Agenda of the Academic Council Meeting at University of Jammu, Study notes of Medical ethics

Download Agenda of the Academic Council Meeting at University of Jammu and more Study notes Medical ethics in PDF only on Docsity! uNtllHffi $.tHHS"H.#Wtrnu No. F.Acd./I/l7l Dated: &o - g 9.6 Lo - tI'{ s - >61'D Most ilrgerlr. I/c University Website, University of Jammu, Jammu. Subject: Sir, Agenda of the Academic Council - z6.o 5.2017' Kindly find enclosed herewith the agenda of the meeting of the Academic Council scheduled to be held on z6.o5.zot7 at toigo a'm' in the Committee Room, Administration Block-II, University of Jammu, Jammu for uploading the same on the University Website please. Thanking you, Yours ithfully, Encl. As above Copy for information to:- 1. Special Secretary to the Vice Chancellor for the kind information of the Worthy Vice-Chancellor please. 2. 'Sr. PA. to the Dean Academic Affairs/Dean Research Studies please. 3. Sr. P.A. to the Registrar please. \ f ,,ffi AGE,I\DA FORTHEMEETINGOF ACADEMICCOUNCIL DATE TIME DAY \IENUE I\{AY 26,2017 10:30 A.M. FRIDAY COMMITTEEROOM, ADM IMSTRAfiO N B LO CK-II, UNTVERSITY OF JAMMU, JATVTMU a I i ..:., i!.;rt: u'", .' .*i.&fi $h**.riilffi&, % eI , -:*,'... ,.. .:::j - ' -,r:+s-tL:1-4as.e,',' glilffi ,.Ut"- Agenda: Academic Council Dated: 26.05.2OL7 ITEM NO. r To confirm the minutes of the meeting of the Academic Council held on 23.11.2ol7, already circulated. ITEM NO. e To report the action taken on the Resolutions passed by the Academic Council at its meeting held on 23.11.2ol7 as given below: Item No. Decision in Brief Action Taken Report 1. Considered the minutes of the meeting of the Academic Council held on 31.05.2016, already circulated. RESOLVBD that the minutes of the meeting of the Academic Council held on g1.os.2ot6, alreadv circulated, be confirmed. Already circulated; No Action Required. 2. Considered the report about the action taken on the resolutions passed by the Academic Council at its meeting held on 31.05.2o16. RESOLVED that the report about the action taken on the resolutions passed by the Academic Council at its meeting held on 31.o5.2o16, be confirmed. Action already taken. 3. Considered the confirmation of the action taken by the Vice- Chancellor in having authorized the following :- Semester system shall continue for the current Academic Session i.e. zot6-t7 for Degree Colleges falling under winter zone as the admissions have been done prior to the issuance of notification for adoption of Choice Based Credit System at UG Level vide No. F.Acd./I/ 16 I 5zo5-59o4 dated rr.o6.zor6. Examinations of the candidates for the ongoing Academic Session will be held with the Private candidates of the first semester, the date sheet of which stands already notified. For the year 2cl7, admissions shall be made in the month of February-March under the Choice Based Credit Scheme for the Winter Zone Colleges also. RESOLVED that the action taken by the Vice-Chancellor in having authorized the following :- Semester system shall continue for the current Academic Session i.e. zot6-r7 for Degree Colleges falling under winter zone as the admissions have been done prior to the issuance of notification for adoption of Choice Based Credit System at UG Level vide No. F.Acd. I I I 16 I 5zo5-59o4 dated r r.o6.zo16. Examinations of the candidates for the ongoing Academic Session will be held with the Private candidates of the first semester, the date sheet of which stands already notified. For the year 2or7, admissions shall be made in the month of February-March under the Choice Based Credit Scheme for the Winter Zone Colleges also. be endorsed. i) ii) iii) ii) iii) The University Syndicate vide resolution of item No. 111.10 L3.O2.2017 dated has approved the action taken in the matter. 4. Considered the confirmation of the action taken by the Vice- Chancellor in having authorized the incorporation of the following clause in Statute 23 of the Statutes governing B.A./B.Sc./B.Com. The University Syndicate vide resolution of item No. -- \/ Agenda: Academic Council Dated: 26.05.2017 (General)/BBA/BCA/Honour Courses (Semester System) : There u:ill be no interttcl assessrzz.ent fot Absentee/ CasucJ/Priuo,te folilure candid.o,tes a:nd in their case the rnan'ks secured in the theory/practical exanninations shall be raised proportionately in lieu of int ern aI ass essm en t. RESOLVED that the action taken by the Vice-Chancellor in having authorized the incorporation of the following clause in Statute z3 of the Statutes governing B.A./B.Sc./B.Com. (General)/BBA/BCA/ Honour Courses (Semester System) : There will be no internal cssessment for Absentee/Casual/Priuate failrun'e candidates o,nd. in their case the marks secured in the theoty/practical exc;nino,tions shall be raised. proportionately in lieu of internal cssessment. be endorsed. r1r.13 dated 19.c.2.2017 has endorsed the action taken for the confirmation of the University Council. 5. Considered the action taken by the Vice-Chancellor in having authorized the reduction of pass percentage from 75o/o to 5o%o of the subjects/papers of theory/practical separately in Semester-I/III for promotion from Semester-Il to III and Semester-fV to V (as the case may be), in relaxation to statute z6(iii) relating to the statutes governing the Three Year B.A./B.Sc./B.Com. (General)IBBAIBCA/ Honours Course (Semester System) for the current Academic Session zot6-t7. RESOLVED that the action taken by the Vice-Chancellor in having authorized the reduction of pass percentage from 75% lo 5oo/o of the subjects/papers of theory/practical separately in Semester-I/III for promotion from Semester-Il to III and Semester-IV to V (as the case may be), in relaxation to statute z6(iii) relating to the statutes governing the Three Year B.A./B.Sc./B.Com.(General)/ BBAIBCAI Honours Course (Semester System) for the current Academic Session zot6-t7,be endorsed. The University Syndicate vide resolution of item No. 7LL,T4 t3.o2.2Or7 dated has endorsed the action taken for the confirmation of the University Council. 6. Considered the confirmation of the action taken by the Vice- Chancellor in having authorized the incorporation of the clause of Re-evaluation in the Two Year B.Ed. Programme and the Two Year M.Ed. Programme (Non Choice Based Credit System) w.e.f. the Academic Session zo15-16. RESOLVED that the action taken by the Vice-Chancellor in having authorized the incorporation of the clause of Re-evaluation in the Two Year B.Ed. Programme and the Two Year M.Ed. Programme (Non Choice Based Credit System) w.e.f. the Academic Session zo15-16, be endorsed. RESOLVED FURTHERthat the Dean, Faculty of Education shall look into the matter again keeping in view the practice being followed by the University of Kashmir. The University Syndicate vide resolution of item No. 111.15 dated tg.o2.2ot7 has endorsed the action taken for the confirmation of the University Council. An item in this regard is a part of the agenda of the Academic Council. 7. Considered the matter w.r.t. Degree of Bachelor of Vocation (B.Voc.) The University )/ Agenda: Academic Council Dated: 26.O5.2Ot7 for -.recognition as .eligibilqualification is a Bachelor Degree without specific requirement in i particular discipline. RESOLVED that the matter w.r.t. Degree of Bachelor of Vocation (B.Y.oJ.) for recognition- as eligibility in all courses where the entry qualification is a Bachelor Degree without specific requirement in i particular discipline, be end.orsed.. Syndicate vide resolution of item No. 111.03 dated LS.o2.2otT has endorsed the matter for the consideration of the University Council. 8. Considered the duties and responsib the Offsite Campuses. RESOLVED that the duties and responsibilities of the Rectors/Directors of the Offsite Campuses, be endorsed. The University Syndicate vide resolution of item No. tLt.o4 dated tg.o2.2ot7 has endorsed the matter for the consideration of the University Council. Considered the confirmatio chancellor in having authorized the adoption of the revised statutes governing the choice Based credit system for Master's Degree Programme (Through Regular Mode) for the Academic session zoft- 17. RESOLVED that the action taken by the vice-chancellor in having authoriz^ed the adoption of the revised statutes governing the choicE Based credlt system for Master's Degree piogrammi (Through Regular Mode) for the Academic Session iot6-r7,6e endorsed. RESOLVED FURTHER that the matter be placed for more deliberations before the campus Deans particularly w.r.t. the review of the Statutes 47 and 54. 9. The University Syndicate vide resolution of item No. rrr.6r dated tg.o2.2oL7 has endorsed the following for the consideration of the University Council: i) the action taken by the Vice-Chancellor in having authorized the adoption of the revised Statutes governing the Choice Based Credit System for Master's Degree Programme (Through Regular Mode) for the Academic Session zor6-t7. ii) the amendments in the Statute 47 and54 of the Statutes governing the Choice Based C;dit System for Master's Degree iProgramme I(Through Regular I Mode) which shall I be applicable from Ithe Academic I Session zor8-r9 and Ionwards. I 10. considered the confirmation of the action ttken-Ey the vic.e- chancellor in having authorized adoption l,r revised Regulations/Statutes governing Degree of M.phil./ph.D in The University Syndicate vide resolution of item No. l-z.J Agenda: Academic Council Dated: 26.05.20t7 Materials. RESOLVED that the adoption of Laboratory Safety Policy for Hazardous Materials, be accepted. The efforts of the Committee were appreciated in this behalf by the Academic Council. RESOLVED FURTHER that the Committee already constituted for the purpose may improve upon the document as prepared wherever required. take n.a. vide letter No. F.Acd./llt6/t4277-78 dated rg.tz.zor6. t6. Considered the confirmation of the action taken by the Vice- Chancellor in having authorized the amendments in the existing Statutes in B.Sc. Nursing Course effective for all the examinations of all batches held in the year zo16 and onwards. RESOLVED that the action taken by the Vice-Chancellor in having authorized the amendments in the existing Statutes in B.Sc. Nursing Course effective for all the examinations of all batches held in the year 2016 and onwards, be endorsed. The University Syndicate vide resolution of item No. rrr.16 dated tg.oz.2ot7 has endorsed the matter for confirmation of the University Council. 17. Considered the matter w.r.t. the introduction of the following: i) carry on system in the Two Year B.Ed. and Two year M.Ed. Courses; and ii) supplementary Examination in the 3rd and 4th Semesters of the Two Year B.Ed. and Two year M.Ed. Courses. RESOLVED that the matter w.r.t. the introduction of the following: i) carry on system in the Two Year B.Ed. and Two year M.Ed. Courses; and ii) supplementary Examination in the B.d and 4th Semesters of the Two Year B.Ed. and Two year M.Ed. Courses. be endorsed. However, the time span for the completion of the programme shall be N+r year where N stands for the normal or minimum duration prescribed for completion of programme as per the NCTE guidelines. FURTHER RBSOLVED that the above resolution shall also be applicable to the B.P.Ed. and the M.P.Ed. programmes. The University Syndicate vide resolution of item No. 1rr.06 dated tg.o2.2ot7 has endorsed the matter for the consideration of the University Council. 18. Considered the charging of University fee for admission to PG Diploma in Bioinformatics (One Year) under UGC Innovative Program. The proposal was withdrawn. The Coordinator, P.G. Diploma in Bioinformatics, School of Biotechnology has been intimated vide letter No. F.Acd./I/17/r496s-66 dated o6.or.zo17. 19. taken by the Vice- B.A./B.Sc./B.Com. Considered the confirmation of the action Chancellor in having authorized the following:- (i) Supplementary Examination for The University Syndicate vide resolution of item No. -k Agenda: Academic Council Dated: 26.O5.20L7 (General)/BBA/BCA Part-I and Part-II shall be ceased from the Academic Session zorT-r8; and (ii) Bi-Annual Examination for B.A./B.Sc./B.Com.(General)/ BBA/BCA Part-III shall be terminated from the Academic Session zorS-r9. RESOLVED that the action taken by the Vice-Chancellor in having authorized the following:- (i) Supplementary Examination for B.A./B.Sc./B.Com. (General)/BBA/ BCA Part-I and Part-II shall be ceased from the Academic Session zorT-r8; and (ii) Bi-Annual Examination for B.A./B.Sc./B.Com.(General)/ BBA/BCA Part-III shall be terminated from the Academic Session zor8-r9. be endorsed. rlr.t7 dated tg.o2.2ot7 has endorsed the matter for confirmation of the University Council. 20. Considered the adoption of Hindi Literature as a Core Subject at the Under Graduate Level and start of Honours in Hindi in the-Colleges. RESOLVED that the adoption of Hindi Literature as a Core Subject at the Under Graduate Level and the start of the B.A. Honours Course in Hindi in the Colleges, be endorsed. The University Syndicate vide resolution of item No. 111.1r dated tg.o2.2oL7 has endorsed the matter for consideration of the University Council. 2L. Considered the confirmation of the action taken by the Vice- Chancellor in changing admission of the candidate from Self Financing seat to Open Category seat on the basis of higher merit. RESOLVED that the action taken by the Vice-Chancellor in changing admission of the candidate from Self Financing seat to Open Category seat on the basis of higher merit, be confirmed. The Assistant Registrar (AA) was requested to take n.a. vide letter No. F.Acd.ll/16lr4z7g-8o dated rg.rz.zo16. ,D Considered the confirmation of the action taken by the Vice- Chancellor in having authorized adoption of syllabi and courses of Study of the subjects for the examinations to be held in the years as per the agenda item. RESOLVED that the action taken by the Vice-Chancellor in having authorized adoption of syllabi and courses of Study of the subjects foi the examinations to be held in the years as per the agenda item, be confirmed. No action required. 23. considered the matter regarding the introduction of the cl-roice Based Credit System at the Post Graduate Level in the Offsite Campuses and P.G. Colleges. RESOLVED that the matter regarding the introduction of the choice Based credit system at the Post Graduate Level in the offsite Campuses and the P.G. Colleges, be not agreed till a system to eryIrg uniformity in quality and standard in the examination at par with the main campus is in place. No action required. 24. considered the request of the Directoffi regarding the current practice of concurrence to be dispensecl rvith. The Assistant Registrar (Adm.TW) l, Agenda: Academic Council Dated: 26.O5.20L7 RESOLVED that the matter be placed before the Campus Deans under the chairmanship of the Vice-Chancellor. has been requested to take n.a. vide letter No. F.Acd.lIlt6lr4grz-r4 dated zt.tz.zot6 followed by reminder No. F.Acd./I/tZ/SoZ- o9 dated r8.o4.zor7. The meeting in the matter has been held under the chairmanship of the Vice-Chancellor. 25. Considered the confirmation of the action taken by the Vice- Chancellor in having authorized the submission of Ph.D thesis in Statistics by Ms. Neha Jain in relaxation of rules. RESOLVED that the action taken by the Vice-Chancellor in having authorized the submission of Ph.D thesis in Statistics by Ms. Neha Jain in relaxation of rules by more than five working days, be endorsed. The University Syndicate vide resolution of item No. rrr.r8 dated rg.o2.2or7 has endorsed the matter for confirmation of the University Council. 26. Considered the discontinuation of PGDBM run by The Business School from the session zot6-r7 and shifting it to the Govt. SPMR College of Commerce, Jammu on the request of the Principal, Govt. SPMR College of Commerce, Jammu. RESOLVED that the matter be deliberated in the concerned faculty under the convenership of the Dean, Faculty of Business Studies. The matter was deliberated in the concerned faculty on tt.o1.2oL7 and it was resolved that the PGDBM Programme be not discontinued as the faculty members were of the opinion that there is an urgent need to improve the course and make it more market oriented. It was further resolved that the Director, TBS be authorized to form a committee to work out the detailed recommendations for bringing about necessary improvements in the PGDBM course and to make it academically more attractive. 27. Considered the confirmation of the action taken by the Vice- Chancellor in having authorized continuation of syllabi and courses of Study in the subjects for the examinations to be held in the years as per agenda item. RESOLVED that the action taken by the Vice-Chancellor in having authorized continuation of syllabi and courses of Study for the No action -8- Agenda: Academic Council Dated: 26.O5.20L7 been notified vide No. F.Acd./IIlt7/17425- SS5 dated 03.03.2017. g6. Considered the issue of dwindling number in the admission to UG/PG courses and the poor performance of applicants in the JUET examination. RESOLVED that the matter be looked into by the Core Committee of the JUET, zor7. The matter was discussed in the meeting of the Core Committee for the conduct of the JUET- zotT for admission to the various academic programmes of the University/offsite Campuses/Private affiliated colleges which was held in the office chamber of the Vice-Chancellor on tg.rz.zor6 wherein it was resolved that the observations made by Prof. R. K. Ganjoo are not correct as the data was based on inflated figures and a candidate had applied for different courses on separate applications in their session. 37. Considered the matter w.r.t. the allotment of Grace Marks in favour of Mufti Moin, student of MBBS, ASCOMS, Jammu. RESOLVED that the expert Committee comprising three former Deans of Medical Sciences/Principals, GMC, Jammu be constituted by the Vice Chancellor for the examination and recommendations in the matter. The meeting of the former Deans was fixed on 2T.ot.2ot7 but could not held due to non availability of some former Deans. The panel of former Deans was again re- structured but the meeting was not held even after issuing of the reminders to the Principal/Dean, Govt. Medical College, Jammu vide No. F .Acd.ll/ t7 I t6Szs-zz dated 16.oz.zo17, F.Acd./ll1744r-45 dated SL.oS.2otZ & F.Acd./l/t7lrz6o-62 dated o2.o1.2oL7. 98. Considered the request of the Head of the Department of Urdu for appointing Dr. Taki Abdi as Honorary Professor in the department of Urdu, University of Jammu. The Assistant Registrar (Adm.TW) -\l- Agenda: Academic Council Dated: 26.05.2017 RESOLVED that the University Calendar, adhered to. However, transparent guidelines. Statutes as captioned in Chapter-Ill of the Volume-I, for "Honorary Professors" be needful be done after preparing proper and has been requested to take n.a. vide letter No. F.Acd./ll16/qzzg-zq dated 19.rz.zo16. 39. Considered the matter w.r.t. the filling up and conversion of seven vacant posts of Instructors and Sr. Instructors in the Department of Music and Fine Arts to six posts of Asstt. Professors. RESOLVED that the matter w.r.t. the filling up and conversion of seven vacant posts of Instructors and Sr. Instructors in the Department of Music and Fine Arts to six posts of Asstt. Professors, be endorsed. However, a comparative detail about additional financial liability be prepared. The University Syndicate vide resolution of item No. ru.68 dated tg.o2.2ot7 resolved that the matter with full facts and justification be referred to the Financial Advisor (Universities) for his opinion. The Assistant Registrar (Adm.TW) has been requested to take n.a. vide letter No. F.Acd./Urz/89- 85 dated o7.o4.2ot7. 40. Considered the matter w.r.t. the admission of the Faculty/Principals of the Private Colleges of Education for the Ph.D Course in Education by creating a supernumerary seat for the purpose. RESOLVED that the matter w.r.t. the admission of the Faculty/Principals of the Private Colleges of Education for the Ph.D Course in Education by creating a supernumerary seat, be not accepted. The Head, P.G. Deptt. of Education has been requested to take n.a. vide letter No. F.Acd.lIl16lr43o9-to dated 19.rz.zo16. .\L, Agenda: Academic Council Dated: 26.05.2OL7 ITEM No: 3 To consider the matter w.r.t. introducing re-evaluation in the P.G. Diploma Programmes. NOTE: item is being placed with the objective to introduce re-evaluation in tha P.C,. Diploma Programmes as desired by HoD, Commerce. The Head, Department of Commerce, University of Jammu vide letter No. PGD/COMlry/qB dated tg.o4.2ol7 regarding inclusion of re-evaluation in the existing statutes of P.G. Diploma courses. It has been stated that the Department of Commerce has started two P.G. Diploma programmes namely P.G. Diploma in Banking and Risk Management and P.G. Diploma in Accounting and Finance on self financing mode w.e.f. Session zo15-16. The issue regarding re-evaluation in the diploma courses was deliberated in the DAC/DRC meeting held on 18.04.2017 and the members unanimously opined that re-evaluation may be permitted in all the diploma courses offered under self financing mode. Hence, submitted for kind consideration of the Academic Council. --\b- 2 2. Eligibility Admission to B.Ed. course in Colleges of Education, other than the Govt College of Education, in and off site campuses of the University of Jammu shall be open to such candidates who have passed Bachelor Degree Examination with 50% aggregate marks for General Category and 45% marks for the reserved categories of SC/ST and Others( as per the rules of the state govt.) in the Faculties of Arts, Science, Social Sciences, Commerce or Faculty of Music and Fine Arts, conducted by the University of Jammu or an examination of any other University recognized as equivalent thereto or Bachelor’s Degree examination of 4-year duration in a recognised University. The admission can be granted :- a. Provided that a candidate who has been placed under reappear category in one course/paper of an examination, other than the qualifying examination, or was scheduled to appear in the examination (other than the qualifying examination) either as a regular or private candidate before the commencement of class work of B.Ed. course but could not do so on account of delay in the conduct of said examination, for reasons beyond his control, shall be eligible to appear in the examination, even though he/she has been duly admitted to B.Ed. course. b. Any person in employment or self-employment or engaged in a business or profession is not eligible for admission to B.Ed. course in Non- Government colleges. Such a person may, however, be considered for admission, provided- (i) he/she produces a certificate from his/her employer that the employer has no objection to his/her employee pursuing whole time B.Ed course and that the employee is on authorised leave for the purpose; (ii) in the case of self-employed-person or a person engaged in business or a profession, the person concerned gives an undertaking in writing that he/she will devote his/her whole time for studies as a student during the period he/she remains on roll of the College for the course and shall not engage in any business or profession or avocation during this period or engage in any other activity which is likely to interfere with his/her studies in the college. 3. Medium of instruction and examination English shall be the medium of instruction and examination in all papers except in Modern Indian Languages, where the medium of instruction and examination shall be the language concerned. 4. Eligibility for Examinations At the end of every semester, Semester/term end examination would be held by the University as per the academic calendar schedule. All the candidates who have fulfilled the conditions of attendance, internals as well as internship cum Teaching Practice , shall be allowed to take examination. A person, so long as he/she is a student of B.Ed course, shall not be eligible to attend any other course of instruction or appear in any other examination of the University The concerned Principal of the College/Institution shall issue a certificate in the regard of the fulfilment of the conditions laid out for students and completion of syllabus. 1. There shall be an examination called the semester examination at the end of each semester in the prescribed courses for students having undergone a regular course of study college of Education or in and the off site campuses. Examinations in the 1st and 3rd semester courses will be held ordinarily in the December and examination in the 2nd and 4th semester courses will be held ordinarily in the June every year or on such dates as may be approved by the Vice-Chancellor. 3 2. A semester examination for the B.Ed Degree Programme shall be open to the following categories of persons: (A) A regular student i.e. a person who has undergone a regular course of study in an affiliating college of education or in and the off site campuses for the period specified for that course of study by having been on the rolls of the College immediately preceding the examination and has his/her name submitted to the Controller of Examinations by the Principal where he has pursued the course for the examination and has fulfilled the following conditions to be certified by the principal concerned: i/ he/she has been a person of good conduct; ii/ he/she has attended not less than 80% of the lectures delivered including seminars, tutorials etc., in each course offered by him in that semester; iii/ In the case of a internship , he/she has attended not less than 90% of the internship( attendance ) iv/ he/she has paid the prescribed fees. (B) Ex-students i.e. persons who after having undergone a regular course of study and having completed all conditions of eligibility for appearance in a course or courses in a semester examination including minimum attendance requirement and having secured D grade in sessional work and having either failed to pass the semester examination in that course(s) or been unable to appear in the examination in that course(s) will be eligible to appear as a private candidate in a examination by submitting his/ her application on the prescribed form along with prescribed fees to reach the controller of examination within the dates fixed for this purpose. The said candidate has to complete the Course with the all components( theory papers as well as the Internship) in maximum of the 3 years of the enrolment in the course. However , university guidelines for PG Semester System shall be applicable to the B.Ed candidates as well for the awarding of the internals in proportionate to the mark obtained in the theory examination for the reappear or private candidates. 3. The exact date for the external examination as well as the evaluation of theory as well as for the Internship shall be notified by the Controller of Examinations in consultation with the Principals of the Colleges. The examination shall be open to any person who – i/ has been on the rolls of an affiliated (permanent /temporary) college for every semester; ii/ has passed the Bachelor’s Degree Examination In any Faculty of this University as recognized or an examination of any other University recognised as equivalent there to. iii/ produces the following certificate signed by the Principal of the College he/ she a/ has a good conduct and character; b/ of having completed 80 % of attendance in each subject in theory and 90% for school internship in each semester . ( Separate Attendance registers should be maintained for Internship. ) c/ having completed school internship as per the norms laid down for the same ; 4.4 Admission in the next Semester Admission in the II, III and IV Semester courses in B.Ed Two year semester program in operation shall be made on the prescribed forms to be filled up by every student seeking continuation of admission to the next semester. i) Admission for the II, III & IV semesters shall be completed by the Principal concerned within 15 days from the date of termination of the I/III semester examination. 4 ii) Provided that a late fee as per the notification issued from time to time shall be paid by each student seeking admission after the last prescribed date, up to 3 days maximum delay and thereafter no admission for continued enrolment shall be made. 4.5 Cancellation /Shortage of Attendance & Condoning the shortage I. The Principal , shall be competent to cancel the admission of a student enrolled in B.Ed program in the college affiliated with the University of Jammu, if ; i) The student teacher / trainee/ intern remains absent without the permission of the Principal for a period of 1month continuously ; or ii) The student teacher fails to attend the 50% or more of the total lectures delivered in the Ist semester after an opportunity has been given to him/her to explain as to why such an action be not taken against him/her iii) All these actions if taken , need to be vetted by the Competent Body of the University. In case if the student teacher/ trainee/ intern has a some of further shortage than the required needed lectures for the eligibility, the Principal in consultation of Managing Committee, may condone shortages of a student in attendance in a semester for special reasons, to be recorded in writing, up to 6 % of the lectures delivered. But the internship part is to be done by the student , for which no condoning is effective . The internship is compulsory. A student, whose deficiency in lectures in a course is not condoned by the principal in consultation of Managing Committee or is not condonable, shall not be eligible to appear in the semester examination in the B.Ed course. II. On Duty A student who participates in games, cultural and other co-curricular activities, as defined below, with the prior approval of the Principal in consultation of Managing committee concerned. Such student/students for the purpose of condoning deficiency in attendances incurred by him/her on account of the participation in the inter university /interstate/regional Meet/National Meet , be treated as present on all the working days during the days of his/her absence on such account for a period not exceeding 08 working days in a semester for the theory papers but not for the internship:- 1/ State representation in International/All India Competitions organised by agencies which are recognised by the Board of Sports and Youth Welfare / any other co-curricular meet. 2/ Participation in Inter-University Competitions held under the auspices of a University or any other recognised institution as a member of the University team; 3/ Participation in Inter-Collegiate Competitions organised by the University as a member of the teams of participating institutions; 4/ Participation in the N.C.C., N.S.S. and National Integration Samitis Camp activities as a member of the recognised institutions; 5/ Participation in the Coaching Camps/Rehearsals prior to participation as a member of State or University team in the National/All India/Inter-University Competitions; and 6/ Participation in the Mountaineering/Hiking/ Trekking/Skiing/Rock climbing or other such activities organised under the auspices of the State Government/University as a member of the Institution affiliated/recognised by the University. 7 other than many other activities which ACC may authorize the college , to conduct for awarding 5 marks to the student teachers: i) Peer Leadership (Behavioural ): Taking up the challenges of leading others (leading in discussion in classroom, making others to join in the group talk etc, peer reformist) 1mark ii) Social Responsibility ( social)-takes the social cause as the personal responsibility be it the Clean India, Green India, Traffic management , HIV awareness etc. 1mark iii) Technology use in teaching learning- makes use of the technological intervention in teaching learning process rather the conventional methods of banking on the books which is helpful in the curriculum transaction. 1mark iv) Environment Friendly- protects the trees and encourages others to do so; involves in the clean water and air campaigns which benefits the society at large.. 1mark v) Co curricular Contributor- Member of the different In house academic activities like member of the Editorial team; a poet /singer/painter/dancer etc./any other such activity which may be helpful in conduct of the teaching in the classroom. 1 mark c. 10 marks are meant for Tutorial / seminar / on spot questions test etc. On spot question test will include 10 Q’s of 1 mark each. d. Two Internal Tests ( 10 Marks : 5 + 5 ) in each semester e. Sessional Work ( 10 Marks ). To be awarded by ACC members on the basis of Performance & record of sessional work maintained by trainees. 6.I.C Internship cum Teaching Practice a. Internship cum teaching Practice at the end of every semester , is to be evaluated on the value points. At the end of the IVth semester, the internship of all the four semesters is to be reflected through Reflective Journal. b. The Unit-IV in all the subjects for the theory deal with the sessional work which also constitutes internship. c. The subjects offered by the students at the graduation and post graduation levels will form the basis for the selection of both teaching subject course at B.Ed level. d. The teaching Practice will take place in two semesters (3rd & 4th) for the two subjects selected by the student teacher in the IInd Semester. The teacher In charge / teacher Educator would observe the lesson on the Five point scale (Very Satisfactory, Satisfactory, Average, Needs Amendments, Re-teaching ) “Very Satisfactory” is such a delivery of lesson which has the complete unison of content and pedagogy as per the plan drawn out and the teaching aids are innovative and naturalized adopted to the needs of teaching . “Satisfactory ” delivery of lesson means which has the complete unison of content and pedagogy as per the plan drawn out and the teaching aids are cost effective and are suited to the needs of teaching. The “Average” delivery of lesson means which has the complete unison of content and pedagogy as per the plan drawn out and the teaching aids are not required but are used / enforced upon ( out of place) in context of teaching. 8 “Needs Amendments” is such a delivery of lesion where the content and pedagogy match is missing. The “Re-Teaching” delivery of lesson is to happen when the teaching of the content is wrong/ the pedagogy applied is not as per the requirement of the content. The student teacher’s style of teaching lacks confidence in handling the content , methodology as well as the class. e. The awarding of teaching Practice component 30 lessons in each subject + 30 (10 On spot lessons + 16 Observations lessons of the peers + 4 criticism lessons) is to be done out of 60 marks (internal) out of 100 marks allotted for each subject whereas the 40 Marks are to be awarded by the external Examiners through the ACC after deliberations and Viva Voce. f. The External Examiners appointed by the Hon’ble Vice Chancellor is to award 40 marks on the basis of : i. Interviewing the student teacher on the basis of the Pedagogy undertaken. 5 Marks ii. The effectiveness of the technology used. (RJ reflections in this context are to be properly documented) 5Marks iii. Delivery of the lesson (innovative ideas used and presentation of lesson) 10 marks iv. Any report of misbehaviour / use of corporal punishment during teaching (-5Marks) would be deducted, similarly ( +5 ) will be added for positive behaviours. v. Use of Cost effective /waste material products used as aids / home made aids (minimum 20 aids) 10 marks. vi. Social Behaviour and responsibility (to share the resources, helpfulness, courteousness to the students). 5 marks 6.1D A candidate for the degree of Bachelor of Education (B. Ed.) must have: a. completed two Semesters (the First Semester and the Second Semester) for the school Internship as given in the syllabus and must have requisite the attendance as per the statutes to go for the next year internship. b. In no case the candidate is exempted of / relaxation in the Internship. All the candidates pursing B.Ed program, hereby to be known as “Student Teacher/ Trainees” /Interns of the B.Ed. c. completed a course of Internship extending over four Semesters to the satisfaction of the Principal of the College in which the candidate is studying 6.1 E The Internship will be observed as per the following Schedule 9 First Semester( August-December) INT 1 INT1 Activity Duration Credits Marks(50) Visit Cum observation to 2 Weeks 2 Internal External Total a) Aganwadi (neighbouring centre) 2 Days 5 3 8 b) Nursery School (Observation of 5 Lessons) 2 Days 5 3 8 c) DIET(7 wings) 2days 5 3 8 d) Innovative Centre( Pry & Middle schools) 2 days 5 3 8 e) Pry School(Observation of 5 Lessons) 2days 5 3 8 f) Middle 2 days 5 5 10 Second Semester(Jan-June) INT 2 INT 2 Activity Duration Credits Marks(50) Visit Cum observation to 2 Weeks 2 Internal External Total a) High schools(Observation of 8 Lessons) 4Days 10 5 15 b) Hr. Secondary schools Observation of 5 Lessons) 4Days 10 5 15 c) IE( 7 branches) 2 days 5 5 10 d) Innovative Centres 2 days 5 5 10 12 102 Childhood and Adolescence Education 4 4 60 10 20 10 40 100 103 Language Competence and Communication Skills 4 4 60 10 20 10 40 100 104 Educational Planning and Management 4 4 60 5+5 20 10 40 100 105 Inclusive Education 4 4 60 5+5 20 10 40 100 INT1 School Internship 2 C on ti nu ed & C om b 50 (30 Internal +20 Ext) SECOND SEMESTER Course No. Subject / Course Component C re di ts In st .H rs / W k Marks E X T E R N A L T he or y INTERNAL Total Internal G ra nd T ot al Attend + Observ (5+5) 2 Tests + Seminar/ Tutorial/ On spot Q’s ( 10+10) Sessional 201 Philosophical and Sociological Bases of Education 4 4 60 10 20 10 40 100 202 Teaching, Learning and Evaluation 4 4 60 10 20 10 40 100 203 Educational Technology and ICT 4 4 60 10 20 10 40 100 204 Methodology of Teaching Languge-I English/Hindi/Punja bi/Urdu/Dogri/Sans krit 4 4 60 5+5 20 10 40 100 205 Methodology of Teaching subject-I S.St./Physical Science/Biological Science/ Home Science/Commerce/ Performing Art/Visual Art/Computer Education/Health & Physical Education/Maths. 4 4 60 5+5 20 10 40 100 206 Action Reserach 2 2 30 2.5+2.5 2.5+2.5 10 (5+5) With ACC Consent 20 50 INT-2 School Internship 2 C on tin ue d & C om bi ne d In te rn sh ip 50 (30 Internal +20 Ext) 13 THIRD SEMESTER 301 Methodology of Teaching Language -II English/Hindi/Punj abi/Urdu/Dogri/ Sanskrit 4 4 60 5 + 5 20 10 100 302 Methodology of Teaching subject-II S.St./Physical Science/Biological Science/ Home Science/Commerce /Performing Art/Visual Art/Computer Education/Health & Physical Education/Maths. 4 4 60 5 + 5 20 10 100 303 Envt Education & Disaster Management 4 4 60 5 + 5 20 10 100 Internal : ( 170 ) External ( 80 ) TOTAL ( 250 ) INT3 Sc ho ol In te rn sh ip 10 ( 2 credits for Routine work in school as a Teacher & 4 credits each for the Teaching Practice in two subjects. Continued & Combined Internship as shown in 6.I.E 50 ( Routine Work) 60 (Subject -1 ) 60 (Subject -2 ) 40 40 50 100 100 FOURTH SEMESTER No. Subject/Course Component Credits Inst. Hour/Wk Marks Theo Pract Total Tr Int Obs INT4 School Internship 10 ( 2 Continued& 250=50 14 credits for Routine work in school as a Teacher & 4 credits each for the Teaching Practice in two subjects. Combined Internship as shown in 6.I.E Routine work+ 100 (TP1)+100 (TP2)Marks PR Project Work 4 100 401 Teacher Education 4 60 5+5 20 10 100 402 Optional Papers (any one) 4 60 5+5 20 10 100 A. History of Education B. Health and Physical Education C. Value & Peace Education D. Guidance and Counselling E. Comparative Education F. Curriculum Development G. Contemporary India & Education 7. Note : Project Work The project work to be undertaken by each trainee under the directions of the teacher educator and the student teachers are to complete the following components No Activity Completion Period Internal External Marks i) Each one teach one Two Years 15 10 25 Marks ii) Plant and own Tree Do 15 10 25 Marks iii) Psychological testing 4thSem 15 10 25 Marks iv) Portfolio Two Years 15 10 25 Marks a) Development of the Self as a person 5 3 b) Development of self as a Teacher 5 3 C) Development of the Wholistic & Integrated Understanding to handle Different situations. 5 4 Total 100 Marks 8. Credits The term ‘Credit’ refers to the weight age given to a course, usually in relation to the instructional hours assigned to it. For the Foundational Courses and teaching courses, four hours theory course per week is given four credits and two hours theory course per week is given two credits. The total minimum credits, required for completing a B.Ed. programme is 17 For one unit of 50 students ,composition of the staff will be Principal 01 Lectureres on Peadgogy 05 Lecturers on Health /Physical Education 01 Lecturers on Fine /Performing Art 01 N.B. If the Principal has background in all of the Padagogy subject , then one position shall be for the Foundation Courses . There shall not be more than 25 student teachers/ trainees per teacher for a school subjectfor the Methods Courses and other practical components /Courses /activities of the programto facilitate particaipatory teaching learning. IV. ADMINISTRATIVE STAFF (a) Librarian (B.Lib with 55%) 01 (b) Lab. Assistant (with 55% marks) 01 (c) Office-cum-Account Assistant 01 (d) Office Assistant-cum-Computer Operator 01 (e) Store-keeper 01 (f) Technical Assistant 01 (g) Lab. Attendants/Helpers/Support Staff 02 Qualifications As prescribed by State Government as per the rules. Note: In a composite institution, the Principal and academic, administrative and technical staff can be shared. 14. Academic Coordination Committee (ACC) This committee will facilitate the local coordination & consultation of the academic arrangements at the college level as well as the optimal utilization of the Monetary and the physical resources for the promoting the cause of education among the stakeholders . The committee will be of three years tenure and after every three years the committee needs to be reconstituted. 14.A Members : The committee will have Four members in it namely- i) One nominated member Professor or Associate Professor ( external Examiner/Observer) of the University/ from a college of Education / College having the 10 years expertise in the discipline of Teacher education/Education ( it will be on Semester / term end basis). ii) Two senior faculty( One Principal & other faculty not less than 4 years stay) in the college of education. iii) One Assistant Professor to be nominated ( either from the Govt. college or Dept of Education, Jammu University or any such faculty from an affiliating institution of Jammu University. 18 14.B Duties and Responsibilities : I. The Committee should meet twice or on need bases in an semester to take note of the resources and the smooth functioning of the college. II. The minutes are to be recorded and the academic arrangements in the college should go accordingly. III. The External Examiner / Observer and Assistant Professor are must in any evaluation of the Internals/Internship / Teaching Practice / project work as part of the examination. The Hon’ble Vice Chancellor will nominate these members on the Semester basis. IV. The Committee will deliberate upon the academic arrangement at least once at the beginning of the semester. V. The committee will have two local faculty from the college out of which Principal will act as the member secretary. VI. The nominated members of the University shall ensure complete transparency as well as fairness in awarding the grades to the student teachers of B.Ed. VII. The Committee shall act free of any biases and prejudices in awarding the Grades or taking any policy decision. VIII. The committee will strictly follow the guidelines as set forth for implementing the policies and program of the B.Ed. IX. Remuneration To ACC members will be paid by the college Management as per the norms below : S.No Sessional & Internship Activities Practice of Teaching 1.. Rs 1000 per Day per Member ( Upto 50 Examinees ) Rs 1000 per Day per Member ( Upto 50 Examinees ) Note : Any additional Examinee above 50 will constitute a subsequent Unit. TA / DA Will Be paid by the concerned College. 15. FACILITIES TO BE PROVIDED IN COLLEGE I. The Institution must have the following infrastructure (each item to include facilitation for PWD): i) One classroom for every 50 students ii) Multipurpose Hall with seating capacity of 200 and a dias (2000 sq.ft) iii) Library-cum-reading room. iv) ICT Resource Centre v) Curriculum Laboratory vi) Art and Craft Resource Centre vii) Health and Physical Education Resource Centre (including yoga education) viii) Principal’s Office ix) Staff Room x) Administrative Office xi) Visitor’s Room xii) Separate Common Room for male and female students xiii) Seminar Room xiv) Canteen xv) Separate Toilet facility for male and female students, for staff, and for PWD xvi) Parking Space 19 xvii) Store Rooms (two) xviii) Multipurpose Playfield xix) Open space for Additional Accommodation xx) There shall be games facilities with a playground. Where there is scarcity of space as in the metropolitan town/hilly regions, separate facilities for yoga, small court and indoor games may be provided. xxi) Safeguard against fire hazard be provided in all parts of the building. xxii) The institution campus, buildings, furniture etc. should be barrier free. xxiii) Hostel for male and female students separately, and some residential quarters are desirable. xxiv) Library-cum-Reading Room There shall be a library-cum-reading room with seating capacity for at least fifty percent students equipped with minimum 1000 (one thousand) titles and 3000 (three thousand) books including text and reference books relevant to the course of study, educational encyclopedias, year books, electronic publications (CD-ROMs), online resources, and minimum five referred journals on education, and subscription to five other in related disciplines. The library holdings shall be augmented with addition of two hundred titles annually including books and journals. The library shall have photocopying facilities and computer with internet facilities for the use of faculty and student-teachers. Except in the case of textbooks and reference books there shall not more than there multiple copies of each title. xxv) There shall be a Curriculum Laboratory with materials and resources relating to different areas of school curriculum. xxvi) There shall be ICT facilities with hardware and software including computers, internet, TV, Camera; ICT equipment like ROT (Receive Only Terminal), SIT (Satellite Interlinking Terminal) etc. xxvii) There shall be a fully furnished Teaching-Learning Resource Centre for Arts and Work Experience. xxviii) Games and sports equipments for common indoor and outdoor games should be available. xxix) Simple musical instruments such as harmonium, table, Manjra and other indigenous instruments. 16. Conferment of the B.Ed. Degree : (i) A candidate shall be eligible for the conferment of the Degree of B.Ed. only if he/she has earned the required credits for the programme prescribed. The successful candidates shall be classified as under:- Greater or Equal to % of Marks (>/=) Less than % of Marks(< ) Grade Awarded 1 80 - A+ 2. 75 80 A 3. 68 75 B+ 4. 60 68 B 5. 50 60 C 22 BACHELOR OF EDUCATION (B.Ed) Semester –I (For the examination to be held in the year 2017, 2018 & 2019) Course no. 101 (Theory) Title: Education in Indian Perspective Credits 4 Total Marks: 100 Maximum Marks Internal: 40 Maximum Marks External: 60 Duration of Exam: 3hrs Objectives: To enable the pupil teachers to: • know and understand the constitutional provisions in regard to the education • know and understand the basics/ fundamentals associated in the discipline of education and in a process to be a teacher from the Philosophical perspectives. • know and understand the socio cultural realities of the teacher , teaching and the teacher education program in context of the education from the sociological perspectives . • know and understand the various aspects related to the teacher education in the changing contemporary society . Detailed Contents: Unit-I The Bases of Teacher Education in India: Knowledge – concept and the understanding vis a vis Vidya, Information and training, concept of the indigenous knowledge, sources of Knowledge; Different schools of knowledge (Indian); Difference in the present knowledge society and the Vedic knowledge society- the role and the place of the teacher in developing the Panchmukhi and the wholistic personality; Roots of Teacher education- concept of Gurukuls, Madrassas and Maktabs, Missionary schools and the residential schools. Unit II Education and the Philosophy Education- Concept, Nature and scope for the Individual and the society; Why subject of education is important to be teacher; Philosophy-Concept, Nature and the branches ;scope of philosophy of education in the professional life of the teacher; discriminate between the philosophy of education for the teacher education and the liberal discipline. Concept of Teaching, Difference between the Bhartiya Shiksha and the Western Education. 23 UNIT III Education and Sociology Sociology-concept, Nature and the branches; Educational sociology-understanding of Education in the teacher education process; the relationship between the Educational Sociology and the classroom environment-with respect to equality, peer relationship, stratifications. Developing the teacher responsive and relational to the society and its causes-(eg Swachata Abhiyan; PPI etc.) UNIT IV Teacher and the Change in Society Education as an agency in the Change of the home and society (Industrialisation, & technology); Characteristics of the Indian contemporary society; critically assess the role & responsibilities of teacher in the community (participation)& culture (Change) and for the technology (adaptation); Socio cultural imprints in teaching profession, how the teaching profession in India is a different from the west; Decolonization of the teacher education program-issues and the challenges. Field work / Sessional work Knowledge to the villagers of their Rights of the Human Beings as well as of the global citizen through the activites of Nukkad shows and Meetings as well as the trip to the Gurukuls and the residential schools. The differentiation between the day Boarding and the Residential school- feel and the experience of the visit. The visit to the indigenous educational institution ( Madrassas ) and the Asharams or the Mobile schools – the experiences and the comparison. Involving the teachers in the community participation-Swach Bharat; Pulse polio programs, Distribution of the relief material.etc; Must visit to any of slum area (adaptation) for education and promoting the cause of community cooperation and coexistence (relational &Responsive); Discussion on the ancient Indian education system –decolonization of teacher education, the changes in the society and the teacher Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship is to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities encompassing different components. The details of the Internals are given in the syllabus. 24 Books recommended & web resources • Philosophy and Education Mrinal Miri , Oxford Publications, Delhi • Philosophy & India Ancestors, Outsiders & Predecessors- A Raghuramaraju,Oxford, Delhi. • Indian & Western Educational philosophy- A P Sharma,UniCorn Books,New Delhi (also available@ on pay term basishttp://www.unicornbooks.in/books/book/indian-western- educationalphilosophy-prof-a-p-sharma/ isbn 9788178062013/zb,,479,a,0,USD,0,a/index.html • AncientIndianUniversities-ApteDG https://ia600407.us.archive.org/34/items/cu31924005633130/cu31924005633130.pdf • Philosophical & Sociological Basis of Education –V R Taneja • Philosophical & Sociological Foundations of Education –Rajesh R Sharma • Indian Education in Emerging Society-PC Singh • Fundamentals of Indian Philosophy-R. Puligandla • Students History of Education in India Naik J.P Macmillan India • GATS and Hr Education –the need of Regulatory Policies –NV Verghese –UNESCO,IIEP ,Paris unesdoc.unesco.org/images/0015/001506/150689e.pdf • PanchMukhi Shiksha http://www.banasthali.org/banasthali/wcms/en/home/about-us/five- fold_education/index.html • Ground work of Educational theory-Ross, James S MacMillan India • Modern Philosophies of Education-J.S. Brubacher Tata MC GrawHill Ltd,New Delhi, • Introduction to the Philosophy of Education-Connor, D.J.O • A Profile of Indian Education System -Cheney & Ruzzi ( Nov 2005) National Centre on Education & Economy http://www.ncee.org/wp-content/uploads/2013/10/India-Education- Report.pdf 27 BACHELOR OF EDUCATION ( B.Ed) Semester –I (For the examination to held in the year 2017, 2018 & 2019) Course no. 103 (Theory) Title: Language Competence and Communication skills Credits 4 Total Marks: 100 Maximum Marks Internal: 40 Maximum Marks External: 60 Duration of Exam: 3hrs Course Objectives: To enable the pupil teacher to: • develop language teaching competency • understand the multiple roles of language • analyse the position of language education in India • identify the processes and approaches of language teaching • appreciate language skills for effective communication Unit -I Role of Language Language: Concept, Importance and Linguistic principles Language and Society: Language and Gender; Language and Identity; Language and Power Language in School: Home Language and School Language; Language across the curriculum; Language and construction of knowledge; Difference between language as a school- subject and language as a means of learning and communication; Multilingual classrooms Unit-II Position of Languages in India Constitutional provisions and policies of language education (Articles 343-351,350A) Kothari Commission (1964-66) with special reference to language Education National Curriculum Framework-2005 with special reference to language education Unit-III Language Teaching Different Process of Language learning as per constructivism a) John Dewey b) John Piaget Methods of Language Learning a) Direct Method b) Bilingual Method c) Textbook Method d) Grammar Translation Method e)Inductive and Deductive Method Structural and Situational approaches to Language learning: Merits and Demerits 28 Unit IV Communication skills Communication: Concept, Channels and Language as a tool of communication Acquisition of Language Skills for communication: Listening and Speaking- Sub skills of listening: Materials and resources for developing the listening and speaking skills: Storytelling, dialogues, role plays, simulations, speech, games and contexts, language laboratories pictures, authentic materials and multimedia resources Reading and Writing: Sub skills of reading and writing; Importance of understanding the development of reading and writing skills; Reading aloud and silent reading; Extensive and intensive reading; Study skills, using thesauruses, dictionary, encyclopaedia, Process of writing; Formal and Informal writing Sessional work: • Practical work in Language Laboratory: Listening- 5 hours Speaking- 3 hours Reading- 3hours • Writing- pattern of writing poetry, short story, letter, diary, notices, articles, reports, dialogue, speech, advertisement • Presentation on different methods of language learning • Organise seminar/debates on position of language education in India Note for paper setters: The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship are to be to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended & web resources • A.L. Kohli (2001). Techniques of teaching English in the New Millennium Dhanpat RAI publishing company • B.N.Dash (2007-2008). Teaching of English, Dominant Publishers and distributors, New Delhi, 110002 • C.S. Rayudu(1998). Communication. Himalaya Publishing House, Mumbai-400004 29 • M.S. Sachdeva (2000-2001). A new approach to teaching of English in India, Tandon Publications Ludhiana • K.Venugopal Rao (2002). Methods of Teaching English. NeelKamal publications Pvt.Ltd.Sultan Bajar, Hyderabad • N.P. Pahuja( 2004). Teaching of English. Anmol Publications Pvt. Ltd. • National Curriculum Framework for Teacher Education (2005). Towards Preparing Professional and Humane Teacher • Shaik Mowla (2002). Techniques of teaching English. Neel Kamal Publication Pvt.Ltd, Hyderabad, New Delhi(3rd Edition) • Sunder Singh Wadhwa (2008). Teaching of English in India, Twenty first century publications • S.Venkateswaran (2000). Principles of Teaching English.Vikas publishing house pvt. Ltd. • Julia Myers and CathyBurnett (2004). Teaching English 3-11. Atlantic publishers and distributors • Kagzi, M.C. Jain (2001). The Constitutional of India.Vol.1 & 2, India Law House ,New Delhi • Y.K. Singh (2005). Teaching of English.APH Publishing Corporation, Ansari road, Darya Ganj, New Delhi-110002 • http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/Indian_Languages. pdf • http://www.seasite.niu.edu/tagalog/teachers_page/language_learning_articles/constructivist_ learning.htm www.ncert.nic.in/departments/nie/dtee/activities/pdf/syllabus_B.ED.pdf- 32 Books recommended • Kochar ,SK School Administration and Management ( e book ) available on Amamzon.in • Economics of Education by Gara Latchanna & Hussein(2007) –Discovery Publishing House , New Delhi • Economics of Education Baljeet Singh • T S Sodhi Education & Economic Development (2004)–Vani Educational Books, New Delhi • WICS Model :Sternberg, R., Bonney, C. R., Gabora, L., & Merrifield, M. (2012). WICS: A model for college and university admissions. Educational Psychologist, 47(1), 30-41. • Approaches to Organization Theory : Lars Groth • Source Materials for Educational Administration: Critiques Saxe, Richard W.,INSTITUTION Toledo Univ., Ohio. Coll. of Education.PUB Jan 69 • The Effect of School Closure on Principal Leadership Grant Lenarduzzi, Gonzaga University, Spokane, Washington, Journal Of Authentic leadership In Education, Volume 3, Number 1(2013) 33 BACHELOR OF EDUCATION ( B.Ed) Semester –I (For the examination to held in the year 2017, 2018 & 2019) Course no. 105 (Theory) Title: Inclusive Education Credits 4 Total Marks: 100 Maximum Marks Internal: 40 Maximum Marks External: 60 Duration of Exam: 3hrs Course Objectives: To enable the pupil teachers to- • Realize the importance of inclusive education and inclusive education programmes and role of various agencies towards inclusion. • Know about the meaning and scope of special education • Understand the concept of exceptional children • Grasp the meaning, specific characteristics and modalities of identification of some types of exceptional learners. • Understand various educational intervention programmes for meeting the needs of exceptional learners. Unit -I Inclusive education- Meaning, need and importance. Inclusive education programmes, Barriers to inclusion, dimensions for successful inclusion (sense of community and social acceptance, appreciation to student diversity, attention to curricular needs, effective management and instruction and personal support), preparing teachers & students for inclusion, and collaboration with families of students with disabilities for inclusion. Unit- 1I Special Education- concept, objectives of special education, need for special education and history of special education Exceptional children- meaning, types, educational provisions for exceptional children and placement services for special children. Unit III Education of intellectually disabled (mentally retarded) children: meaning, classification, etiology and identification of intellectual retardation. Educational provisions for intellectually disabled children. Backward children-concept, characteristics, etiology, and identification of backward children. Educational provisions for backward children. Unit IV Role of Rehabilitation Council of India and PWD (Persons with Disability Act, 1995). Role of parents, peer groups, teachers, community, administrators and policy makers towards inclusion 34 Sessional work 1. Visit to inclusive school /school for disabled children and preparation of a report on method of teaching used in these schools. 2. Counseling sessions with intellectually disabled children and maintaining a record 3. Case study of a special child/Juvenile Delinquent Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work ( section) could also be a part of the theory paper. Internship/field work Unit IV having the components/ activities of the internship is to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books Recommended: • Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Center for Studies in Inclusive Education. • Hallahar, D.P., & Kauffman, J.M. (1991). Exceptional Children: Introduction to Special Education, Allyn and Bacon, Massachusetts. • Kirk, S. A., & Gallagher J .J. (1989) Education of Exceptional Children; Haughton Mifflin Co, Boston. • Werts, Margaret G.(2011).Fundamentals of Special Education. P H I Learning Private Ltd,New Delhi. 37 Unit IV Teachers and diversities in Indian Society National Integration (role of teachers, factors –for & against, Remedies) Concept of Universalism vs Nationalism; Emotional Integration and international understandings and the role of teachers and the teaching; teacher and its role for the cause, remedies for the promotion of understanding in the pluralistic democratic society like India. Education and tolerance. Critical analysis of the ‘Learning: The Treasure Within’ (Delors’Report) Sessional work Detailed Report Writing on any of the prescribed Indian Thinker( proper documentation along critical commentary of the student teacher in Reflective Journal ); A critical analysis of outcomes of western philosophy on the Indian teacher, Arranging /enacting the activities in the society regarding the ethos of secularism , democracy; Arranging the get together among the different communities in the colleges as well as the visit of the prospective teachers to the community centers. Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship are to be to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended & web resources • Philosophy and Education Mrinal Miri , Oxford Publications, Delhi • Philosophy & India Ancestors, Outsiders and Predecessors- A Raghuramaraju,Oxford, Delhi. • Indian & Western Educational philosophy A P Sharma,UniCorn Books,New Delhi also available through Internet on pay term basis http://www.unicornbooks.in/books/book/indian-western-educational-philosophy-prof-a-p- sharma/ isbn 9788178062013/zb,,479,a,0,USD,0,a/index.html • Ancient Indian Universities, Apte DG https://ia600407.us.archive.org/34/items/cu31924005633130/cu31924005633130.pdf • Philosophical & Sociological Basis of Education –V R Taneja • Educational Thought and Practice Taneja ,VR ; Sterling Publishing House 38 • Philosophical & Sociological Foundations of Education –Rajesh R Sharma • Indian Education in Emerging Society-PC Singh • Fundamentals of Indian Philosophy-R. Puligandla • GATS and Hr Education –the need of Regulatory Policies –NV Verghese –UNESCO,IIEP ,Paris unesdoc.unesco.org/images/0015/001506/150689e.pdf • PanchMukhi Shiksha http://www.banasthali.org/banasthali/wcms/en/home/about-us/five- fold_education/index.html • Ground work of Educational theory. Ross, James S MacMillan India. • Modern Philosophies of Education, J, S. Brubacher. Tata Mc Graw Hill ,Delhi • Introduction to the Philosophy of Education,-Connor, DJO • Sociology: Primary Principles Shanker Rao, C.N; S. Chand and Co., New Delhi (2002) • Sociological Thoughts Abhram and Morgan – McMillan, New Delhi. • A Profile of Indian Education System :Cheney & Ruzzi ( Nov 2005) National Centre on Education & Economy http://www.ncee.org/wp-content/uploads/2013/10/India-Education- Report.pdf 39 BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Course no. 202 (Theory) Title: Teaching, Learning and Evaluation Credits 4 Total Marks: 100 Maximum Marks Internal: 40 Maximum Marks External: 60 Duration of Exam: 3hrs Objectives: To enable the pupil teachers to: • Understand the meaning of psychology, child psychology & educational psychology • Become familiar with the different methods of studying behavior • Appreciate the role of a teacher in a classroom • Understand the concept of learning and also behaviouristic and cognitive perspective to learning • Become aware of importance of inclusive setting in a classroom • Develop understanding of different methods of learning and learning styles • Understand the concept of motivation and role of teachers and parents in developing motivation • Understand dynamics of intelligence UNIT-I Concept of Psychology, child psychology & educational psychology. Methods of studying behaviour:- a) Naturalistic & Participant observation. b) Experimental method. c) Case Study Method. Motivation-concept, types, role of parents and teachers in extrinsic motivation, theory of achievement motivation. Contribution of Sidney L Pressey. UNIT-II Learning- Nature of learning, factors influencing learning (Personal & environmental), Gagne’s conditions of learning, Hull’s theory Behaviouristic perspective to learning-concept & contribution to education. Theories of Trial & error, Pavlov's classical conditioning theory & Skinner's operant conditioning theory. Cognitive perspective to learning-concept & contribution to Education, Theories of Gestalt (Kohler), Bruner and Ausbel. UNIT-III Teaching as a profession, need & opportunities for personal growth of a teacher. Multiple responsibilities of teacher in an institutional setting. Role of teacher in development of personal relationship between teacher and learner, between peer groups & developing self esteem, autonomy & feeling of freedom among learners. 42 Challenges in Integrating ICT in School Education Unit-IV ICT supported teaching- learning strategies Project Based Learning (PBL) Co-operative & Collaborative Learning Computer assisted learning (CAL)& Computer Managed Learning( CML), Teaching Machines Sessional work: • Developing Programme Learning Material • Organise seminar/ debates on ICT supported teaching learning strategies • Presentation on Systems approach to education • Prepare a chart on different approaches of educational technology ( Multi media and mass media) Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship is to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended & web resources • Agarwal, J.P. (2013). Modern Educational Technology. Delhi: Black Prints. • Chauhan, S.S. (1978).A Text-Book of Programmed Instruction. New Delhi: Sterling Pub. Co. • Mangal, S.K. & Uma Mangal (2009). Essentials of Educational Technology. New Delhi. • Mohanty, J. (2007). Modern trends in Educational Technology, Neel Kamal publications Pvt.Ltd; New Delhi-110063 www.neelkamalpub.com • Mukhopadhyay, M. (2003). Educational Technology-Knowledge assessment( IInd edition). Shipra publications, New Delhi-110092 • Sharma, R.A. (1997). Technology of teaching. Loyal Book Depot, Meerut. 43 • Sharma, Y.K. & Sharma, M, (2006). Educational Technology and Management. Vol:1New Delhi: Kanishka Publishers and Distributors. • Web references www.ncert.nic.in/new_ncert/ncert/.../educational_technology.pdf www2.rgu.ac.uk/celt/pgcerttlt/systems/sys3.htm www.mu.ac.in/myweb_test/ma%20edu/ICT%20-%20Edu..pdf 44 BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching language-I Course no. 204 Title: Teaching of English Credits 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam : 3hrs Objectives To enable the pupil teachers to: • Know and understand the history & importance of English Language as a second Language • Know and understand the aspects of Language & the theoretical Knowledge of the different structures of the Language • develop the professional competencies regarding the different aspects of Language • Know and understand the different skills of teaching English in classrooms. UNIT 1 Psychology & History of Teaching Learning of English Language: Need & importance of Teaching of English as a language in India and in J & K; The Language Formula & NCF ( 2005); General and Specific Objectives of the teaching of English Language ; Instructional Objectives in teaching English; Use and Interference of Mother Tongue in teaching English for Syntax, Pronunciation, spellings. A review of English text books prescribed in the Indian schools to strengthen the skills of reading speaking and writing among students (Reflective Journal). UNIT II Aspects of Language: Introduction to the different structures of the English Language; Phonological Structure –Mechanism of speech, Received Pronunciation ( Problems And Prospects) phonemes –Vowels & Consonants, Diphthongs, stress , Intonation , Rhythm, meaning & Practice. Identification of the different local Phonemes in the Dogri and Hindi to interfere in the language of English (Reflective Journal) Morphological Structures –Meaning Importance types- free and Bound Affixes, Prefixes and suffixes, Derivational suffixes Verb forms ( Modals ) , Adjectives and Adverbs ( Development ,structuring and practical use) 47 BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching language-I Course no. 204 Title: Teaching of Sanskrit Credits 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam : 3hrs Objectives: To enable the pupil teachers to: o know and understand the history & importance of Sanskrit. o develop awareness of objectives of teaching Sanskrit at the Elementary and Secondary level. o understand the different aspects of Grammar. o get acquainted and frame Behavioral Objectives for teaching Poetry, Prose, Composition and Grammar in Sanskrit . o develop the skills of preparing and using effectively the instructional materials for the teaching of Sanskrit o get acquainted with the various devices of language learning. o appreciate and reflect on the contribution of contribution of Acharya Mamat, Vishav Nath, Kali Dass CONTENT Unit - I Sanskrit Language, Its dialects, Importance of Sanskrit as a Regional Language, Origin and development of Sanskrit. Objectives and problems of teaching Sanskrit at elementary and secondary level in J&K State. Sanskrit as a keeper of the National Heritage; Sanskrit for the Appreciation of Moral and Spiritual Values, Contribution of Acharya Mamat and Vishav Nath in Kavya Shastra. Sanskrit as a Driving Force for National Integration; Contribution of Kali Das (Abhigyan Shakuntalam) and Achara Bhasa (Svapna Vasdatta) Unit - II Aspects of Language Meaning and Definition of Grammar, Tradition of Indian Grammar, Need and Importance of Grammar, 48 Phonological Structure- Human Parts Producing sound, Classification of Phonemes-Vowels & consonants (Swar & Vaynjan), Identification of different local Phonemes in the Dogri to interfere in the language of Sanskrit (Reflective Journal) Morphological Structure- Meaning Importance Types- Free and bound Affixes, Prefixes and Suffixes, Verb forms, Adjectives, Adverbs (Development, Structuring and practical use) Syntactic Structure- Meaning and importance; Basic structures: Types of sentences-Statements (Affirmative & Negative) Interrogative, Imperative, Exclamatory, Optative Sentences (Development, Structuring & use) Differentiation in the single & compound & Complex structures of Sentences (Development and use) Unit- III Development of Language Skills: Listening - Meaning, Importance, Conditions for effective listening, Exercises for the development of listening skill Speaking – Meaning Importance, Causes of defective Pronunciation - need for correct pronunciation- activities to develop correct speech habits Reading – Meaning, Importance, Mechanism of reading - Methods of teaching reading, Types of Reading comprehension – Causes of Backwardness in reading Writing – Meaning, Importance of writing skill, Methods of teaching writing Hand writing- characteristics of good hand writing – Mechanics, causes of poor handwriting-ways to improving hand writing Unit- IV Behavioral Objectives: Meaning and importance of behavioral objectives, essentials of behavioral objectives for teaching of Sanskrit, Development of Skill objectives, difference between skill objectives and behavioral objectives Writing behavioral objectives for teaching Sanskrit - Prose, Poetry, composition and grammar, Role and qualities of Sanskrit Teacher. Sessional Work Listening to the different Sanskrit programmes on Radio and Television Channels – Practice & improvement in speaking- clarity, Structuring and Coherence (practical for Communicative Skills in Language) Prepare a Project Report on Sanskrit Shalokas of Bagvad Gita as a factor of promoting Indian Culture. Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. 49 Internship/field work Unit IV having the components/activities of the internship are to be to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended • Apte, D. G. and Dongre, P. K.: Teaching of Sanskrit in Secondary School, Acharya Book Depot, Baroda, 1980. • Bokil, V. P. and Parasnik, N. K.: A New Approach to Sanskrit, Loka Sangraha Press, Poona. • Chaturvedi, R. S.: Sanskrit Shikshan Padhati. • Govt. of India: Report of Sanskrit Commission. • Joyce, B. & Weil, M: Models of Teaching. Prentice Hall Inc., New Jersey, 1979 • Pal, H.R and Pal, R.: Curriculum – Yesterday, Today and Tomorrow. Kshipra, New Delhi, 2006. • Pal, H.R.: Methodologies of Teaching & Training in Higher Education. Delhi: Directorate of Hindi Implementation, Delhi University, 2000. • Kali Das (Abhigyan Shakuntalam) • Achara Bhasa (Svapna Vasdatta) 52 Books recommended • Gupta,Veena(2004) Dogri Vyakran J&K Academy of Art Culture and Language • Goswami Om Prof. Ram Nath Shastri J&K Academy of Art SamgarRachnavali, Culture and Language • Udhampuri Jitendra(1988) Dogri Sahitya Da Itihas J&K Board of School Education • Dogra Nutan Desh Bandhu Dogri Bhasha te Adas Di Arunima Prakashan (2011) Itihasak Parchol Udhampur • Gupta Veena (2006) Sadde Sahitkar Akhil Parkashan, Jammu • Manhas Shiv Dev Singh Bhagvat Parsad Sathe Te Sahitya Acadamy New Delhi (2005) Undian Khaniya • Sharma Champa Chete Di Rahol Chetan Parkashan • Goswami Om Lohku Sabadkosh J&K Academy of Art Culture and Language 53 BACHELOR OF EDUCATION (B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching language-I Course no. 204 Title: Teaching of Punjabi Credits 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam : 3hrs Objectives: To enable the pupil teachers to: • Know and understand the history & importance of Punjabi language. • Develop awareness of objectives of teaching Punjabi at the Elementary and Secondary level. • Understand the different aspects of Grammar. • Get acquainted and frame Behavioral Objectives for teaching Poetry, Prose, Composition and Grammar in Punjabi . • Develop the skills of preparing and using effectively the instructional materials for the teaching of Punjabi. • Get acquainted with the various devices of language learning. CONTENT Unit - I Punjabi Language, Its dialects, Importance of Punjabi as a Regional Language, Origin and development of Punjabi Language. Objectives and problems of Teaching Punjabi at Elementary and Secondary Level in J&K State. Punjabi as a keeper of the National Heritage; Punjabi for the Appreciation of Moral and Spiritual Values, Contribution of Baba Farid, GuruNanak Devji, Shah Hussain, Varis Shah, Bulleh Shah Punjabi as a Driving Force for National Integration; Contribution of Bhai Veer Singh , Amrita Pritam, Mohan Singh and Shiv Kumar Batalavi. 54 Unit - II Aspects of Language: Meaning and Definition of Grammar, Tradition of Indian Grammar, Need and Importance of Grammar, Phonological Structure- Human Parts Producing sound, Classification of Phonemes-Vowels & consonants (Swar & Vaynjan), Identification of different local Phonemes in the Dogri to interfere in the language of Punjabi (Reflective Journal) Morphological Structure- Meaning Importance Types- Free and bound Affixes, Prefixes and Suffixes, Verb forms, Adjectives, Adverbs (Development, Structuring and practical use) Syntactic Structure- Meaning and importance; Basic structures: Types of sentences-Statements (Affirmative & Negative) Interrogative, Imperative, Exclamatory, Optative Sentences (Development, Structuring & use) Differentiation in the single & compound & Complex structures of Sentences (Development and use) Unit- III Development of Language Skills: Listening - Meaning, Importance, Conditions for effective listening, Exercises for the development of listening skill Speaking – Meaning Importance, Causes of defective Pronunciation - need for correct pronunciation- activities to develop correct speech habits Reading – Meaning, Importance, Mechanism of reading - Methods of teaching reading, Types of Reading comprehension – Causes of Backwardness in reading Writing – Meaning, Importance of writing skill, Methods of teaching writing Hand writing- characteristics of good hand writing – Mechanics, causes of poor handwriting-ways to improving hand writing. Unit IV Behavioral Objectives: Meaning and importance of behavioral objectives, essentials of behavioral objectives for teaching of Punjabi, Development of Skill objectives, difference between skill objectives and behavioral objectives Writing behavioral objectives for teaching Punjabi- Prose, Poetry, composition and grammar, Role and qualities of Punjabi Teacher. Sessional Work Listening to the different Punjabi programmes on Radio and Television Channels – Practice & improvement in speaking- clarity, Structuring and Coherence (practical for Communicative Skills in Language) Prepare a Project Report on Punjabi Folk Songs as a factor of promoting Punjabi Culture. 57 Unit - II Aspects of Language: Meaning and Definition of Grammar Tradition of Indian Grammar, Need and Importance of Grammar, Phonological Structure- Mechanism of speech, Received Pronunciation (Problems and Prospects) Phonemes- Vowels & consonants, Diphthongs, stress, intonation, Rhythm, meaning and practice. Identification of different local Phonemes in the Urdu to interfere in the language of Urdu (Reflective Journal) Morphological Structure- Meaning Importance Types- Free and bound Affixes, Prefixes and Suffixes, Verb forms, Adjectives, Adverbs (Development, Structuring and practical use) Syntactic Structure- Meaning and importance; Basic structures: Types of sentences-Statements (Affirmative & Negative) Interrogative, Imperative, Exclamatory, optative Sentences (Development, Structuring & use) Differentiation in the single & compound & Complex structures of Sentences (Development and use) Unit- III Development of Language Skills: Listening: components- barriers in listening, activities to develop listening comprehension Speaking – components-objectives-barriers to speaking- need for correct pronunciation- activities to develop correct speech habits Reading - Objectives- Mechanism of reading - Methods of teaching reading Types of Reading comprehension - activities to develop testing reading comprehension Writing – its components, objective of teaching written expression Hand writing- characteristics of good hand writing – Mechanics, causes of poor handwriting-ways to improving hand writing. Unit IV Behavioral Objectives: Meaning and importance of behavioral objectives, essentials of behavioral objectives for teaching of Urdu, Development of Skill objectives, difference between skill objectives and behavioral objectives Writing behavioral objectives for teaching Urdu- Prose, Poetry, composition and grammar, Role and qualities of Urdu Teacher. Sessional Work Listening to the different Urdu pragrammes on Radio and Television Channels – Practice & improvement in speaking- clarity, Structuring and Coherence (practical for Communicative Skills in Language) Prepare a Project Report on Sufi Songs and Mushaira as a factor of promoting Urdu Culture 58 Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship is to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended • Hali Altaf Hussain Hubbe-e-Watan • Chakbast Brij Narayan Faryad-e-Quam • Illama Iqbal Walida Mehroom ki Yaad Main • Mehroom Talok Chand Noor Jahan Ka Mizar • Khan Rasheed Hassan Urdu Saraf-o-Nahav 59 BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Course No. : 204 Title : Teaching in Hindi Credit : 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam.: 3 Hrs. fgUnh f’k{k.k mís’;%& fgUnh f’k{k.k ds fy, lEcU/kh ;ksX;rkvksa dk fodkl djukA Hkkoh f’k{kdksa esa fgUnh Hkk”kk f’k{k.k dh dq’kyrkvksa dk fodkl djukA Hkkoh f’k{kdksa esa Hkk”kk;h dkS’kyks dk fodkl djukA Hkkoh fgUnh f’k{kdksa fgUnh f’k{k.k ds mís’;ks ls ifjfpr djkuk A ÁFke bdkbZ fgUnh Hkk”kk dk mn~Hko rFkk fodkl v Hkk”kk & ifjHkk”kk] egRo rFkk fofo/k :Ik ¼ekrHkk”kk] jk”VªHkk”kk] jktHkk”kk] lEidZ Hkk”kk] ek/;e Hkk”kk] lkfgfR;d Hkk”kk rFkk lapkj Hkk”kk½ A Hkk”kk f’k{k.k dh lkekU; fo’ks”krk,a ,ao egRo A v fgUnh Hkk”kk dh ,sfrgkfld i`”BHkwfe ¼laLd`r ls ysdj viHkza’k rd½ v fgUnh Hkk”kk dh miHkk”kk,a ,oa cksfy;k¡A v tEew rFkk d’ehj esa fgUnh Hkk”kk ds mís’; ,ao egRoA 62 [kUuk T;ksfr] **fgUnh f’k{k.k**] /kuir jk; ,-M+ lUt+] nsgyhA Xkks;y ,ñdsñ] **fgUnh f’k{k.k**] gjh’k Ádk’k.k efunj] vkxjkA eDdM+ ufjUn] **fgUnh f’k{k.k**] xqyukt+ ifCyds’kUl+] tkyU/kjA BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching subject-I Course no. 205 Title: Teaching of Social Science Credits 4 Total Marks: 100 Maximum Marks Internal: 40 Maximum Marks External: 60 Duration of Exam: 3hrs Objectives: To enable the pupil teachers to:- • Acquaint themselves with the concept of social science as an integrated/ interdisciplinary area of study. • Familiarize themselves with the concept of curriculum, text-books and co-curricular activities in social sciences. • Develop knowledge about the basic principles governing social sciences. • Prepare a lesson plan. Acquire competency to prepare lesson plans for teaching social sciences. • Understand some important areas of social sciences. 63 UNIT-I Meaning, scope and importance of social sciences in secondary schools. Core subject of social sciences, history, political science, geography, economics, interrelationship between them. Aims and values of teaching social science in secondary schools. Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing behavioural objectives for teaching of social sciences. UNIT-II Curriculum:-Meaning, importance and principles of designing a good curriculum for social sciences. Correlation, integration, concentric, spiral unit and chronological approaches in organizing curriculum for social sciences. Textbooks:- Meaning and importance of textbooks in social sciences. Qualities of a good textbook. Role of library and reference books in teaching of Social Studies. Co-Curricular activities: Meaning and importance of co-curricular activities. Steps for organizing co-curricular activities. Role and organization of the following in teaching of social studies:- • Debates and quizzes. • Excursion. • Visit to museums. • Supervised study • Dramatisation UNIT-III Lesson Planning:- Meaning and importance of a lesson plan. Unit and yearly lesson plans. Steps for preparing lesson plans through Herbartian and RCEM approach. Preparing a lesson plan on a topic of social science, remedial teaching. UNIT –IV Distribution of resources, environmental degradation and its preservation; disasters and preparedness, interdependence and interaction across space, migration of people, transport and communication, trade and commerce Sustainable development- economic growth and economic development, indicators of measuring the well being of an economy, Gross Domestic Product, poverty, food security, role and functions of money. Sessional Work • Analysis of a unit/chapter in a social science textbook to identify the concept. Note for Paper Setters 64 The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship are to be to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended • NCERT (2013) Social science publication division NCERT campus New Delhi. • S.K Kochar: Teaching of social studies • J.C .Aggrawal : Teaching of social studies BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching subject-I Course no. 205 Title: Teaching of Physical Science Credits 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam : 3hrs Objectives: To enable the pupil teachers to: • Acquaint themselves with the concept of physical science. • Familiarize themselves with the concept of curriculum, text books and co- curricular activities in physical science. • Prepare a lesson plan. • Understand some important areas of physical science. Unit -I 67 Unit -I Origin and development of biological science. History of biological science. Aims and values of teaching biological science in secondary school Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing behavioural objectives for teaching of biological science. Unit- II Curriculum: Meaning, importance and principles of designing a good curriculum for biological science. Concentric, topical and integrated approaches in organising curriculum for biological science. Textbooks: Meaning importance and role of textbooks in teaching of biological science. Qualities of a good textbook of biological science. Co-curricular Activities; Meaning, types and importance of co-curricular activities. Steps of organizing co-curricular activities. Unit -III Lesson planning: Meaning, importance and principles of writing lesson plans in teaching of biological science. Steps for preparing a lesson planning through Herbartian and RCEM approach. Preparing a lesson plan on a topic of biological science. Unit -IV Plant parts and their functions. Classification, Reproduction in plants- concept of asexual and sexual reproduction. Importance of plants as medicine and as source of food, fodder, fuel and oil. Animal diversity: Classification, Economic significance of animals. Cell- the basic unit of life, its generalised structure and function, Difference between plant and animal cell. Sessional work: Analysis of a unit / chapter in a biological science text book- to identify the concepts, principles and underlying scientific theories. Note for Paper Setters 68 The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship is to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended • Gupta ,S.D. & Sharma, D.R.(2002). Teaching of science. Malhotra brothers, Jammu. • Kohli, V.K. (2001). How to teach science.Vivek Publishers,Ambala city. • NCERT. (2013) .Science. Publication Division.NCERT Campus,New Delhi • Sharma, R.C. (1981). Modern Science Teaching.Dhanpat Rai Publishing Co. New Delhi. BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching subject-I Course no. 205 Title: Teaching of Mathematics Credits 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam : 3hrs Objectives: To enable the pupil teachers to: • study and to develop an understanding of the different aspects of Teaching Mathematics • study and Understand the objectives of Teaching Mathematics • study and Understand the Methods and Skills of Teaching Mathematics • study and Understand the use of Club and the teacher’s capacity making facilities in the Teaching of Mathematics UNIT I Mathematics –Structure and Knowledge 69 Meaning, nature and characteristics of mathematics; Processes in mathematics –mathematical reasoning, pattern recognition, algebraic thinking, geometric thinking (Van Hiele model of geometric thought), problem solving in mathematics creative thinking in mathematics. Structure of mathematics – Euclidean geometry -terms (undefined and defined terms), axioms, postulates and theorems; validation process of mathematical statements. Pedagogic content knowledge analysis for - facts, concepts, generalizations and procedures. Knowledge and teaching of Integers , Rational Number, Real Number Polynomials Quadratic Equation and congruency of Triangles. UNIT II Objectives and Methods of Mathematics Teaching Objectives of teaching mathematics-disciplinary, utilitarian, cultural, social and recreational. Anderson’s revised Bloom’s taxonomy of instructional objectives – specifications; task analysis; Objectives of teaching arithmetic, algebra, geometry. Application of Approaches and models of teaching mathematics – Inductive - deductive approach; Analytic –synthetic approach ; Guided discovery approach; Project method; Concept Attainment Model. Pedagogic content knowledge for the trigonometry and coordinate geometry, Primary Concepts in Geometry Trigonometric Ratios of Complementary Angles, Height and Distance. UNIT III Different Techniques of Teaching Mathematics Five E model – engage, explore, express, expand, evaluate; Drill and Review Work in Mathematics; Assignment techniques; Problem solving technique Supervised study technique; Oral work in Mathematics, Application of techniques for Ratio, Proportion ( equality of Ratios), Arithmetic Mean; Irrational numbers, Laws of Real Numbers & Integers and its examples’ UNIT IV Mathematics Club& the role of Teacher Mathematics Club: Concept Objectives, Importance, Different Activities of the Club in respect of the teaching of Circle, Partition of plane of a circle by the circle, Theorems on Circle and Chords of a Circle. Learning Teaching of Mathematics by co relating it with the science and geography- Area, speed Time, Volume & surface Area. Mathematics Teacher: Qualities and Competencies – listening, understanding and expression Sessional work Proving the criteria of Congruency through paper cutting and pasting; angle sum property of triangle (paper cutting and pasting) and angle some property of quadratic (paper cutting and pasting); Derivation of Quadratic formula; Representation of rational and irrational numbers on number line; Prove volume of cone = 1/3rd volume of cylinder and vice versa having same radius 72 Aims and values of teaching commerce in secondary school. Behavioral objectives, Meaning and importance of behavioural objectives, steps for preparing behavioral objectives for teaching of commerce. Unit- II Curriculum: Meaning, importance and principles of designing a good curriculum for commerce. Concentric, topical and integrated approaches in organising curriculum for commerce. Textbooks: Meaning importance and role of textbooks in teaching of commerce. Qualities of a good textbook of commerce. Co-curricular Activities: Meaning and importance of co-curricular activities. Steps of organising co- curricular activities. Unit -III Lesson planning: Meaning, importance and principles of writing lesson plans in teaching of commerce. Steps for preparing a lesson planning through Herbartian and RCEM approach. Preparing a lesson plan on a topic of commerce. Unit IV Difference between book keeping and accountancy. Journal, subsidiary books, ledgers, trail balance, errors and rectification trading, profit and loss accounts and balance sheets. Auditing, Interpretation of financial statements – Electronic accounting. Sessional Work: To prepare a balance sheet of a financial institution Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship are to be to be developed in the form of the Reflective Journal. All the activities under the internship are to be 73 evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books recommended • Aggarwal, J.C.(2009). Teaching of commerce. Vikas Publishing House Pvt. Ltd.Noida. • Gupta Rainu .(2009). Teaching of commerce. Shipra Publications. New Delhi. • NCERT. (2013) Commerce. Publication Division.NCERT Carnpus,New Delhi • Singh, Y.K.( 2005).Teaching of commerce.A P H Publishing, New Delhi. BACHELOR OF EDUCATION (B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching subject-I Course no. 205 Title: Teaching of Performing Art Credits 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam : 3hrs Objectives: To enable the pupil- teachers to • understand the importance, aims and objectives of teaching of Performing Arts • develop interest among pupil- teachers for Performing Arts • provide knowledge of different techniques of teaching of Performing Arts • acquaint the pupil- teacher with latest teaching skills • enable pupil- teachers to organize competitions and other related practical activities 74 Unit – I A brief history of Indian Music, Aims and Objectives of music as a subject in school curriculum Knowledge of swaras, division of swaras and measures of shruti. Voice Culture and its importance. Folk music: its role and significance in education Methods of teaching Music, Suggestions for popularization of Indian classical Music, setting up of music room (vocal and instrumental) Unit – II Knowledge of different parts of instruments Tanpura/ Sitar/ Tabla. Notation system of Pt V.N Bhatkande and Pt V.D Pulskar a) Knowledge of following Talas-ekgun, Dugun of tatra, Rupak, Kehrva, Japtal,Ektal, chartal and Teenta b) Non detail Ragas (only discription) of following Ragas Malkauns, Bhairav, Bhairavi, Yaman and Bhupali Unit – III Music Lesson Planning: (a) Meaning, importance and objectives (b) Construction of Lesson plan (General and specific) Qualities and training of music teacher Continuous & Comprehensive music Evaluation: Concept, Techniques and weightage distribution (VI to VIII, IX to X), Types of test items for evaluation, Essay type, short answer type, and objective type Unit – IV Audio- visual Aids for teaching Music Organization of Music Competitions and related practical activities Innovative Practices for teaching Music 77 Principles of art: Balance, Rhythm, Harmony. Dominance, Perspective. Place of art in daily life and education. Art room and its requirement. Unit – II Aims and objective of teaching Art correlation with the other school subjects. Method of teaching Art. a) Direct observation Method. b) Demonstration Method. c) Project Method. Child Art: Meaning, Importance, Stages. a) Scribbling stage. b) Pre- Schematic stage. c) Schematic Stage. d) Gang age. e) Adolescent Stage Unit – III Qualities and effective education of music teacher. Evaluation: Continues & Comprehensive. Evaluation: Concept, Techniques and weight age distribution (VI TO VIII, IX TO X).Types of test items for evaluation. Essay type, short answer type, and objective type. Audio- visual Aids for teaching Music. Unit – IV Lesson Planning: Need and importance. Preparation of composite Lesson plan: a) Still Life. b) Landscape. c) Composition. d) Design. e) Printmaking. Sessional Work: 1. Nature Study- 1 Full Sheet. 2. Composition- 1 Full Sheet. 3. Still Life- Half Sheet. 4. Poster- 1 Full Sheet. 78 5. Design for Rangoli. Note for Paper Setters The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units and the students are to attend four Questions from these units with the internal choice. The essay type Question carries 12 marks each. Unit IV having the sessional work/field work (section) could also be a part of the theory paper. Internship/field work Unit IV having the components/activities of the internship is to be developed in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits and hence all the activities are to be showcased by the trainee and are to be fully recorded with the complete certification of its genuineness. The Theory paper is to have 60 marks (external). 40 Marks are for the In House activities Books Recommended: • Abbate F.(1972), Indian Art, London: Octopus Books. • Birdwood, G.C.M. (1988), Art of India. Delhi: Rupa& Co. • Bharti Chetna, Teaching of Fine Arts. Ludhiana:Kalyani Publisher. • Chawla S.S (1986)Teaching of Fine Arts, Patiala : publication bureau Punjabi University. 79 BACHELOR OF EDUCATION ( B.Ed) Semester –II (For the examination to held in the year 2018, 2019 & 2020) Methodology of teaching subject-I Course no. 205 Title: Teaching of Health & Physical Education Credits 4 Total Marks : 100 Maximum Marks Internal : 40 Maximum Marks External : 60 Duration of Exam : 3hrs Objectives: To enable the pupil- teachers to: • Understand various aspects of teaching in health & physical education: • Develop understanding of Growth and Development. • Learn and understand the different methods of teaching Health and Physical Education • Be acquainted with the importance of recreation in Physical education. UNIT-I ASPECTS OF TEACHING IN THE HEALTH & PHYSICAL EDUCATION: