-

---

There shall be at least four period for theoretical courses per week where in the teacher shall lead to the learning either through lectures. Discussion, team teaching and any other activity where in the teaching staff will have key role in monitoring and any other activity where I the teaching staff will have key role monitoring and content dealing. There can be additional classes for seminar and student activities related to the paper in noon session.

There shall be assignment and periodical tests related to the theory and shall be consider for internal assessment. Seminars, Discussions, Hands on Experience shall be extended contextually. The list of the theoretical courses is as listed below:

S E M	Course	Course Title	Test	Field Assignment	Test	Tutorial	University Examination	Total
FIRST-SEMESTER	PERSPECTIVE	Learners Growth and Development	5	10	5	10	70	100
		Philosophical and Sociological Foundations of Education	5	10	5	10	70	100
		Educational Technology	5	10	5	10	70	100
	PEDAGOGIC	Understanding Discipline and Pedagogy….1	5	10	-	-	35	50
		Understanding Discipline and Pedagogy….2	5	10	-	-	35	50

SECOND SEMESTER	PERSPECTIVE	Learning and Teaching	5	10	5	10	70	100
		Knowledge and Curriculum	5	10	5	10	70	100
		Education In Contemporary India	5	10	5	10	70	100
	PEDAGOGIC	Pedagogic Tools, Techniques and Approaches	5	10	5	10	70	100
THIRD SEMESTER	PERSPECTIVE	Educational Management and Organization	5	10	5	10	70	100
		Educational Evaluation and Assessment	5	10	5	10	70	100
	OPTIONAL	Guidance And Counseling / Value Education/ Health And Physical Education/ Women Education/ Peace Education/ Human Resource Development.	5	10	5	10	70	100
	PEDAGOGIC	Subject Specific Pedagogy 01	5	10	-	-	35	50
		Subject Specific Pedagogy 02	5	10	-	-	35	50
FOURTH SEMESTER	PERSPECTIVE	Gender, School and Society	5	10	5	10	70	100
		Inclusive Education	5	10	5	10	70	100

Point to be noted: Optional Courses are GUIDANCE AND COUNSELLING / VALUE EDUCATION/HEALTH AND PHYSICAL EDUCATION/WOMEN EDUCATION/PEACE EDUCATION/HUMAN RESOURCE DEVELOPMENT. Students are required to choose
any one from these two.

 

Type 2: Simulation Practices (2 Credits)

---

There are the activities already in different Universities. They are to be done in the institute campus using facilities available in the institute. The necessary organizational facilities, infrastructure is provided to the student teachers. There can be group of ten students that can be attached to each teacher educators for guidance and submission of report and reflective session. Some of the tasks can also be given for completion in the group of two or three student teachers.

Micro teaching.
Video lesson observation and criticism.
Skill integration lesson presentation with peer group.
ICT mediated lesson with peer group.
Video recording lesson of peers in simulation classes.
Concept analysis and presentation on subject content.

Video Lesson Activity:
Observation of video lessons: each student – teacher has to observe at least two video recorded lessons of experts and prepare observation notes. Format of observation has to be supplied by the teacher educator.

Sl.No.	Particulars	Marks
01	Practicing any six micro teaching skills- Three in each pedagogy	6 x 5 =30
02	School based lesson on integration of skills, one in each pedagogy	5 x 2 =10
03	Two college lessons on integration of skills, one in each pedagogy	5 x 2 =10
Total		50

Type 3: Competency Based Instruction:

---

SL No	Course input / Exam scheme	Credits	Assessment Marks
			Internal Marks	External Marks	Minimum to Pass	Total
01	Language Across Subjects	02	50	-	25	50
02	Understanding Self, Personality & Yoga	02	50	-	25	50
03	Fine Arts and Theatre	02	50	-	25	50
04	Research Project	02	50	-	25	50
05	Reading and Reflection	02	50	-	25	50

The teacher Educators has to demonstrate the competencies and its contextual use, allow the students to practice for mastery.

 

Type 4: Lab Works:

---

ICT Basic: 2 Credits
ICT Application: 2 Credits

The Lab activities are intensive systematized task activities to be taken under the supervision of teacher educator within the institute campus. TEI’S are expected to establish required labs with infrastructure and equipments.

SL No	Course input / Exam Scheme	Credits	Assessment Marks			Total
			Internal Marks	External Marks	Minimum to Pass
01	Conduct of Practicum in the Lab Situation	02	20	-	-	20
02	Conduct Practicum field based and presenting as report
03	Reporting the Journal record and submission
04	Examination for in Lab Work		20			20
05	Viva-Voce on Lab Woks		10			10
Total		02	50	-	25	50

ICT will have activities that will equip the student to use computers, camera, and video camera. Audio recording software’s, research and data Analysis software’s digital publication activities, web related activities and any other advances that are useful and related with empowering teachers and teacher educators.
The list of activities to be done in the ICT Lab shall as listed in the practicum list of the syllabus. There shall be two types of activities.

Set – A: Shall have following procedure (Individualized in lab work)

Orientation for 15 to 20 minutes.
Demonstration of the activity.
Presenting the details of the exercise by the student.
Exercise practice and output print if necessary.
Writing the details of the activity in the journal and submission for the tutor’s signature.

Set – B: Shall have following procedure (In Lab with work presentation)

Basic Competencies:-

Use of Word, Spread Sheet and related Office Applications.
Development of Power point presentation
Nudi Kannada Soft ware keying.
Web search and email use.
Video recording, audio editing and providing back ground voice adding
Using still camera for creating of picture files and use for teaching.
Use of graphic soft ware.
Searching of open source material and use.

Additional Activities:-

Write a report on the features and use of smart board in teaching – learning
Collection of e-resources and Reporting (Text-Books, Articles, Reports, Theses; Audio and Video Files related to educational technology)
Critical review of UNESCO ICT Competency standards for Teachers – 2008
Write a report on INSAT programs.
Developing Educational blog in www.blogger.com , ww.wordpress.com
Develop the news groups and report.
Comparative study of ICT syllabus of School Education and Teacher Education of Various organizations.
Evaluating Educational broad casts in the Radio / T.V
Evaluation of websites related to educational programmes.
Creating an account in Wikipedia/wiki educator/wiki spaces and adding/editing content.
Creating an Account in Teacher tube / slide share and sharing your video/PowerPoint. View and comment on others contributions.
Use one of the concept map tool (free mind, VUE) and write a report.
Use one of the E-book Tools (Sigil, caliber) for creating and editing books and report.
Preparation of CAI for Classroom learning.

Language across the Curriculum

---

COURSE OBJECTIVES

To enable the student teacher
To understand the language background of students.

To understand the nature of classroom discourse
To develop strategies for using oral language in the classroom.

To understand the nature of reading in the content areas in different school subjects.
To understand the nature of writing in specific content areas in school subjects.

Instructions to Conduct Language across the Curriculum

This practicum should complete throughout the semester I
Student teachers should be formed in groups. Each group consists 7/8 student teachers and one teacher educator.
Teacher educator of each group should make provision to cover all the suggested activities given below under each unit.
Each student teacher should select one of the suggested activities for each unit. Two Activities per two pedagogies. He should prepare the suggested activities and present it in the group. He should write the report of all the selected activities in two to three pages.
Figures into the right side indicate marks.

Some of the Suggested Activities given for Language across the Curriculum:-

UNIT: 1:- MULTILINGUALISM IN THE CLASSROOM

Seminars on “Medium of Instruction”, Discussion
Language of School Subjects – Kannada, English, Hindi, Mathematics, Science, Social Science – Survey report , Presentation and Discussion
Dialect and Subject Teaching –Survey report, Presentation and Discussion
Subject and Technical Words – Consultancy Report and Discussion
Preparation of subjective dictionary for the school subjects, reporting and discussion
Communicative Language of different school subjects – Paper presentation
Standard form of Language and Subjective Matter- Framework – Reporting and discussion
Preparing Subjective Language Resource material –reporting and discussion
Comparative Case Study report on acquisition of language of different subjects
Critical analysis of subject text books on the basis of language – reporting and discussion
Co-curricular activities and Communicative Language– Observation report-Discussion
Measures taken by the school to develop subjective Vocabulary – Survey report and discussion
Acquisition Level of Listening and Speaking skills of a student – Case study based report and discussion
Acquisition Level of Reading skill of a student – Case study based report and discussion
Acquisition Level of writing skill of a student – Case study based report and discussion

Objective: - 2. A. To understand the nature of classroom discourse

Communicative problem of students – observation report, discussion
Influence of Dialect on Subject Teaching –observation report, discussion
Problematic areas of Verbal Communication in different subjects- Survey report and discussion
Problematic areas of Non- Verbal Communication in different subjects- Survey report and discussion
Preparation of symbolic language dictionary for the school subjects, reporting and discussion
Conducting Diagnostic Test on Language of different subjects – Reporting and discussion
Learning Problems of students belongs to the Language Minority in different school subjects–Survey report and discussion
Classroom situation and Classroom discourse –Observation report and discussion
Using effective Tools and Techniques of class room communication – observation report and discussion
Language Problems of Special children’s – Survey report and discussion.

Objective: - 2.b. To develop strategies for using oral language in the classroom

Preparing question bank for the subject area content-presentation and discussion
Preparation of discussion plan for the subject area content-presentation and discussion
Preparation of dramatization plan for the subject area content-presentation and discussion
Preparation of Quiz plan for the subject area content-presentation and discussion
Preparing oral test for the subject area content and discussion

Objective 3:-To understand the nature of reading in the content areas in different school subjects.

1. Constructing Reading comprehension Activities in different school subjects Reporting and Discussing
2. Types of Prose and different school subjects – Planning for reading comprehension, Reporting and discussing
3. Preparing Reading Strategies for different subject area contents – Reporting and Discussing
4. School subject content area text and critical reading – Planning, reporting and discussion
5. School subject content area text and extension reading – Planning, reporting and discussion
6. School subject content area text and creative reading – Planning, reporting and discussion
7. School subject content area text and intensive reading – Planning, reporting and discussion
8. School subject content area text and rapid reading – Planning, reporting and discussion
9. School subject content area text and skimming - planning, reporting and discussion
10. School subject content area test and scanning in reading – Planning, reporting and discussion
11. Subject Dictionary and Reading comprehension –Planning, reporting and discussing
12. Plan for reading comprehension of ‘symbol language’ in content area texts of school subjects
13. Conducting Diagnostic Test on Reading comprehension of different subject’s content area – Reporting and discussion
14. Problems of reading comprehension –survey report, discussion
15. Reading Comprehension – Comparative Case study based report and discussion

Objective 4: - To understand the nature of writing in specific content areas in school subjects.

1. Collection of Articles on content areas of different subjects –Analysis and discussion
2. Translation of content area texts of different subjects- Preparing Model translation script, reporting and discussing
3. Preparing Writing Strategies for different subject area contents – Reporting and Discussing
4. School subject content area text and critical writing, reporting and discussion
5. School subject content area text and extension writing – Planning, reporting and discussion
6. Concise writing using précis sheets –Plan for content area text, reporting, discussion
7. Expansion writing using précis sheets –Plan for content area text, reporting, discussion
8. Report writing –Preparation of Model report, reporting, discussion
9. Article writing – Preparation of Model Article, reporting, discussion
10. Letter writing –Collection of different types of Letters, reporting, and discussion
11. Creative writings –Collection of Creative writings, reporting, discussion
12. Reflective writing –Preparing a writing Model, Reporting and discussion
13. Question-answer writing – Survey of exam or test papers, reporting and discussion
14. Preparing Supplementary Writing Strategies for different subject area contents – Reporting and Discussing
15. Good Hand writing and maintenance of practical records of different school subjects – Preparing Model practical record, discussion

 

Type 5: Filed Work:

---

(To be taken during Semester III and IV during Engagement with Filed Work Sessions)

Under this mode there will be set of assignments to be undertaken with the guidance of assigned teacher. All the assignments are to be undertaken with the guidance of assigned teacher. All the assignments are to be undertaken during school visit and immersion period the required theoretical orientation needs to be arranged in the lecture classes. The candidate has to visit the field and undertake the work and present the report. If required the intermittent assessment by guide will be done through group discussion and individual presentation. Some of the specimen assignment is listed below:

For development of and reporting the student shall use all the student use all the ICT Skills that he has learned in the first two semesters and will present with multimedia digital form as for as possible.
Some of the Schemes of Assignment for XI –XII Pedagogic Courses in the fourth semester are listed below:

School Intervention Competency Development (SIC-D)
Under this assignment each student will undertake intervention activity in the school. For this purpose there will be orientation on various aspects of intervention. Some of the themes are presented below:

Every student will decide upon the programme after consulting the stake holders and cooperating partners of the programme. After the approval of the guide the programme will be implemented in a school / college for a alimented period of about a month. The details of the intervention should be reported. If required the same may be presented in the M.Ed group discussion class.

 

A Few more Suggestive Activities:
Systematic study of problems from subject areas through collection of information from different sources  – one Practicum in each subject – Records / short reports to be maintained.
Capacity building Programme: The aim of the activity is to equip student teachers to face the challenges of classroom situation in a multicultural society and also uplift the quality of teacher education in par with the global standards. Any activity that can enrich the student teacher by considering the individual potentialities of learner’s can be undertaken.
Group Practicum –Video Script: - Developing, Enacting, Recording and uploading one video script based on a single theme. The task can be undertaken in groups with 3 to 5 members.
Seminar / Presentation: - The student – teacher has to take up either a seminar or any presentation to show his active involvement in the classroom transaction. The participation / involvement in classroom activities have to be assessed by the teacher using criteria self developed.
Subject association activity: - Participation / Contribution and reporting of the student-teacher in the subject association activities organized weekly pedagogic groups.
Reading and Reflecting Context: - The aim of this course is to enable student-teachers to enhance their capacities as readers and writers by becoming participants in the process of learning and to respond to a variety of texts in different ways and also learn to think together. The aim is also to engage with the readings, interactively – individually and in small groups. Each student teacher is expected to read a variety of texts, including empirical, conceptual and historical work, policy documents studies about schools, teaching, learning etc. and to prepare reflective notes. Reflective session on themes may be organized regularly.
Multiple Choice Questions:- MCQ Test Battery: The student-teacher has to prepare Multiple Choice Question Test batteries with 40 items each the syllabi based on of the specific Units. This assignment should be mandatory for Higher Secondary Student teacher.
Assignment: Teaching Learning Material Development:
The B.Ed Student shall undertake development of TLM under this assignment. The student will be assigned with a guide for this purpose. The TLM can be on any of the following levels.

In Special Occasion in consultation with guide TLM, Can be for Higher Education courses. The developed material should be original in nature, by the candidate. It should not be the copy of already prepared by someone. The material may have multimedia, activity centered or any other format according to certain Principles of learning – teaching Strategies. The TLM should be a complete package with objectives, material, testing material and assessment procedure. The developed material needs to be tried on a small sample and the report of its effectiveness should be in the form of a report. The report with the approval of guidance should be submitted and also be presented in the pedagogic classes.

 

 

Type 6: List of the Practical Work to be taken during Internship

---

List of the Practical Work to be taken during Internship:

The detailed procedure is provide in courses details of immersion Programme. Some of the Practical’s to be taken the course are:

Teaching Aid
Book Review
Blue Print (Subject -1)
Action Research / Case Study
Literacy Programme
Co-curricular Activity
Organization of Parental Programme
Analysis of Result of any on Class
Psychological Testing
Observation of Experienced School Teachers
Viva & Co-Curricular Activity
Education Forum
Project Based Learning

PRACTICAL: Activities and Assessment Pattern

SEMESTER I
EPC: - ICT Basic

Sl. No.	Items	Internal Marks	External Marks
1	Assignment / Lab Records	10	--
2	Practical Exam	15
3	One Test	05	--
4	Communication Skill Practice Pedagogy 01	10	--
5	Communication Skill Practice Pedagogy 02	10
Total		50	00

 

EPC: -Psycho Social Tools and Techniques

Sl. No	Course input / exam scheme	Credits	Assessment Marks
			Int.	Ext.	Minimum to pass	Total
1	Conduct Of Practicum in Lab Situation and Reporting	2	15	-		15
2	Conduct of Practicum at Schools - Field Based And Presenting as Report		20	-		20
3	Test at Lab Work		5	-		5
4	Field Visit and Reporting		5	-		5
5	Viva-Voce		5	-		5
Total		2	50	-		50

EPC:- Language Across the Curriculum

Sl.No.	Particulars	Marks
01	Activities Dairy	05
02	Dairy Based Test	05
02	Activity in Unit – 1	10
03	Activity in Unit – 2	10
04	Activity in Unit – 3	10
05	Activity in Unit – 4	10
Total		50

Note: Conducting 4 Activities (One from each Unit) at Schools and Reporting

EPC:- Micro Teaching and Integration

Sl.No.	Particulars	Marks
01	Practicing any six micro teaching skills- Three in each pedagogy	6 x 5 =30
02	School based lesson on integration of skills, one in each pedagogy	5 x 2 =10
03	Two college lessons on integration of skills, one in each pedagogy	5 x 2 =10
Total		50

 

SEMESTER II

EPC: - ICT Applications

Sl.No	Course input/exam scheme	Credits	Assessment Marks
			Int.	Ext.	Min. to pass	Total
1	Conduct of Practicum in lab situation	2	05			20
2	Conduct of Practicum field based and presenting as report		10
3	Reporting the journal record and submission		05
4	Examination for in lab work		20			20
5	Viva-voce on ICT works		10			10
Total		2	50		25	50

 

EPC: - Understanding Self, Personality and Yoga

Sl.No	Areas	Marks
1	Internal Test / Exam(Theory as per the syllabus)	10
2	Records – (About Yoga and as per individual selection of contents for practical test)	10
3	Practical test and viva (10+10) (As per the practical test criteria)	30
Total		50

EPC: - Simulated and ICT Based Lessons (Either school or College based)

Sl.No	Particulars	Marks
1	Two Non ICT Mediated Lessons on Integration of Skills, Two in Each Pedagogy	2x5=10
2	Four ICT Mediated Lessons on Integration of Skills, Two in Each Pedagogy	4x10=40
Total		50

 

 

 

SEMESTER III
EF: - School and Field Visit – Reflective Dairy

Sl.No	Particulars	Marks Distribution		Marks
1	School Visit - Reflective Dairy	Lesson Observation	15	25
		Records	05
		Meeting	05
2	Field Visit - Reflective Dairy	DIET	05	25
		BEO	05
		BRC	05
		Residential School	05
		Special School	05
Total				50

 

EPC: - Understanding Drama and Art in Education

Sl.No	Criteria	Marks
1	Content based test	05
2	Conducting Drama Games and Reporting	05
2	Visiting to the theater / Music / Art related Places and Reporting	10
3	Presentation of skit / street play / mini play/ Value based drama	10
4	Presentation of the content using drama and art elements Pedagogy 01	10
5	Presentation of the content using drama and art elements Pedagogy 02	10
Total		50

 

EPC: - Research Project

Sl.No	Criteria	Marks
1	Proposal	10
2	Execution	20
3	Report	05
4	Research Test	10
5	Viva	05
Total		50

EPC and EF : - Teacher Placement and CET

Sl.No	Criteria	Marks
1	Content based test	20
2	Field assignment	10
3	Mock CET Examination	10
4	Mock VIVA	10
Total		50

 

IV SEMESTER

PDC: - Advanced Pedagogy of School Subjects (APOSS)

Sl.No	Particulars	Marks
1	4 Activities in APOSS -1	4x10=40
2	Viva in APOSS – 1	10
3	4 Activities in APOSS – 2	4x10=40
4	Viva in APOSS – 2	10
Total		50+50=100

 

EPC: - Reflecting Reading and Writing

Sl.No	Criteria	Marks	Total
1	Reflection on Activities	2x5	10
2	Reflection on Teaching	4x5	20
3	Text to Self Reflection	1x5	5
4	Summary on Scene	1x5	5
5	Expository Writing	1x5	5
6	Any Other	1x5	5
Total			50

 

SEMESTER III
                                                Immersion Programme

PDC: - Weightage Distributions under the Unit Plan Based Lesson

Events	Duration / observation	Marks	Total
Unit Plan		05+05	10
Presentation(3+3)	01+01=02	05+05	10
Unit Test	01+01=02	10+10	20
Remedial Teaching	01+01=02	05+05	10
Total		50	50

IV SEMESTER

PDC: - Weightage Distributions under the Immersion Prgramme

Events	Duration / observation	Marks	Total
Block Teaching (8+8)	3+3=6	15+15	30
Criticism Lesson	1+1=2	10+10	20
General Lesson (Non observation)	5+5=10	-	-
Observation Record	30 Lessons Observation (each pedagogy)	05+05	10
Innovative Lesson	1+1=2	10+10	20
TLM and ICT Lesson	1+1=2	10+10	20
Co-School Activities	4 activities	20	20
Reflective Dairy (Daily Activities)	01	20	20
Viva Voce	01	10	10
Total			150

 

PDC:- Test Lesson/ Practical Lesson

Events	Duration / Observation	Marks	Total
Two Practical Examination Lesson – One in each pedagogy	01+01	50+50	100

Perspective and Pedagogic Course: -  Semester End Examination Theory Question Papers Pattern :
Duration: 3 hours                                                                               Maximum marks: 70

Section	Types Of Questions	Marks	Total
A	Four Long Answer Type Questions with internal choice( At Least One Question From Each Unit is Mandatory)	4 X 10	40
B	Three Short  Answer Type Questions Out of Four ( At Least One Question From Each Unit is Mandatory)	3 X 5	15
C	Five Very Short Answer Type Questions Out of Six ( At Least One Question From Each Unit is Mandatory)	5 X 3	15
Total			70

PDC:-  Semester End Examination Theory Question Papers Pattern : Pedagogy Courses
Duration: 2 hours                                                                              Maximum marks: 35

Section	Types Of Questions	Marks	Total
A	Two Long Answer Type Questions Out of Three  ( At Least One Question From Each Unit is Mandatory)	2 X 10	20
B	Four Short  Answer Type Questions Out of Six ( At Least One Question From Each Unit is Mandatory)	3 X 5	15
Total			35

MODALITIES OF TRANSACTION AND ASSESSMENT:\

In puts: The B.Ed Programme has various inputs designed with the due proportion prescribed by the NCTE. The details are provided in the following three tables.

Theoretical Courses, Practice lesson Field Engagement, Co-Practice lesson in puts and their proportions to the total:

	I-SEM	II-SEM	III-SEM	IV-SEM	Total
Theory	16 Credits/400 (16.67%)	16 Credits/400 (16.67%)	16 Credits/400 (16.67%)	8 Credits/200 (8.33 %)	1400 (58.33%)
Practical	8 Credits/200 (8.33%)	8 Credits/200 (8.33%)	8 Credits/200 (8.33%)	16 Credits/400 (16.67%)	1000 (41.67%)
Total	24 Credits/600 (25%)	24 Credits/600 (25%)	24 Credits/600 (25%)	24 Credits/600 (25%)	96 Credits/2400 (100%)

(Percentages are, out of the total marks for the programme)

 

Practice Lessons across Four Terms

SEMESTER	COMPONENT	DETAILS OF INPUTS
I	Microteaching: (Six Skills) Skill of Introduction Skill of probing questions Skill of explanation Skill of illustrations with examples Skill of stimulus variation Skill of reinforcement	Skill with full repeat cycle and with video-feedback Two lesson per pedagogy subject
	Simulation: Integration and overall skill with teaching-learning process for 15 min. each (School base)	One per pedagogy subject
	Simulation Lesson: College base	One per pedagogy subject
II	Simulation with ICT: (at least 2+2 lessons with ICT mediation)minimum 20 minutes per lesson 10 marks per lesson 5 marks per general Lesson	One per pedagogy subject, total two lessons
	Observation of School Lesson	Two lessons per pedagogic subject
III	Unit plan Based Lessons	At least three lesson+1 unit test period per pedagogic subject
	Lesson under Block Teaching	Three weeks eight lesson per pedagogic subject and one criticism lesson with each subject
IV	Immersion Lessons TLM and ICT Based Lessons Practical Lessons	Fifty days (Details are given in the immersion programme in the syllabus)