D.El.ED

SEMESTER 3

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Semester - 3 Paper - 301 Educational Psychology - Practical Experiences I

Total Score : 10 Total Time : 5 hrs

Continuous Evaluation (CE) – 10 Time per week : 1 hr

Practicals – Semester 3

Unit Content Area Tools Process Product S2 – unit 2 Activity – 1  Pre-constructed tools  Using the tool prepared in S2 for Activity  Factors that  Creativity/Memory/Intelligence/ measuring memory power it is done package influence Aptitude/Motivation  Lesson planning during the internship period. learning prepared in advance  Prepares the report  Prepares strategies for improving memory; checks the advantages. S2 – Unit-3 Activity-2  For making learning experiences more  Personality  Try –out-Life skills/analysis.  Package of games effective considering creativity, Report package is prepared connecting various subjects (S4 school internship tryout) Semester – 1  Games package prepared in S1 uses Unit-2  Overall development of children  Worksheet those linked to various subjects. Child development Prepares report study report prepared. Study S2 – Unit  Various strategies employs related to report Studies knowledge construction theory. Using a worksheet, assess their effectiveness.

Study report

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Semester – 3

Paper – 302 Inclusive Education and School Administration/Organization

Total score : 10 Total time : 60 hrs

CE : 10 Classroom transaction : 50 hrs

TE : Workshop/Practical : 10 hrs

Time per week : 5 hrs

Preface Content in detail Inclusive education, school management, school organization gender Unit 1 : Inclusive education – relevance and importance equality education are all important areas of education. Teachers Unit 2 : Inclusive education – curriculum transaction and adaptation. should have the ability and perception to provide suitable education to Unit 3 : Recognizing / Identifying and assessing the differently abled : all children, taking them into the fold. Teachers should be capable of Preliminary understanding. running a school in a suitable manner, utilizing school resources for all Unit 4 : School organization and management students and ensuring learning outcomes. Constructive intervention Unit 5 : School support systems and support form the parents is also needed for all educational and Unit 6 : Educating the parents school activities. Parents are to be prepared well for this. All are Unit 7 : Gender Equality education working together in all the fields for life, without any gender discrimination. But it is a reality that women, who comprise about half Unit 1 : Inclusive education – Relevance and importance of human population are made to experience lot of discrimination. The Objective very fact that such discriminations and harassments are meted out to To be convinced of the inclusive (education.) approach women adversely affects the development of the nation. A change has Content to be wrought out in the attitude and actions of the society to solve this Inclusive Education – definition (problem). Contents of this paper have been prepared with the Various limitations intention of providing experiences in the fields mentioned above. Education for the differently abled Initiatives for protection of rights Agencies and organizations at the national and state levels

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Unit 2 : Inclusive Education : Curriculum transaction adaptation Content Objective  The education system in  To understand what kinds of teaching-learning activities are needed to  School administration system – K.E.R overcome the educational challenges of the differently-abled and to  HMs, teachers – duties and responsibilities acquire get the capacity to implement them.  Important records to be prepared at schools. Content  Management strategies (School, classroom, time, resources)  Curriculum transaction for the differently-able  Academic, Institutions (SCERT, SIEMAT, SIET, DIET,  Adaptation BRC, CRC, KITE)  Inclusive /Integrated education programme (IEP) Unit 5 : School support systems  Technical support system for the differently –abled Objectives Unit 3  To develop an understanding of the support systems  Identification and Assessment of the Differently-abled preliminary necessary for the effective functioning of a school and their understanding relevance. Objective  To shape the perspective related to integrated school  To identify the differently-abled and formulate a preliminary development scheme and to acquire. The understanding for understanding. preparing the scheme. Content  To identify assess the best school practices and present them.  Methods to identify and assess the differently-abled in a classroom. Content Unit 4  Perspective on effective schools  School organization and management  Department –wise support system Objectives  School administration and social partnership  To identify the structure of the education system in Kerala to develop  Integrated school development scheme, Academic master an understanding of school administration and maintenance. plan.  To formulate a general understanding of academic institutions in the Unit 6 state and their responsibilities.  Educating the parents  Role of parents in child’s education Objective : To be convinced of the importance of educating the  Role of parent in academic activities parents.

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Unit 7 : Gender Equality Education

Objectives

 Gender, sex – recognizes their relationship and difference.  Recognizes the relevance and the importance of women studies.  Identifies /realizes gender differences in public life and school and adopts stance  Understands how gender congestion/discrimination delimits/restricts the growth and development of girls.  Formulates the concept of gender equality school and gender equality pedagogy.  Develops perception/awareness about laws governing women’s safety.  Find out defense methods after analyzing the problems faced by women in the present age.  Develops an understanding of teacher empowerment for ensuring women’s safety. Content  Concept of gender equity in education pedagogy.  Laws for women’s safety  The present day problems- media, new media, various kinds of misted.  Defense mechanisms like cyber security. Teacher empowerment programme. Chapter 1 - 7-15 pages Semester 1 - 191 – 204 Semester 3 - 261 – 318 Semester 4 - 327 – 331

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Unit 1 : Inclusive Education – Relevance and Importance

 Recognize the  Inclusive education –  Through discussion and  Discussion note relevance of inclusive definition concept. reference, collects  Assignment-Inclusive education  Humane aspect of information about the education. inclusive education’ concept of inclusive  Essay on the  Philosophical view education, the human philosophical, social and angle, philosophical view  Whom to include? - psychological aspects of and whom to be included. Those who are socially and inclusive education Presents them before the culturally backward, class. Teacher reinforces differently- abled, gifted wherever necessary. children and scholastically Presentation by the backward. teacher.  Merits and limitation of inclusive education  Inclusion and democracy- vision, sociology and psychology of inclusive education.  Develops an idea about  Differently –abled/those  Group discussion on  Discussion notes the different categories who deserve special who all are differently- presentation among differently-abled. consideration- definition. abled different types of  Excellence in  Analyses what is meant by  Characteristics of the disability. presentation (Quality of differently abled and what differently abled.  Prepares group the presentation) are the different presentation on the basis categories among them. of discussion presents it.  Note on the special needs  Collects information of the differently abled.

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Different disabilities (RPWD about the differently  Case report Act) abled children in the  Note on the messages  Blindness /visual nearby schools. given out by the impairment poor eyesight.  Screening of documentary/film.  Cured leper film/documentary about  Limitations in the differently-abled who movement/mobility faces various problems  Dwarfism and also overcome  Intellectually disabled challenges and those who  Mental disease have become successful.

 Cerebral palsey  Special learning disability  Limited hearing /hearing impaired  Muscular dystrophy

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 Parkinsons  Who all are the others  What are the special  Multiple sclerosis who face difficulties in consideration to be given  Thalassemia school/studies? in classroom learning?  Haemophelia  Discussion - Note  Sickle Disease  Those who fall sick  Autism spectrum Disorder constantly (A & D)  Those who partake  Chronic neurological high potency medicines disorders continuously  Multiple disabilities  Those who are epileptic  Language speech  Those from families disabilities. having discord/insecurity. How can a teacher help such people? Discussion.  Recognizes the educational  Educational history of  Guest lecture on the  Discussion notes services being provided to the differently abled. history and aims  Services available for the the differently abled.  Education of the education for the differently abled:  Knows the presently differently-abled : aims. differently abled. assignment available educational  In which type of schools  Lists out the various  Quality of the services to the differently – should education be services provided to the presentation abled, formulates an idea give? differently abled in  Seminar about Rights-based  General schools and general and special  Discussion note education. schools through special schools  Expression  Analyses what is meant  Special education. discussion and by Rights-based referencing.  Debate  Integrated education education.  Visiting special school.

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 Inclusive education  Collecting information  Special features of on special education, Inclusive education integrated education and  Rights-based education inclusive education,

 How inclusive is the using the existing tools-

present classroom? Presentation study in comparison.  Different methods  Perspective Document adopted by Inclusive  Relevance of inclusive on inclusive education. education-seminar. classrooms.

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 Children’s rights-general discussion- Reading materials given about Rights-based education. Group discussion, presentation.  How should an inclusive classroom be? (Infrastructure, materials, teachers, support systems)  How inclusive is the classroom of today? Is inclusion complete or partial-debate.  Inclusive classroom experiences and activities-video show.

 Formulates an idea  International/global  Presentation on the  Discussion about the protection of initiatives in protecting the important/significant international notes the rights of the rights (ADA, IDEA, interventions with regard to the  Services and differently abled Salamarica statement, protection of rights of the concessions (international and EFA, UNCRPD)- the differently abled. Teachers for the national levels) the relevant facts in them- presentation-discussion. differently concessions accorded Rights protection laws and  Class, handed by an expertings on abled – to them. Acts at the national level. the various laws from the mental assignment.  Finds out the rights and  Mental Health Act 1987 Health Act to the R.P.W.D Act of concessions of the  R.C.I Act 1992 2016. Discussion. Consolidation. differently abled.  P.W,D Act 1995  Education is child’s right. How far  National Trust Act 1999 does the RTE 2009 provide

 R.T.E Act 2009 and the opportunities for the differently

differently abled. abled? -Discussion. Presentation.

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 R.P.W and Act 2016.  Interview with parents of  Assignment (Important instructions) differently abled children.  Problems faced by the children  Services made available.  Visiting homebound, bedridden children, analyzing the situation.  Note on the interview

 Report of the visit.

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 Forms an idea about the  Support given to the  Collects information about  Assignment supporting institutions differently-abed by national level institutions for the  Questionnaire for the differently abled. national level institutions purpose of the and services of the  Report  Analyses and find out the like NIVH, SYJNIHH, differently abled. Collects details of  Note NIOH, NIRTAT, IPH, the profile, services and objectives importance and the NIMH, RCT, AIISH and of the institutions. functioning of the supporting institutions NIMHANS and the  What are the services provided by for the differently-abled. departments of social the departments of social justice justice and Health, Local and health and the local governing bodies and the autonomous bodies?- Interview  Report

Department of Education with experts.  Special shools, Buds schools, Autism centres-visits.  Services provided to the differently

abled by various agencies and the department of education  Visitors note compilation of facts.

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 Formulates an  How will the curriculum  Problems faced by the  Discussion notes. understanding about who transaction of the differently abled in  Panel discussion can assist in transacting differently abled help classroom activities in  Interview schedule the curriculum of the them in classroom the light/content  Interview notes differently abled; realizes activities? experiences at schools  ICT presentation the importance of parents’  Who can help them?  -Discussion, suggestions organizations. - General teacher for solutions.  Recognizes the - Resource teacher  Sharing of experiences characteristics/special - Peer groups through analysis – features of curriculum - Parents persons, who should transaction of the - Society help the differently abled differently abled.  Need for parents in their studies-panel organization discussion-observes  Relation between home resource room. and school  Interview with experts what is the need for fellowship among parents? How should the parents be empowered for this? Discussion. Based on the prepares a presentation on parental awareness.  Interview with the office- bearers of the parents’ organizations.  Discovery of the  Adaptation : where  Adaptation –prepares  Discussion notes

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possibilities of adaptation  Physical facilities notes for collecting for the differently abled.  Curriculum information. Discussion Acquires the skills for  Study materials on the areas where preparing an adapted adaptation is to be done  Learning activities teaching manual. to be adapted.  Assessment/Evaluation.  Adaptations needed in physical facilities-what are they?  How can adaptations needed in physical facilities-what are they?  How can adaptation be effected in curriculum, textbooks and materials.  Adaptation in learning activities-how?  How to implement the suitable evaluation method

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 Adaptive Teaching  Things to be considered while  Discussion notes manual-things to be taken preparing a teaching manual- care of group discussion-how to carry  Preparation of teaching- out teaching manual adaptation? learning strategies. How to prepare-discussion.  Designing the study  When should be the remedial equipment teaching? What are things to be  Adaptive Teaching  Implementation learning considered? Discussion- manual consolidation.  Evaluation  Remedial teaching  Realizes/Recognizes  Relevance/significance of  Relevance of giving  Notes the relevance of individualized education individualized attention to the Individualizes programme (IEP) – How differently abled discussion- education programmes to prepare things to note. How can it be prepared? (IEP) and develops the  Familiarizing with  Things to note while preparing- ability to prepare IEP. IEPmodel IEP model-Teacher  IEP  Preparation of IEP. presentation.  During the teaching practice, a child’s IEP is prepared as per the format.  Imbibes the method of  Assistive technology for  Assistive technology for the  Assignment application of the the differently-abled. differently-abled – classes by  Seminar assistive technologies  Assistive technology- experts; understands the  Handling of the meant for the definition relevance, importance and the support system differently-abled.  Relevance systems, thro discussion.  Report  Importance  PPT presentation introducing the assistive technology

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 What are the available equipment. technologies?  Relevance of the ATs – systems  To whom are they their use. helpful?  Visiting a centre to directly see  ICT in curriculum and get acquainted with such transaction equipment.  Influence of ICT in curriculum transaction and adaptation – seminar.

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Unit 3 : Identification and Assessment of the Differently abled – Basic Concepts

 Identifies the reasons for  Reasons for the limitations  Learners find out the  Discussion notes the differential abilities importance of early reasons for the limitations defection. and present them.  Identification and  Presents the importance assessment-preliminary of early detection through understanding; assessment case study analysis- methods. discussion-consolidation  Video/documentary shows  Acquires the  How to identify the  How to identify the  Notes ability/competency to differently abled in a differently abled in

identity the differently classroom? Discussion. classroom? Discussion.  abled in the classroom Identified disabilities Introduces checklists for Accurate usage of such as recognizing visual and checklist and other tools.  Visual impairment hearing impairment,  Report of the visit  Hearing impairment autism. ADHD and  Limitation in cerebral palsy. intelligence  Introduces Snellan chart,  Learning disability. audiogram and case  Autism history.  ADHD  Discussion-consolidation  Cerebral palsy  District early intervention centre.  Visit

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Unit 4 : School Organization and Management

 Identifies/realizes  Director of Public Instruction (DPI)  Collecting information  Chart recognizes the structure  Deputy Director of Education (DDE) from KER of the education system  District Education Officer (DEO)  Prepares an organization in Kerala  Asst Education Officer (AEO) chart showing the  Headmaster/Headmistress hierarchy Jurisdiction and responsibilities of each.  Develops an  Important responsibilities of the Introduction/Familiarisation  Note understanding regarding Heads –KER and RTE Act.  Report of the school administration.  Major responsibilities of teachers Interview with the HM interview  Recognizes and  Records that are to be prepared compares the activities at and maintained at schools. various levels of school  HM’s class, school monitoring admin system.  PTA, school management committee, class PTA-there structure and activities.  Analyses the duties and  Duties and responsibilities of SCERT, Guest lecture  Note responsibilities of the SIEMAT, SIET, KITE, DIET, BRC academic institutions in and CRC  the state. IASE, CTE  Imbibes/Internalizes the  Organisational management  Essay basics of school class  Class management Gives opportunity to collect writing information via referencing. management methods.  Time management  Seminar  Human Resources management

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Unit 5 – School Support Systems

 Recognizes the support  Effective school-view Interview; general discussion Interview question naïve/ systems needed for  Support systems at schedule; Note effective school department level (DDE, management and becomes DEO, AEO, DIET, BRC, convinced off aware of CRC) their relevance  Social support systems (PTA. MPTA, SSG, SMC, Old students Association, NGO’s)  Acquires the ability to  Comprehensive school  Brainstorming  Comprehensive school develop a vision regarding development programme –  General discussion development school development vision (academic, physical  Review of former programme. programmes and to and social) projects  Academic master plan prepare a plan.  Process of project  Project formation formation  Innovative academic programmes  Academic master plan  Identifies and evaluates the  Best academic  Collects the best of  Report best school practices and practices/Activities academic practices and presents them. analyses them.  Discussion

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Unit 6 : Parental Education

 Recognizes the  Teacher, student, parent- the three are Brainstorming  Notes importance of educating important links of education. General discussion  Poster/Panel the parent.  Parent should have clear idea of the Referencing support to be given to the child. Preparation of poster/panel,  Educational objectives parental adding ideas for parental interests may not necessarily with each education other. Hence awareness is to be created about the real objectives of education.  Finds out strategies for  Assigning partnership to parents in General discussion  Report promoting relationship school programmes. Guest lecture with parents/guardians  Deciding the programmes after Collection and analysis of consulting with parents. PTA activities  Making use of the parents to improve the academic, physical and emotional environment/climate.  School resources like library, hall, ground etc- giving opportunity to use them.  Using the expertise of parents for academic activities.

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 Analyses the contact  Summary/synopsis of  Discussion on the  Module area of parental academic cities. content of the module  Report education.  Merits and limits of the for parental education.  Acquires the child.  Observation of CPTA competence to handle  Nature of the support meetings. class PTA. to be given.  Familiarising with  Review of the program school development organized at the school plan and Academic  Report of the new master plan activities  Communication strategies  Parenting skills  Parenting styles

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Unit 7 : Education for Gender Equality (Gender Equality Education)

 Recognizes the basic concepts  Gender-sex-difference; role of  Discussion – Familiarization of  Note related to gender. gender equality symbol –  Recognizes the importance and  Role of women in national Discussion. relevance of women studies. development-woman as a human  Referencing resource powerful.  General discussion preparing  Note note.

 Recognizes/identifies the gender  Biological  Referencing  Note differences prevalent in public life  Sociological  General discussion and school and adopts  Psychological;  Preparing note positions/stance.  Human rights  Referencing

 Third gender  Gathering information  Transgender the problems they  Discussion face.

 Realizes that gender equality in a  International declarations related  Slide human right.  Women’s rights-observance of to protection of women’s rights presen women’s Day.  Realizes how gender  Referencing tation discrimination/consideration  Physical  Discrimination in the family, civil restricts the growth and  Creates hindrance to the society and workplace-Group development of girl children emotional and aesthetic discussion.  Note development

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Devises activities to eliminate the  May be able spot out  Reading  Note of the discriminations being experienced discrimination in textbooks  Interview Analysis) by girl children and other publications.  Textbook analysis; field  Analytical  Can create awareness through work note field activities.  Camps; workshops  Report  Awareness can be created by  General discussion  Evaluation of planning activities with  Debate the debate emphasis on man-woman equality.  Awareness will be possible through analyzing the anti- women attitude in the society.

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 Formulates a  National and International laws  Referencing  Note Report of perception of the laws for women safety.  Interviewing legal the interview governing women’s  Use and abuse of the laws experts. safety.  Domestic violence

 Problems related to media  Referencing  Note  Recognizes the  Various abuses; discriminations  Interview with experts atrocities faced by experienced by women within  Exhibition of short films. women in the present families.  Discussion age and finds out ways  Cyber safety techniques to defend them.

 Life skill development

 Essay  Providing opportunities for taking  Referencing  Plans special activities  Seminar for gender and up leadership.  General discussion implements them at the  Promoting healthy friendship  Essay writing school level. between men and women  Develops the concept  Activities to improve Self- of gender free school confidence  Gender free school  Getting familiar with the prepares the indicators biographies/life stores of women who have excelled in various fields.

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Semester-3 Paper - 303 : Malayalam Language Teaching Approaches and methods Total score : 10 Total Time : 55 hrs CE : - Classroom Transaction : 45 hrs TE - 10 Workshop/Practicals : 10 hrs Time per week : 5 hrs Units 1. Characteristics/Special features of Malayalam language 2. School Experience project in the primary class 3. Language and Technology

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Conceptualizes the teaching of  Method of presenting  Scrutiny of the textbooks  Notes mother tongue language in classes ideas/concepts of chapter  Discussion note 1 & 2.  Graphic reading 1 & 2.  Graphic reading  Teacher text reading  Graphic writing letters  Preparation of note  Spiralling of words  General discussion  Thematic approach

Understands/convinced of the  The child has a holistic view  Analysis of chapter 1  Analytical note integrated approach and of the world and 2 textbooks.  Activities formulates ideas for transacting  Continuity of the familiar  Exploring the synthesized/integrated activities. view of the world possibilities of various  Continuity of the familiar themes. world to be ensured in the  Preparing the activities class.  Integrated approach joins/combines subjects using various themes. (Forms)  Phonetic position, organs,  Preparation of A£-c-∏m-  Product Formulates an understanding of alphabets, vowels ´p-Iƒ evaluation Nn√v letters and scripts consonants,  Getting acquainted with  Script is the visual phonetic models representation of letters  Analysis of alphabets

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 Compares and lists out  Old script, new script,  Collects old and new  Collection the old the new print scripts language scripts.  Analyses sentences and  Subject, object, verb, now,  Listing  List lists out the primary gender, hN\w, tense.  Changing the structure language facts.  Modifications/hntÇj-W-  Identifies the changes §Ä effected while splitting  \mep kÔn-IÄ or combining words (Conjunctions) and also the conditions.  ka-kvX-]-Z-§Ä  Vocabulary  Note  Analyses the entre  hn{KlmÀ°w  Word games words in creative  kamkw writing and prepares note.  hn`-àn-Ifpw {]Xy-b- §fpw  Develops an  Punctuation in prose  Editing  Editing process understanding of models punctuation and  Paragraphing paragraphing  Understanding rules of  Analyses children’s language works and acquires the skill to improve them.

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Unit 2 : School Experience Project in Primary Classes

 Recognizes language  Many skills are to be  Effective class-viewing  Observation note. teaching and teaching acquire to succeed as video clips. skills and understands teachers.  Simulation of activities to  Pedagogic analysis. how to self-improve.  Only through self- foster skills/competencies  Lesson notes improvement can one  Analysis.  Study materials become an excellent teacher.  Prescribed lessons have to be analysed psychologically, conceptually, linguistically, culturally and pedagogically for the purpose of effective transaction.  Analyses pedagogically  Prescribed lessons have to  Analyses the teaching  Pedagogic analyses and formulates the be analysed manual for teachers,  Lesson notes necessary teaching psychologically, teacher’s handbook,  Study materials strategies and learning conceptually, linguistically, textbook, study notes in materials, Prepares lesson culturally and various blogs and the notes. pedagogically for the ‘Samagra’ portal. purpose of effective transaction.

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  Such analysis helps the   students to acquire in- depth understanding.  Lesson notes can be formulated in-depth understanding.  Prepares lesson notes. Presentation; evaluation; Peer evaluation  Recognizes the special  Opportunity for  Presentation of learning  Discussion note characteristics of the knowledge construction. activity-discussion learning activities.  Consideration for differentiated students.  Participatory  Generates interest  Poses challenges/challenging.

 Earns experience in the  Pedagogical analysis.  Analysis mutual  Analytical note. planning and Preparation of learning evaluation/assessment  Teaching manual implementation of learning activities.  Study materials/learning activities resources.

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Unit 3 : Language and Technology

 Finds out through reading  The way letters should be  Comparison of pages of  Project report and analysis the need for scripted; formation of old and new periodicals. script, importance, compound words; changes that have taken importance of using place in script (science of symbols. writing), history of script modification and the necessity for this.  Acquires the required  Reforms in scripts  Blog creation, uploading understanding to handle brought out for the ease of resources. Hi-tech classroom of printing and the changes to be effected in future.  Modern technology  To find out quality  Exactness/Precision and reinforces curriculum educational blogs and to accuracy in the transaction. utilize the resources in preparation of  Language computing them. presentation  Many resources are available today that are helpful to curriculum transaction.

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 Develops the  E-material preparation  IT workshop  E-material understanding for improves/accelerates/understand finding out the e- ing of the contents. resources helpful for curriculum transaction and to share them  Acquires the  WhatsApp, e-mail, Facebook etc.  Possibilities and  Seminar report understanding for limitations of making use of the WhatsApp, Twitter possibilities of new and Facebook media in curriculum  Seminar transaction.  Develops the skill to  It is possible to type creative  Workshop  Compositions/works key-in creative works works and publish them in the  Animation and get them new media.  Presentation published in the new  Layout media.

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Semester-3 Paper 305 : Mathematics : Teaching and Learning (III)

1. (Learning materials required for primary classes (Lower primary-peer primary)  Familiarization of maths learning materials for the primary classes, collecting.  Developing of learning materials to the learning outcomes.  Engaging in the process of making the learning materials.  Learning materials; try out (through classroom activities)

2. Analysis of the maths portions prescribed for lower primary classes.  Analysis of the pedagogic content of the prescribed portions of maths  Lesson planning  Unit planning 2. Assessment in the LP Classes  Evaluation strategies  Continuous evaluation  Developing tools for TE  Familiarization of Blueprint, progress record  Learning improvement Record : preparation  Items to be evaluation  Teacher’s evaluation  Self evaluation  Peer evaluation

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Unit 1 : Learning materials required for primary classes

 Identifies suitable learning  Need for learning  Need of learning materials  Discussion note materials for maths materials. in maths class-  Possibilities and re-use teaching-learning and  Familiarizing the abstract Discussion/debate. of learning materials- constructs them. mathematical concepts, Consolidation note. using concrete objects.  Various (multiple) learning  Exhibition of the  Subject clarity is obtained areas are given the groups. collected and when learning taken place  Each group constructs constructed learning through experiences using learning materials related materials. learning materials to their respective area.  Printed copy of the Records the construction learning materials method. Discussion (relation to learning improving. outcome, construction method, re-use, novelty, aesthetics, suitability)

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Unit 2 : Analysis of the lessons

Prescribed for the lower Primary classes

 Gets familiar with the  Detailed, minute analysis  Analysis of the  Report of the analysis activities in the LP math of the various units prescribed lessons  Chart comprising the textbooks prescribed for the various (Group activity). indicators of best classes in the primary Presentation . learning practices. (Continuation of unit 6 of Discussion.  Improved study semester 1).  What are the (learning) activities.  Learning outcomes characteristics of a good  Concepts learning practice?  General discussion points/Indicators given in the group by the various LP class units.  Prepares learning  Learning activities  Prepares the learning Improved study (learning) activities to suit the  Learning materials activities. Evaluates activities special features of the  Possibilities for learning them on the basis of best learning practices. teaching methods and the indicators- strategies. improves. Indicators of best maths learning practices.

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Recognizes the need and  Need and importance Prepares annual planner Records of the analysis. importance of planning in of planning. pedagogic analysis and Class observation indicator maths teaching plans  Annual planning teaching manual with the help Collection of activities  Unit planning of textbook and teacher text. maintaining the phases of (Pedagogic analysis) Presentation knowledge construction.  Daily planner (Teaching Discussion Teaching manual (Teacher, manual) Improvement/modification Teacher educator, co-student- Analysis (classes) thin analytical classes) Pedagogic analysis

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Unit 2 : Analysis of the lessons prescribed for the lower primary classes

 Gets familiar with the  Detailed, minute  Analysis of the  Report of the analysis. activities in the LP analysis of the various prescribed lessons  Chart comprising the math textbooks units prescribed for the (group activity). indicators of best various lasses in the Presentation . learning practices. primay (Continuation Discussion. of unit 6 of semester 1)  What are the  Learning outcomes characteristics of a  Concepts good learning practice?  Learning activities  General discussion  Learning materials points/indicators given in the group by the various LP class units.  Prepares learning  Possibilities for learning  Prepares the learning  Improved study activities to suit the teaching methods and activities. Evaluates (learning) activities special features of the strategies. them on the basis of best learning practices.  Indicators of best the indicators maths learning improves. practices.

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Recognizes the need and  Need and importance  Prepares annual planner,  Records of the importance o planning in of planning. pedagogic analysis and analysis maths teaching plans.  Annual planning teaching manual with the help  Class observation  Unit planning of textbook and teacher text. indicator. (Pedagogic analysis)  Presentation  Collection of  Daily planner  Discussion activities maintaining (Teaching manual)  Improvement/modification the phases of  Analysis (Classes) knowledge construction.  Teaching manual (Teacher, teacher educator. Co-student- their analytical classes)  Pedagogic analysis

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Unit : 3

Lower Primary Evaluation

 Identifies/recognizes the  Assessment for  Scrutinizes the maths  Evaluation objectives of scientific conceptual understanding, textbooks and handbooks for  Activities evaluation. skill assessment, the LP classes and gets  Print copy  Explains the different Assessment for the acquainted with the various levels of evaluation evaluation of strategies and methods strategies in maths. communication and maths adopted for reasoning. evaluation/assessment.  Areas and  Assessment of giftedness,  Identifies the learning indicators-seminar; various types of evaluation activities adopted for essay (assessing learning, for evaluation. Prepares similar learning and learning as activities. assessment)  Familiarizes with area of  Self –assessment, peer assessment and indicators. assessment, teacher Prepares suitable assessment assessment-mutual activities. Scrutinizes lessons, relationship/connection progress record etc. among them.  Prepares an appropriate assessment approach paper.

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 Make use of the  Maths learing evidences  Group activity prepares  Printed texts containing possibilities of at LP/UP levels. activities suitable for activities for each. continuous evaluation.  Collections each component/item  Acquires understanding  Worksheets in CE. Analysis assessment area,  Assignments textbooks and indictors and activities handbooks.  Illustrations related to LP level  Unit tests  Constructs  Maths kits  Contents of portfolio  Factors to be considered in CE  Assessment of math skills through processing ability.  Assessment areas  Indicators

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 Recognises the relevance  Study progress record.  Discusses in groups the  SPR and feasibility of study  SPR- recording of CE SPRs of various classes  Converting the CE, TE progress record.  Remedial actions.  CE score and TE score scores-group

 Individualized are graded. discussion; report.  Remedial activities are  Prepares model essential for differently evaluation activities. abled children  Presents and improves them.

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 Recognizes the  Importance of response  Analysis of teaching  Preparation of the importance of page/sheet. manual. observation note Response page, class  Observation/analysis  Analyses the response observation record; record should have the sheet. record of analysis and same indicators as those  Relation of response reflective note. o a teaching manual. sheet of observations  There is connection/link with CCE. between  Compares and prepares a observation/analysis note. record and the response page.  Relationship of response page observations with CCE.

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Semester – 3 Paper – 306- Environmental Studies – Learning and Teaching Total score : 20 Total time : 50 hrs CE : 20 Classroom transaction : 40 hrs TE : - Workshop /Practicals – 10 hrs Time per week – 5 hrs Unit 1 : Analysis of EVS Textbook (10 hrs)

 Scrutinizes and  Special features of EVS texts.  Prepares the indicators for  Indicators for analyses the EVS  Objectives of EVS analyzing EVS textbooks analysis textbooks on the  Integrated approach of classes 1 to 5.  Analysis format basis of indicators  Process-oriented  Analyses the textbooks in  Analysis report  Activity based groups.  Concept maps  Openness  Group prepares the Recorded concept map of EVS  Child friendly format concepts of classes 1 to 5.  Self study  Recorded self  Identifies the cyclic nature evaluation -  Opportunity for continuous education of the EVS concepts and format  Environment – related records them in specific  Cyclic ascension formats.  Local colour (Possibility for localization)  Nature o the child  Attractive of the child (Language,

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illustration, layout)  Possibility for in-built adaptation.  Is able to explain  ES  Draws lots on a group  Completeness the main EVS basis. and accuracy in concepts for  Explains. Replies to the the answers chapter 1 to 5. questions raised by other peer evaluation. groups.

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Unit 2 : EVS Class Planning

Acquires proficiency in  Planning  Need for annual planning – discussion  Discussion note planning lesson.  Annual planning  Acquaints with annual plan model;  Annual plan  Unit planning preparing on one’s own.  Annual planning  Preparation of concepts : Learning outcomes of the unit, concepts, facts, activities, strategies, processes, process  Unit planning skills to be developed, usage of acquired knowledge, creative products, values/attitudes, materials, time and evaluation-Teacher educator, and students prepare the unit plan including all the above.  Students prepare them in groups and also at individual level. Presentation, discussion improvement, self-evaluation.

 Daily plan  Preparation of lesson plan, discussion, improving.  Lesson planning, self-  Learning  Collecting learning materials, evaluation material constructing.  Excellence of the study materials, their understanding

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Unit 3 : Assessment and Evaluation

 Understands the  Assessment and  Analyzing the classes  Reports of the analysis various types of evaluation handled by experts sessions. assessment and their  CE  Observes the analysis  Self assessments applicability.  TE classes of teacher  Assessment for learning students, prepares the  Assessment of learning report  Learning as assessment  Recognizes/identifies the  Note on panel differences and relations discussion between the following,  Seminar report through panel discussion.  Assessment evaluation  CE  TE  Assessment for learning  Assessment of learning  Learning as assessment   Modules operand of  Familiarization with the  Discussion note. assessment; model; recognition of the  Unit-wise assessment’ characteristics. characteristics;  Tool-evaluating each discussion. other  Tool preparation in groups, peer evaluation

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Unit 4 School Experience Programme

 Acquires practical  School Experience project  Preparation of unit  Unit plan experience in class - Classroom management plan lesson plan,  Lesson plans management - Unit planning required learning - Lesson planning materials, transaction , - Learning materials assessment and giving - Management/performance - Assessment - Feedback  Class observation  Observing he teacher’s  Learning materials class and that by a  Note on class trainee observation /assessment  Methods for fostering learning  Trying out the methods  Try out report of fostering learning  Environment for EVS  School climate study  Study report  Assessment tool  Preparation of  Assessment tools  Evaluation tool assessment and  Evaluation tools evaluation, assessing the result /outcome  Study progress Record  Preparation of SPR  SPR  Recorded self evaluation format

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Semester – 3 Planning and Implementation of Art and Work Education – LP Total score – 5 Total time – 8 hrs CE – 5 classroom transaction – 5 hrs TE - Workshop/Practicals – 13 hrs Time per week – 1 hr Part 1 – Art Education Objectives  To provide opportunities for appreciating/engaging and presenting familiar/known dance forms.  To recognize the artistic values of dance forms as cultural heritage of Kerala; transaction; skill development.  To familiarize with the dance forms of Kerala and other regions.  To imbibe the movement techniques and transact them. Content  Contemporary dance forms in visual media and art festivals-their special features-folk dance, free dance movements, semiclassic and classic dances.  Costumes, make-up, orchestra, background score, (Percursion) (Accompanying instruments)  Kerala’s own treasured dance forms, folk dances, social dances, those marking festivals, , oppara, .  Classic forms of dance : Mohinuyattam--kooduyattam.  Indian dance forms- Kuchupudi, Bharatanatyam, Kathak, Sattriya, Manipuri, Odissi.  Classical dances, folk dances, differences based on vocation-caste-religion-region.

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 Dance as an art and multiple intelligences.  Dance as acting-special features of dance steps-dance synthesizing rhythem and song.  Dance : Visual treat, performance  Primary curriculum : Art of Dance

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Unit 1 : Chilampoli

 Enjoys classical  Ottanthullal  CD presentation of  Discussion notes dance forms and is  Kathakali visuals classical  Seminar paper able to distinguish  Koodiyatttam dances.  Interview note their techniques.   Similarities and  Kerala natanam differences   Recording  Presentation  Classical dance forms Kerala  Seminar  Reference  Gets introduced to  Bharatanatyam  Discussion  Assesses the dance forms of  Kuchuppudi  Demonstration : understanding India  Yakshagana RP/ICT through interview  Interview  Transcript of interview

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 Recognizes the dance  Performances of dance  Collecting pictures  Album tradition of Kerala forms like  Making albums  Interview questions Thiruvathirakkali,  Note, reference  Dance performance , Margamkali,  Interview question  Note Kummi, Kolattam,  Interview with a local Aivarkali, Parichamuttu, artiste Duffmut, Kanyarkalu, and Tribal  Presentation of folk dance-peculiarities of dance forms vocation, caste, religion  Note an performance and region-customs, style festivals/celebration, intermediary dance forms.  Special features in performance  Movement – speed  Analyses curriculum  Primary curriculum-40s  Curriculum scrutiny  Analysis note and prepares notes connected to dance analysis. Interview

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Unit 2 – Pedagogy of Arts – LP  Acquire the ability to teach  School curriculum  Selection of a suitable  School curriculum arts through pedagogic for Art Education methodology for developing  Learning achievement analysis, lesson planning (LP) concepts of art education and analysis note.  What is meant by practical skills. lesson analysis? For  Familiarization of LP (I- V) what? school curriculum.  Reflection note  How? Lesson  Analysis of learning outcomes planning (Pedagogic analysis)  Constructing TLM  Teaching manual  Assessment  Detailing of score

 Grading system  Improve understanding o content.  Feasibility for adaptation for the  Analysis o the existing LP art  Reflection note special needs education sourcebook. children.  Does analysis of and planning for  Note on lesson special teaching methods for planning CWSN.  TLM  Discussion on TLM construct.

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Semester – 3

Planning and Implementation of Art and Work Education – LP level

Total score : 5 Total time : 7 hrs CE : 5 Classroom transaction : 5 hrs TE : - Workshop/practicals : 12 hrs Time per week : 1 hr

Part 2 – Work Education

Objectives Unit : 1

 WE – Relevance, importance, approach : (Practice)  To bring aims psychological background application into the practical plane in the WE classes. Unit : 2 WE – Teaching methods : Practice/Application  To practically implement WE teaching methods in classes

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Unit 3  WE- LP : Learning outcomes, lesson analysis, lesson planning, adaptation.  To find out the WE- related learning outcomes after scrutinizing the sourcebook (WE – LP)  To carry out area-wise lesson analysis and lesson planning.  To plan appropriate adaptation

Unit 4 Classroom transaction, evaluation  To transact on the basis of the prepared lesson planning g(LP)  To assess the learning outcomes. Content Unit – 1  Work Education – Relevance, Importance, approach : Practice/Application.  Integration of relevance, importance and approach of WE in learning activities

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Unit : 2

 WE – Teaching methods : Application  Independent and Integrated lesson analysis, lesson planning.

Unit 3

 WE LP : Learning outcomes, lesson analysis, Lesson planning, adaptation  WE – Teaching methods : Practice  WE – LP curriculum, area- wise learning outcomes  Independent lesson analysis, lesson planning.  Integrated lesson planning  Appropriate adaptation activities

Unit 4

 Classroom transaction, evaluation  Classes for analysis, school experience  Outcome- based evaluation

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Semester : 3

Paper : WE classes : Planning and Implementation – LP level

1. WE : Relevance, Importance, Approach : Application  Plans WE activities integrating  WE Aims, Psychological  Tip activity  Notes relevance, importance and background and approach  Reference  Assessment of approach. are integrated in work  Discussion understanding studies.  Integrated aims,  Besides acquiring work psychological background competency, understanding and approach are to be should be gained about identified equipment and raw materials, 2. WE – Teaching methods : Application  Prepares independent and  WE has independent  Conducting activity  Notes integrated lesson analysis and and integrated teaching  Discussion  Assessment of lesson planning after analyzing the methods.  Finding out independent and understanding primary curriculum. integrated possibilities  Planned activities  Recording 3. WE – Teaching methods : Application  List out area-wise learning  There are conceptual  Study of work (LP). Scrutiny  List outcomes in work education (after and vocational of sourcebook.  Assessment of consulting sourcebook) competencies related to  Discussion understanding learning outcomes.  Listing out of learning outcomes.

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Semester 3 Paper : Planning and Implementation of WE classes – LP level

 Prepares independent, and  There are independent as well  Prepares independent  Lesson planning integrated lesson analysis and as integrated activities among and integrated lesson (Independent and lesson planning for LP classes the learning activities. plans, considering integrated)  Both have to be provided to appropriate adaptation  Considers the the LP classes. activities. improving given to  Special lesson planning is  Compares the schedule, educational needed for this purpose. concepts and objectives concepts  Suitable adaptation activities understanding as and skills and are also essential for an identified in learning evaluates accurate (perfect) lesson outcomes and lesson transaction analysis and tries to improve. 4. Classroom transaction, evaluation  Carries out classroom  Learning outcomes are to be  Classes for analysis  Transaction transaction on the basis of the ensured through classroom  School experience  Reflection note lesson plans prepared; assesses transaction.  Preparation of  Assessment records the learning outcomes.  Whether the children could reflection note achieve the learning outcomes  Evaluation- practical is to be assessed in a suitable assessment, recording manner.

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SEMESTER – III

Paper 309 : Health and Physical education Total score – 40 Total score – 20 hrs CE – - Classroom, transaction – 15 hrs TE – 40 Workshop/Practicals – 5 hrs Time per week : Unit – 1 – Health and Physical Education – Teaching methods – School Curriculum (LP) Preface  In the third semester, 4 units have been included in the paper, ‘Health and Physical Education’ teaching methods, First aid and safety education, organization of sports meets body post and postural deformities are given in detail. Objectives  To understand the teaching methods for health and physical education  To get familiar with the Health and Physical education curriculum in the LP classes.  To understand Health and physical education curriculum analysis and lesson planning.  To understand Health and physical education evaluation in the LP. Content  Familiarization of the LP teacher text  Scrutinizes the LP teacher text.  Scrutinizes the activities in the Health and Physical fields, planning; execution.

 To understand the teaching  Pedagogic analysis  Getting to know the  Pedagogic analysis methods Health and Physical models  Lesson analysis  Familiarizes with the Health and education curriculum  Analysis document Physical education curriculum in LP classes  Teaching manual (LP)

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Unit : 2 First Aid and Safety Education Objectives  To form an understanding of first aid.  To get trained in various first aid methods/practices.  To understand the need and importance of safety education. Content  First aid-definition  Basic principles  Accidents and first aid  Responsibilities of a first aid given  Priorities in first aid  First aid box and contents  Rehabilitation  Safety education – definition  Safety education – needed

 Acquire proficiency in first  First aid-basic principles  Presentation  Partnership/sharing aid.  Accidents and first aid  Training  Expression  First aid box  Newspaper analysis

 Safety education  Understands the need and  Disaster mitigation  Discussion  Analysis report importance (significance) of safety education

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Unit : 3 Organizing Sports meets Objectives  To know about the important sports events.  To become familiar with the methods of organizing sports festivals.  To get trained in organizing sports events. Content  Olympics, Asian Games, National Games  Sports meet – Pre Meet work  Meet work  Post meet work

 Knows about major sports meets  The Olympics, Asian  Presentation  Excellence in  Gains an understanding of pre- Games, National Games.  Discussion presentation meet and meet work  Sub-district (school level)  Discussion note Sports meet organization  Organizing sports  Observation note  Intramural events at school  Partnership/sharing  Extramural level.  Leadership

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Unit : 4 Body Posture and Postural deformities

Objectives  To understand what is correct body posture  To recognize various postural deformities and their causes  To recognize the rights of the differently abled  To plan and implement sports activities for the differently-abled Content  Body posture : definition  Various body postures  Postural deformities and their causes  Rights of persons with Disabilities Bill – 2016  Planning and execution of sports activities for the differently abled

 Understands the need  Various body postures  Presentation  Observation note for correct body (reproduce from the  Observation  Partnership/sharing posture. original)  Discussion  Discussion note  Recognizes what are the major postural deformities

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 Understands the reasons  Habits; imitating  Observation  Observation note for postural deformities  Accidents  Discussion  Partnership  Tradition/genetic (Sharing)  Work- related  Discussion note

 Life style – related

 Gains understanding of  Rights of persons with  Presentation  Excellence in the rights of the disabilities Bill 2016  Discussion presentation differently abled.  Sharing

 Discussion note

 Sports/Physical activities  Plans and executes for the differently abled Physical activities for the differently abled children.

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