Syllabus for
Bachelor of Education (BEd)
Academic Year  (2024)

Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks (except Internship in School-Phase I and II), Service-learning, ICT and Guidance and Counseling

The pattern of evaluation is as follows:

End Semester Exam (ESE) Mid Semester exam (CIA II) Continuous Internal Assessment (CIA): 50% : 25% : 25% : 100%

50 marks (2 Hours)

Written Examination

Mid Semester Exam Total 50 marks (2 Hours)

End Semester Exam: 100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. 

End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA-II MSE marks will be reduced to 25 marks. 

CIA-I and CIA-III: Continuous Internal Assessment

Continuous Internal Assessment I

CIA- I will be Written- Group or Individual and Viva or Presentation 

Continuous Internal Assessment III

The following methods may be adopted Multiple choice-based tests, Practical Activity, Presentation/Viva, Group Discussion, Project, Skill-based assignments/activities

Attendance

The Marks distribution for attendance is as follows

95%-100% : 05 marks

90%-94% : 04 marks

85%-89% : 03 marks

80%-84% : 02 marks

76%-79% : 01 mark 

The School of Education, CHRIST (Deemed to be University), Bangalore, was established in 2006 in order to prepare effective teachers in the country. The school offers a range of undergraduate, postgraduate, and doctoral programmes in education. The core values which guide the University, namely, Faith in God, Moral Uprightness, Love of Fellow Beings, Social Responsibility, Pursuit of Excellence are deeply woven into the fabric of the School of Education. The School of Education also plays a pivotal role in empowering teachers with international perspectives.

CHRIST (Deemed to be University) is one of the academic institutions in India to provide learners with the opportunity to pursue an International Baccalaureate integrated programme in the Bachelor of Education programme. The diversity of the programmes at the School of Education is an indicator of the wide expertise of the faculty in teaching and research.

Vision: To lead and educate wholly-developed educators and citizens for a sustainable future

Mission:

• To prepare educators who are knowledgeable, service-minded, and competent
• To develop leaders who impact the lives of people
• To foster researchers who bring about positive changes in education and society
• To nurture well-rounded professionals who are adaptable, life-long learners, and committed to a more sustainable future

School of Education is set up as a premier department for teacher training to mould future secondary school teachers. The International Baccalaureate (IB) Educators Certificate (IBEC) in Teaching and Learning (DP) offers the IBEC Certificate through the Bachelor of Education and Postgraduate Diploma in International Education. The vision of the department is achieved through the implementation of an innovative curriculum. The curriculum is designed to prepare competent and professional educationists who will be able to perform various roles in the field of education. 

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Research Competence: Apply the knowledge of research in solving social and educational problems

PO3: Professional Excellence: Practical Skills: Apply content, pedagogical, and technological knowledge during teaching community and service-learning experiences

PO4: Employability: Adapt themselves to the changing times as well as global and local contexts

PO5: Personal Integrity: Internalize personal, academic, and professional integrity

PO6: Inclusiveness: Employ principles of inclusion and equity of diverse groups in teaching and assessment

PO7: Clarity and Comprehensiveness: Possess clarity of thought and clarity in expression; ably articulate with comprehensiveness

PO8: Verbal Skills: Articulate clearly in writing and/or in speech

PO9: Social Awareness and Contribution: Create well-rounded professionals who are adaptable and committed to a more sustainable future

Programme Specific Outcome:

PSO2: Explore and empower teachers to acquire new skills and knowledge-emerging pedagogical techniques, technology integration, classroom management and personalized learning

Programme Educational Objective:

Practice Teaching Skills is offered as a mandatory course in the first semester. In this course, students practice the teaching skills of introduction, explanation, questioning, demonstration, illustrating, reinforcement, stimulus variation, blackboard writing, closure, and classroom management. Students must self-assess their teaching and receive peer and faculty feedback on their teaching. Reflection is integral to the course.

The course will enable the preservice teachers to:

●       demonstrate various teaching skills

• reflect upon improving their teaching skills

Effective teaching; classroom management; teaching skills of introduction, explanation, questioning, demonstration, illustrating, reinforcement, stimulus variation, blackboard writing, closure.

Course Description

This training is offered in the first semester of the programme. As there is a need for physical exercise and healthy living of a student-teacher, this training is given in the form of yoga workshops and completing interclass sports and games. Many Yoga sessions will be conducted covering: Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball will be conducted. An annual sports day covering track and field events will be conducted. Students will be well equipped for various sports activities and Yoga practices.

Course Objectives

The course will enable the preservice teachers to:

• enable student-teachers to understand the need and importance of Yoga in Education.
• sensitize the student teachers towards physical and mental fitness and its importance.
• introduce the philosophical bases, stages and types of Yoga and to apply in their life.
• introduce meditation and its importance in the classroom.
• practice and enable them to transact in it the educational institutions.
• understand the importance of good posture and common postural deformities among students and provide awareness.

Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball . Annual sports day : track and field events 

Lawrence, G. (2018). Teaching Power Yoga for sports. Human Kinetics.

McAllister, L. S. (2020). Yoga in the Music Studio. Oxford University Press.

This core course is offered in the first semester of the programme. Drawing from their educational experiences, the course will initiate the preservice teachers to critically think about the meaning, nature, scope, aims and functions of education. They will learn about the role of educators in the local and global contexts. Preservice teachers will begin practicing as lifelong activities, the vital tasks of reflection and effective communication. They will also learn what it means to be a professional teacher: practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding, demonstrate professional practice and competence, as well as continuously strive for professional development.

Choosing teaching as a profession; role of educators in the local and global contexts; meaning, nature, scope, aims, and functions of education; vision of education in India, issues, and concerns; schools: vision, mission, and values.

Understand the socio-cultural, historical, and political influences in shaping a teacher’s professional identity; examine: cultural assumptions, unconscious bias,  discrimination, prejudice, and stereotypes; historically marginalized, disenfranchised, and underrepresented versus privileged populations; cultural deficit and difference perspectives versus cultural strengths perspective; understand the culturally and linguistically diverse society and students; develop international mindedness; teach with the lenses of social justice and care for educational equity and democratic citizenship.

Teacher-Reflection: Need for reflection; Reflective Frameworks of Kolb, Gibbs, Rolfe; Process of reflection, including Reflection-in-Action; Barriers to reflection; Reflective writing.

Listening: Types, barriers, improving Listening skills; Speaking: With students, colleagues, administrators, and parents; speech; talk; presentations; engaging in informal dialogue with peers on how to improve teaching; Reading: Different genres; reading professional literature, especially practitioner journals/magazines; reading habits for teachers and students; Writing: On the blackboard, slides, emails, and other genres; writing student feedback; adherence to grammar and spelling; writing for practitioner journals/magazines.

The professional teacher: professional standards; professional core values and ethics; professional knowledge and understanding; professional practice and competence; continuous teacher professional development; types of teacher professional development: educational: workshops, webinars/seminars/conferences; pursue courses: Subject matter or methods and/or other education-related topics; MOOCs; further educational degrees; exploration of professional organizations for teachers or professional learning communities (PLCs); seek mentoring; exploration of educational websites; exploration of educational: books other than textbooks, videos, films, blogs, speeches, talks, podcasts; examine e-teaching portfolios with artifacts on teaching-learning-assessing.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.

This core course is offered in the first semester of the programme. It introduces the students to a variety of theoretical perspectives, principles and philosophies in education. It helps the students acquire knowledge on curriculum designs, development and evaluation. It engages the students in practices of international mindedness and inquiry-based learning.

Meaning and concept of curriculum, aims, objectives, goals and types of curriculum design; Philosophical foundations of the curriculum; Sociological foundations of the curriculum; Psychological foundations of the curriculum

A glance at the school curriculum of State Board, CBSE, CISCE IGCSE and IB; Curriculum framework in State, CBSE, CISCE, IGCSE and International Baccalaureate (IB) programmes: Primary year programme (PYP), Middle year programme (MYP), and Diploma Programme (DP); IB curriculum as a continuum from PYP to DP; IB DP programme standards and practices; Principles of learning underpinning the IB curriculum; Structure of IB curriculum; DP curriculum framework logo, DP subject logo, IB Diploma Programme model and its constituent parts, Core elements of IB curriculum: Extended essay, Theory of Knowledge, Creativity, Activity and Service, Role of subject groups, learner profile attributes, and DP core elements in developing international-mindedness.

A glance at the school curriculum of State Board, CBSE, CISCE IGCSE and IB; Curriculum framework in State, CBSE, CISCE, IGCSE and International Baccalaureate (IB) programmes: Primary year programme (PYP), Middle year programme (MYP), and Diploma Programme (DP); IB curriculum as a continuum from PYP to DP; IB DP programme standards and practices; Principles of learning underpinning the IB curriculum; Structure of IB curriculum; DP curriculum framework logo, DP subject logo, IB Diploma Programme model and its constituent parts, Core elements of IB curriculum: Extended essay, Theory of Knowledge, Creativity, Activity and Service, Role of subject groups, learner profile attributes, and DP core elements in developing international-mindedness

Evaluation an integral part of the Curriculum: Criteria for evaluating curriculum: Models of curriculum evaluation; Tyler’s Model, Stufflebeam’s CIPP model, Stake’s Responsive model, Eisner’s model.

Instructional design; Principles of instructional design; Types of instructional design: Backward design, ADDIE, Merrill’s Model, Kirkpatrick, Gagne’s Nine Events of Instruction, ASSURE model; Curricular mapping.

Jain, M. (2015). Curriculum studies in India: Colonial roots and postcolonial trajectories. In W. Pinar (Ed.). Curriculum studies in India: Intellectual histories, present circumstances, (pp. 111–139). Springer. doi:10.1057/9781137477156_5                                                              

Mathews, J. (2018). Curriculum exposed. Routledge Stobie, T. (n.d.). Coherence and consistency in international curricula: A study of the International Baccalaureate Diploma and Middle Years Programmes. The SAGE Handbook of Research in International Education,140–151. doi: 10.4135/9781848607866.n13

Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations, principles, and issues. Allyn and Bacon.

Benscoter, W. J., King, G.M., King, M., & King, S. B. (2015). An overview of instructional design. In W. J. Rothwell, G.M. Benscoter, M. King, & S. B. King. Mastering the Instructional Design Process (pp. 1-16). doi: 10.1002/9781119176589.ch19.

Harlacher, J. E., Sakelaris, T. L., & Kattelman, N. M. (2013). What is curriculum-based evaluation? In J. E. Harlacher, T. L. Sakelaris, & N. M. Kattelman (Eds.), Practitioner’s Guide to Curriculum-Based Evaluation in Reading (pp. 47–61). Springer Science & Business Media. doi: 10.1007/978-1-4614-9360-0_4

Jurowski, C. (2002). BEST think tanks and the development of curriculum modules for teaching sustainability principles. Journal of Sustainable Tourism, 10(6), 536–545. doi: 10.1080/09669580208667186

Lam, T. S. J. (2012). Curriculum evaluation. In S. S. Yeung, J. T. Lam, A. W. Leung, & Y. C., Lo (Eds.), Curriculum change and innovation. Curriculum change and innovation (pp. 189-214). Hong Kong University Press. doi: 10.5790/hongkong/9789888139026.003.0008

NCERT. (2014). Curriculum in transaction.  https://www.ncert.nic.in/departments/nie/dtee/activities/pdf/syllabus_bed.pdf

Rothwell, W. J., Benscoter, G.M., King, M., & King, S. B. (2015). Planning and managing instructional design projects. In W. J. Rothwell, G.M. Benscoter, M. King, & S. B. King. (pp. 334–340). Mastering the Instructional Design Process. Wiley.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD. 

This core course is offered in the first semester of the programme. The course prepares students to know, understand, and apply evidence-based practices of assessment as teachers. Students will be able to design different types of assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyse and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course.

Measurement and Evaluation; Principles of Assessment; Assessment for Learning; Assessment of Learning; Assessment as Learning; Formative & Summative Assessments; Norm-referenced and Criterion-referenced Tests; Internal and External Assessments; Backward Design assessment based on Anderson & Krathwohl’s Taxonomy of the Cognitive Domain, Krathwohl & Bloom’s Affective Domain, and Simpson’s Psychomotor Domains; Peer-, Self-, and Group- Assessments. Assessment in the age of AI; AI and academic misconduct.

Construction of Worksheets; Home Assignments; Teacher-made Unit Test; Standardized Tests; Diagnostic Tests; Characteristics of a Effective assessments: Validity, Reliability, Objectivity, and Utility;

Construction, Strengths, and Limitations of:

(A) Constructed-Response Questions: Essays and Short Answer;

(B) Selected-Response (Objective) Questions: Multiple Choice, Fill in the Blanks, True or False, Matching;

Quantitative Tools: Rating Scales and Checklist;

Qualitative Tools: Observation, Anecdotal Record, and Interviews.

Guidelines for constructing the following assessments, along with strengths and limitations:

GRASPS; Cubing; Think Dots; RAFT; Tic-Tac-Toe; Structured Academic Controversy; Performance/Authentic Assessment: Observation, Portfolio, and Project-Based Learning,

Rubric; Answer Key & Marking Scheme; Moderation;

Analyzing Scores using MS Excel: Data entry, Sorting, Data multiplication, addition, Lookup, Insert functions, Pivot tables; Statistical Functions: Descriptive Statistics: Measures of Central Tendencies: Mean, Median, Mode; Measures of Variability-Range, Standard Deviation, Quartile Deviation. Charts: Histogram, Pie, Column, line, & Bar graph; Item analysis; Correlation.

Learning Analytics; Use of Assessment Data;

Providing Feedback: Feed up, Feedback, Feed Forward;

Reporting Results to the Head of Institution; Parents; Students.

Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Kappan Magazine, 92(1), 81-90. 

Brookhart, S. M. (2008). Feedback that fits. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.454.9500&rep=rep1&type=pdf

Cambridge Assessment International Education. (n. d.). Getting started with Assessment for Learning. https://cambridge-community.org.uk/professional-development/gswafl/index.html#afl-checklist-6891

IRIS Center. (2022). What is differentiated instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/

Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Mueller, J. (2016). Authentic Assessment toolbox. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Reynolds, C. R., Livingston, R. B., Willson, V., & Jha, K. A. (2017). Measurement and assessment in education, (2nd ed.). Pearson.

University of Reading. (n.d.). Engage in assessment: Using technology. https://www.reading.ac.uk/engageinassessment/using-technology/eia-using-technology.aspx

Vanderbilt University. (2022). Understanding by Design. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

CAST. (2022). About Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.          

Wagner, T. (2010). The global achievement gap. Basic Books.

Course Description

This core course is offered in the first semester of the programme. The course establishes the importance of educational psychology to understand the development of learners—physical, cognitive, social-emotional, and moral. The course will enable the preservice teachers to take appropriate curricular decisions. The course provides preservice teachers with the vocabulary to discuss their academic experiences.

With the focus of the course on topics such as individual differences, intelligence, attention, memory, motivation, the objective of the course is to enable preservice teachers to use these as a basis to effectively plan their lessons for the learners in the class, teach, manage, and assess the students.

Course Objectives

The course will enable the preservice teachers to:

• describe the various developmental characteristics of adolescents
• apply the different views of learning suitably to the contexts
• understand individual learner differences to suitably plan lessons, teach, and assess

The role of educational psychology; linking educational psychology and teaching; educational psychology and research-based applications to learning; neuroscience, learning, and teaching; understanding the learners; relationship of understanding the learners to correspondingly plan teaching and assessment strategies; overview of the top 20 principles from psychology applicable for PreK–12 teaching and learning.

General principles of development; nature versus nurture; continuity versus discontinuity; timing: critical versus sensitive periods. 

Physical Development: Physical development in the adolescent years; challenges in physical development: obesity; eating disorders; guidelines for supporting positive body images in adolescents.

Cognitive Development: 

Piaget’s theory of cognitive development; guidelines for teaching students in the concrete-operational and formal operational stages; Vygotsky’s sociocultural theory of cognitive development; implications of Piaget’s and Vygotsky’s theories for teachers.

Social-Emotional Development:

Identity and self-concept; Erikson: stages of psychosocial development; guidelines for supporting identity formation; self-concept; social-emotional development: self-awareness and self-management; social awareness; relationship skills; responsible decision making; guidelines for promoting social-emotional development in adolescents; guidelines to help adolescents who are in trauma or have post-traumatic stress disorder.

Moral Development: Piaget’s theory of moral development; Kohlberg’s theory of moral development; Carol Gilligan’s morality of caring framework; adolescents and primary emotions linked with moral development: guilt, shame, empathy, and sympathy; moral behaviour and cheating; guidelines for supporting positive emotions in adolescents.

Behaviourist Views: Classical conditioning; operant conditioning; current applications: functional behavioral assessment, positive behavior supports, and self-management; 

Social-Cognitivist View: Bandura’s challenge and observational learning; modelling.

Cognitivist Views: The role of attention; attention and multitasking; the brain and cognitive learning: the importance of knowledge in cognition; general and specific knowledge: declarative, procedural, and self-regulatory knowledge; memory stores: sensory memory, working memory, long-term memory; information processing and the model of human memory; teaching for deeper learning; reducing cognitive load; retaining information; learning loss; learning strategies.

Motivation; Four approaches to motivation; Behavioral: Skinner; rewards and punishers; 

Humanistic: Maslow; self-esteem, self-fulfillment, self-determination; guidelines for supporting self-determination and autonomy; Cognitive: Weiner; attribution; beliefs about knowledge, ability, and self-worth; students who show learned helplessness; mastery-oriented students; failure-avoiding students; failure-accepting students; guidelines for encouraging self-worth; beliefs about ability: Carol Dweck's growth and fixed mindset; guidelines for developing a growth mindset; Social-Cognitive: Bandura; goals, expectations, intentions, self-efficacy; guidelines for encouraging self-efficacy; supporting emotional self-regulation; Duckworth; developing grit; guidelines for building on students’ interests and curiosity; guidelines for coping with anxiety.

Learning styles; myth of the sensory modality of learning styles; myths about the relationship between learning styles and teaching styles; Howard Gardner’s theory of multiple intelligences; myths about the applications of Gardner’s theory of multiple intelligences; difference between learning styles and multiple intelligences; Sternberg’s triarchic theory of intelligence.

American Psychological Association. (2021). Top 20 principles for Pre-K to 12 education. https://www.apa.org/ed/schools/teaching-learning/top-twenty/principles

Mangal, S. K. (2013). Advanced Educational Psychology. Prentice Hall.                    

Somashekar, T. V. (2006). Educational Psychology. Nirmala Prakashana.

Woolfolk, A., & Kapur, P. (2019). Educational Psychology. Pearson.

Csikszentmihalyi, M. (2013). Creativity: The psychology of discovery and invention. Harper Perennial Modern Classics.

Duckworth, A. L. (2013). Grit: The power of passion and perseverance. Scribner. 

Dweck, C. (2017). Mindset-updated edition: Changing the way you think to fulfil your potential. Hachette.

Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette.

Sharma, R. N., & Sharma, R. K. (2006). Advanced Educational Psychology. Atlantic Publishers.

This core course is offered in the first semester of the programme. The course will enable preservice teachers to understand that philosophical knowledge has a fundamental role in helping them to systematically reflect and to clarify questions that are important in education, about teaching, learning, curriculum, and assessment. The four branches of philosophy, epistemology, metaphysics, axiology, and logic, speak directly to the preservice teachers about the process of education. Preservice teachers will discover their emerging personal philosophy of teaching via the schools of philosophy. They will articulate their formative personal philosophy of teaching, which would evolve during their educational careers. The philosophies of both Indian and western educational thinkers are expected to influence the preservice teachers and to assist them in refining their personal philosophy of teaching. 

The course will enable the preservice teachers to:

● think with clarity about issues in education

● appreciate the contributions of educational thinkers

● articulate their personal philosophy of teaching

Philosophy; Overview of the Branches of Philosophy: Epistemology, Ontology; Axiology; Logic; Interrelationships between Philosophy and Education; Philosophy and Aims of Education; Philosophy and Curriculum; Philosophy and Methods of Teaching; Relationship between Teachers and Learners; Personal Philosophy of Teaching 

Rabindranath Tagore; Swami Vivekananda; Mahatma Gandhi; Aurobindo Ghosh; Gijubhai Badheka; J. Krishnamurti 

Plato; Immanuel Kant; Jean Jacques Rousseau; Johann Pestalozzi; Friedrich Fröbel; Maria Montessori; John Dewey; Rudolf Steiner; Loris Malaguzzi 

Empiricism; Idealism; Realism; Naturalism; Humanism; Existentialism; Pragmatism; and relation to aims of education, curriculum, discipline, and the role of teachers. 

Nyaya; Vaisheshika; Samkhya; Yoga; Purva-Mimamsa; Vedanta; Charvaka; Buddhism; and Jainism 

This discipline-specific elective course is offered in the first semester. The course introduces students to the aims and objectives of teaching physical science at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach physical science in an effective and inspirational manner. It develops the competencies required for a teacher to teach physical science and hones their employability skills.

Meaning; nature; and scope of physical science; significance of physical science in daily life; practical and recreational values of physical science; scientific attitude: meaning; characteristics of a person with scientific attitude; techniques of developing scientific attitude; connectedness of physical science with other school subjects; international mindedness through physical science; linking the learner profile to teaching of physical science.

Objectives of teaching physical science; John Biggs’s constructive alignment; Bloom’s Taxonomy and revised Bloom’s Taxonomy; list of command terms; Constructing instructional objectives. Significance of introduction; state of aim; opening and concluding statements; blackboard work; evaluation; recapitulation; and homework in delivering a lesson.

Lesson Plan: Meaning and importance; Lesson Plan & Unit Plan: Templates and construction. Pedagogical analysis of various topics in physical science at various levels of schooling; encouraging learner for intuition probing, raising queries and relating physical science to real life situations; appreciating dialogue and cooperative learning among peer group.

Pedagogy vs. andragogy Approaches to Teaching (ATT); teaching through inquiry; teaching through concepts; teaching developed in the local, regional, national, and global contexts; teaching focused on effective teamwork and collaboration; teaching differentiated to meet the needs of all learners; collaborative teaching techniques: Socratic Seminar; flipped class; fishbowl discussion method; think-pair-share; jigsaw technique; concept mapping; discussion method. process-oriented guided inquiry learning; experiential learning; problem and project-based learning; case-based learning; discovery learning.

Approaches to Learning (ATL): Thinking skills, research skills, communication skills, self-management skills and social skills, and ICT skills. 

Audet, R. H., & Jordan, L. K. (2005). Integrating inquiry across the curriculum. Corwin Press.

Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The Cognitive Domain. David McKay.

Goldman, A. I. (2008). A causal theory of knowing. The Journal of Philosophy, 64(12).  http://www.jstor.org                                                                                     

Hreha, S. R. (2012). Approaches to international mindedness in IB world schools. https://docplayer.net/54605031-Approaches-to-international-mindedness-in-ib-world-schools-dr-steve-r-hreha.html

International Baccalaureate. (2022). The IB learner profile. https://ibo.org/benefits/learner-profile

International Baccalaureate. (2022). Diploma Years Programme. https://www.ibo.org/programmes/diploma-programme/

Mohan, R. (2007). Innovative science teaching for physical science teachers: Prentice Hall of India.

Trilling, B., & Fadel, C. (2009). 21^st century skills: Learning for life in our times. John Wiley & Sons.

Fahey, J. (2012). Ways to learn through inquiry: Guiding children to deeper understanding. International Baccalaureate Organization.   

Hutchings, W. (2007). Enquiry-Based learning: Definitions and rationale. http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf

IBO. (2019). Approaches to Teaching and Learning in the Diploma Programme. https://resources.ibo.org

IBO. (2019). Approaches to Teaching and learning in the Diploma Programme. https://resources.ibo.org

Tilke, A. (2011). The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. ABC-CLIO.

Tomlinson, C., & Imbeau, M. B. (2011). Managing a differentiated classroom: A practical guide. https://www.researchgate.net     

Lee, V. S. (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Stylus.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

This discipline-specific course is offered in the first semester of the programme. It introduces students to the principles of teaching and learning English and comprehends the importance and role of English in the national and international spheres. It helps in assessing learners’ understanding for and of learning, making connections with TOK, CAS and the extended essay. It develops the linguistic skills, planning and implementation of lesson plans through different approaches.

The objectives course will enable the preservice teachers to:

●       illustrate the pedagogical principles of teaching and learning in English 

●       differentiate the role of English in national and international spheres and create opportunities to learn and teach

●       research and design appropriate learning activities

●       create and experiment with course plans, unit plans and lesson plans and provide meaningful learning opportunities

●       demonstrate independent implementation of Approaches to Teaching and learning

●       construct meaningful opportunities for content analysis and transaction.

●       present effective use of resources in the English classroom.discuss and demonstrate professional competencies.

Meaning, definition, functions of language; Fundamental principles of language learning; Need and importance of teaching and learning English; Importance of English in school; Challenges of teaching English; Significance of English language & Literature in daily life.

Relationship of Inquiry, action, and reflection; Setting up the purpose of an English language & Literature unit; Aims and objectives of teaching English; Writing objectives for classroom teaching based on content; Listing of Specifications under General Objectives, Criteria for Writing Instructional Objectives.

The teaching of Prose and poetry; Anderson’s Revised Taxonomy; Unit plan and Lesson Plans: Meaning and importance;  Unit Plan and lesson plan: Templates and construction 

Approaches to Teaching (ATT) Approaches to Learning (ATL) as per IB, Inquiry-based teaching; Structural Approach; Communicative Approach; Humanistic Approach; Community Language Learning; Differentiated teaching strategies, Teaching in local and global contexts; Effective use of Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, flipped classroom, fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organizers, Spider web discussion method; Process-oriented guided inquiry learning, Experiential learning, Problem and Project-Based Learning, Case-based learning, Discovery learning.

Listening Skills, Speaking Skills, Reading Skills, Writing Skills, Study Skills, Thinking skills, Communication skills, Social skills, Self-management Skills, Research Skills, Oral and Written Communication Skills, Critical Thinking Skills, Problem-Solving Skills, Teamwork and Collaborative Skills, Metacognitive Skills.

Brinton D. (2014). Integrating language and Content: Issues and Options. https://www.tesol.org/connect/tesol-resource-center

Daniels, H., Steineke, N., and Moses, S. (2014). Teaching the social skills of academic interaction: Step-by-step lessons for respect, responsibility, and results. Corwin.

Harry, B., Waterman, R. (2008). Building collaboration between schools and parents of english language learners: Transcending barriers, creating opportunities. National Institute for Culturally Responsive Educational Systems. http://www.colorincolorado.org/research/effectiveness

McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45(3), 263–269. doi: 10.1080/14703290802176147

National Council of Teachers in English (2011). Lesson plans and teaching resources. http://www.ncte.org/lessons

Richards C.J and Renandya A. W. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Rokhaniyah, H. (2016). The implementation of collaborative learning to enhance the students’ critical thinking in writing. at Tadib, 11(1). doi: 10.21111/at-tadib. v11i1.627

Vallabi, J. E. (2011). Teaching of English: Principles and practices. Neelkamal.

Venkateswaran, S. (2008). Principles of teaching English. Vikas Publishing House.

Wei L. (2011). Formative Assessment in classrooms: Operational procedures. Journal of Language Teaching and Research. https://www.academypublication.com/issues/past/jltr/vol02/01/12.pdf

Woodward T. (2001). Planning lessons and courses. Cambridge University Press. 

Woodward, T. (2004). Planning lessons and courses. Cambridge University Press.

Wren., & Martin. (2008). High School English Grammar & Composition. Chand Publishing.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Himmele, P., & Himmele, W. (2009). The language-rich classroom: A research-based framework for English language learners. ASCD.

Lake, D., Baerg, K., & Paslawski, T. (2015). Teamwork, leadership and communication: collaboration basics for health professionals. Brush Education.

McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45(3), 263–269. doi: 10.1080/14703290802176147

Richards, C. J., & Rodgers, S.T. (2001). Approaches and Methods in language teaching. Cambridge University Press.

Summers, J., & Smith, B. (2009). Communication skills handbook: How to succeed in written and oral communication. Wiley.

End Semester Exam (ESE) 50 %

Mid Semester Exam (MSE or CIA II) 25 %

Continuous Internal Assessment (CIA I & III) 25 %

Total 100 %

Continuous Internal Assessment

CIA I CIA II CIA III Attendance

10 marks 25 marks 10 marks 5 marks

This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching commerce at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach commerce in an effective and inspirational manner. It develops the competencies required for a teacher to teach commerce and hones their employability skills.

Commerce Education: Meaning, definition and need of commerce education in present days, Qualities of a Commerce teacher, Significance of Commerce in daily life, Recent developments in commerce. 

Theory of Knowledge in Commerce; Relationship of Commerce with business, trade, industry and economy: A Macro Perspective; Aims of Teaching Commerce –Utilitarian, Cultural, Economic and Social; International mindedness with respect to Commerce. 

Aim, Objective, Learning outcome, and Specification; Values of teaching commerce, Relationship of Inquiry, action, and reflection. Setting up the purpose of a commerce unit: transferable goals, content, skills, application: Anderson & Krathwohl’s Taxonomy for teaching and assessing, Listing of Specifications under General Objectives, Criteria for Writing Learning Outcomes. Correlation of Commerce and accountancy with other subjects.

Lesson Plan: Meaning and importance; Lesson Plan & Unit Plan: Templates and construction, Pedagogical analysis of various topics in commerce at various levels of schooling; encouraging learner for- probing, raising queries and relating commerce to real life situations; appreciating dialogue and cooperative learning among peer group.

Pedagogy vs. andragogy, Approaches to Teaching (ATT) Approaches to Learning (ATL). Methods of Teaching- Inquiry-based teaching and learning; Specific methods of teaching in Commerce: Lecture, Industry Visit, Group Discussions, Demonstration, Role-play, Workshop, Surveys and market study, Symposium, Panel discussion, Problem and Project-Based Learning, Case based learning and simulation, SWOT analysis.

Social skills, Self-management skills, Research skills; Critical thinking skills, Teamwork and collaborative skills, reflective skills.

Technical or Specific skills—Skills needed in drafting correspondence and preparing the business reports, accounting skills, Marketing and Salesmanship, Entrepreneurship skills, Leadership and Motivation skills.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Erasmus, B., Strydom, J. W., & Rudansky-Kloppers, S. (2016). Introduction to Commerce. Oxford University Press.

Gershon, M. (2015). How to use Bloom’s taxonomy in the classroom: the complete guide. Createspace.

Heydorn, W., & Jesudason, S. (2014). Decoding theory of knowledge for the IB diploma: Themes, skills and assessment. Cambridge University Press.

Pizzey, A. (2001). Accounting and finance: A firm foundation. Continuum.

Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. International Society for Technology in Education.

Compayré, G., & Payne, W. H. (2002). The history of pedagogy. University Press of the Pacific.

IB Business and Management. (n.d.). Daily Lesson Plans. https://sites.google.com/site/ibbusinessandmanagementmitchem/daily-lesson-plans

Hamilton, B. (2018). Integrating technology in the classroom: Tools to meet the need of every student. ISTE.

Interactive Education. (2005). Lesson plan. Whangaparaoa, N.Z.

Mishra, R. C. (2009). Lesson planning. A.P.H. Publication.

Paulson, D. (1970). Unit planning: A guide for effective teaching. Lutheran Church Press.

Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (2017). The flipped classroom practice and practices in higher education. Springer.

The course will enable the preservice teachers to:

●        To apply the underpinning principles of teaching and learning social science

●        To formulate goals and objectives in teaching and learning social science

●        To develop course outlines, unit plans, and lesson Plans

●        To apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in everyday teaching of social science

Meaning and nature of Social Science, the scope of Social Science, Geography, Economics and Political Science, Significance of Social Science in daily life, Importance of Social Science as a school discipline, Practical, disciplinary and recreational, Values of teaching Social Sciences, Social Science as an art and science, Difference between Social Science, Natural Science and Social Studies, Theory of Knowledge in Social Science; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in the theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in Social Science. International mindedness with respect to social science. Linking the learner profile in social science class.

Aims and objectives of Teaching Social Science: History, Economics, Geography and Political Science Relationship of Inquiry, action, and reflection. Setting up of the purpose of a Social Science unit: transferable goals, content, skills, application: Anderson & Krathwohl’s Taxonomy for teaching and assessing, Criteria for Writing Instructional Objectives.

Lesson & Unit Plans: Meaning, importance, uses; Designing Lesson Plans, Unit Plans, course outline: Formats, Steps; Templates and construction; Flanders’ classroom interaction analysis.

Pedagogy vs. andragogy, Approaches to Teaching (ATT; Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom Fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers, Spider web discussion method

Approaches to Learning (ATL): Thinking skills, Communication skills, social skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Problem-solving skills, Teamwork and collaborative skills, Metacognitive skills, Self-regulated learner.

Audet, R. H., & Jordan, L. K. (2005). Integrating inquiry across the curriculum. Corwin Press.

Bergmann., J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Smith, D., & Saha, S. (2020). Oxford IB Diploma Programme: IB prepared: History. Oxford.

Carr, E. H. (1961). What is History? Macmillan.

Goldman, A. I. (2008). A causal theory of knowing. The Journal of Philosophy, 64(12).  http://www.jstor.org

Jadav, N. (2001). Teaching of history. Anmol Publication. 

Kochhar, S. K. (1998). The teaching of Social Studies. Sterling Publishers.

Kohli, A. S. (2004). Teaching of Social Studies. Anmol Publications. 

Richards, J. F. (2005). The Mughal Empire, English. Foundation Books.

Singh, M. V. (2009). Delhi Sultanate. Centrum Press.

This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching mathematics at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach mathematics in an effective and inspirational manner. It develops the competencies required for a teacher to teach mathematics and hones their employability skills.

The course will enable the preservice teachers to:

●        To apply the underpinning principles of teaching and learning mathematics

●        To formulate goals and objectives in teaching and learning mathematics

●        To develop course outlines, unit plans, and lesson Plans

• To apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in everyday teaching of Mathematics

Meaning and nature of Mathematics, Meaning and building blocks of mathematics-undefined terms, definitions, axioms, theorems; the nature of mathematical propositions; Difference between proof and verification; Deductive nature of mathematics; Aesthetic sense in mathematics, three aesthetic experience variables identified by Birkhoff and their relation, coexistence of precision and beauty in mathematics;  the scope of Mathematics, the scope of Mathematics, Significance of Mathematics in daily life, Importance of Mathematics as a school subject, Practical, disciplinary and recreational Values of Mathematics; International mindedness concept and techniques of developing international-mindedness, understanding the learner profile of a Mathematics student.

Meaning of the terms: Aim, Objective, Learning Outcome, and Specification; Objectives of Teaching Mathematics, Need for establishing general objectives for teaching mathematics; Study of the aims and general objectives of teaching mathematics vis-a-vis the objectives of school education; Relationship of inquiry, action, and reflection. Setting up of the purpose of a Mathematics unit: Transferable goals, content, skills, application: Bloom’s and Anderson’s taxonomy of cognitive objectives; Listing of specifications under general objectives, Criteria for Writing Learning outcomes.

Lesson Plan: Meaning and importance; Lesson Plan & Unit Plan: Templates and construction, Pedagogical analysis of various topics in mathematics at various levels of schooling; Cultivating learner's sensitivity like intuition; encouraging learner for- probing, raising queries and relating mathematics to real life situations; appreciating dialogue and cooperative learning among peer group.

Pedagogy vs. andragogy, Approaches to teaching (ATT); Methods of Teaching- Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Process-oriented guided inquiry learning, laboratory method, Experiential learning, Problem and Project-Based Learning, Case-based learning, Discovery Learning, Fishbowl discussion method, Spider web discussion method. Collaborative Teaching techniques; Differentiated teaching strategies, Socratic Seminar, Flipped classroom, Think-pair-share, Jigsaw technique, graphic organisers.

Approaches to learning (ATL): Thinking skills, Communication skills, Social skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Problem-solving skills, Teamwork and collaborative skills, Metacognitive skills, Self-regulated learner.

Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. 

CASEL. (2013). Social and emotional core competencies. http://www.casel.org/social-andemotionallearning/core-competencies

Chambers, A. (n.d.). Tok maths resources. https://ibmathsresources.com/ibtokmaths

Chambers, R., Lo, B. C. Y, and Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect. Cognitive Therapy and Research, 32(3), 303–322.

Costa, A. L. & Kallick, B. (2009). Habits of mind across the curriculum: Practical and creative strategies for teachers. ASCD.        

Clarke, D., Clarke, B., Sullivan, P. (2012). Teaching with tasks for effective mathematics learning. Springer.           

Erickson, H. L. (2012). Concept-based teaching and learning. http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf

Erozkan, A. (2013). The effect of communication skills and interpersonal problem solving skills on social efficacy. Educational Sciences: Theory and Practice,13(2). 739–745.

Fasko, D. (2003). Critical thinking: Origins, historical development, future direction. Critical thinking and reasoning: Current research, theory and practice, 3–20.

Howard, J. P., & Beyers. J.F.  (2020). Teaching and learning mathematics online. CRC Press.

Harcet, J., Heinrichs, L., Seiler, P. M., & Skoumal, M. T. (2016). IB mathematics higher level. Oxford University Press.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hutchings, W. (2007). Enquiry-Based Learning: Definitions and rationale. http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf

International Baccalaureate. (2017). What is an IB education?https://www.ibo.org/globalassets/what-is-an-ib-education-2017-en.pdf

Managebac. (n.d.). DP Unit Planner sample. https://www.managebac.com/ib-diploma/sample-dp-unit-planner

Smith, M. K. (2013). David A. Kolb on experiential learning. The encyclopedia of pedagogy and informal education. https://infed.org/mobi/david-a-kolb-on-experiential-learning

Theoryofknowledge.net. (n.d.). TOK Areas of Knowledge: Mathematics. https://www.theoryofknowledge.net/areas-ofknowledge/mathematics/

End Semester exam (ESE):          50%

Mid Semester exam (CIA II):          25%

Continuous Internal Assessment (CIA): 25%

                                       Total :          100%

Written Examination

Mid Semester Exam          :     50 marks (2 Hours)

End Semester Exam           :    100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA-II MSE marks will be reduced to 25 marks.

Pedagogy vs. andragogy, Approaches to teaching (ATT); Methods of Teaching- Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Process-oriented guided inquiry learning, laboratory method, Experiential learning, Problem and Project-Based Learning, Case-based learning, Discovery Learning, Fishbowl discussion method, Spider web discussion method. Collaborative Teaching techniques; Differentiated teaching strategies, Socratic Seminar, Flipped classroom, Think-pair-share, Jigsaw technique, graphic organisers.

 The skill enhancement course expects students to plan and demonstrate:

Creativity: Exploring and extending ideas leading to an original or interpretive product or performance; 

Activity: Physical exertion contributing to a healthy lifestyle.

Service: Collaborative and reciprocal engagement with the community in response to an authentic need.

In this course, students will be mentored and taught the concept and processes of CAS by the CAS mentor. 

The course will enable the preservice teachers to:

• gain knowledge and awareness of their strengths and weakness
• adapt to new challenges
• initiate, plan and execute experiences
• be committed and persevered in completing the experiences
• work collaboratively with peers and community
• engage with issues of local and global importance
• develop ethical competence

Creativity : (arts and other experiences that involve creative thinking)

This may include improvised teaching aids, performing arts, digital designing, literary writing, arts and crafts. Students are stimulated to involve in creative endeavours that move them beyond the familiar, broadening their scope from conventional to unconventional thinking. There are many departmental, institutional, local and global competitions the students can participate in to show their creativity, such as Improvised teaching aids for practice teaching, BookMark, Blossoms, In-Bloom, Dharpan, Kalasaurabha, Broucher designing for seminars/workshops/panel discussions, articles in newsletters and any other competitions State/national/global.

Activity: (physical exertion contributing to a healthy lifestyle)

This may include participation in individual and team sports, Yoga, aerobic exercise, dance, fitness training, and any other form of physical exertion that contributes to a healthy lifestyle. Students could be involved in the departmental Annual Sports day, University Annual Sports day, timetabled sports sessions, students could organise sports day at various schools and NGO based organisations. 

Service: (An unpaid and voluntary exchange that has a learning benefit for the student)

There are three types of service experiences possible, they are:  (engaging with different types of service is recommended.

 Direct service: Students can render teaching service for the underprivileged through NGOs, one-on-one tutoring with peers or any other non-paid teaching assignment. They can even frame curriculum as per the needs of the organisations, conduct workshops/seminars/talks for the underprivileged. Implementation of Service-learning projects offered by CSA and Organization and participation in the social responsibility week and CSA activities of the university. Organization and participation in Social issues drives.  Indirect service: Students can be a part of designing websites, designing presentations, teaching material etc for other teachers or advisers to use.   Research: Students can plan, collect, analyze, and report on issues in particular schools or colleges. Students can engage in action research projects for the benefit of schools or colleges as per the requirement of the institutions.

 CAS experiences can be conducted in collaboration with the Centre for Social Action of the University or they can be done individually, however, the experiences should be done in consultation with the CAS Coordinator/Advisor.

Grades to be awarded based on University norms.

Course Description

This skill enhancement course is offered in the second semester. It is designed to enable preservice teachers to facilitate sessions on life skills and personal safety education for primary, elementary and secondary school students.

Course Objectives

The course will enable the preservice teachers to:

·       explain, discuss and transact the necessary skills and information needed to facilitate sessions on life skills and personal safety education

·       analyse the content related to sexuality, emotions and feelings in children and adolescents from social, biological, and psychological perspectives

.    research and formulate policies in an educational setting

Meaning, importance and formation of self-esteem; body image and self-esteem, the effect of media on self- esteem of children; Gender, identity and indicators of high or low self-esteem; Feelings and emotions - identifying, accepting, managing and expressing; Importance to address: Queer identities and body image dissatisfaction.

Secondary sexual characteristics, Myths, doubts and facts about the reproductive system; Exploring sexual behaviours and alternate sexuality; Beliefs around the body: empowering v/s disempowering; Sexual Orientations, Gender Identities, Gender Expressions and Sex Characteristics (SOGIESC diversity): Understanding allyship.

Safe and unsafe touch, Body safety rules; Relationship, infatuation, love and consent; Internet Safety, Child sexual abuse, Pedophilia, Sexual violence against children and adults, POCSO Act, Support systems.

Borba, M. (2003). Esteem builders: a K-8 self-esteem curriculum for improving student achievement, behavior and school climate. Jalmar Press.

Enfold Proactive Health Trust. (2021). Demystifying sexuality reference book: Looking at sexuality with a rights-based, restorative and gender transformative lens. http://enfoldindia.org/wp-content/uploads/2021/07/Demystifying-Sexuality-Reference-Book-by-Enfold-2021.pdf

Khalsa, S. S. (2007). Teaching discipline & self-respect: Effective strategies, anecdotes, and lessons for successful classroom management. Corwin.

Westin, D. C. (2011). Impressions of self: A framework for building self-esteem. Trafford.

Faller, A., Schunke M., & Schunke G. (2007). The human body: An introduction to structure and function. Thieme.

Ministry of Women and Child Development. (2012). The Protection of Children from Sexual Offences Act. https://wcd.nic.in/sites/default/files/POCSO%20Act%2C%202012.pdf

Sechler, J. (2012). Internet safety for kids and young adults. Createspace Independent Pub.

The overall CIA will be split as follows:

CIA I - 10

CIA II - 10

CIA III - 10

Attendance  - 5

Class participation  - 5

Final written test - conducted for 25 and converted to 10

This is an ability enhancement compulsory course offered in the second semester. The students will learn the procedural knowledge of writing an extended essay at IBDP and its assessment. Each student will be mentored and guided to have hands-on experiences in analysing and assessing the sample extended essays.

Extended Essay: Overview; expectations and timeline for IBDP Extended Essay; Extended Essay at the School of Education; Writing process for IBDP students; Reflection; Samples, navigation, and reading materials; Assessment criteria; Policies related to Extended Essay: Academic integrity, ethical guidelines, animal experimentation policy; Evaluating an Extended Essay.

https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/extended-essay-brief-2016-en.pdf

Method of Evaluation  Theory of Knowledge

Theory of Knowledge (TOK): 25 Marks

Class and group participation: 10%

Individual Reflective journal entries:15%

TOK one object group exhibition:10%

TOK two object group exhibition:25%

TOK three object group exhibition:40%

This core course is offered in the second semester.  The course fosters in the students, the School of Education’s Programme Outcome for Research Competence: Apply the knowledge of research in solving social and educational problems. Towards achieving this outcome, the course prepares students to know and understand the fundamental concepts and processes in research methods. Students become familiar with both quantitative and qualitative research methods. Research Ethics is introduced to the students. The course culminates in students writing a manuscript with a view to present at a conference and/or submit to a journal for publication.

The course will enable the preservice teachers to:

·         understand the importance of research in solving educational and social problems

·         begin internalizing the research skills

• make presentations at conferences and publish in journals

Research: Definition; Systematic Research process; Research Methods: Deductive, Inductive, and Deductive-Inductive Method; Educational Research: Meaning and Purpose; Approaches to Educational Research: Quantitative, Qualitative, and Mixed-Methods; Research Paradigms: Positivist, Interpretivist/Constructivist, Critical. Purposes of Fundamental/Basic, Applied, and Action Research; Types of Educational Research: Historical, Experimental Research, Descriptive-Quantitative & Descriptive-Qualitative; Research Ethics.

The Research Problem: 

Finding a research problem in education; researchable and non-researchable problems in education; sources to locate a research problem; evaluating a research problem; 

Selecting and stating the Research Problem. Stating Research Objectives; Stating Research Questions; Stating Directional, Null, and Alternate Hypotheses. 

Review of the Literature in Education: Literature Review: What. Why, When, and How?

Types of Educational Reviews: Conceptual, Empirical, Narrative/Traditional, Systematic, and Meta Analysis; PRISMA; Stating the Rationale and Purpose of the Study with literature-support; reviewing, summarizing and synthesizing literature to support the problem and allied areas of the problem.

Describing the characteristics of the Research Participants; Population, Sample and Sampling Techniques; Primary and Secondary Sources of Data; Conceptualization, operationalization and measurement; Definition and nature of variables; operationally defining variables; Types of variables; formulation of research problems and hypothesis; Different types of hypothesis; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests; Research Tools: Inventories; Surveys; Likert Scales.

Qualitative Research: Characteristics; Researcher Identity, Positionality and Reflexivity; 

Research Paradigms: Positivist, Interpretivist/Constructivist, Critical;

Qualitative Methodologies: Ethnography, Phenomenology, Action Research, Feminist Standpoint Research, Discourse Analysis, Questionnaire Research; 

Qualitative Methods, Their Advantages, & Limitations: Observation; Interviews: Patton’s Typology, Strauss et al.’s typology; Focus group; Case study; Questionnaire; Life history; Document analysis; Qualitative Research Questions; Sampling; Maxwell’s Interactive Model of Research Design; Qualitative Data Recording Methods: Observation Protocols; Interview Protocols; Audio & Video Recording.

Best, J. W., Kahn, J. V., & Jha, A. K. (2016). Research in education. Pearson. 

Cohen, L. Manion. L & Morrison, K. (2007). Research methods in education. Routledge.  

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

Hedges, L.V. Ashley, L.D. Waring, M. & Coe, R. (2021). Research methods and methodologies in education. Sage Publications.

Lambert, M.  (2019). Practical research methods in education: An early researcher's critical guide. Taylor & Francis.

Pini, B., & Moss, J. (2016). Visual research methods in educational research. Palgrave Macmillan.

Voegtle, K. H., Lodico, M. G., & Spaulding, D. T. (2010). Methods in educational research: From theory to practice. Wiley.

Denzin, N. K., & Lincoln, Y. S. (2017). The Sage handbook of qualitative research. Sage.

Martin, C., & Polly. D. (2016).  Handbook of research on teacher education and professional development. IGI Global.

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage.

This is a core course in the second semester. It will help the students in acquiring knowledge of the concept of inclusive education, diversity in the classrooms, and the skills to teach different kinds of learners. Preservice teachers will develop the skills to understand each learner, the strengths and limitations of learners, and transact curriculum considering the needs and nature of the learners. 

Concept of Inclusive Education: Meaning, Definition, and historical development of special education services; Labelling; Using person-first language; Changing Practices in Education of Students with Disabilities: Segregation, Integration & Inclusion, Whole School Approach; Diversity in classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity; Principles of Inclusive Education: Access, Equity, Relevance, Participation and Empowerment; Barriers to Inclusive Education: Attitudinal, Physical & Instructional.

International Declarations: Universal Declaration of Human Rights (1948), World Declaration for Education for All (1990); International Conventions: Convention against Discrimination (1960), Convention on Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006); International Frameworks: Salamanca Framework (1994), Biwako Millennium Framework of Action (2002); 

National Commissions & Policies: Kothari Commission (1964), National Education Policy (1968), National Policy on Education (1986), Revised National Policy of Education (1992), National Curriculum Framework (2005, 2022, 2023), National Policy for Persons with Disabilities (2006), National Education Policy (2020); National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995), National Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013), RPWD Act (2016)

Characteristics of students with Sensory Disabilities: Visual Impairment, Hearing Impairment, Speech Impairment, Deaf-blindness; Characteristics of students with Neuro-Developmental Disabilities: Intellectual Disabilities, Autism Spectrum Disorders, Specific Learning Disabilities, Attention Deficit Hyperactivity Disorder, Epilepsy; Characteristics of Students with Locomotor Disabilities: Cerebral Palsy, Muscular Dystrophy; Characteristics of students with multiple disabilities, Gifted Students; Characteristics of students with Mental Health issues: Mental illness, psychosocial issues.

Curriculum adaptation; teaching learning materials; Inclusive Lesson Plans; Universal Design for Learning: Multiple Means of Access, Expression, Engagement & Assessment; Peer Mediated Instructions, Remedial teaching:  Individualized Education Program, Strategies for academic skills enhancement; Positive Behaviour Management; Use of Assistive Technologies.

Collaborative approach: Teachers, Special Educators, Peers, Therapists, Counsellors; Community Involvement for Inclusive Education; Advocacy and Leadership for Inclusion in Education; Role of Special Schools in Inclusive Education; Resource Mobilization for Inclusive Education.

Mangal, S. K. & Mangal, S. (2017). Creating an inclusive school. Shipra.

Sharma, Y. (2021). Inclusive education: Perspectives, praxis and pedagogy. Pearson.

This core course is offered in the second semester. The course has been conceptualized in order to raise critical awareness in the preservice teachers about the gender inequities that exist globally and in India and to critically engage in the discourse on gender socialization, power and knowledge construction. Preservice teachers are introduced to several concepts around gender and feminist theories. While learning about the historical background of social and educational reform movements of the 19th and 20th centuries in India, preservice teachers will also examine gender issues in contemporary Indian curriculum documents and textbooks.

The course envisages teachers as agents of change who would encourage students to reflect on their socialization and critique practices that perpetuate stereotypes and biases. It also intends to enable the preservice teachers to become inclusive in their attitudes, speech, actions, teaching, and assessment of all genders in a nonbinary world.

The course will enable the preservice teachers to:

• differentiate between sex and gender.
• describe with examples the concepts of patriarchy, gender roles, gender stereotypes, gender bias, gendered allocation of power, resources and opportunities, gender discrimination.
• define gender socialization.
• evaluate gender socialization practices via social institutions that perpetuate gender roles, gender discrimination, gender stereotypes, and gender biases.
• explain nonbinary genders.
• evaluate gender representations and reinforcement of gendered images and identities in Indian social institutions-family, religion, caste, education, place of residence, economy and polity.
• describe the contributions of Indian social and educational reformers of the 19th and 20th centuries
• critically examine the constitutional provisions for gender equality, gender issues in the curriculum, the construct of gender in the National Curriculum Framework and the National Education Policy 2020.

Key Concepts in Gender Studies of (X): Sex and Gender; Genders: Males, Females, LGBTQ; Patriarchy, Gender stereotypes, Gender bias; Understanding the diversity and heterogeneity within gender; A Brief Introduction to Feminist Theories: Cultural, Liberal, Marxist, Post-modern, Radical, Psychoanalyst, Socialist; Three waves of Feminism.

Gender Socialization: Concept and Practices, Gender roles, Gender discrimination in social institutions and life events: family, peer group, marriage, school, workplace, economy, media, politics, social networks; Gendered allocation of power, resources and opportunities; Gendered boundaries between traditional and non-traditional occupations, Glass ceiling.

Construction of gender as a social category in Indian society: Gender representations and reinforcement of gendered images and identities in Indian social institutions: family, religion, caste, education, place of residence, economy and polity; Emergence of movements for gender justice; the role of law and civil society.

Historical background of social and educational reform movements of 19th and 20th centuries with a focus on women’s education: Rajaram Mohan Roy, Ishwar Chandra Vidyasagar, Mahatma Gandhi, B R Ambedkar, Jyotisar and Savitribai Phule; Gender Issues: Constitutional provisions for gender equality, Gender issues in curriculum; Construct of gender in National Curriculum Framework and National Educational Policy 2020, Critical examination of textbooks for inclusion and bias.

Assessment Component & Weightage:

CIA 1: 10%

CIA 2/MSE: 25%

CIA 3: 10%

End Semester Examination: 50%

Attendance: 05%

End Semester Examination: The first 4 questions are compulsory and the 5th question has an internal choice.

Each question is 10 marks * 5 questions=50 marks.

This discipline-specific course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning physics. It also helps in assessing the learners' understanding through various formative and summative assessment techniques. This course prepares them to become professional physical sciences teachers.

Printed Resources: Text book: Characteristics, uses, limitations and critical analysis and Exploring physical science Text books published by various boards; Workbook, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory: Organization, Maintenance, uses, Setting up of physical science laboratory, Community Resources; Human and material. Web resources for teaching and learning physical science in a global context. Teaching Aids: Projected, Non-projected and Electronic Aids: Types, features, merits and demerits; Improvised Aids: Meaning, preparation, importance; Edgar Dale’s Cone of experience.

Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; Rubrics for assessment: construction of analytical and holistic rubrics, Google form, MOODLE, physical science sample question Paper, marking scheme. Peer assessment, Academic integrity.

Meaning, Objectives, Organization and importance of Educational field trips, Science Club, Fair/Exhibition, Community-service activities in physical sciences; Virtual lab experience, Science hobbies.

Competencies of a physical science Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, and Mindfulness), Programmes for Professional Growth: In-service Programme, Orientation Programme, Refresher Course, Seminars, Workshops, Conferences, MOOC/online courses, Professional Learning Networking. Membership of professional organisations, Creating a Personal blog; Poster making on pressing issues of science.

The role of AI in the future of education; Implementing AI tools in the classroom; Assessing the impact of AI on student outcomes; Future Trends in AI and Education

Homer, D. & Bowen-Jones, M. (2014). Physics: Course companion. Oxford University Press. 

IB. (2020). IB Physics subject guide.  http://resources.ibo.org

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org 

Kirk, T. (2014). Physics: Study guide. Oxford University Press.     

Kirk, T., & Hodgson, N. (2012). Physics: Course companion. UK: Oxford University Press. 

Nayak, A. K. (2004). Teaching of physics. Anmol Publications.

Prasad, J. (2005). Practical aspects in teaching of science. Kanishka Publishers.

Udai, V. (2004). Modern teaching of physics. Anmol Publications. 

Vanaja, M. (2006). Methods of teaching physics. Discovery Publishing House. 

This discipline-specific course is offered in the second semester of the programme. It introduces students to the resources available for teaching and learning English. It helps in assessing learners’ understanding of various formative and summative assessment techniques. This course prepares them to become professionals.

The course will enable the preservice teachers to:

• analyse online resources for teaching and learning English
• select and recommend assessment tools and tasks at various levels of learning
• develop skills of collaboration and demonstrate professional competencies
• demonstrate the skills of design, implementation, interpretation and reflection of different assessments

Printed Resources: IB English language & Literature subject guide. Exploring English language & Literature books, setting up of an English language laboratory. Activities: visits, interviews, dramatization, seminars, literary club, language games; Planning and execution of co-curricular activities; Exploring My IB, exploring IB published videos, Computer-assisted language learning, CALL for teachers and learners.

Formative and Summative Assessment, Unit test: Construction, implementation, evaluation and reflection; Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint; IOTA: Concept, Development and uses, Rubrics for assessment, Google form, MOODLE, Software enabled assessments, Web links for English Question Bank, Question Paper, Answer key, Reflective essays, Reading logs, case studies

Meaning, Objectives, Organization and importance of Educational field trips, Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in English; Reflective journal writing. Character portrayal, blogs, photo gallery and images.

Competencies of an English Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries. Human resource networking.

The role of AI in the future of education; Implementing AI tools in the classroom; Assessing the impact of AI on student outcomes; Future Trends in AI and Education

Egbert. J., & Shahrokni, S. A. (n.d.). CALL principles and practice. https://opentext.wsu.edu/call

Farrell, T. S. C., & Jacobs, G. M. (2020). Essentials for successful English language teaching. Bloomsbury Publishing. https://www.google.co.in/books/edition/Essentials_for_Successful_English_Langua/HCj9DwAAQBAJ

Hubbard. P. & Levy, M. (2016). Theory in computer-assisted language learning research and practice. In F. Farr, & L. Murray (Eds.), The Routledge handbook of language learning and technology. https://www.routledgehandbooks.com/doi/10.4324/9781315657899.ch2

Lightbown, P. M., & Spada, N. (2021). How languages are learned. Oxford University Press. https://www.google.co.in/books/edition/How_Languages_Are_Learned_5th_Edition/7GUzEAAAQBAJ

Polat, M. (2017). CALL in context: A brief historical and theoretical perspective. Issues and Trends in Learning Technologies, 5(1). https://journals.uair.arizona.edu/index.php/itet/article/view/20312/19939

Sureshkumar, E., & Sreehari, P. (2009). A handbook for English Language Laboratories. Cambridge University Press.

Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language learning & technology, 6(1), 165-180.

Hall, G. (2005). Literature in language education. Springer.

End Semester Exam (ESE) 50 %

Mid Semester Exam (MSE or CIA II) 25 %

Continuous Internal Assessment (CIA I & III) 25 %

Total 100 %

Continuous Internal Assessment

CIA I CIA II CIA III Attendance

10 marks 25 marks 10 marks 5 marks

This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Commerce. It helps in assessing learners' understanding through various formative and summative assessment techniques. This course prepares them to become professional Commerce teachers.

Printed Resources: Exploring Text book published by various boards: Characteristics, Uses, limitations and critical analysis; Work book, guides and reference material: Characteristics and uses; Case Studies; Non-Printed Resources: Laboratory: Organization, Maintenance, uses, Setting up of Commerce laboratory, Community Resources; websites for teaching and learning Commerce in a global context; different teaching aids relevant for commerce teaching.

Formative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; IOTA – Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Commerce Question Bank, Peer assessment, Reflective essays, Reading logs, Case studies.

Importance of Educational field trips, Clubs, Fair/Exhibition, Create partnership deeds, Analysis of financial statements, Cash flow, Trend analysis and Forecasting; Strategies to create innovative product, Product launch; Marketing strategies for existing products, Advertising and marketing a product.

Affective skills (Resilience, Self-motivation, Mindfulness), classroom management skills,Programmes for Professional Growth: In-service Programme, Orientation Programme, Refresher Course, Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries, Human Resource Networking.

The role of AI in the future of education; Implementing AI tools in the classroom; Assessing the impact of AI on student outcomes; Future Trends in AI and Education

Booth, S. (2015). Crisis Management Strategy: Competition and Change in Modern Enterprises. Routledge.

Erasmus, B. & Strydom, J. (2011). Introduction to Commerce. OUP.

Gutteridge, L. (2012). Business and Management: IB Study Guide. OUP.

IBO. (n.d.). Assessment & Exams: Diploma.  https://www.ibo.org/programmes/diploma-programme/assessment-andexams/.

Mohanty, I. & Sharma, P. (2019). Commerce Internal Assessment: Guide to 7 Points. Notion Press.

Naylor, J. (2002). Introduction to Operations Management. Financial Times. Prentice Hall. 

Palmer, A. (2012). Introduction to Marketing: Theory and Practice.                      

Stimpson, P. & Smith, A. (2015). Commerce for the IB Diploma Coursebook. CUP.                   

Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.

Zimmerman, B. J. & Schunk, D. (1989). Self-Regulated Learning and Academic Achievement. Springer-Verlag.

This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Social Science. It helps in assessing learners' understanding through various formative and summative assessment techniques. Students explore the local History in a given context and develop research skills and their application in creating an essay. This course prepares them to become professional Social Science teachers.

Text book: Importance, characteristics and critical analysis; Library resources: newspapers, books, encyclopedias, reference books, journals and magazines, importance in the teaching of social science; Community resources: Human, natural, physical, economic, historical, man-made and school-based resources: Meaning, importance and uses; e-learning resources: internet, web-based tools, blogs, animation and multimedia etc. Audio Visual Resources: meaning and importance in teaching-learning.

Formative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; IOTA: Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Social Science Question Bank, Peer assessment, Reflective essays, Reading logs, Case studies.

Competencies of a Social science Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries. Human Resource Networking.

The role of AI in the future of education; Implementing AI tools in the classroom; Assessing the impact of AI on student outcomes; Future Trends in AI and Education

DP resources a developed with the IB. UK: Oxford University Press IB. (2020). Diploma Programme       Assessment Procedures.  http://resources.ibo.org

Homer, Bowen-Jones. (2014). IB Physics Course Book 2014 edition: The only Kochhar, S.K, (1990) Teaching of Social Studies. Sterling Publications. New Delhi 

IB. (2019). Approaches to teaching and learning in the Diploma Programme.http://resources.ibo.org 

IB. (n.d). IB Learner Profile.  http://www.ibo.org   

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org 

IB. (2020). IB History subject guide.  http://resources.ibo.org

This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Mathematics. It helps in assessing learners' understanding through various formative and summative assessment techniques; develops research skills and their application in creating an essay. This course prepares them to become professional Mathematics teachers.

The course will enable the preservice teachers to:

●        explore the resources in teaching Mathematics

●        formulate various assessment tools in Mathematics

●        organise curricular and extracurricular activities in the learning of Mathematics

• develop skills needed for a competent Mathematics teacher

Printed Resources: Text book: Characteristics, Uses, limitations and critical analysis and Exploring Mathematics Text books published by various boards; Work book, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory: Organization, Maintenance, uses, Setting up of Mathematics laboratory, Community Resources, Websites for teaching and learning Mathematics in a global context, Teaching Aids: Projected, Non-projected and Electronic Aids: Types, features, merits and demerits; Improvised Aids: Meaning, preparation, importance; Edgar Dale’s Cone of experience.

Formative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; IOTA: Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Mathematics question bank, Peer assessment.

Identifying learners’ strength and weaknesses; Activities enriching mathematics learning –assisting learning, supplementary text material, summer programmes, correspondence course. Meaning, Objectives, Organization and importance of Educational field trips, Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in mathematics; Recreational activities—games, puzzles and riddles in mathematics.

Competencies of a Mathematics Teacher; teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: In-service Programme, Orientation Programme, Refresher Course, Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries, Human Resource Networking. Journals and other resource materials in mathematics education. 

The role of AI in the future of education; Creating AI-enhanced lesson plans; Formative and summative assessment with AI; Implementing AI tools in the classroom; Assessing the impact of AI on student outcomes; Future Trends in AI and Education

Hattie, J., Moore, S. D., Frey, N., Gojak, L. M., Fisher, D., & Mellman, W. (2016). Visible learning for mathematics, Grades K-12: What works best to optimize student learning. SAGE Publications. 

Howard, J.P., & Beyers, J. F.  (2020). Teaching and learning mathematics online. CRC Press.

Kaur, B. Kwon, O.N., & Leong, Y. H. (2016). Professional development of mathematics teachers: An Asian perspective. Springer.

NCERT. (n.d.). Teaching of mathematics. http://http://www.ncert.nic.in/departments/nie/dse/activities/advisory_board/PDF/teac hing_maths.pdf

Pepin, B. Gueudet, G., & Trouche. T. (2019). The 'resource' approach to mathematics education.  Springer International Publishing.

Potari, D.  Ribeiro, M., & Zehetmeier, S.  (2020). Professional Development and Knowledge of Mathematics Teachers. Taylor & Francis.

Tucker, B. F., Weaver, T. L., & Singleton, A. H. (2013). Teaching mathematics in diverse classrooms for Grades K-4: Practical strategies and activities that promote understanding and problem-solving ability. United Kingdom: Pearson.

NCTM. (2023). Classroom resources. https://www.nctm.org/classroomresources

Hammond, L. D., Hyler, M. E., & Gardner, M. (n.d.). Effective teacher professional development. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-factsheet

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA-II MSE marks will be reduced to 25 marks.

This course is offered as an elective in the Second semester. This course introduces students to the resources available for teaching Biology. It helps in assessing learners understanding this will enable them to think critically and write extended essays. This course trains them to be a professional Biology teacher.                                                                                 

Learning Objectives                

Students will learn skills in construction, administration and interpretation of a Unit test and in several diverse science community based activities. students learn how to organize Science Club and other co-curricular activities in Biology. students acquire knowledge of Professional competencies of a Biology teacher.                                                                                                      

Printed Resources: Text book: Characteristics, Uses, limitations and critical analysis and Exploring Biology Text books published by various boards; Work book, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory: Organization, Maintenance, Uses, Setting up of Biology laboratory, Community Resources, Websites for teaching and learning Biology in a global context. Teaching Aids: Projected, Non-projected and Electronic Aids: Types, features, merits and demerits; Improvised Aids: Meaning, preparation, importance; Edgar Dale’s Cone of experience.

Formative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; IOTA: Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Biology question bank, Peer assessment.

Meaning, Objectives, Organization and importance of Educational field trips, Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in Biology; Reflective journal writing. Cases, character portrayal, blogs, photo gallery and images.

Competencies of a Biology Teacher; teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: In-service Programme, Orientation Programme, Refresher Course, Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries, Human Resource Networking. 

The role of AI in the future of education; Implementing AI tools in the classroom Assessing the impact of AI on student outcomes; Future Trends in AI and Education.

Choudhary, S. (2007). Teaching of biology. New Delhi: A.P.H. Publishing House.

Goyal, S. (2007). Teaching of biology. New Delhi, India: Rajat Publications.

Herr, N. (2008). The sourcebook for teaching science, grades 6-12: strategies, activities, and instructional resources. San Francisco, CA: Jossey-Bass.

               https://www.thinkib.net/leadership/page/21952/informed-by-assessment.

IB organization. (n.d.). Sample exam papers. Retrieved from Iborganization. (n.d.). Creativity, activity, service. Retrieved from https://ibo.org/programmes/diploma-programme/curriculum/creativity-activity-and- service/. http://www.ibo.org/programmes/diploma-programme/assessment-and-exams/sample- exam-papers/.

IB School Leadership. (n.d.). Retrieved from

Integration of ICT In to The Teaching-Learning Process ... (n.d.). Retrieved from https://www.academia.edu/652589/Integration_of_ICT_Into_The_Teaching- Learning_Process_Toward_A_Unified_Model.

International Baccalaureate / Assessment & Grading. (n.d.). Retrieved from https://www.fcusd.org/Page/21934.

Micro-Teaching in Indian Education: Meaning, Features and Conclusion. (2014,December 30). Retrieved from http://www.yourarticlelibrary.com/teaching/micro-teaching-in- indian-education-meaning-features-and-conclusion/45209.

NCERT. (2006). Biology: textbook for class Xii. New Delhi: NCERT.

Stead, I. (n.d.). Your IB Biology Course Book. Retrieved from https://global.oup.com/education/secondary/curricula/ibdiploma/science/biologyanswers/?region=international.

Top IB Resources - Biology! (n.d.). Retrieved from https://ibresources.org/biology/.

Vaidya, N. (n.d.).The Impact of Science Teaching. New Delhi: Oxford and IBH Publishing House.

Yadav, K. (2001). Teaching of Life Science. New Delhi: Anmol Publications.

Das, R. C. (1990). Science Teaching in Schools.Sterling Publications.

Krishnamacharyulu, V. (2006). Teaching of Science. Hyderabad: Neelkamal publishers.

Kulshreshtha, S. P. (2006). Teaching of Biology. Meerut: Surya Publications.

Rajasekar.(1995). Method of Teaching Physical Sciences. Hyderabad: Neelkamal Publishers.

Sharma, R. C. (1982). Modern Science Teaching.DhanpatRai publications.

Allott, A., & Boyle, M. (n.d.). IB Biology: Text books for IB Biology. Retrieved from https://www.thinkib.net/biology/page/17618/text-books-for-ib-biology-.

Choudhary, S. (2007). Teaching of biology. New Delhi: A.P.H. Publishing House.

Goyal, S. (2007). Teaching of biology. New Delhi, India: Rajat Publications.

Herr, N. (2008). The sourcebook for teaching science, grades 6-12: strategies, activities, and instructional resources. San Francisco, CA: Jossey-Bass.

               https://www.thinkib.net/leadership/page/21952/informed-by-assessment.

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA-II MSE marks will be reduced to 25 marks.

CIA-I and CIA-III: Continuous Internal Assessment

Continuous Internal Assessment I

CIA- I will be in two components - Written (reports) Group or Individual - Viva or Presentation may also be conducted

Continuous Internal Assessment III

The following methods may be adopted

Multiple choice based test.

Practical Activity

Presentation/Viva

Group Discussion

Attendance 

The Marks distribution for attendance is as follows

95%-100%         : 05 marks

90%-94%           : 04 marks

85%-89%           : 03 marks

80%-84%           : 02 marks

76%-79%           : 01 mark

Field experiences constitute a pivotal phase in teacher education, presenting preservice teachers with practical challenges and insights connecting theoretical knowledge.  This internship includes observation and assisted teaching, which help preservice teachers immerse themselves in the dynamics of real-world classrooms. The students will encounter diverse learning styles, observe the teaching-learning process, and engage in actual teaching experiences under the guidance of seasoned educators. This hands-on approach in the internship is instrumental in transforming B.Ed. Students become proficient teachers ready to navigate for Internship Phase II.

Pre-service teachers will report to the assigned school and observe the classes along with teaching hours

Cowley, S. (n.d.). 100 tips for NQTs. https://www.suecowley.co.uk/100-tips-for-nqts.html 

Cowley, S. (n.d.). Practical strategies. https://www.suecowley.co.uk/practical-strategies.html

Education World. (2023). Teachers observing teachers: a professional development tool for every school. https://www.educationworld.com/a_admin/admin/admin297.shtml

Gonzalez, J. (2018). Deeper class discussions with the TQE method. https://www.cultofpedagogy.com/tqe-method

Lefever, L. (2012). The art of explanation: Making your ideas, products, and services easier to understand. Wiley.

McDonald, L. (2020). How to motivate students in the classroom. https://www.teachhub.com/classroom-management/2020/02/how-to-motivate-students-in-the-classroom/

Pellerin, J., & Ramsey, R. (2023). A simple tool to help with lesson planning and post-lesson reflection. Edutopia. https://www.edutopia.org/article/checklist-lesson-planning

Srinivasan, R. (2022, December). Preparing teachers to nurture wellbeing of children. Learning Curve, 14, 13-17.

Richards, J. (2023). Classroom Observation in Teaching Practice. https://www.professorjackrichards.com/wp-content/uploads/Practice-Teaching-A-Reflective-Approach-Chap-7-Classroom-Observation-in-Teaching-Practice.pdf

Teaching Channel. (2023). Five ways to start your lessons. https://www.teachingchannel.com/k12-hub/blog/five-ways-to-start-your-lessons

TeachThought. (2023). 4 questioning strategies for effective & thoughtful teaching. https://www.teachthought.com/pedagogy/questioning-strategies-effective-thoughtful-teaching

Grant, C., & Zeichner, K. (1984). On becoming a reflective teacher. In C. Grant (Ed.), Preparing for reflective teaching: A book of readings. (pp. 1-9). Boston, MA: Allyn & Bacon. https://people.wou.edu/~girodm/foundations/Grant_and_Zeichner.pdf

Ginnis, P. (2001). The teacher’s toolkit. Crownhouse.