B Ed Lesson Plan Format Code, Spring Enchanting Imagine Urdu Printable Editable Blank 463787 Large1443 - Scheme of exam and syllabus for b. Ed. Direction component i: idea (papers i- vii) (to be applied from the consultation 2010-eleven) max. Marks paper nomenclature concept internal / practicum / sessionals durations consistent with week (examination hours: marks) i education: philosophical & sociological bases. A hundred -- 6 (3 hrs: a hundred) ii learner, getting to know, and cognition eighty 20 (outside) 6 (three hrs: 80) iii a secondary training in india 50 -- three (1.30 hrs: 50) iii b anybody of the following: decide. I yoga schooling forty 10 3 (1: 30 hrs: 40) choose. Ii instructional vocational steerage and counselling 50 -- 3 (1.30 hrs: 50) decide. Iii health and physical training 50 -- 3 (1.30 hrs: 50) decide. Iv environmental education 50 -- three (1.30 hrs: 50) opt. V distance and open gaining knowledge of 50 -- 3 (1.30 hrs: 50) decide. Vi educational measurement and assessment 50 -- 3 (1.30 hrs: 50) opt. Vii gender sensitization and college 50 -- 3 (1.30 hrs: 50) choose. Viii human rights education 50 -- 3 (1.30 hrs: 50) iv a curriculum and college management 50 -- three (1.30 hrs: 50) iv b inclusive schooling 50 -- 3 (1.30 hrs: 50) v data conversation and academic generation a hundred -- 6 (3.00 hrs: 100) vi & vii teaching of faculty topics: be aware: candidate is needed to choose ‘teaching of school topics’ choosing one from any group. But, the candidate who've surpassed shastri examination can choose topics from institution-a . Organization a choose. I coaching of hindi one hundred -- 6 (3 hrs: one hundred) decide. Ii teaching of english 100 -- 6 (3 hrs: a hundred) choose. Iii coaching of punjabi a hundred -- 6 (three hrs: one hundred) decide. Iv teaching of sanskrit 100 -- 6 (three hrs:100) choose. V coaching of urdu one hundred -- 6 (3 hrs:100) institution b opt. I coaching of mathematics one hundred -- 6 (3 hrs: 100) decide. Ii coaching of home technological know-how 80 20 6 (3 hrs: eighty) decide. Iii coaching of trade a hundred -- 6 (three hrs: one hundred) decide iv teaching of arts eighty 20 6 (three hrs: 80) institution c opt. I teaching of life technological know-how a hundred -- 6 (three hrs: a hundred) opt ii teaching of geography one hundred -- 6 (three hrs: 100) opt iii teaching of economics 100 -- 6 (three hrs: a hundred) choose iv teaching of tune eighty 20 6 (3 hrs: 80) decide v teaching of computer technological know-how 100 -- 6 (3 hrs: 80) organization d choose i teaching of bodily technological know-how a hundred -- 6 (three hrs: a hundred) decide ii coaching of civics 100 -- 6 (3 hrs: eighty) decide iii coaching of history one hundred -- 6 (3 hrs: 100) opt iv coaching of social studies 100 -- 6 (3 hrs: a hundred) element ii-practicals (papers viii- xi) max. Marks: three hundred (exam could be carried out by way of an external crew consisting of one coordinator (head examiner) and three members (sub-examiners) -pracs group as appointed via the college for all practicals from paper viii a and viii b, ix & x i.E school revel in programme) . Viii a ict enabled realistic/projects 50 -- four (1.30 hrs:50) viii b network based projects and paintings enjoy (any of the subsequent) 50 -- 4 (1.30 hrs: 50) 1) out of college youngsters’ enrolment pressure (as a minimum 5 children enrolment to help coaching) 2) recycling of the waste paper 3) college/study room atmosphere: interior- decoration together with drawing and painting 4) polio power and primary resource (making ready attention material e.G. Posters/hand payments etc) five) serva shiksha abhiyaan (ssa) assignment 6) trade college monitoring- support coaching 7) out reach programme (marginalized kids i.E unique desires/economically/sc/st/ ladies) 8) mid day meal- instruction to monitoring 9) organizing discern- instructor assembly ix college enjoy programme (sep-)teaching practice: college coaching issue i (this programme should help pupil-teacher to learn how to feature as a teacher) one lesson of each be delivered by scholar-teacher, be evaluated with the aid of a crew of specialists comprising one coordinator (head-examiner) and 3 participants (sub-examiners) - 80 20 cbw/guidance of printed teaching/learning fabric(for blind college students) could be evaluated at the time of skill in coaching exam. No sessional paintings could be required . A. Following five micro- coaching competencies with 1 lesson every skill. Use of chalk board inclusive of handwriting (obligatory) use of coaching aids (obligatory) 1) wondering 2) introducing the lesson 3) use of reinforcement four) stimulus version 5) instance with examples micro lesson-5 mega lesson-5 dialogue lesson-2 real coaching 20 lessons very last dialogue-1 to be selected by means of the candidate out of teaching topics. X faculty enjoy programme (sep-)teaching practice: school coaching challenge ii (this programme have to help pupil-trainer to discover ways to feature as a trainer) one lesson of each be brought via pupil-instructor, be evaluated by a group of experts comprising one coordinator (head-examiner) and 3 members (sub-examiners) - eighty 20 cbw/practise of printed teaching/mastering fabric(for blind students) might be evaluated on the time of skill in coaching examination. No sessional paintings can be required a) following five micro- coaching capabilities with 1 lesson every skill. Use of chalk board which include handwriting (obligatory) use of coaching aids (obligatory) 1) thinking 2) introducing the lesson three) use of reinforcement four) stimulus variant 5) illustration with examples . Micro lesson-5 mega lesson-five dialogue lesson-2 real teaching 20 training final dialogue-1 to be selected with the aid of the candidate out of coaching subjects. * Every student will attend supervised teaching for forty five days. Xi participation in co-curricular college-primarily based sports (pick out any two of the subsequent) grades from o, a, b, c, and d might be offered a. Communique abilties and purposeful use of language lab b. Bharat scouts and courses c. Literary sports d. Cultural activities e. Worldwide and countrywide days party portfolio could be maintained pastime-wise for all together with documentary proofs and could be submitted earlier than the graduation of the checks. Those would be evaluated by using a group of inner professionals. F. Sports sports grand total =one thousand marks paper-i: education : philosophical and sociological bases time: three hours max. Marks: one hundred notice for paper setter i) paper setter will set 9 questions in all, out of which college students could be required to strive 5 questions. Ii) q. No. 1 can be compulsory and includes 20 marks. There may be four brief-solution kind questions of 5 marks every to be selected from the entire syllabus. Iii) two lengthy solution kind questions might be set from each of the four gadgets, out of which the students may be required to try one query from every unit. Long-solution type questions will deliver 20 marks each. Iv) all questions will carry same marks. Targets pupil-instructors could be able to- o give an explanation for the discipline of schooling in philosophical and sociological perspectives o describe the role of training in suited social alternate, sustainability, socio- economic improvement o define rising issues like social equality and fairness, social concord, democracy, secularism, human rights, right to schooling and concerns for the disadvantaged phase of the society o delineate the goal of schooling inside the indian society o describe philosophy of j ainism and buddhism o describe philosophy of western philosophers o describe the idea of information financial system o explain globalization in the context of indian education device route contents unit-i 1) schooling: an introduction that means of training corporations of education (family, peer businesses, mass media, faculty, and state) varieties of schooling (formal, non-formal, casual) position of training in democracy, secularism, socialism, environmental safety and conservation 2) education and philosophy idea of philosophy relationship between education and philosophy. Difference among philosophy of education and educational philosophy 3) a) education to focus on- studying to recognize gaining knowledge of to do studying to be getting to know to stay collectively. Know-how: idea, types, assets and strategies of obtaining it. B) philosophical evaluation of schooling, coaching, training and indoctrination unit-ii 4) a) academic implications of western colleges of philosophy of- idealism naturalism pragmatism existentialism b) instructional implications of indian schools of philosophy of- sankhya purva- mimansa, vedanta buddhism jainism unit-iii 5) instructional desires in indian society ancient indian goals: purusharthas indian constitution and the fame of education almost about the subsequent: o universalization of number one education, directive principles, article 41, 45, and 46. O equality of possibilities in education: article-28,29,350,and 351 o training and fundamental rights and duties: article- 14,15,16,30, and fifty one a (a to h), and proper to information (rti) 6) schooling, society and social justice courting between training and society social equity and training o within u . S . A .: Between vicinity, social class, caste, gender and religious companies o some of the countries: rich, poor, advanced and growing. Equality of instructional possibility and countrywide integration u.N. Announcement of human rights and right to training role of training in empowerment of ladies and weaker sections including sc, st, obc and minorities. Unit iv 7) training for financial development vocationalization of training and training for tommorrow integration among training & new technology schooling for empowerment function of education in technological empowerment, empowerment of socio- financial weaker sections, empowerment for social and financial adjustments 8) country wide know-how economic system national information fee (nkc) indian knowledge machine: essential, secondary & higher training nkc on control of schooling 9) globalization and modernization concept advantages and drawbacks competition, collaboration and partnership suggested readings dagar b. S. & Dhull, i. (1994). Attitude in moral education, new delhi: uppal publishers gore, m. S. (1984). Education and modernization in india. J aipur: rawat publishers havighurst, r. (1995). Society and education, boston: allyn and 1st baron beaverbrook inkeles, a. (1987). What's sociology? New delhi: prentice corridor of india kamat, a. R. (1985). Education and social exchange in india, mumbai: samaiya publishing house m. H. R. D. (1990). Towards an enlightened and human society, new delhi: branch of training maunheim, ok. (1962). An advent to sociology of schooling, london: routledge and kegan paul. Pandey, k. P. (1983). Perspectives in social foundations of training, ghaziabad: amitash prakashan. Pandey, r. S. (1982). An introduction to foremost philosophies of education, agra: vinod publishing house thakur, a. S. & Berwal, s. (2007). Schooling in rising indian society, new delhi: mayur paperbacks: countrywide publishing house. Paper ii: learner, mastering and cognition time: three hours max. Marks: 100 (principle: eighty, practical: 20) observe for paper setter i) paper setters will set nine questions in all, out of which college students may be required to try 5 questions. Ii) q. No. 1 might be compulsory and consists of sixteen marks. There might be 4 brief-solution kind questions of four marks each to be selected from the complete syllabus. Iii) long answer kind questions might be set from every of the four units, out of which the students might be required to strive one query from every unit. Long-answer kind questions will carry sixteen marks each. Iv) all questions will carry identical marks. Targets pupil-instructors might be capable of- o differentiate among growth and improvement and provide an explanation for trendy ideas of development o identify the variables concerned in teaching- learning method as a way to infer teacher’s role in making instruction effective o give an explanation for diverse elements of improvement at some point of adolescent years a good way to be able to resolve the problem of adjustment of their students o provide an explanation for major processes to studying and interpret them vis-à-vis educational applications, which will be capable of facilitate the getting to know in their pupils o describe the desires of learner as individual and as a member of sophistication room group a good way to be capable of facilitate personal and social development in their scholars o give an explanation for the need and significance of steerage and counseling and to create an attention of the procedures and techniques worried o explain the concept of wondering and its procedure o describe institution dynamics and its process together with growing group mind path contents unit-i 1) academic psychology and the coaching-learning procedure instructional psychology: concept and scope concept of coaching and mastering variables within the teaching method. The getting to know undertaking (educational objective), learner behaviour (access behaviour), and trainer behaviour (competence, expectation, personality, and coaching fashion and so forth.) Role of educational psychology within the coaching-gaining knowledge of process. 2) increase and developmental pattern of freshmen concept of boom and development preferred principles of growth and improvement factors influencing improvement popular and environmental factors of improvement, bodily and motor, cognitive (piaget, bruner and so forth.), Social and emotional (ericson), ethical (piaget, kohlberg) troubles and dilemmas of adolescence (with unique connection with the indian context) guidance and counselling unit-ii 3) heredity and environment idea relative importance of heredity and environment in learner’s development. Levels and factors of development with special reference to wishes and problems of teenagers inside the indian context. Four) strategies to gaining knowledge of introduction to gaining knowledge of – concept and importance behavioral- trial and errors, conditioning (classical & operant) and social gaining knowledge of. Cognitive (insightful gaining knowledge of, and facts processing version) constructivism- o idea o planning & development of learning revel in. Unit-iii 5) nature of the learner intelligence: which means, nature and theories of intelligence ( factor concept and thurston’s organization thing theory), size of intelligence and alertness of intelligence assessments. Creativity: idea; courting with intelligence; strategies for fostering creativity. Interest and aptitude and their assessment. Persona: meaning, nature and evaluation. 6) elements affecting learning maturation – concept & educational implications. Attention – idea, sorts & academic implications. Fatigue – idea, types & educational implications. Motivation – idea and theories (maslow’s idea of self- actualization & fulfillment motivation through david mcclelland.) Unit-iv 7) intellectual procedures of studying thinking method - concept & gear sorts of thinking - divergent, convergent, vital, reflective & lateral questioning. Mental procedures: o reminiscence – concept, sorts & strategies to develop memory. O forgetting – nature, reasons, factors & techniques to limit forgetting. O imagination – meaning, types and educational implications. Eight) institution dynamics/institution mastering strategies that means & characteristics of a social organization. Group dynamics – system and its significance in getting to know. Significance of developing organization mind (organization cohesiveness) sociometry - uses and importance. Co-operative studying and constructivist getting to know. Practicum/sessionals(to be evaluated with the aid of the outside examiner) max. Marks: 20 1) management and interpretation of any one of the following- a. Intelligence take a look at b. Interest inventory c. Aptitude test d. Character check 2) put together a case have a look at of two college students one trendy and one hassle scholar three) plan a motivational agenda for enhancing gaining knowledge of counseled readings aggarwal, j. C. Essential of tutorial psychology, delhi: doaba ebook residence allen, b. P. (2000). Character theories, boston: allyn and viscount st. Albans bhatnagar, s. (1980). Mental foundations of teaching studying and development(hindi), meerut: unswerving e book depot academic psychology, new delhi: vikas publishing house de, ceco & crawford, l. (1988). The psychology of mastering and education, new delhi:prentice corridor rothestein, p. R. (1990). Academic psychology, new york: mcgraw hills sharma, h.L.(2006). Dynamics of creativity and interest, new delhi: vista global publishing residence sprinthal, r. C. & Sprienthal, n. A. (1977). A developmental method, big apple: addison wesley wheldall, kevin (2006). Tendencies in academic psychology, the big apple: routledge woolfolk, anita (2004), academic psychology, posted by means of darling kindersley (india) pvt. Ltd, licensees of pearson schooling in south asia paper-iii (a): secondary training in india time: 1.30 hours max. Marks: 50 note for paper setter i) paper setters will set 5 questions in all, out of which college students can be required to strive three questions. Ii) q. No. 1 can be compulsory and contains 10 marks simplest. There might be 2 short-solution kind questions of 5 marks every to be decided on from the complete syllabus. Iii) two long answer type questions may be set from each of the 2 devices, out of which the students may be required to attempt one question from every unit. Lengthy solution- kind questions will deliver 20 marks each. Goals scholar-instructors could be able to- o describe the ancient historical past of secondary training in modern-day india o give an explanation for the problems of training and speak the tips with reference to secondary education commission, indian education commission, countrywide policy on education and country wide curriculum frame-work-2005 o exhibit the know-how of constitutional obligations in relation to training in india o describe the secondary education machine in india o describe the troubles and issues in secondary training o define the concept of examinations reforms and their importance o trainer education at elementary and secondary stage direction contents unit-1 1) education inside the charter of india vital provisions article 29, 30, 45 & their implications, 42 nd , seventy two nd &seventy three rd amendments, and right to education 2) troubles and problems in essential schooling universalization of basic training (uee), schooling for all (efa), district number one schooling program (dpep), critical interventions for uee countrywide guidelines on education o npe-1968 o npe- 1986 o programme of movement (1992) o sarva shiksha abhiyan (ssa-2000) (functions, targets and objectives) o country wide curricular framework -2005 (needs and targets) three) issues and troubles in secondary education evolution of 10 2 three pattern as a country wide machine of training. Popular goals of secondary schooling, principal features of secondary and senior secondary curriculum. The study of the languages and three language formula first-rate of schooling- idea, parameters, status and potentialities with attention on goal outlined in delor’s fee document vocationalization of secondary education unit-ii four) trainer education at secondary degree and fundamental stage objectives of trainer training at secondary degree pre-carrier and in-service teacher education at secondary and standard degree five) critical groups- their roles and capabilities: university presents commission (ugc), country wide council of educational studies and education (ncert), countrywide council for trainer schooling (ncte), country wide assessment and accreditation council (naac), kingdom council of education research and training (scert) & district institute of schooling and training (diets) 6) exam reforms concept and significance implementation of continuous and complete evaluation (programme of movement 1992) credit primarily based gadget- concept, merits and barriers counseled readings chopra, r. Okay. (1993). Popularity of instructors in india, new delhi: ncert gupta, v. Okay. (2003). Improvement of schooling gadget in india, ludhiana: vinod courses. Khan, r. S. & Ahamad, i (1997). Basic schooling and the instructor, delhi: iase, jamia millia islamia mehdi, baqer, (1982) nai taleem ke masail, new delhi: maktaba jamia ncert (1991). Fundamental trainer training curriculum: hints and syllabi, new delhi: ncert rajput, j . S. (1994). Universalisation of standard education, role of teacher training, new delhi: vikas publishing house siddiqui, m. A. (1993). In-provider education of instructors, new delhi, ncert singh, l. C. (Ed.), (1990). Instructor education in india. A aid book, new delhi: ncert singh, l. C. & Sharma, p. C. (1995) teacher schooling and instructor, new delhi: vikas publishing residence singh, r. P. (1990). Studies in trainer schooling, new delhi: bahri courses paper-iii b choose. (Iii): health and bodily training time: 1.30 hours max. Marks: 50 note for paper setter i) paper setters will set five questions in all, out of which college students could be required to strive 3 questions. Ii) q. No. 1 could be compulsory and carries 10 marks best. It will likely be made out of 2 brief-solution kind questions of five marks every to be decided on from the entire syllabus. Iii) two long-answer type questions could be set from each of the two gadgets, out of which the scholars may be required to strive one question from each unit. Lengthy-answer kind questions will deliver 20 marks every. Objectives scholar-instructors could be able to- o provide an explanation for the idea, ambitions and targets of health and bodily training. O describe hygienic environment together with contributing factors and its significance o provide an explanation for diverse communicable illnesses and first aid. O demonstrate capability to describe balanced diet. O provide an explanation for proper posture. O define wellknown medical trendy of an individual. Direction contents unit-i 1) health schooling idea targets and objectives of health training elements influencing fitness school fitness programmes faculty fitness services function of the teacher in faculty health programme 2) physical training idea misconception aim and targets relation with popular education. 3) nutrition and balanced weight loss plan components of balanced weight loss program capabilities important resources malnutrition. Unit-ii four) posture idea and values postural deformities and their control. Non-public hygiene environmental hygiene pollutants and global warming 5) communicable sicknesses- mode, control and prevention 6) physical fitness and primary resource. Bodily fitness: that means, elements, and importance. First aid within the following – hammaerage, laceration, contortion, dislocation, fracture, cuts, wounds, bites of bugs, sprain and strain. Cautioned readings bucher, c. A. (1964). Foundations of physical education, ney york: mosby & organization kilander, h. F. (1971). Faculty fitness training, new york: mac millan business enterprise manjul, j . U. S. (1965). College swasthya shiksha, agra college: regular writer paper-iii (b) decide. (Viii): human rights training time: 1.30 hours max. Marks: 50 note for paper setter i) paper setters will set 5 questions in all, out of which college students may be required to strive three questions. Ii) q. No. 1 can be obligatory and incorporates 10 marks. It will be constituted of 2 quick- solution kind questions of five marks every to be decided on from the entire syllabus. Iii) lengthy-answer type questions may be set from each of the two devices, out of which the students can be required to strive one query from every unit. Lengthy-solution type questions will convey 20 marks each. Goals student-instructors could be capable of- o describe various human rights. O classify human rights. O illustrate human rights commissions. O listing the domain names of human rights. O provide an explanation for constitutional and institutional safeguards. O nation issues of refugees. O outline un concepts in affiliation with human rights. Course contents unit-i 1) human rights training position of unesco, function of school, schooling up to fourteen years as fundamental proper, fundamental duties, media and its role. Constitutional and institutional safeguards to human rights, country wide human rights fee (nhrc) and associated human rights fee. 2) crucial domains of human rights proper to information, poverty, child labour, and surroundings human rights with regards to ladies, terrorism, and disabled human rights in india, united international locations and human rights unit-ii 3) judicial activism human rights violation and police problem of refugees and the world over displaced people four) custodial justice suggestions to police commissioners and district magistrates preferred policies for remedy of prisoners un ideas for safety of prisoners cautioned readings barwal, ok. (2005). Political rights conferred on girls in kuwait, opposition achievement evaluate, p. Devine, c., & Wilde, c. R. H. R. (1999). Human rights: essential reference book, donnelly, j. (2003). Established human rights in theory and exercise, new delhi: sterling. Kaarthikeyan, d.R (2005). Human rights:problems and answers. New delhi: gyan . Maria, a. (2002). Ladies empowerment trainer-schooling edutracks, viii, p.11-17. B.K maheswari education for cost surroundings of human rights smith, r. (2008). Essentials of human rights. New delhi: sterling courses. Sridevi, c. & Vijayawada, socio historic context, social diversities and commonalities, new delhi: indira gandhi national open college, press. Www. Teens for human rights. Org. Paper-iii (b) choose (i): yoga training time: 1.30 hours max. Marks: 50 (idea: forty, inner: 10) observe for paper setter i) paper setters will set 5 questions in all, out of which college students can be required to strive 3 questions. Ii) q. No. 1 might be compulsory and carries 8 marks. It will likely be constituted of 2 short- solution kind questions of 4 marks each to be selected from the entire syllabus. Iii) two long-answer type questions may be set from each of the two gadgets, out of which the students will be required to attempt one question from every unit. Lengthy-answer type questions will bring sixteen marks every. Objectives scholar-teachers could be capable of- o outline the philosophy of yoga o give an explanation for the psychology of yoga o describe the socio-moral base of yoga o provide an explanation for body structure of yoga o classify yoga ,yogic food plan and yogic life-style o explain clinical factors of yoga in phrases of improving mental health and decreasing strain route contents unit-1 1) philosophy, psychology and sorts of yoga philosophy of yoga, goals of life and yoga, essential concepts commonplace to all schools of indian philosophy; the trignna, the idea of prakrit, purusha-vishesha (ishwar) and their relation with each other; its meaning and kinds of smadhi. Psychology of yoga: chitta (mind) and the strategies of chitta control; vritti, pratyahara, dharna and dhyana. 2) body structure of socio-moral bases forms of dhyana: sthuula, j yotiry and sukshama, niraml chitta and the final intention. Unit-ii 3) socio-ethical base of yoga: the five yamas and the five niyamas, the usual code of socio-moral restraints and private observances main to ideal modifications in social and private lifestyles. Four) category of yoga: raja yoga (ashtang yoga), hatha-yoga, sankhya-yoga, bhakti-yoga and matra-yoga. Five) yogic food plan & its utility in modern context. Practicum/sessionals: (to be evaluated through the inner examiner) max. Marks: 10 1. Collaborating in any five asanas of the subsequent: shavasana, sarvangasana, halasana, paschimottanasana, bhujangasana, shalabhasana, dhanurashna, chakrasana, vajrashna, gomukhasana, matsyanana, janu- shirasana, ardhmatsyendrasana, padmasana and shirasasana. 2. Participation in neti, kapalbhati and tratak. 3. Participation in anulom- vilom, bhramari, shitali, ujjai pranayamas. Four. Getting ready a workbook (mission reports of the chosen five asanas, their physiological, psychological and anatomical effects on human body, mind, senses and intellect.) Counseled readings bawara, b. V. (1993). Aapki apni baat, haryana: divine radiance courses. Besant, a. (2005). An creation to yoga., New delhi: cosmo iyenger, b.Okay.S. (1996). Lighter on yoga. New delhi: harper collins publishers india non-public restrained larson, james, g. & Bhattacharya, r. S. (2007). Encyclopedia of indian philosophies, : gerald james larson and ram shankar bhattacharya, new delhi: motilal banarsidass pub lata, p. (1996). Intelligence, creativity, self-concept and persona characteristics of delinquents and noe-delinquents. Chandigarh: panjab college. Lzelectronic mailovich, a. V. (1990). Sahaj yoga as a treatment for epilepsy, sochi physiotherapy clinic. United statess.R: branch of curatology omand, s. (1960). Patanjali yoga pradeep. Gorakhpur: gita press rai, v.C. (1989). Effect of sahaj yoga meditation on cardiac disorders. Delhi medical university: branch of body structure rao, p. V. Okay. (1995). Medical and psychological significance of yoga. Banaras hindu university: department of training yadav, y. P. & Yadav, r. (2003). Artwork of yoga, new delhi: friends yogacharya,omkareshwarananda, s. (2007). Freedom of body and mind: yogasanas, pranayam and meditation, new delhi: rawat paper-iii (b) choose. (Ii): educational vocational guidance and counselling time: 1.30 hours max. Marks: 50 notice for paper setter i) paper setter will set 5 questions in all, out of which college students could be required to attempt 3 questions. Ii) q. No. 1 may be compulsory and includes 10 marks. It'll be comprised of 2 quick- solution type questions of 5 marks every to be selected from the entire syllabus. Iii) two lengthy-solution kind questions might be set from each of the 2 units, out of which the students could be required to attempt one query from every unit. Long-answer kind questions will bring 20 marks every. Objectives pupil instructors would be capable of- o provide an explanation for the ideas of steerage and counseling o reveal an knowledge of tutorial, vocational and personal guidance o assess the wishes of an character successfully for solving troubles. O use trying out devices and techniques of steering o describe collection and dissemination of occupational steerage o give an explanation for troubles confronted via college students in the modern-day global. O describe the running of steerage facilities route contents unit-i 1) introduction to steering meaning , nature, scope & capabilities of steerage standards of steerage need of steerage at diverse degrees of lifestyles styles of guidance: educational, vocational and private steerage (their which means, targets, want and importance). 2) approaches of steering person and group methods of steerage, their nature and advantages organization steering strategies- class-talks, profession-talks, career-convention, group-dialogue, discipline-visits, profession-exhibition, audio-visible techniques position of numerous network companies in school guidance programme 3) counselling idea of counselling theories of counselling: principle of self (rogers) varieties of counselling: directive, non-directive, and eclectic. Process of counselling (initial disclosure, extensive exploration and commitment to motion) abilties in counselling (listening, questioning, responding, and speaking) position of instructor as a counsellor and expert ethics associated with it. Unit-ii 4) know-how the person studying and appraising an character- its want and significance in evg checking out and non- checking out gadgets for the examine of an man or woman checks: intelligence, flair, mindset, hobby, fulfillment and personality. Strategies used in steerage: questionnaire, anecdotal information, interview agenda, case take a look at, diary and autobiography. Cumulative file playing cards five) process analysis and occupational records j ob analysis: concept and want j ob delight: idea and elements affecting j ob pleasure relation between task evaluation and job pleasure idea of occupational statistics & sources of series profession-counselling and dissemination of occupational information 6) steering services and their enterprise in the faculties forms of steerage offerings function of school personnels in organizing guidance offerings. Counseled readings aggarwal, j . C. (2004). Educational vocational steering and counseling, delhi: doaba house granz, r. M. (2005). Foundation and principle of steering, boston: allyn & beaverbrook. Steerage and counselling, ludhiana: ankur courses jones, j. A. (1970). Ideas of guidance, bombay: tata, big apple: mcgraw hill kocher, s. Okay. (2007). Instructional steering and counselling, new delhi: sterling myres, g. E. (2005). Concepts and strategies of vocational steerage, big apple: mcgraw hill. Ncert (2008). Counselling method and strategies (module 2). New delhi: ncert ncert (2008). Steerage for human development and adjustment (module 3). Newdelhi: ncert. Ncert (2008). Creation to steerage (module 1). New delhi: ncert pandey, k. P. (2000). Instructional and vocational steerage in india, varanasi: vishwavidyalaya prakashan rathus, s. A. & Nevied, j. S. (1980). Adjustment and growth: the demanding situations of lifestyles, new york: rinehart and winston robinson (2005). Ideas and methods in student counselling, big apple: harper & row strang, r. (2005). Counselling techniques in faculties and secondary faculties, ny: harper sharma, r.A. (2008), basics of guidance & counseling, meerut: r lall e-book depot. Paper-iv (a): curriculum and faculty management time: 1.30 hours max. Marks: 50 notice for paper setter i) paper setters will set five questions in all, out of which students could be required to try three questions. Ii) q. No. 1 could be obligatory and includes 10 marks. It is going to be constituted of 2 brief- solution type questions of five marks every to be decided on from the entire syllabus. Iii) two long-answer type questions may be set from every of the two gadgets, out of which the students will be required to try one query from every unit. Lengthy-solution type questions will convey 20 marks each. Objectives pupil-teachers could be capable of- odevelop an understanding of the idea, standards and steps of curriculum development odevelop an know-how of the concept, want, scope and functions of school control odevelop an information of various additives of human and cloth resources of the faculty odevelop an know-how of various traits of a high-quality school odevelop an cognizance of numerous characteristics of a great college odevelop an expertise of the idea, want and importance, sorts and principles of time-desk production, college-facts and co-curricular activities odevelop an expertise of the idea and concepts of study room management odevelop an understanding of the position of a trainer in magnificence-room control path contents unit-1 1) curriculum that means significance bases of curriculum 2) curriculum development idea, need and importance of curriculum improvement. Ideas of curriculum improvement. Factors affecting curriculum improvement: philosophical, social and psychological. Three) steps of curriculum development and assessment of curriculum. Unit-ii 4) faculty management college management: concept, need, nature, scope and features. Management of human and material resources: additives of human and fabric sources, duties and features of a headmaster and a instructor; relationship of a headmaster and a teacher, characteristics and protection of a college plant. Five) school room control: idea, principles, issues and answers, factors and role of a trainer. Upkeep of college-information: need and importance, advantages, requisites and sorts of college-information. Time-desk: idea, want, significance, kinds and standards of production of school time desk. Co-curricular sports: that means, significance, types and standards of organizing co-curricular sports, employer of morning assembly, discipline trips, college guide, ncc, dramatics, debates and discussions, declamations and symposia. Advised readings agarwal, v. & Bhatnager, r. P. (1997). Academic management, meerut: r. Lall e-book depot. Aggarwal, j . C. (1967). Training administration, school organization and excellent vision, delhi: arya e book dept aggarwal, j . C. (2003). Hnadbook of curriculum and guidance, delhi: doaba ebook residence bhatia, ok. Ok. & Chadda d. P. C. (1980). Present day indian education and its troubles, ludhiana: prakash brothers chopra, r. Ok. (1993). Status of instructor in india, new delhi: ncert goodland, j . (1979). Curriculum enquiry the study of curriculum practices. Ny: mcgraw hill hass,g. (1991). Curriculum planning, a new technique, boston: allyn francis bacon hooer, r.(1971). Curriculum: context, design and development the big apple: longmans lawten, d. (1986). School curriculum making plans, london: holders and stayhton menon, t. Okay. N. & Kaul, g. N. (1954). Experiments in trainer education, new delhi: sterling publishers nicholls, h. (1978). Developing curriculum- a practical manual, london: george aleen and unwin payne, d. A. (1973). Curriculum coalition: commentaries on purpose, process and product. Boston: d.C. Heath siddiqi, m. A. (1993). In provider schooling of instructors, new delhi: ncert singh, l. C. & Sharma, p. C. (1995). Teacher education and the teacher, new delhi: vikas publishing residence singh, r. P. (1990). Studies in instructor training, new delhi: bahri booklet taba, h. (1962). Curriculum improvement: principle and exercise, the big apple: harcourt, brace and world william, m. A. (1966). Planning curriculum for schools. New york: rinchart and winston paper-iv (b): inclusive education time: 1.30 hours max. Marks: 50 be aware for paper setter i) paper setters will set 5 questions in all, out of which students can be required to try 3 questions. Ii) q. No. 1 could be compulsory and consists of 10 marks. It will be created from 2 short solution-type questions of 5 marks each to be decided on from the whole syllabus. Iii) two lengthy-solution kind questions will be set from every of the 2 units, out of which the students might be required to attempt one query from every unit. Lengthy-solution type questions will convey 20 marks every. Goals student-teachers might be capable of- odevelop an knowledge of the concept, ideas and models of inclusive education in the context of schooling for all oidentify and deal with numerous needs of all learners ofamiliarize with the developments and issues in inclusive training odevelop an mind-set to foster inclusive education odevelop an understanding of the position of facilitators in inclusive training path contents unit-i 1) introduction to inclusive education concept, which means and need transition from segregation to inclusion standards models countrywide coverage for character with disabilities 2006 with regards to inclusive schooling. Sarva shiksha abhiyaan-2002 close to inclusive schooling. 2) special academic wishes (sen) of inexperienced persons in inclusive faculty identity of various desires of sen inexperienced persons and referrals disabilities in kids and their sen: hearing impairment, visual impairment, low imaginative and prescient, orthopedic impairment, highbrow impairment, cerebral palsy, getting to know disabilities and multiple disabilities sorts and use of assistive gadgets for rookies with sen barriers in inclusive schooling: attitudinal, social and academic instructional concessions and centers. Unit-ii three) planning and handling inclusive curriculum in schools faculty readiness and college transition individualized educational plan (iep): improvement & implementation. Practices and school room management in inclusive education: seating association, whole class coaching, collaborative coaching, interest-primarily based learning, peer-tutoring and co-operative learning. Curricular and educational acommodations four) facilitators for inclusive training need for multidisciplinary technique role and duties: standard, special and aid instructors role and responsibilities: circle of relatives and network parent- expert partnership:want and relevance cautioned readings adrian a., John e. (1998). Teaching kids with special desires, new delhi: prentice hall alur, m. And bach, m. (2010). The j ourney for inclusive education inside the indian subcontinent. Big apple: routledge. Baquer, a. & Sharma, a. (1997). Incapacity: demanding situations vs. Responses, can publishing bartlett, l. D., Weisentein, g.R. (2003). A success inclusion for educational leaders. New j ersey: prentice hall chaote j . S. (1991). A hit mainstreaming, ny: allyn & william maxwell aitken daniels, h. (1999). Inclusive training, london: kogan deiner, p.L. (2000). Aid for teaching youngsters with numerous abilties, florida: harcourt brace & organisation dessent, t. (1987). Making ordinary college unique, j essica kingsley publishing gargiulo, r.M. (1997). Special training in present day society: an advent to exceptionality. Belmont: wadswort guides gathoo, v. (2004). Curriculum techniques and adaptations for kids with listening to impairment. New delhi: kanishka publishing giuliani, g. A. & A., M. (2002). Training of youngsters with special needs: from segregation to inclusion, new delhi: sage courses hollahan, d. P. & Kauffman, j . M. (2000). Splendid newcomers: introduction to important training, boston: allyn and francis bacon. Joyce s. Shoate (1997). A success inclusive coaching, boston: allyn & 1st baron verulam karant, p. & R. , J. (2003). Studying disabilities in india, new delhi: sage e-book mohapatra, c. S. (Ed.) (2004). Incapacity management in india: challenges and commitments. New delhi: indian institute of public management mani, m. N. G. (2004). Successful inclusion strategies for secondary and center college instructors, new delhi: sage publishing residence j ha, m. M. (2002). School with out walls: inclusive education for all. Oxford: heinemann. Mathew, s. (2004). Training of youngsters with hearing impairment, rci, new delhi: kanishka guides panda, ok. C. (1997). Education of high-quality kids, new delhi: vikas guides sedlak, ribert, a. & Schlosss p. (1986). Instructional techniques for college kids with getting to know and conduct issues, ny: allyn & 1st baron beaverbrook yesseldyke, j . S. & Algozzine, b. (1998). Unique education: a practical technique to teachers. New delhi: kanishka publishers, distributers. Paper -v: data, verbal exchange and educational technology time: three hours max. Marks: one hundred observe for paper setter i) paper setters will set nine questions in all, out of which students can be required to strive five questions. Ii) q. No. 1 may be obligatory and contains 20 marks. It will be made out of four short- answer kind questions of five marks every to be decided on from the complete syllabus. Iii) long-answer kind questions can be set from every of the four units, out of which the students may be required to attempt one query from each unit. Lengthy- answer kind questions will deliver 20 marks every. Iv) all questions will carry same marks. Objectives scholar-instructors might be able to- o define the idea of ict o apprehend the role of records communication generation in gift and destiny o apprehend pc network and use of net in teaching and studying o get attention of pc usage and its importance in schooling o outline the scope and significance of educational era in modern-day society o provide an explanation for rising technologies displaying right perspective and attitudes o gather theoretical bases of tutorial era and to expand awareness approximately latest improvement within the vicinity of instructional generation course contents unit-1 1) statistics and communique technology that means and concept fashions of communique, classroom communique concept of tele-verbal exchange and satellite tv for pc-communique- teleconferencing, video conferencing 2) introduction to computer systems input and output devices ms office-2003 onwards (word, excel, ms get entry to, powerpoint, paint) pc care- viruses, safety and protection uses and programs of laptop. 3) networking internet and its operating-www, academic website, 1ec5f5ec77c51a968271b2ca9862907d e-studying and virtual lecture rooms multimedia-that means, idea, required software program, and use in schooling unit-ii 4. Academic generation which means and concept scope & significance 5. Schooling techniques demonstration, programmed getting to know, interplay evaluation, simulation and micro coaching. 6. Thinking talents concept, types, various strategies for growing thinking unit-iii 7. Improvements in coaching-learning gadget method personalised instructional gadget co-operative learning language laboratory eight. Models of coaching idea fundamental elements of models of coaching kinds of teaching model 9. Glaser’s primary coaching model, inquiry education version, mastery mastering model, idea attainment version unit-iv 10. Action research idea, need and significance of motion studies method of action studies growing some movement research projects in faculty context. Eleven. Academic information that means and significance statistical records and its agency graphical representation of records: histogram, bar diagram, frequency polygon, ogive 12. Descriptive records: idea and computation measures of crucial tendency- imply, median and mode measures of dispersion- quartile deviation and fashionable deviation correlation- rank difference and product second technique advised readings aggarwal, y.P. (1998). Statistical methods-principles, packages and composition, new delhi: sterling. First-rate, john w. & Kahn, j. (1995). Studies in schooling, new delhi: prentice hall. Cohen, l., Manion, l. And morrison, k. (2007). Studies strategies in schooling. Big apple. Routledge. Garret, h. E. (1956), basic records, longmans, inexperienced & co., New york. Top, c.V. & Douglas, e.S. (1954), strategies in social research, the big apple: mcgraw hill. Guilford, j .P. (1965). Essential statistics in psychology and training, mcgraw hill ebook enterprise, new york. J enkins, j . (1998). Distance schooling, the net and the learning subculture, a paper presented in international conference on collaborative networked learning, new delhi: ignou. J on, n. (1981). A instructors manual to motion research, london: grant mcintyre restrained. Kasturiranjan, ok. (1995). Valedictory address within the seminar on technology for education networking, new delhi: ignou. Koul, l. (2007). Method of tutorial research, new delhi: vikas courses pvt. Ltd. Kulkarni, s.S. (1986). Creation to schooling generation, new delhi: oxford & ibh publishing co. Kumar, okay.L. (1996). Academic era and communique media, cuttack: nalanda. Mcmillan, j.H. & Schumarcher, s. (1989). Research in education: a conceptual creation, big apple: harper & collins. Mehra, vandana (2004) instructional era, new delhi : s s publishers. Mohanty, j . (1992). Educational era, new delhi: deep and deep guide. Mukhopadhaya, m. (Ed.) (2005). Education era expertise assessment, new delhi: shipra courses. Neuman, w.L. (1997). Social studies techniques: qualitative & quantitative methods, boston: allyn & viscount st. Albans. Richmond, w. R. (Ed.) (1900). The concept of schooling era: a speak with your self, london: weidenfield and nicolson. Sachdeva, m. S., Sharma, okay. Okay. And kumar, s. (2007). Academic era, patiala: 21st century publications sampath, ok., Pannirselvam, a. & Santhanam, s. (1990). Creation to educational generation, new delhi: sterling publishers personal constrained. Siegel, s. (1986). Non-parametric statistics, ny: mcgraw hill. Sutherland, r., Robertson, s. And peter john. (2009). Improving study room studying with ict, ny: routledge. Takewale, r. G. (1995). Technology for educational community, presidential address within the seminar on technology for academic networking, new delhi: ignou. Urns, r.B. (1991). Advent to analyze in schooling, new delhi: prentice hall. Paper-vi & vii (group-b) decide. (Iii): coaching of commerce time: 3 hours max. Marks: 100 observe for paper setter i) paper setters will set 9 questions in all, out of which students might be required to strive five questions. Ii) q. No. 1 might be compulsory and carries 20 marks. It'll be constituted of 4 brief- answer kind questions of five marks each to be selected from the entire syllabus. Iii) two lengthy-solution kind questions can be set from each of the 4 units, out of which the students may be required to attempt one question from each unit. Long-solution type questions will convey 20 marks each. Iv) all questions will carry identical marks. Objectives scholar-teachers would be capable of- o broaden knowledge of importance and ideas of commerce. O collect information of gift trade situations in india. O acquire capabilities necessary for a commerce coaching. O develop the abilties of a trade instructor with the present wishes of the surroundings. Course contents unit-i 1) nature and concept of accountancy and enterprise research meaning, nature and scope of accountancy and commercial enterprise research values in trade training. Pursuits, and targets and significance of coaching accountancy and business research. Pointing out targets in behavioural phrases (bloom’s taxonomy of targets.).