SCHOOL OF EDUCATION DEVI AHILYA VISHWAVIDYALAYA INDORE · PDF file 505 communication,...
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CURRICULUM FOR B.Ed.
SCHOOL OF EDUCATION
DEVI AHILYA VISHWAVIDYALAYA
SEMESTER I : COURSES OF STUDY AND CREDITS
501 EDUCATION AL PSYCHOLOGY 4
503 EDUCATIONAL EVALUATION 3
505 COMMUNICATION, MICROTEACHING AND MODELS OF TEACHING
507 EDUCATIONAL TECHNOLOGY 3
509 &517 ANY TWO OF THE FOLLOWING TEACHING METHODS
SOCIAL SCIENCE, HOME SCIENCE, MATHEMATICS, PHYSICAL SCIENCE, BIOLOGICAL SCIENCE, ECONOMICS, HISTORY, POL.SCIENCE, GEOGRAPHY, HINDI, ENGLISH
511 ANY ONE OF THE FOLLOWING
PAPER WORK AND CARD WORK
SEWING AND NEEDLE WORK
513 PROJECT 2
515 SCHOOL EXPERIENCE 3
COMPREHENSIVE VIVA – VOCE 04
SEMESTER – I
501: EDUCATIONAL PSYCHOLOGY
To acquaint students with the concept of Educational Psychology, It’s
methods, and their importance in educational field.
To develop understanding about nature of learning and the stages of
adolescence among students for their educational implications.
To familiarize students about individual differences that effect classroom
To enable students to identify various factors among different learners for
selecting suitable teaching learning strategy.
UNIT I: Educational Psychology: Meaning, Nature, Need and Importance of
Educational Psychology, Methods of Psychology: Observation, Case Study and
UNIT II: Psychology of Adolescence: Physical changes and development
during adolescence: Cognitive, Social, Emotional and moral development,
changing relationships with parents, peer groups, opposite sex. Teacher’s role in
various aspects of development and dealing with the problems including drug
abuse and HIV.
UNIT III: Learning: Concept of Learning. Factors affecting learning, method
and learning material and classroom environment, Memory and forgetting –
Methods of increasing memory. Transfer of learning – meaning, definition, types
and educational implications.
UNIT IV: Individual Differences: Intelligence – Nature and Definition,
concept of I.Q., Contribution of Binet, Terman and Guilford. Measurement of
Intelligence. Personality – Definition, Methods of Personality Assessment –
Questionnaire, Word Association.
UNIT V: Adjustment: Concept, Factors, affecting, Maslow hierarchy of needs,
School adjustment, Creativity – Meaning, and definition, characteristics of
creative students, Measurement of creativity, conditions helpful for creative work.
Aptitude: Meaning, Characteristics & Measurement. Interest: Meaning and
definition, Factors affecting interest, Common interests of adolescents,
Measurement of interest.
Chauhan, S.S.: Advanced Educational Psychology, New Delhi: Vikas
Publishing House Pvt.,Ltd., 1998.
Dandpani, S.: A Textbook of Advanced Educational Psychology. New
Delhi: Anmol Pvt. Ltd., 2000.
Dash, M.: Educational Psychology. New Delhi, 1991.
Kundu, C.L. and Tutoo, D.N.: Educational Psychology. New Delhi:
Sterling Publishers Pvt. Ltd., 2000.
Mathur, S.S.: Educational Psychology. Agra: Vinod Pustak Mandir, 2000.
Pal, H.R. and Sharma, K. Prayogik Grih Manovigyan and Manavikas
Agra: Star Publication, 1989.
Woodworth, R.S. and Schlosberg: Experimental Psychology. New Delhi:
Oxford and IBH Publishers, 1971.
SEMESTER – I
501: EDUCATIONAL EVALUATION
To acquaint students with the need and importance of measurement and
To acquaint students with the characteristics of a good test and steps of
construction and standardization of an Achievement test.
To familiarization students with various innovations in the area of
To train students in various statistical techniques, namely, measures of
central tendencies, variability, correlation and percentiles.
To develop among students the needs of writing good items for an
UNIT I: Measurement and Evaluation: Meaning, need and importance.
Evaluative tools in scholastic and non-scholastic areas. Characteristics of a good
test – validity, reliability, objectivity, sensitivity and comparability.
UNIT II: Formative and Summative evaluation. Norm and criterion Reference
tests, Diagnostic test – uses and limitations. Evaluation of practical work.
UNIT III; Steps of construction & standardization of an achievement test.
Types of question: Essay, Short answer and objective; points to be kept in mind
while writing items. Advantages and limitations of different types of question.
UNIT IV: Innovative Evaluative practices: Question Bank, Open Book
Examination, Grading, Continuous Comprehensive Evaluation, Peer and Self
UNIT V: Statistical Techniques: Meaning of Statistics, tabulation of data,
Measures of Central Tendency, Measures of variability, percentiles, correlation by
Rank difference method & Product moment method – Calculations, interpretation
and uses of above mentioned statistical techniques.
PRACTICAL ACTIVITY (Any One)
1. Review of an achievement test in the light of characteristics of a good test.
2. Construction of a diagnostic test in a specific area. 3. Development of a tool to evaluate any non – scholastic area.
4. Development of blue print or an achievement test.
Anastasia, A.: Psychological Testing. New York: The McMillan Company,
Chauhan, S.S.: Innovations in Teaching and Learning. New Delhi: Vikas
Publishing House, 1985.
Cronbach, L.J.: Essentials of Psychological Testing. New York: Harper
and Row, 1963.
Garrett, H.E.: Statistics in Psychology and Education. Bombay: Allied
Pacific Pvt. Ltd., 1962.
Gupta, S.P.: Shiksha Tatha Manovigya Main Adhunik Mapan Tatha
Mulyankan. Allahabad: Sharda Pustak Bhawan, 1991.
Lewis, R.A.: Psychological Testing and Assessment. Boston: Allyn and
Sharma, R.A.: Mapan Avam Mulyankan, Meerut: Loyal Book Depot,
Stanley, J.C.: Measurement in Today’s Schools. New Jersey: Prentice Hall,
Thorndike, R.L. and Nagen, H: Measurement and Evaluation in
Psychology and Education. Delhi: Wiley Eastern, 1977.
SEMESTER – I
505: COMMUNICATION, MICROTEACHING AND
MODELS OF TEACHING
To orient B.Ed. students in Theoretical aspects of Microteaching, Teaching
Skills, Integration of Teaching Skills, Models of Teaching and classroom
To sharpen classroom communication skills of B.Ed. students.
To develop competency among students in Teaching skills, integration of
teaching skills and models of teaching.
UNIT I: Meaning and Nature of Communication, Effective classroom
communication, Factors affecting classroom communication.
UNIT: Microteaching: Meaning, steps, feedback and simulation: Teaching skills,
meaning of teaching skills and detail of Probing Questioning, Explaining,
Reinforcement and Stimulus Variation, Integration of Teaching Skills: Meaning
UNIT III: Models of Teaching: Meaning, Characteristics and classification,
Concept Attainment Model, Inquiry Training Model, Value Analysis Model and
UNIT IV: Practice of Communication skills by using Training Model: Three
lessons each of Blackboard Writing, Speaking and Listening.
UNIT V: Practice of Teaching Skills: Three lessons of each Explaining,
Probing Questioning, Reinforcement and Stimulation Variation.
UNIT VI: Practice of Models of Teaching: Three lessons each of Concept
Attainment Model, Inquiry Training Model and Value Analysis Model.
Broudy, L.: Models of Teaching. Prentice Hall of Australia, Australia,
D’Lima, C.G.: Inquiry Training Model – Skill Based Approach. Disney
Enterprises, Bombay, 1986.
Devi to, Joseph a.: Communicology. Harper and Row Publishers, New
Eggen, Paul et al.: Strategies for Teachers Information Processing Models
in the Classroom. Prentice Hall Inc., New Jersey, 1972.
Joyce, B. and Weil, M.: Models of Teaching, Prentice Hall Inc., New
Pal, H.R.: Developing Communication Skills in