Wednesday 10 February 2016

hand book for paper 2 and 7 B.Ed.




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/
·         http://www.padtube.com/Windows