Guidelines for core papers
EDU 02 & EDU 07
Semester I
EDU 02 Developmental Perspectives of the
Learner
&
Semester II
EDU-07 Perspectives
of Learning and Teaching
Contents Page
No.
Preface 3
Semester Calendar 4
Processes and Strategies 6
Instructional
guidelines- Semester I 7
Guidelines for CE 11
Model
question paper 13
List
of Practical 15
Instructional guidelines- Semester II 16
Evaluation
pattern 20
List
of practical 21
School based activities 22
Practical
activities 23
Practical
record 26
Model
question paper 27
Reference
29
Preface
Kerala University has revised the curriculum
for two year B.Ed course. The curriculum retains the best practices proposed in
the existing curriculum and it incorporates the current educational thinking
and latest developments in pedagogical practices. A significant step in the
present edition of the curriculum is the thrust given for Evidence Based
Continuous Assessment as per Competency Based Performance Indicators. The
performance indicators are to be fixed based on the mental processes that the
prospective teacher undergo during the implementation of the curriculum and
hence thrust is given for process based classroom procedures in the Teacher
Education Colleges.
The core papers were prepared after thorough
discussion among the senior faculty members in the field of teacher education,
members of Faculty of Education and Board of Studies, teacher educators from
various institutions and other stakeholders through a joint effort. The process
involved extensive consultation, thoughtful decision making and detailed
planning. Educational Psychology being the core component of teacher education,
due weightage is given in selecting theoretical and practical aspects for
equipping prospective teachers to meet the challenges of twenty first century
classrooms. Care has been given to go hand in hand with theory and practice of
education in different disciplines.
The revised curriculum for core papers EDU 02
and EDU 07 involve a few modifications and additions as per the demands of
curriculum revision which may often lead to few confusions and difficulties
among teacher educators for the smooth transaction of the curriculum. Moreover
the teacher educator’s forum demands the uniformity in implementation and
evaluation of the theoretical and practical aspects of the curriculum in the
affiliated colleges of University of Kerala. This hand book is an attempt to
bring clarity and effectiveness in
curriculum transaction for the core papers, Developmental perspectives of the Learner in semester 1 and Perspectives of Learning and Teaching in semester 2. The material
is subjected to modification and revision on the basis of contributions and
suggestions from the teacher educators.
Dr.
Sindhya V.
Convener
Curriculum Core Committee
Semester calendar
Semester I
EDU 02 Developmental
Perspectives of the Learner
(Instructional
Hours : 100 (Theoretical Discourses- 72 & Related Practical Work – 28 )
UNIT
marks
hours Schedule
Foundations of Educational
Psychology 12
marks 15 (10 T+ 5 P)
June
Development of the
Learner 14
marks 30 (20 T+ 10 P) July
Learner differences in Intelligence and 12 marks 25 (17T+ 8P) August&
Creativity
September
Personality of
the learner
12 marks
20 (13 T+7 P) September &
October
Total
50 marks 90 hrs (60T+30P)
100 Days
Evaluation
schedule of CE – 25 marks
Seminar
1 5
Marks
Practical
1 5
marks
Capacity
building Activity 1 10 Marks
Tests
1 5 marks
Total
25 Marks
Semester II
EDU-07
Perspectives of
Learning and Teaching
Instructional Hours : 90 (Theoretical Discourses- 60 & Related
Practical Work – 30 )
UNIT
marks
hours
schedule
Nature of Learning 10 marks 15 Hours (10 T+ 5 P) November cognitive processes in 10 marks 20 hours( 15 T+ 5 P) December
Learning
Theories of Learning 14
marks 25
hours( 15 T+ 10 P) January &
February
Individual differences in
learning 16
marks 30
Hours ( 20 T+10 P) February &
March
Total
50 marks 90 hrs (60T+30 P)
Evaluation
schedule of CE – 20 marks
Practicum
1 5 marks
Practical
1 5 marks
Capacity
building Activity 1 10 marks
Tests
1 5 marks
Total 25
marks
Processes
The
revised curriculum emphasises more on the mental processes and the teacher
educators can visualise the mental processes that a student teacher may undergo
during the meaningful transaction of the curriculum. Some of them include: Cognitive dilemma, Thinking,
Observation, Introspection, Interactive discourses, Collaborative
participation, Analysis, Synthesis, Hypothesizing, Perception,
Conceptualisation, Cognitive
Participation, Reasoning, Problem solving, Cognitive Reflection, Discussion etc.
It is important that teacher educators need to
be reflective practitioners and the continuous self appraisal of teacher
competency in ensuring the mental processes wherever possible may bring
fruitful changes in prospective teachers.
Strategies to be adopted
Lecture-cum-Discussion/Narration,
Co-operative and Collaborative Learning, Focused Reading and
Reflection/Intellectual Discourses, Observation-Documentation-Analysis,
Individualized Learning, Meaningful Verbal Expression, Seminars, Case Studies,
Workshop, Self Learning, Problem Based Learning, Assignment, Debates, field
work etc.
Semester
I
Instructional
guidelines
UNIT I: Foundations
of Educational Psychology
Major concepts
a. Educational
Psychology- Meaning, Scope, Limitations and relevance in classrooms
b. Schools of Psychology- Structuralism, Functionalism, Behaviourism,
Cognitive, Humanistic and Gestalt
Schools
c. . Scientific method of studying behavior, Methods of studying
Educational Psychology- Introspection, Observation, Experimental method
and Case Study
Curricular transaction
·
Explain the meaning of psychology, branches
of psychology, educational psychology definition, scope with reference to
learner, teacher, learning situation etc. 2
hours
·
Limitation with reference to nature of
subject, method adopted etc. Why teachers study psychology- discussion on the
various aspects of teaching- learning
process. 3 hours
·
Nature of psychology as a science, scientific
method of studying behavior 2 hours
·
Schools of psychology- general idea about the
schools of psychology and how the schools contribute towards the current trends
in education 4
hours
·
Introspection, observation, experiment, case
study- concept, merits, defects, applicability etc. 4 hours
·
Practical experience can be given by practicing
the different methods of Psychology and a brief report can be maintained.
Students must be oriented to the application of Psychology in the various
aspects of life and education.
Time schedule: 20
hours (15Theory+ 5 Practical) - to be
completed in first month of the semester
UNIT
II: Development of the Learner
Major
concepts
a. Growth and Development:
Concept and Principles, Developmental tasks and Developmental hazards 5 hours
b. Theories of development-
Piaget’s theory of intellectual development, Erickson’s theory of psycho social
development and Kohlberg’s theory of moral development
5
hours
d.
Developmental characteristics with special reference to childhood
and adolescence
5 hours
i. Physical and motor
development-ii. Cognitive development-iii. Language development(Noam Chomsky,
Vygotsky) iv. Emotional development v. Moral&
social development 3
hours
d . Role of teacher in fostering
development of the learner. 2 hours
Curricular transaction
Ø Seminar,
group discussions and assignments can be given to explore the contributions of
various theories.
Ø A
critical analysis of the theories and its relevance in the present context can
be undertaken as a practicum.
Ø Developmental
characteristics with special reference to childhood and adolescence
Ø Physical
development- physical and physiological development, motor skills, factors
affecting physical development, hereditary and environmental influences etc.
Ø Cognitive
development- process- sensation, perception, concept formation, role of teacher
Ø Language
development- theories of Noam Chomsky- Nativist perspective, LAD, Concept of
transformational grammer(grammer that transforms a sentence), surface structure
(words that are actually written) and deep structure (the underlying message or
message or meaning of a sentence).
Ø Vygotsky’s
social-interactionist
theories of language development states that language learning is
influenced by the desire of children to communicate with others, model of
collaborative learning in language development etc.
Ø Emotional
development, Moral & social development- characteristics, factors affecting
and role of teacher.
Ø Adolescent’s
developmental characteristics, problems, how to handle the problems etc. should
be highlighted.
Ø Seminars,
case study, assignment, group discussion etc. may be given for a deep
understanding of the content.
Ø Teacher
educator can adopt either by explaining the stages along with the different
aspects of development or while exposing the aspects of development, the
characteristics of each stage can be elaborate. However, students should be
entertained to compare the developmental characteristics by the use of seminars
or discussions.
Time
schedule:
30 hours (20Theory+ 10 Practical) - to
be completed in second month of the semester.
Suggested
Practical activities
·
Developmental screening test
·
Survey on Adolescent health
programmes
·
Child study and Case
analysis of deviant adolescents
·
Survey/ Group discussion to
identify adolescent problems
·
Group assignment on Design
of learning strategies for each stage of development
·
Seminar on Comparison
of the characteristics of childhood and adolescence
UNIT III Learner
differences in intelligence and creativity 25
hours( 17 T+ 8 P)
a. Meaning and nature of intelligence 3 hours
b. Theories of Intelligence – two factor,
group factor, multi factor, Guilford’s structure of intellect model - Multiple
intelligence etc. 4
hours
Measurement of Intelligence –verbal, nonverbal
and performance tests 3 hours
c. Emotional intelligence, Social Intelligence,
Spiritual Intelligence- Meaning and Scope
4
hours
e. Creativity- meaning and nature - Identification of
Creative Learner - Process of Creativity , measurement of creativity, Teacher’s
role in fostering Creativity.
3 hours
Curricular transaction
Theory
and practical can be explained to students. Development of emotional, social
and spiritual intelligence can be
highlighted through experiential learning situations.
Fostering
creativity should be given importance while teaching creativity.
Time schedule
25 hours(17T+ 8 P) to be completed by the end of September
Suggested Practical activities
·
Intelligence tests, Creativity tests , Brainstorming
·
Administration of Online
psychological tests
·
Development of learning packages based on
multiple intelligence theory
·
School survey for the identification of
creative children
·
Group discussion for the identification of learning styles based on multiple intelligence theory
UNIT IV Personality of the Learner 20hours ( 13T+ 7 P)
Major concepts
a. Concept of Personality- role of heredity and
environment,
b. Approaches to study personality - Psycho analytic
theory (Freud), - Type theory, Trait Theory (Allport)
c. Characteristics of mature personality.
d. Assessment of personality- techniques and
methods- projective techniques
e. Adjustment and maladjustment, Adjustment
mechanisms.
Curricular
transaction
·
Personality – concept - role
of heredity and environment- collaborative discussion and reporting 4 hours
·
Approaches - Psycho analytic
theory, Allport’s theory, role of teacher in personality development, , mature
personality 4
hours
·
Assessment of
personality- various methods and
techniques, familiarization of projective techniques 3 hours
·
Adjustment and
maladjustment- concept, factors affecting adjustment, adjustment mechanisms,
causes of maladjustment and remedies 2
hours
Practical works – familiarization of psychological
tools 7hours
Time schedule
20 hours(13T+ 7P) to be completed by the end of the
semester
Suggested Practical activities
·
Familiarisation and
administration of the procedure for any one personality test
·
Measurement of adjustment
·
Case study of unique
personalities
·
Assignment on Teacher’s role in identifying and managing maladjusted
learner
·
Group discussion on
characteristics of mature personality
Guidelines for CE
Seminar
Any
presentation by the student teacher in eight to ten minutes based on the
theoretical components. The assessment can be on the following criteria.
Ø Preparation
Ø Presentation
Ø Content
competency
Ø Originality
Ø Report
Practical
The aim is to familiarize the design ,
administration and scoring of psychological tools. Any practical experience in
the use of psychological tools and techniques should be given. Lab experience
is an essential component for all student teachers. At least two practical in
each semester should be done and a record must be kept for assessment. The
criteria for assessment include:
Ø Attendance
in the Psychology lab
Ø Speed
and accuracy of the administration of tool
Ø Genuine
involvement of the subject
Ø Nature
of the tool( standardized or not)
Ø Recording
Capacity
building Activities
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 learners can be undertaken and a
report of the activity should be maintained for assessment. The programmes can
be planned based on the following themes.
1. Communication
skills
2. Problem
solving
3. Decision
making
4. Self
awareness and empowerment
5. Remediation/
Intervention
6. Extension
programmes
7. Incorporating
creative expressions in teaching
8. Exploiting
community resources
9. Innovations
in teaching
10. Entrepreneurship
The assessment criteria include:
Ø Proficiency
in the activity
Ø Individual
effort
Ø Applicability
in profession
Ø Challenges
overcome
Ø Recording
The
programme can be implemented in the following phases
Phase I: Identification of learner potentialities
The teacher educator should identify the
natural potential of every learner with the help of observation, aptitude tests
or by any means conveniently.
Phase II: Explore the individual potential and direct
them to design their own strategy for teaching/ learning/ skill development/
extension activities etc.
Phase III: Presentation of the design
for testing the feasibility and modification on the basis of feedback
Phase IV: Try out of the programme and
finalization by overcoming the difficulties
Phase V: Report preparation highlighting
the objectives, methods and strategies, design of the programme, challenges and
limitations if any with supporting documents.
The
teacher educator can decide the nature of the programme and during the initial stage, group work can also
be provided and the exploitation of individual skills must be ascertained. The
whole programme in successive semesters can be in continuation of the previous
semesters and at the end of the course, the student teachers should be more
confident and proficient in their overall performance as a teacher. The support
from teachers of art, music, craft etc. can be sought for the maximum
output. An integrated approach can be
more suitable for this programme.
N.B.
All the reports that come under internal assessment must be clear, short and
specific with supporting evidences and not exceeding 10 pages. Hand written
documents must be submitted by student teachers.
I SEMESTER B.Ed. DEGREE EXAMINATION
MODEL
QUESTION PAPER
EDU 02 Developmental Perspective of the Learner
Time:
2 Hours
Maximum: 50
Marks
Part
A
Answer
all questions.
a.
Choose the correct answer. Each question carries 1
mark
1.
Erickson’s Psycho social theory
a)
Is a behavioural theory of development
b)
Is a stage theory of development
c)
Is a systems theory
d)
Is widely used in psychiatric treatments
2.
Which of the following methods can be effectively used to
find out the effect of a teaching strategy on the achievement of students
a)
Observation
b)
Case study
c)
Experiment
d)
Survey
3.
Who among the following belongs to Humanist Psychology?
a)
J. B. Watson
b)
Kurt Lewin
c)
B.F. Skinner
d)
Abraham Maslow
4.
A person who can easily interact in a social context
possesses:
a)
Intrapersonal intelligence
b)
Spatial intelligence
c)
Interpersonal intelligence
d)
Naturalistic intelligence
5.
The ability of
reversible thinking emerges at which stage of development.
a)
Concrete operational stage.
b)
Formal operational stage.
c)
Sensori motor stage
d)
Pre operational stage.
(5X1=
5 Marks)
b.
Answer
the following questions in one sentence. Each question carries 1 mark.
6.
Who postulated the theory of multiple intelligences?
7.
Name a standardised
test which is used for measuring creativity?
8.
What is meant by
conservatism?
9.
What is meant by trait?
10. Define rationalization (5X1=
5 Marks)
Part
B
Answer all questions. Each question carries
2 marks
(The answer need not exceed one paragraph)
11. What is the scope of Educational Psychology?
12. What are the types of motor skills?
13. Mention the dimensions of emotional intelligence.
14. With suitable examples explain developmental tasks.
15. How can we identify a well adjusted person?
(5X2=
10 Marks)
Part
C
Answer any four questions. Each question
carries 5 marks
(The answer need not exceed 1 ½ pages)
16. Critically
evaluate psycho sexual theory of personality suggested by Sigmund Freud.
17. Explain the theory of multiple intelligence
18. Explain developmental characteristics of
adolescents.
19. Explain
projective tests of assessing personality?
20. Explain the significance of language development
21. Explain the factors required for fostering
creativity among students
(4X5=
20 Marks)
Part
D
Answer any one question. The question carries 10 marks
(The answer need not exceed 3 pages)
22. Write
a critical analysis of the theories of personality.
Or
23. What
is the role of heredity and environment in the development of a learner?
(1X10=
10 Marks)
EDU 02 Psychological Perspective of Development
of the Learner
List of suggested Practical/Practicum
|
Unit
|
Practical
|
School based activities
|
Action research
|
Field study
|
Seminar / wokshop/ Debates
|
Group Discussion
|
|
Unit
I Foundations
of Educational Psychology
|
|
Action
research to study the application of psychological principles in classrooms
|
Case
study on effective teachers to find out the significance of Educational
Psychology
|
Survey among parents, teachers and students on the
relevance of Educational Psychology
|
Nature
and scope of Educational Psychology
|
Critical
analysis of application of psychology
Comparative
analysis of different schools of Psychology
|
|
Unit II Development of the Learner
|
Developmental
screening test
|
Adolescent health programmes
|
Child study
Case analysis
|
Identification of adolescent problems
|
Design of learning strategies for each
stage of development
|
Comparison of the characteristics of
childhood and adolescence
|
|
Unit III Learner Differences in
Intelligence
and Creativity
|
Intelligence
test
Creativity tests
Brainstorming
Administration of Online psychological tests
|
Creativity
tests for students
Administration of tools for self awareness among students
|
Development
of learning packages based
|
Identification of creative children
|
Preparation of activities based on the multiple
intelligence theory
|
Identification of learning styles based on multiple intelligence
theory
Relevance
of emotional, social and spiritual intelligence
|
|
Unit IV Personality of Learner
|
Administration
and Familiarisation of the procedure for any one personality test
Measurement of adjustment
|
Measurement of Adjustment
|
Adjustment patterns
Case study of unique personalities
|
Adjustment mechanisms
|
Teacher’s role in identifying and managing maladjusted
learner
|
Characteristics of
mature personality
Comparison of various theories
|
Semester II EDU-07 Perspectives
of Learning and Teaching
Instructional guidelines
UNIT I Nature of Learning 15 hours (10T+ 5 P)
Major concepts
a Meaning, Definition & Characteristics, Factors
affecting learning - learner, Method and Task variables, Learning curve-
Plateau in learning, Study habits-
Concept and methods, Transfer of Learning.
Motivation- Concept, Types, strategies &
educational Implications. Theory of motivation- Abraham Maslow, Achievement
motivation
Curricular
transaction
Discussion
on Learner variables- maturation, need, interest, attitude, aptitude, attention
and motivation 2
hours
· Method
variables- Instructional strategy used by the teacher, Type of learning
materials and experiences provided, Kinds of motivation and interest developed
by the teacher etc. 2hours
· Task
variables- objective, time required, student involvement, feedback etc., Study
habits- concept, types (measurement of study habits can be a practical) 2 hours
Transfer
of Learning- concept, types and theories-theories like mental discipline,
identical elements, generalization and ideals 2
hours
· Motivation-
definition, types- extrinsic, intrinsic, need theory by Abraham Maslow, how to
develop motivation etc. Achievement
motivation- conceptual explanation and definition. 2
hours
Emphasis
should be given to classroom applications of every concepts.
Time
schedule:
15 hours (10Theory+ 5 Practical) - to be
completed in November of the semester.
Suggested
Practical activities
Different
activities can be carried out as seminars, practicum, practicals and school
based activities. 5
hours
·
Discussion on motivation
techniques to be adopted during practice teaching
·
Assessment of study
skills and habits of students
·
Group discussion on
Factors affecting learning etc.
UNIT II Cognitive Processes in Learning 20 hours ( 15 T+ 5 P)
Major
concepts
a. Sensation and Perception- factors, laws, Concept
formation, Illusion
b. cognitive functions -Thinking, Reasoning-
Problem solving and Metacognition
c. Memory- Concept; Types &
Strategies to develop memory
d. Forgetting- causes and problems
e. cognitive neuroscience-
basic concepts and relevance in learning
Curricular
transaction
·
Sensation and Perception-
factors, laws, Concept formation- factual explanations
·
Cognitive functions
-Thinking-concept, types, elements of thought, role of teacher. Reasoning-
concept, types, etc., Problem solving- concept, stages, role of teacher etc. 3
hours
·
Meta cognition- concept,
components- Metacognitive
knowledge (also called metacognitive awareness) is what individuals
know about themselves and others as cognitive processors., Metacognitive regulation is the regulation of cognition
and learning experiences through a set of activities that help people control
their learning and Metacognitive
experiences are those experiences that have something to do with
the current, on-going cognitive endeavor- Implications and role of teacher. 2 hours
·
Memory- Concept; Types &
Strategies to develop memory, - techniques for effective memory Forgetting-
causes and problems, theories- interference, trace decay, repression etc. 2
hours
·
Cognitive
Neuroscience- basic concepts and relevance in learning- experiential learning
and collaborative learning activities with the help of resource lectures. 3
hours
Ø Practical-
memory test, perception test, thinking skills test, reasoning test etc. 5
hours
Time schedule: 20hours
(15 Theory+ 5 Practical) - to be
completed in December Suggested
Practical activities
·
Experiment on Memory
test, Perception, Illusion, Preparation of concept map
·
School based
activities like Memory tests, Reasoning tests and Puzzles for school students.
·
Survey on cognitive
skills of various categories of people
·
Group discussion on strategies
for improving Memory, Reasoning and Problem solving.
·
Resource talk on Cognitive neuroscience
UNIT
III Theories of Learning 25 hours (15 T+10 P)
Major
concepts
a. Behaviourist approach-
Pavlov, Thorndike, Skinner.
b.
Cognitive approach- Gestalt, Kurt Lewin,
c.
Constructivist approach- Individual and
Social- Piaget, Bruner &, Vygotsky.
Social
learning theory- Albert Bandura
d. Gagne’s
Cumulative learning approach.
e.
Expository learning- Ausubel
f.
Information processing approach to learning- Atkinson and Shiffrin
Curricular transaction
·
Behaviourist approach-
Pavlov, Thorndike, Skinner.; major theoretical concepts of the three
psychologists, trial and error learning, major laws of learning, classical
conditioning, operant conditioning- merits and defects of behaviourism,
classroom implications. Only an outline of these theories are required. 3 hours
·
Cognitive approach- Gestalt
theory, laws of perception, Kurt Lewin’s
field theory- educational significance of the theories, comparison of
behaviourism and cognitive approach 3
hours
·
Constructivist approach-
Individual and Social- Piaget- cognitive constructivism, Bruner- structure,
modes of representation- enactive, iconic and symbolic, discovery learning-
merits and defects , Vygotsky- social constructivism, ZPD, role of teacher,
comparison of theories, classroom implications etc. 3
hours
·
Social learning theory by
Albert Bandura- theory and classroom implications 2 hours
·
Gagne’s Cumulative learning
approach- hierarchy of learning 1 hour
·
Meaningful
Verbal learning- Ausubel- theoretical explanation, advance organizer- classroom
implications 2
hours
·
Information
processing approach to learning- Atkinson and Shiffrin- conceptual explanation
1 hour
Teacher
can make a comparative analysis of the various theories through interactive
discussion
Time schedule: 25 hours (15
Theory+ 10 Practical) - to be completed
in January and February of the semester.
Suggested Practical activities
·
List suitable
learning activities based on constructivist approach
·
Laboratory
experiments on Trial and Error learning- Mazes, Insightful learning etc.
·
Practice of different
approaches of learning during practice teaching
·
Critical evaluation
of different approaches- action research
·
Planning and
implementation of Cooperative and Collaborative Learning activities
UNIT
IV: Individual
Differences in learning (30
hours (20 T+ 10 P))
a. Concept of Individual Differences- Areas of individual
Differences - Interest, Attitude and Aptitude 3 hours
b. Persons with disability- Types of disability –
congenital, acquired, physical, mental and sub-categories: developmental
delays, degenerating conditions, sensory, neural, orthopaedic, multiple
disabilities. 4
hours
c.
Models of Education
for children with special needs: Special Schools, Integrated Education,
Inclusive Education. 3
hours
d.
Understanding the
educational needs of Exceptional learners - Gifted and Slow Learners,
Underachiever, Mentally Challenged, ADHD, Learning Disability- Dyslexia,
Dysgraphia, Dyscalculia and Dyspraxia, Autism, Deafness, Blindness,
Deaf-blindness. 5
hours
e. Understanding accommodations, accessibility, Assistive
technology in the educational environment. 2 hours
f. Inclusive
education- National Policy and Acts RCI(1992),PWD (1995), NTA (1999), RTE
(2012) 3 hours
Curricular transaction
This unit intends to provide a basic idea regarding
special education, the types of disability and how the teachers can cope with
inclusive education and integrated education. The highlight must be to the
practical experience and action oriented strategies in educating children with
special needs.
Time schedule
30 Hours (20Theory+10practical);
to be completed by the end of semester
Suggested Practical activities
·
Design of learning strategies for
exceptional categories
· Identification
of learning differences during practice
teaching
· Designing learning strategies for at least one category
of exceptional children
·
Identification of exceptional categories
and Case study
·
Institutional survey and Field visits
· Understanding
the Problems of exceptional learners
·
Assignments on educational provisions for
learner differences
·
Seminar/ group discussions on Inclusive education- National Policy and Acts
Evaluation
a.
Internal
Evaluation
Teacher educators
can conduct the internal assessment as per their own convenience in cooperation
with the optional teachers. Any number of tests can be conducted as the
evaluation strategy of the curricular transaction and it should be done in a
periodical and systematic manner.
Guideline for assessment of
practicum, seminars, school related works etc.
Ø Periodical
display of internal marks
Ø Performance
based assessment
Ø Process
oriented quality indicators in assessment- quality indicators can be fixed by
the teachers in agreement with university guidelines.
Ø Grievance
redressal cell for internal assessment
Ø Assign
a coordinator for internal assessment in the college
Ø Maintain
Professional ethics in assessment.
b. External evaluation
Pattern of question paper
MCQ
– 5x1 = 5
marks
Answer
in a sentence 5x1 =
5 marks
Very
short answer- 5 x 2 = 10 marks
Short
answer- 4 out of 6 4x5 = 20 marks
Essay
– 1 out of 2 1x 10 = 10
marks
Total
50 marks
Semester
II EDU-07
Perspectives
of Learning and Teaching
List of suggested Practical/Practicum
|
Unit
|
Practical
|
School based activities
|
Action research
|
Field study
|
Seminar / wokshop/ Debates
|
GD
|
|
Unit I Nature of Learning
|
Brainstorming on method and task variables of learning
Span of attention
Self analysis of learning process and study habits
|
Motivation techniques during practice teaching
|
Enhancing achievement motivation of under achievers
|
Intrinsic and
extrinsic motivation
Construction of learning curve
|
Types and Modes of learning
Study habits of different learners
|
Factors affecting learning
How to achieve positive transfer of learning?
|
|
Unit II Theories of Learning
|
1. List suitable learning activities based on constructivist approach
Trial and Error learning- Mazes
Insightful learning
|
Introduction of different approaches of learning
during practice teaching
|
Critical evaluation of different approaches-
Action research on effectiveness of peer tutoring
|
School based survey on the contemporary practices of
learning and instruction
|
Behaviuorism vs Constructivism
|
Cooperative and Collaborative Learning activities
strategies for improving information processing
approaches
Expository teaching strategies
|
|
Unit III
Cognitive Functions of learning
|
2. Memory test
Perception
Illusion
Preparation of concept map
|
Memory tests for students
Reasoning tests
Puzzles
|
Action research on metacognition
|
Survey on cognitive skills
|
Memory and
forgetting
|
strategies for improving Memory, Reasoning and
Problem solving
Relevance of neuroscience in learning
|
|
Unit IV
Individual
differences in learning
|
Design of learning strategies for exceptional
categories
|
Identification of learning differences
Designing
learning strategies for at least one category of exceptional children
|
Case study
Identification of exceptional categories
|
Institutional survey
Field visits
Practical experience in inclusive classrooms
|
Understanding
the Problems of exceptional learners
Educational
provisions for learner differences
|
Inclusive education- National Policy and Acts
|
School based
activities (individual/ group)
School based
practical should be completed assessed by concerned general teachers during
practice teaching as part of internal assessment. Teacher educators can conduct
any practical related work other than that given below. The work should be done
and evaluated with specific criteria. The report should be comprehensive by
highlighting the objectives, process and outcome.
·
Identification
of exceptional children and design of learning activities for the various
categories of children
·
Creative
children- identification, education and design of innovative strategies
·
Case
study of well accepted personalities in schools
·
Awareness
classes on personality development for students
·
Parental
awareness classes on adolescent issues and problems
·
Stress
management activities for students during practice teaching
·
Interaction
with school counselors and elaboration of counseling skills
·
Guidance
services to students
·
Institutional
surveys and meeting the educational requirement of inmates
·
Life
skills training package to students
·
Remedial
teaching to weak students
·
Identification
of maladjustment among and analyse the causes and remdies
·
Mental
health survey and education for mental health
·
Any
kind of survey to study the behavioural
characteristics of school students supplemented with educational
activities
·
Leadership
training activities for students etc.
Criteria
for assessment of school related practical
Ø
Relevance
of the theme selected
Ø
Nature
of the activities (suitability, effectiveness, practicability etc.)
Ø
Creative
contribution of student teachers
Ø
Clarity
and effectiveness of the programme
Ø
Time
management
Ø
Quality
of the report
Ø
Resources
utilized
Ø
Cooperation
sought from the school personnel
Ø
Performance
of the student/ group
Ø
Student
reflection etc.
Practical activities
Assessment
• Assessment
is the process of collecting information by which the assessor gains
understanding over the assessed, necessary for making informed decision.
Psychological Assessment
• Psychological
Assessment is the process of systematic collection, organization and
interpretation of information about a person and his situations, and the
prediction of the person’s behaviour in a new situation.
• It
encompasses assessment of the three major aspects of the person, namely cognition, A
measurement device or technique used to quantify behaviour or aid in the
understanding and prediction of behaviour
Psychological Test
• A
set of items designed to measure characteristics of human beings that pertain
to behaviour.
• It
involves understanding of the causes of the problem and potential solutions for
the problem.
INTELLIGENCE TESTING
Group
Verbal Test - JALOTA’S Group Test of General Mental Ability – 100 items within
25 minutes
Non
– Verbal Test - Standard Progressive
Matrices Test ( SPM ) by J C RAVEN
Coloured
Progressive Matrices – Children and Aged Performance Test – BHATIA’S BATTERY OF
INTELLIGENCE TEST – Contains Five sub Tests -
Koh’s
Block Design Test, Alexander’s Pass along Test, Pattern Drawing Test, Immediate
Memory Test and Picture Construction Test
Seguin
Form Board Test ( Performance Test )
Weschler
Intelligence Scale – WISC , WAIS ( Both Verbal and Non – Verbal ) , APIS
MISIC
– Mallin’s Intelligence Scale for Indian Children( Indian Adaptation of WISC )
Mathew
Test of Mental Abilities
Standard
Progressive Matrices Test ( SPM ),Coloured Progressive Matrices
Advanced
Progressive Matrices – High score in SPM and Gifted
Attention Test
Span
of Attention – Tachistoscope – 28 cards(3-9 letters) and 52 cards (3- 15
letters )
Distraction
of Attention–Letter Cancellation ( Cancel every 3rd letter, 4th
letter etc)
Division
of Attention – Division of Attention Board – Trace triangular pattern and
Circular pattern within 30 seconds.
Transfer of Learning
Bilateral
Transfer – Mirror Drawing Apparatus – Non – Preferred hand (one trial ) ,
Preferred -hand ( 5 Trials ) and Non
Preferred hand (one trial )
Aptitude Test
Differential
Aptitude Test Battery (DATB ) – Designed by George K Bennet, Harold Seashore and
Alexander Wesman.
8
subtests – Verbal Reasoning, Numerical Ability, Abstract Reasoning, Space
Relations, Mechanical Reasoning, Clerical Speed and Accuracy, Language Usage (
Spellings ) and Language Usage ( Sentences ).
Attitude
Attitude
Scale Towards Teaching Profession ( ASTTP )
by Dr. Umme Kulsum, Bangalore
University
5
areas – Academic aspect of teaching profession, Administrative aspect, Social
and Psychological aspect, Co-curricular aspect and Economic aspect.55
statements with 4 alternative responses – SA ,A,D,SD.
Adjustment
Bell’
s Adjustment Inventory – Devised by H M Bell, contains 200 questions which have
to be answered by ‘Yes’, ‘No’, ?
6
Areas – Home Adjustment, Health adjustment, Submissiveness – Self assertion,
Emotional Adjustment, Hostility- friendliness & Masculinity - Femininity
Interest
Strong
Vocational Interest Blank ( SVIB ) – by E K Strong in 1927. Newly Revised in
1997 named Strong Interest Inventory. Areas – Occupations, Subject areas,
activities, leisure activities, people, your characteristics. 35 -40 mts to
complete.
Memory
Weschler
Memory Scale ( WMS )
Subtests
– Personal Information , Current Personal Orientation, Mental Control and
Logical memory. WMS IV (2009 ) 7 subtests.
PERSONALITY
MMPI
, 16 PF Questionnaire, Eysenck Personality Inventory
Rorschach
Ink blot test, TAT, CAT etc.
PROBLEM SOLVING
Five
wooden blocks varying in size with a stand having three poles labelled A, B, C
and stop watch. 2 blocks ( 3 moves ), 3 blocks (7moves),
4
blocks ( 15 moves ) and 5 blocks ( 31 moves ).
PRACTICAL RECORD
Title of
the Expt
Expt.No:
Individual Expt
Date:
Resume:
One paragraph
Introduction
: 2-3 pages
Aim
:
To
find out ………/ To study the ……/ To determine ….
Hypothesis
: Eg :- In a task involving recall of learned materials, there will be an
increase in performance when the subject is allowed to
recall
the material in its encode form as compared to reproduce in its original form.
Method
:
Subject
: / Subjects : B.Ed Students
Name
: BC
Age
: 23 yrs
Sex
: Male
Materials
:
Procedure
:
Result
: Results of the expt are shown in Table 1 & Table 2
Discussion
: One or Two Paragraphs
Conclusion
: 1 or 2 Sentences
References
:
Purchase
Orders
1.Prasad
Psycho Corporation, 10 A, Veer Sankar block, Shankarpur, New Delhi –
110092. 2. Manasayan, Agarwal Complex,
S-524 School Block, Shankarpur, Delhi 110092.
3.
National Psychological Corporation, 4/230, Kacheri Khat, Agra – 282004.
!!!!!!!!!!!!!!
II SEMESTER B.Ed. DEGREE EXAMINATION
MODEL
QUESTION PAPER
EDU-07 Perspectives of Learning and Teaching
Time:
2 Hours
Maximum: 50
Marks
Part
A
Answer
all questions.
a. Choose the
correct answer. Each question carries 1 mark
1. Which of the following psychologists
emphasizes the role of culture in learning
a)
Jean Piaget
b)
Lev Vygotsky
c)
Jerome S. Bruner
d)
E.L.Thorndike
2. Conceptual generalization from its
particular components is referred to as:
a)
Inductive reasoning
b)
Deductive reasoning
c)
Logical deduction
d)
Intuitive thinking
3. The concept of metacognition includes
learners' knowledge and beliefs regarding their own cognitive processes, as
well as their attempts to regulate those cognitive processes to
a)
Minimize learning and memory
b)
Maximize learning only
c)
Maximize learning and memory
d)
Minimize memory only
4. Which
of the following is not a principle of perception
a)
Figure- ground
b)
Closure
c)
Symmetry
d)
Uniformity
5. The
use of consequences in learning is emphasized in:
a)
Operant conditioning
b)
Classical conditioning
c)
Gestalt theory
d)
Trial and error
learning (5X1= 10 Marks)
b. Answer the following questions in one
sentence. Each question carries 1 mark.
6. Name any one growth need according to Abraham
Maslow
7. Define
Achievement motivation
8. What is meant by
retroactive inhibition?
9.
Who
is an underachiever?
10. What
is scaffolding?
(5X1= 10 Marks)
Part
B
Answer all questions. Each question carries
2 marks
(The answer need not exceed one paragraph)
11. Suggest certain measures to inculcate proper study
habits among secondary school students?
12. Gifted child is an asset. Substantiate.
13. Briefly
explain the PWD Act
14. Give any 2 reasons for the plateau in learning?
15. Explain ZPD (5X2=
10 Marks)
Part
C
Answer any four questions. Each question
carries 5 marks
(The answer need not exceed 1 ½ pages)
16.
Explain the significance of integrating
neuroscience and education?
17. What is meant by inclusive education? Explain
18. Write any five strategies for teaching a learning disabled
child
19.
Explain the requirements and techniques
for improving memory of learners while teaching?
20.
Illustrate transfer of learning.
21.What is expository teaching?
(4X5= 20 Marks)
Part
D
Answer any one question. The question carries 10 marks
(The answer need not exceed 3 pages)
22. Explain
cognitive processes. What is the importance of cognitive processes in learning
Or
23. Briefly
explain the models of education for children with special needs.
(1X10= 10 Marks)
References
·
Allport, G.W, (1960). Personality:
A psychological Interpretation .NewYork: Henry Holt and Company .
·
Anastasia, Anne (1982).
Psychological Testing NewYork: Mc Millan Publishing Company.
·
Baron, Robert A, (
2003). Social psychology (10th ed). New Delhi :Prentice Hall of India
·
Baron, Robert A,
(2003). Psychological (3rd ed). New Delhi, 110092 :Prentice Hall of India.
·
Benjamin, W.B., (1985).
Hand book of Human Intelligence:Theories, Measurement and Application John,
London : Wiley of Sons Inc.
·
Beveridge, WIB, (1980).
Seeds of Creativity London : Heinemann Educational Book Ltd.
·
Carroll, H.A (1984)
Mental Hygeine New York, Prentica Hall Publishing Co.
·
Crow, L.A
and Crow A Educational Psychology (1973) New Delhi : Eurasia Publishing House.
·
Duric, L
(1990)Educational Psychology New Delhi : Sterling Publishers.
·
Entwistle,N.J.(1990).
Handbook of educational ideas and practices.London:Routledge
·
Ewen, R.B (1980)An
Introduction to theories of Personality New York : Academic Press.
·
Fisher, Ronald j.
(1982). Social Psychology, An Applied Approach. New York : St. Martins Press.
·
Hartney, Elizabeth
(2008): Stress Management for teachers; U.K: Continuum
·
Jangira, N.K., etal
(1991). Functional Assessment Guide. New Delhi : NCERT.
·
Kinchelore,
J.L., & Horn, R.A (Eds.) (2007) The Praeger Handbook of Education
andPsychology; India: Praeger (vol. 1,2,3,&4)
·
Kochar, S.K (1993),
Educational and Vocational Guidance in Secondary Schools. New York : Sterling
Publishers.
·
Kuppuswami, B. (1967).
An Introduction to Social Psychology. Bombay : AsiaPublishing House.
·
Martin, garry and Pear,
Joseph (2003) .Behaviour modification : what it is and How to do it (7th Ed.).
New Delhi: Prentice Hall of India . 110 092.
·
Moghaddam,
F.M. (2007) Great Ideas in Psychology: A Cultural and Historical Introduction;
India: Oxford; One World.
·
Musser, P.H, Conger, S
and Kagar, P (1964) Child Development and Personality, New York : Harper Row
·
Personality Classic
Theories & Modern Research.New Delhi, Pearson Education
·
Reilly, P.R
& Levis, E (1983) Educational Psychology New York : Macmillian Publishing
Co Ltd.
·
Sindhu,
I.S., (2013); Educational Psychology: India
·
Umadevi,
M.R.,(2009) Educational Psychology: Theories and Strategies for Learning and
Instruction, Bangalore, Sathkruthi Publications
Websites
·
http://www.libraries.psu.edu/
·
http://www.teacher.net
·
www.moodle.org
·
http://teamwork.sg/teamwork/schoolportal.aspx
·
http://www.e-learningforkids.org/courses.html
·
http://en.wikipedia.org/wiki/Wiki
·
http://www.webopedia.com/welcomead/
·
http://www.filehippo.com/
