All in one (CRSU B.ed 1st Year English)

YEAR-1
COURSE-I: CHILDHOOD AND GROWING UP
Time: 3 Hours Max. Marks: 100
Credits-4 (Theory: 80, Internal: 20)
NOTE FOR PAPER SETTER
i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5
questions.
ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions
of 4 marks each to be selected from the entire syllabus.
iii) Two long answer type questions will be set from each of the four units, out of which the students
will be required to attempt one question from each unit. Long-answer type questions will
carry 16 marks each.
iv) All questions will carry equal marks.
OBJECTIVES
After completion of the course, student teachers will be able to:
 explain the meaning, concept and characteristics of growth, maturation and development at
various stages
 describe the problems of childhood and adolescent age especially with respect to the
Indian context
 develop an understanding of different aspects of a child’s physical, intellectual, social and
moral development
 analyze the impact of urbanization, globalization and economic changes on construction and
experience acquired by growing child
 develop an understanding of dimensions and stages of childhood development and
developmental tasks; with a focus on cognitive views of learning as well as social–
cultural and constructivism
 explain the concept of individual differences and its implications
 enlist the factors influencing individual difference
 differentiate between classical and operant conditioning theory of learning
 explain the Piaget’s concept of cognitive development
 differentiate between Kohlberg’s theory of moral development and Erikson theory of psychosocial
development
 describe the role of teacher in teaching learning situations
 explain the concept and principles of different perspectives in learning
 describe childhood in the context of poverty and globalization
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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COURSE CONTENT
UNIT- 1
Development of Child at different Stages (Childhood and Adolescence)
 Concept, Meaning and general principles of Growth and development. Stages of
development—growth and development across various stages from infancy to
adolescence. (Physical, intellectual, social and moral development.)
 Piaget’s concept of cognitive development,
 Kohlberg’s theory of moral development
 Erikson’s psycho-social development theory
 Factors affecting Growth and development
 Relative role of heredity and environment in development.
 Concept of growth and maturation
 Parenting styles: influencing developmental aspects of childhood and adolescence.
 Impact of Media on growing children and adolescents: deconstruction of significant
events that media highlights and creates.
UNIT- 2
Understanding Individual Difference
 Concept of individual difference, Factors influencing individual difference, Educational
implications of individual differences for teachers in organizing educational activities.
 Dimensions of differences in psychological attributes-cognitive, interest, aptitude,
creativity, personality and values.
 Understanding individual from multiple intelligences perspective witha focus on
Gardrner's theory of multiple intelligences. Implications for teaching-learning
 Understanding differences based on a range of cognitive abilities—learning difficulties, slow
learners and dyslexics, intellectual deficiency, intellectual giftedness. Implications for
catering to individual variations in view of ‘difference’ rather than ‘deficit’ perspective.
 Methods and Ways to understand Children’s and Adolescents’ Behaviour: Gathering data
about children from different contexts: naturalistic observations; interviews; reflective
journals about children; anecdotal records and narratives
 Meaning, characteristics and kinds of Play; Play and its functions: linkages with the
physical, social, emotional, cognitive.
 Games and group dynamics, rules of games and how children learn to negotiate
differences and resolve conflict.
UNIT-3
Theoretical Perspectives to enhance Learning among Children and Adolescents
 Learning: Meaning, implicit knowledge and beliefs.
 Perspective on Human Learning: connectionists or Behaviorist (Thorndike, Classical
and Operant Conditioning)
 Cognitivist (Insightful learning, Tolman’s Sign learning theory) Constructivism
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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 Bruner’s discovery learning:
 Concepts and principles of each perspective and their applicability in different learning
situations.
 Relevance and applicability of various theories of learning for different kinds of learning
situations.
 Role of learner in various learning situations as seen in different theoretical
perspectives.
 Role of teacher in teaching learning situations.
UNIT-4
Deprivation and Deprived Children: Measures for their Adjustment and Education
 Childhood in the context of poverty and globalization
 Current issues related to adolescents stress and role of the teacher (Increasing loneliness,
changing family structures and rising permissiveness)
 Issues in marginalization of difference and diversity
 Children living in urban slum, socially deprived girls: measures to bring improvement in their
status
 Child rearing practices of children separated from parents practices of children’s
separated children in crèches; children in orphanages
 Schooling: peer influences, school culture, relationships with teachers, teacher
expectations and school achievement; being out of school, overage learner
 Understanding needs and behavioral problems of children and adolescents: Relationships
with peers: friendships and gender; competition and cooperation, competition and
conflict; aggression and bullying from early childhood to adolescence substance abuse, drug
addiction,
 Impact of globalization, urbanization and economic changes on construction and
experience of children in childhood and adolescent age.
Tasks & Assignments: Any one of the following (10 marks)
 Administer any two of the following Psychological Tests and prepare a report on it:
 Intelligence Test
 Personality Test
 Self-Concept Questionnaire/ Inventory
 Creativity
 Learning Style Inventory
 Parenting Style Inventory
 Interest Test
 Teaching Attitude
 Conduct a case study on a problematic Child (M.R, L.D, V.I, H.I, disruptive behavior and
delinquent child etc.) and prepare a report on it.
 Prepare an observation schedule and observe the behavior of child in school setting.
 Prepare a survey report on “How media is affecting the behavior of growing child” on a
group of Ten Children of age 6-14 years in terms of enhancing violence and
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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developmental aspects of childhood. (The survey should be based on the collection of the
data using a questionnaire).
 Any other task/assignment given by the institution.
SUGGESTED READINGS
 Aries, P. (1965).Centuries of Childhood-A social history of the family life. Random
House Inc. Chapter 1: The Ages of Life, Chapter 2: The Discovery of Childhood, and
Conclusion - The two concepts of childhood.
 Bhatia, H. R.(1990). Elements of Educational Psychology Bombay:Orient Langman Ltd.
 Bodrova, E. and Leong, D. (1996). Tools of the Mind. New Jersey: Merrill. Chapter 1:
Introduction to the Vygotskian Approach. Chapter 2: Acquiring Mental Tools and
Higher Mental Functions, Chapter 3: The Vygotskian Framework and Other Theories of
Development and Learning, Chapter 4: The Zone of Proximal Development.
 Chauhan, S. S.(2000). Psychology of Adolescence. New Delhi: Vikas Publishers.
 Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children. New
York: Worth Publishers. Chapter 1: The study of Human Development.
 Crain, W. (1992).Theories of Development: Concepts and Applications. (3rd Edition). New
Jersey: Prentice Hall. Chapter 7: Kohlberg's Stages of Moral and Development,
Chapter 8: Learning Theory: Pavlov, Watson, and Skinner, Chapter 9: Bandura's Social
Learning Theory, Chapter 11: Chapter 12: Erikson and the Eight Stages of Life.
 Dandipani, S. (2000). A Textbook of Advanced Educational Psychology, New Delhi:
Anmol Publications Pvt. Ltd.
 Dash, M.(1991). Educational Psychology. New Delhi: Deep and Deep Publishers.
 Gardner, H. (1985).Frames of Mind: The Theory of Multiple Intelligences, London:
Paladin Books.
 Gilligan, C. (1977). In a Different Voice: Women's Conception of Self and Morality.
Harvard Educational Review, 47 (4), 481-517.
 Gulati, S. (1995).Education for Creativity, New Delhi: NCERT.
 Hurlock, E. B. (1990). Adolescent Development. New York. McGraw Hill.
 Kakkar S. (1991).The Inner World: A Psycho-analytic study of childhood and society in
India,Delhi: Oxford University Press.
 Kakkar, S.B (1978).Indian Childhood: Cultural Ideas, and Social Reality, New Delhi:
Oxford.
 Kauffman et al (1993).Exceptional Children. Boston: Allyn & Bacon.
 Kundu, C.L. and Tutoo, D.N. (2000). Educational Psychology. New Delhi: Sterling
Publishers Pvt. Ltd.
 Mangal S.K (2002). Advanced Educational Psychology, New Delhi: Prentice Hall of
India Private Limited.
 Mathur, S. S. (2000). Shiksha Manovigyan. Agra: Vinod Pustak Bhandar.
 Mukunda, K. V. (2009). What Did You Ask in School Today? A Handbook on Child
Learning, Noida: Harper Collins. Chapter 2: Learning, 22-50; Chapter 6: Moral
Development, 117-146.
 Nanda, S.K (1995). Educational Psychology, Jalandhar: New Academic Publishing Co.
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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 Newman, B. M. and Newman,P.H. (2007). Theories of Human Development. London:
Lawrence Erlbaum Associates, publishers.
 Pal, H.R.(2006). Advanced Educational Psychology (Hindi) New Delhi. Delhi
University.
 Pal, H.R. and Sharma, M. (2007). Education of Gifted (Hindi), New Delhi: Kshipra.
 Piaget J. (1997).Development and Learning. In Gauvian, M. and M. Cole.(eds.)
Readings on the Development of Children. New York: W. H. Freeman.
 Snowman, B. R. and Snowman, J.(1996). Psychology Applied to Teaching. 8th edition.
Boston: USA: Houghton Mifflin. Chapter 2: Stage theories of Development, Chapter 7:
Behavioural and Social learning theories, Chapter 8: Information Processing Theories,
Chapter 9: Constructivist Learning Theory.
 Tripathi, S. N. (1983). Pratiba Aur Srijnatmakt, Bombay: Mcmillan Co.
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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COURSE-II: CONTEMPORARY INDIA AND EDUCATION
Time: 3 Hours Max. Marks: 100
Credits-4 (Theory: 80, Internal: 20)
NOTE FOR PAPER SETTER
i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5
questions.
ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions
of 4 marks each to be selected from the entire syllabus.
iii) Two long answer type questions will be set from each of the four units, out of which the students
will be required to attempt one question from each unit. Long-answer type questions will
carry 16 marks each.
iv) All questions will carry equal marks.
OBJECTIVES
After completion of the course, student teachers will be able to:
 understand perspectives in education including social bases of education
 critically understand the constitutional values related to aims of education
 analyze varied aims of education and its process aspects
 develop their own view about education and its development in social and cultural
context
 develop a personalized professional view of one’s pedagogical role
 think critically about the prevailing conditions of the society and their remedies
 visualize meaningfully the contemporary India
 develop an understanding of trends, issues and challenges facing contemporary Indian Society
COURSE CONTENT
UNIT-1
Constitution of India and Education
 Concurrent status of education
 Policies, Acts and Provisions related to education
 Education of marginalized and socially disadvantaged segments
 Education and Fundamental Rights and Duties: Articles 14, 15, 16, 30 and 51A
 Directive Principles of State Policies
 Right to Education (RTE) Act 2009
UNIT - 2
Review of Education Commissions and Policies in India:
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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 Prominent characteristics of education in India during colonial rule
 Critical appraisal of recommendations of following commissions
 Secondary Education commission (1952-53)
 Indian Education Commission (1964-66)
 National Policy of Education (1986)
 Ramamurthy Education Commission (1990)
 Programme of Action (1992)
 National Curriculum Framework 2005: Needs and Objectives
UNIT – 3
Contemporary Issues in Indian Education
 Universalization of Elementary Education and related issues such as MDM, SSA and
RMSA
 Issues and Debates on Globalization, Liberalization and Privatization
 Common School System
 Vocationalisation of Education
 Three Language Formulas
 Open learning and distance education System
 Modernization: Concept, Advantages & Disadvantages
UNIT – 4
Emerging Concerns of Indian Society and Education
 Culture and Education
 Democracy and Education
 Inequalities in ancient, medieval and modern education
 New Economic Reforms and their impact on Education
 Education for Technological Empowerment
 Role of teacher in the context of Universal Education
 Reservation as an egalitarian Policy
Task & Assignments: Any one of the following (10 marks)
 Project on conflicts and social movements in India.
 Role of media in democracy.
 Impact of electronic media on children.
 Challenges of pluralistic education in the contexts of conflict.
 Any other task/assignment given by the institution.
SUGGESTED READINGS
 Challenges of Education- A policy perspective, (1985). Ministry of Education, Govt. of
India, New Delhi.
 Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi: Penguin.
 Education for all (1993). The India scene, Ministry of Education, Govt. of India, New Delhi.
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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 Walia, J.S. (2011). Modern Indian Education and its Problems. Jalandhar: Paul
Publishers.
 Walia, J.S. (2011). Philosophical, Sociological and Economic Bases of Education.
Jalandhar: Ahim Paul Publishers.
 Kashyap, S.C. (2009). The Constitution of India. New Delhi National Book Trust.
 Gera, L., Viswanathappa G. & Srinivas K. (2014). Foundations of Education.
Hyderabad: Neelkamal Publications Pvt. Ltd.
 National Policy of Education (1986). Ministry of Education, Govt. of India, New Delhi,
1992.
 Pandey, K.P.(2010). Perspectives in Social Foundations of Education. New Delhi:
Shipra Publications.
 Programme of Action (1992). Ministry of Education, Govt. of India, New Delhi.
 Rajput, J.S. (1994). Universalisation of Elementary Education, Role of Teacher
Education, New Delhi: Vikas Publishing House.
 Report of the Education Commission Education and National Development (1964-66)
Ministry of Education, Govt. of India, New Delhi.
 Report of the Secondary Education Commission (1952-53) Ministry of Education, Govt. of
India, New Delhi, 1949.
 Report of the University Education Commission (1948) Ministry of Education, Govt. of
India, New Delhi 1949.
 Right to Free and Compulsory Education Act 2009.
 Sadgopal, A.(2000). Shiksha Main Badlav ka Sawal: Samajik Amubhavo se Niti Tak. Delhi:
Granth Shilpi.
 Sadgopal, A. (2009). Muft aur Anivarya Shiksha Adhikaar Vidheyak 2009. Vimarsh
Vol.1.
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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COURSE- III: LEARNING AND TEACHING
Time: 3 Hours Max. Marks: 100
Credits-4 (Theory: 80, Internal: 20)
NOTE FOR PAPER SETTER
i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5
questions.
ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions
of 4 marks each to be selected from the entire syllabus.
iii) Two long answer type questions will be set from each of the four units, out of which the students
will be required to attempt one question from each unit. Long-answer type questions will
carry 16 marks each.
iv) All questions carry equal marks.
OBJECTIVES
After completion of the course, student teachers will be able to:
 explain the concept and importance of teaching
 explain the concept of phases and levels of teaching
 describe different theories of teaching, models of teaching and strategies of teaching
 explain the concept, importance and types of learning
 describe Flander’s Interaction Analysis along with concept and types of evaluation
COURSE CONTENT
UNIT-1
 Teaching: Concept, Nature, Importance of Teaching and Phases of Teaching: Preactive,
Inter-active and Post-active
 Teaching : Different from Instruction, Training and Indoctrination
 Levels of Teaching : Memory, Understanding and Reflective level
 Theories of Teaching: Formal Theories, Descriptive Theories, Normative Theories
UNIT-2
 Models of Teaching
 Bruner’s Concept Attainment Model
 Mastery Learning Model
 Inquiry Training Model
 Glaser’s Basic Teaching Model
 Strategies of Teaching
 Simulation
 Brain-storming
 Lecture
 Demonstration
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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 Team-Teaching
UNIT-3
 Learning: Concept, Importance, Types and Factors Affecting Learning
 Concept of e-learning (m-learning and online learning)
 Constructivism
 Learning styles
 Flander’s Interaction Analysis: Concept, Procedure and Significance in
Teaching-Learning
 Use of ICT in Teaching Learning Process
UNIT-4
 Evaluation in Teaching – Learning Process: Concept, Need and Characteristics
of Evaluation
 Evaluation Devices- Written, Oral and Observation
 Types of Evaluation : Formative, Summative and Diagnostic
 Grading and its Types
 Continuous and Comprehensive Evaluation
Task & Assignment: Any one of the following (10 marks)
 Draft a report on Teachers’ Teaching Style by one week Classroom observation of
two teachers.
 A Survey based report on an effective Teacher behaviours or class room
Instruction
 Strategies of effective Teacher.
 Study of a case and prepare a report on influential factors of learning.
 Any other task/assignment given by the institution.
SUGGESSTED READINGS
 Bhushan, A. and Ahuja, M. (1992). Educational Technology. Meerut: Vikas
Publication.
 Dececco, J.P. and Cramford, Q.R. (1970). Psychology of Learning and
Instructions. New Delhi: Prentice Hall of India Pvt. Ltd.
 Flanders, Ned A. (1978). Analyzing Teacher Behaviour. London: Addison
Wesley Publishing Co. Gage, N.L. College Press.
 Joyce, B. W., M. and Showers, B. (1985). Models of Teaching, New Delhi:
Prentice Hall of India Pvt. Ltd.
 Mehra, V. (2010). A Text book of Educational Technology, New Delhi:
Sanjay Prakashan
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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COURSE-IV & V (GROUP A) Opt. (i): PEDAGOGYOF HINDI
Time: 3 Hours Max. Marks: 100
Credits-4 (Theory: 80, Internal: 20)
NOTE FOR PAPER SETTER
i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5
questions.
ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions
of 4 marks each to be selected from the entire syllabus.
iii) Two long answer type questions will be set from each of the four units, out of which the students
will be required to attempt one question from each unit. Long-answer type questions will
carry 16 marks each.
iv) All questions carry equal marks.
OBJECTIVES
After completion of the course, student teachers will be able to:
 understand the importance and role of Hindi language in our mother tongue (in our Country)
or role of mother tongue in the education of a child
 develop various skills e.g. Language skills, teaching skills (micro-teaching skills) etc. conduct
pedagogical analysis
 demonstrate the use of various audio-visual aids
 explain the concept of evaluation and types of evaluating techniques
 concept of curriculum in teaching of Hindi
 knowledge of different co-curricular activities in teaching of Hindi