Modalities of Transaction and Assessment

PART A

There shall be mainly sox broad categories of modalities of transaction and assessment to be in operation of conduct of programme. The specificity of course and its corresponding modality is mentioned in the table. Further details of each modality are mentions thereafter.

 

The details of each modality of transaction and assessment are as below:

Sl.
No.,

Modality

Course of Programme

Nature of transaction

01

Type 1

Theory courses of semester I, II,III and IV

Class room presentations, Discussions, Seminars, Assignment and Tutorials, CAI Approach.

02

Type 2

Simulation Practices:

  1. Micro Teaching
  2. Macro Teaching
  3. College Base Teaching
  4. Use of Software and Open Source

Small Group Activities in the College premises. Recording and Reporting.

03

Type 3

Language Across Subjects
Understanding Self, Personality and Yoga
Research Projects
Reading and Reflection

Theoretical Presentations,
Discussion,
Demonstrations,
Practice under Supervision,
Field Work,
Report Writing

04

Type 4

Lab Work:
ICT -1 and ICT -2
Psycho-Social Tools and Techniques

Procedural Details of practical competency,
competency development exercises,
Skill assessment and recording

05

Type 5

Field work engagements
Type 1
Type 2

Orientation to the assignment,
Providing necessary instructions,
Undertaking work in school and field, Reporting.

06

Type 6

School Internship/Immersion – I

Practicing various roles of teacher at school premises,
Recording and
Reporting

Type 1 :- Modes of Transactions for Theoretical Courses:-

There shall be at least four period for theoretical courses per week where in the teacher shall lead to the learning either through lectures. Discussion, team teaching and any other activity where in the teaching staff will have key role in monitoring and any other activity where I the teaching staff will have key role monitoring and content dealing. There can be additional classes for seminar and student activities related to the paper in noon session.

There shall be assignment and periodical tests related to the theory and shall be consider for internal assessment. Seminars, Discussions, Hands on Experience shall be extended contextually. The list of the theoretical courses is as listed below:

S
E
M

Course

Course Title

Test

Field Assignment

Test

Tutorial

University
Examination

Total

FIRST-SEMESTER

PERSPECTIVE

Learners Growth and Development

5

10

5

10

70

100

Philosophical and Sociological Foundations of Education

5

10

5

10

70

100

Educational
Technology

5

10

5

10

70

100

PEDAGOGIC

Understanding
Discipline and
Pedagogy….1

5

10

35

50

Understanding
Discipline and
Pedagogy….2

5

10

35

50

SECOND SEMESTER

PERSPECTIVE

Learning and Teaching

5

10

5

10

70

100

Knowledge and Curriculum

5

10

5

10

70

100

Education In Contemporary India

5

10

5

10

70

100

PEDAGOGIC

Pedagogic Tools, Techniques and Approaches

5

10

5

10

70

100

THIRD SEMESTER

PERSPECTIVE

Educational Management and Organization

5

10

5

10

70

100

Educational Evaluation and Assessment

5

10

5

10

70

100

OPTIONAL

Guidance And Counseling /
Value Education/ Health And Physical Education/
Women Education/
Peace Education/
Human Resource Development.

5

10

5

10

70

100

PEDAGOGIC

Subject Specific Pedagogy 01

5

10

35

50

Subject Specific Pedagogy 02

5

10

35

50

FOURTH SEMESTER

PERSPECTIVE

Gender, School and Society

5

10

5

10

70

100

Inclusive Education

5

10

5

10

70

100

Point to be noted: Optional Courses are GUIDANCE AND COUNSELLING / VALUE EDUCATION/HEALTH AND PHYSICAL EDUCATION/WOMEN EDUCATION/PEACE EDUCATION/HUMAN RESOURCE DEVELOPMENT. Students are required to choose
any one from these two.

Type 2: Simulation Practices (2 Credits)

There are the activities already in different Universities. They are to be done in the institute campus using facilities available in the institute. The necessary organizational facilities, infrastructure is provided to the student teachers. There can be group of ten students that can be attached to each teacher educators for guidance and submission of report and reflective session. Some of the tasks can also be given for completion in the group of two or three student teachers.

    •  Micro teaching.
    •  Video lesson observation and criticism.
    •  Skill integration lesson presentation with peer group.
    •  ICT mediated lesson with peer group.
    •  Video recording lesson of peers in simulation classes.
    •  Concept analysis and presentation on subject content.

Video Lesson Activity:
Observation of video lessons: each student – teacher has to observe at least two video recorded lessons of experts and prepare observation notes. Format of observation has to be supplied by the teacher educator.

Sl.No.

Particulars

Marks

01

Practicing any six micro teaching skills- Three in each pedagogy

6 x 5 =30

02

School based lesson on integration of skills, one in each pedagogy

5 x 2 =10

03

Two college lessons on integration of skills, one in each pedagogy

5 x 2 =10

Total

50

Type 3: Competency Based Instruction:

SL
No

Course input / Exam scheme

Credits

Assessment Marks

Internal Marks

External Marks

Minimum to Pass

Total

01

Language Across Subjects

02

50

25

50

02

Understanding Self, Personality & Yoga

02

50

25

50

03

Fine Arts and Theatre

02

50

25

50

04

Research Project

02

50

25

50

05

Reading and Reflection

02

50

25

50

The teacher Educators has to demonstrate the competencies and its contextual use, allow the students to practice for mastery.

Type 4: Lab Works:

ICT Basic: 2 Credits
ICT Application: 2 Credits

The Lab activities are intensive systematized task activities to be taken under the supervision of teacher educator within the institute campus. TEI’S are expected to establish required labs with infrastructure and equipments.

SL
No

Course input / Exam Scheme

Credits

Assessment Marks

Total

Internal Marks

External Marks

Minimum to Pass

01

Conduct of Practicum in the Lab Situation

02

20

20

02

Conduct Practicum field based and presenting as report

03

Reporting the Journal record and submission

04

Examination for in Lab Work

20

20

05

Viva-Voce on Lab Woks

10

10

Total

02

50

25

50

ICT will have activities that will equip the student to use computers, camera, and video camera. Audio recording software’s, research and data Analysis software’s digital publication activities, web related activities and any other advances that are useful and related with empowering teachers and teacher educators.
The list of activities to be done in the ICT Lab shall as listed in the practicum list of the syllabus. There shall be two types of activities.

Set – A: Shall have following procedure (Individualized in lab work)

      1.  Orientation for 15 to 20 minutes.
      1.  Demonstration of the activity.
      1.  Presenting the details of the exercise by the student.
      1.  Exercise practice and output print if necessary.
      1.  Writing the details of the activity in the journal and submission for the tutor’s signature.

Set – B: Shall have following procedure (In Lab with work presentation)

Basic Competencies:-

    •  Use of Word, Spread Sheet and related Office Applications.
    •  Development of Power point presentation
    •  Nudi Kannada Soft ware keying.
    •  Web search and email use.
    •  Video recording, audio editing and providing back ground voice adding
    •  Using still camera for creating of picture files and use for teaching.
    •  Use of graphic soft ware.
    •  Searching of open source material and use.

Additional Activities:

      1.  Write a report on the features and use of smart board in teaching – learning
      1.  Collection of e-resources and Reporting (Text-Books, Articles, Reports, Theses; Audio and Video Files related to educational technology)
      1.  Critical review of UNESCO ICT Competency standards for Teachers – 2008
      1.  Write a report on INSAT programs.
      1.  Developing Educational blog in 

www.blogger.com

ww.wordpress.com

      1.  Develop the news groups and report.
      1.  Comparative study of ICT syllabus of School Education and Teacher Education of Various organizations.
      1.  Evaluating Educational broad casts in the Radio / T.V
      1.  Evaluation of websites related to educational programmes.
      1.  Creating an account in Wikipedia/wiki educator/wiki spaces and adding/editing content.
      1.  Creating an Account in Teacher tube / slide share and sharing your video/PowerPoint. View and comment on others contributions.
      1.  Use one of the concept map tool (free mind, VUE) and write a report.
      1.  Use one of the E-book Tools (Sigil, caliber) for creating and editing books and report.
    1.  Preparation of CAI for Classroom learning.
Language across the Curriculum

COURSE OBJECTIVES

    • To enable the student teacher
    •  To understand the language background of students.
      • To understand the nature of classroom discourse
      • To develop strategies for using oral language in the classroom.
    • To understand the nature of reading in the content areas in different school subjects.
    •  To understand the nature of writing in specific content areas in school subjects.

Instructions to Conduct Language across the Curriculum

    •  This practicum should complete throughout the semester I
    • Student teachers should be formed in groups. Each group consists 7/8 student teachers and one teacher educator.
    •  Teacher educator of each group should make provision to cover all the suggested activities given below under each unit.
    •  Each student teacher should select one of the suggested activities for each unit. Two Activities per two pedagogies. He should prepare the suggested activities and present it in the group. He should write the report of all the selected activities in two to three pages.
    •  Figures into the right side indicate marks.

Some of the Suggested Activities given for Language across the Curriculum:-

UNIT: 1:- MULTILINGUALISM IN THE CLASSROOM

    •  Seminars on “Medium of Instruction”, Discussion
    • Language of School Subjects – Kannada, English, Hindi, Mathematics, Science, Social Science – Survey report , Presentation and Discussion
    • Dialect and Subject Teaching –Survey report, Presentation and Discussion
    • Subject and Technical Words – Consultancy Report and Discussion
    •  Preparation of subjective dictionary for the school subjects, reporting and discussion
    •  Communicative Language of different school subjects – Paper presentation
    •  Standard form of Language and Subjective Matter- Framework – Reporting and discussion
    •  Preparing Subjective Language Resource material –reporting and discussion
    •  Comparative Case Study report on acquisition of language of different subjects
    • Critical analysis of subject text books on the basis of language – reporting and discussion
    •  Co-curricular activities and Communicative Language– Observation report-Discussion
    • Measures taken by the school to develop subjective Vocabulary – Survey report and discussion
    • Acquisition Level of Listening and Speaking skills of a student – Case study based report and discussion
    • Acquisition Level of Reading skill of a student – Case study based report and discussion
    • Acquisition Level of writing skill of a student – Case study based report and discussion

Objective: – 2. A. To understand the nature of classroom discourse

    •  Communicative problem of students – observation report, discussion
    •  Influence of Dialect on Subject Teaching –observation report, discussion
    • Problematic areas of Verbal Communication in different subjects- Survey report and discussion
    • Problematic areas of Non- Verbal Communication in different subjects- Survey report and discussion
    •  Preparation of symbolic language dictionary for the school subjects, reporting and discussion
    • Conducting Diagnostic Test on Language of different subjects – Reporting and discussion
    •  Learning Problems of students belongs to the Language Minority in different school subjects–Survey report and discussion
    •  Classroom situation and Classroom discourse –Observation report and discussion
    •  Using effective Tools and Techniques of class room communication – observation report and discussion
    Language Problems of Special children’s – Survey report and discussion.

Objective: – 2.b. To develop strategies for using oral language in the classroom

    •  Preparing question bank for the subject area content-presentation and discussion
    •  Preparation of discussion plan for the subject area content-presentation and discussion
    • Preparation of dramatization plan for the subject area content-presentation and discussion
    •  Preparation of Quiz plan for the subject area content-presentation and discussion
    •  Preparing oral test for the subject area content and discussion

Objective 3:-To understand the nature of reading in the content areas in different school subjects.

1. Constructing Reading comprehension Activities in different school subjects Reporting and Discussing

2. Types of Prose and different school subjects – Planning for reading comprehension, Reporting and discussing
3. Preparing Reading Strategies for different subject area contents – Reporting and Discussing
4. School subject content area text and critical reading – Planning, reporting and discussion
5. School subject content area text and extension reading – Planning, reporting and discussion
6. School subject content area text and creative reading – Planning, reporting and discussion
7. School subject content area text and intensive reading – Planning, reporting and discussion
8. School subject content area text and rapid reading – Planning, reporting and discussion
9. School subject content area text and skimming – planning, reporting and discussion
10. School subject content area test and scanning in reading – Planning, reporting and discussion
11. Subject Dictionary and Reading comprehension –Planning, reporting and discussing
12. Plan for reading comprehension of ‘symbol language’ in content area texts of school subjects
13. Conducting Diagnostic Test on Reading comprehension of different subject’s content area – Reporting and discussion
14. Problems of reading comprehension –survey report, discussion
15. Reading Comprehension – Comparative Case study based report and discussion

Objective 4: – To understand the nature of writing in specific content areas in school subjects.

1. Collection of Articles on content areas of different subjects –Analysis and discussion
2. Translation of content area texts of different subjects- Preparing Model translation script, reporting and discussing
3. Preparing Writing Strategies for different subject area contents – Reporting and Discussing
4. School subject content area text and critical writing, reporting and discussion
5. School subject content area text and extension writing – Planning, reporting and discussion
6. Concise writing using précis sheets –Plan for content area text, reporting, discussion
7. Expansion writing using précis sheets –Plan for content area text, reporting, discussion
8. Report writing –Preparation of Model report, reporting, discussion
9. Article writing – Preparation of Model Article, reporting, discussion
10. Letter writing –Collection of different types of Letters, reporting, and discussion
11. Creative writings –Collection of Creative writings, reporting, discussion
12. Reflective writing –Preparing a writing Model, Reporting and discussion
13. Question-answer writing – Survey of exam or test papers, reporting and discussion
14. Preparing Supplementary Writing Strategies for different subject area contents – Reporting and Discussing
15. Good Hand writing and maintenance of practical records of different school subjects – Preparing Model practical record, discussion

Type 5: Filed Work:

(To be taken during Semester III and IV during Engagement with Filed Work Sessions)

Under this mode there will be set of assignments to be undertaken with the guidance of assigned teacher. All the assignments are to be undertaken with the guidance of assigned teacher. All the assignments are to be undertaken during school visit and immersion period the required theoretical orientation needs to be arranged in the lecture classes. The candidate has to visit the field and undertake the work and present the report. If required the intermittent assessment by guide will be done through group discussion and individual presentation. Some of the specimen assignment is listed below:

  1. Development of Specific theme based lesson plans and reaching in vivo (real class room situation) or in vitro (college based situation). Student has to design a lesson to be video recorded and edited if required and should be presented as pedagogic exemplary on a specific approach, method or technique.
  2. The student has to select one institute to study a theme (Ex: discipline, inclusiveness, value inculcation, school cleanliness etc) and should present the report along with the scope for futuristic improvement. This has to be data based and has to be original in its nature.
  3. The teacher shall study at least three unique types of students as case study. They may be the case of differentially abled, slow learners, genius or of unique nature.
  4. The student shall visit either DIET or any Teacher Education Institution Institute and will observe ten randomly chosen lessons of teacher educators and prepare a quality assessment report with merits and demerits. The student shall select one programme in operation, such as: School Day. Science Exhibition, Prathibha Karanji, Ba Marli Shalege, National Festival Day etc., and document the event asses the status and present a report for its improvement.
  5. The student shall select any one issue of the National/State policy and observe the implantation and effectiveness in selected three to five institute and report as document.
  6. Any other activity similarly designed and notified by the University.

For development of and reporting the student shall use all the student use all the ICT Skills that he has learned in the first two semesters and will present with multimedia digital form as for as possible.
Some of the Schemes of Assignment for XI –XII Pedagogic Courses in the fourth semester are listed below:

School Intervention Competency Development (SIC-D)
Under this assignment each student will undertake intervention activity in the school. For this purpose there will be orientation on various aspects of intervention. Some of the themes are presented below:

  1. Identification of poor resources utility and its optimization.
  2. Introducing to updated pedagogy and TLM and experimenting.
  3. Evolving activities for Higher Secondary / Secondary School and incorporation to inculcate the inputs for the neglected components of educational policy.
  4. Strengthening the programme presently undertaken by the Government oat school level so as to improve the quality.

Every student will decide upon the programme after consulting the stake holders and cooperating partners of the programme. After the approval of the guide the programme will be implemented in a school / college for a alimented period of about a month. The details of the intervention should be reported. If required the same may be presented in the M.Ed group discussion class.

A Few more Suggestive Activities:
Systematic study of problems from subject areas through collection of information from different sources  – one Practicum in each subject – Records / short reports to be maintained.
Capacity building Programme: The aim of the activity is to equip student teachers to face the challenges of classroom situation in a multicultural society and also uplift the quality of teacher education in par with the global standards. Any activity that can enrich the student teacher by considering the individual potentialities of learner’s can be undertaken.
Group Practicum –Video Script: – Developing, Enacting, Recording and uploading one video script based on a single theme. The task can be undertaken in groups with 3 to 5 members.
Seminar / Presentation: – The student – teacher has to take up either a seminar or any presentation to show his active involvement in the classroom transaction. The participation / involvement in classroom activities have to be assessed by the teacher using criteria self developed.
Subject association activity: – Participation / Contribution and reporting of the student-teacher in the subject association activities organized weekly pedagogic groups.
Reading and Reflecting Context: – The aim of this course is to enable student-teachers to enhance their capacities as readers and writers by becoming participants in the process of learning and to respond to a variety of texts in different ways and also learn to think together. The aim is also to engage with the readings, interactively – individually and in small groups. Each student teacher is expected to read a variety of texts, including empirical, conceptual and historical work, policy documents studies about schools, teaching, learning etc. and to prepare reflective notes. Reflective session on themes may be organized regularly.
Multiple Choice Questions:– MCQ Test Battery: The student-teacher has to prepare Multiple Choice Question Test batteries with 40 items each the syllabi based on of the specific Units. This assignment should be mandatory for Higher Secondary Student teacher.
Assignment: Teaching Learning Material Development:
The B.Ed Student shall undertake development of TLM under this assignment. The student will be assigned with a guide for this purpose. The TLM can be on any of the following levels.

  1. LPS/HPS Curriculum Subjects
  2. Secondary School Curriculum Subjects.
  3. Learning and Teaching issues proposed in the national and state educational policies.

In Special Occasion in consultation with guide TLM, Can be for Higher Education courses. The developed material should be original in nature, by the candidate. It should not be the copy of already prepared by someone. The material may have multimedia, activity centered or any other format according to certain Principles of learning – teaching Strategies. The TLM should be a complete package with objectives, material, testing material and assessment procedure. The developed material needs to be tried on a small sample and the report of its effectiveness should be in the form of a report. The report with the approval of guidance should be submitted and also be presented in the pedagogic classes.

Type 6: List of the Practical Work to be taken during Internship

List of the Practical Work to be taken during Internship:

The detailed procedure is provide in courses details of immersion Programme. Some of the Practical’s to be taken the course are:

    • Teaching Aid
    • Book Review
    • Blue Print (Subject -1)
    • Action Research / Case Study
    • Literacy Programme
    • Co-curricular Activity
    • Organization of Parental Programme
    • Analysis of Result of any on Class
    • Psychological Testing
    • Observation of Experienced School Teachers
    • Viva & Co-Curricular Activity
    • Education Forum
    • Project Based Learning

PRACTICAL: Activities and Assessment Pattern

SEMESTER I
EPC: – ICT Basic

Sl.
No.

Items

Internal Marks

External Marks

1

Assignment / Lab Records

10

2

Practical Exam

15

 

3

One Test

05

4

Communication Skill Practice Pedagogy 01

10

5

Communication Skill Practice Pedagogy 02

10

 

Total

50

00

 EPC: -Psycho Social Tools and Techniques

Sl.
No

Course input / exam scheme

Credits

Assessment Marks

Int.

Ext.

Minimum to pass

Total

1

Conduct Of Practicum in Lab Situation and Reporting

2

15

 

15

2

Conduct of Practicum at Schools – Field Based And Presenting as Report

20

 

20

3

Test at Lab Work

5

 

5

4

Field Visit and Reporting

5

 

5

5

Viva-Voce

5

 

5

Total

2

50

 

50

EPC:- Language Across the Curriculum

Sl.No.

Particulars

Marks

01

Activities Dairy

05

02

Dairy Based Test

05

02

Activity in Unit – 1

10

03

Activity in Unit – 2

10

04

Activity in Unit – 3

10

05

Activity in Unit – 4

10

Total

50

Note: Conducting 4 Activities (One from each Unit) at Schools and Reporting

EPC:- Micro Teaching and Integration

Sl.No.

Particulars

Marks

01

Practicing any six micro teaching skills- Three in each pedagogy

6 x 5 =30

02

School based lesson on integration of skills, one in each pedagogy

5 x 2 =10

03

Two college lessons on integration of skills, one in each pedagogy

5 x 2 =10

Total

50

 SEMESTER II

EPC: – ICT Applications

Sl.No

Course input/exam scheme

Credits

Assessment Marks

Int.

Ext.

Min. to pass

Total

1

Conduct of Practicum in lab situation

2

05

 

 

20

2

Conduct of Practicum field based and presenting as report

10

 

 

3

Reporting the journal record and submission

05

 

 

4

Examination for in lab work

20

 

 

20

5

Viva-voce on ICT works

10

 

 

10

Total

2

50

 

25

50

 EPC: – Understanding Self, Personality and Yoga

Sl.No

Areas

Marks

1

Internal Test / Exam(Theory as per the syllabus)

10

2

Records – (About Yoga and as per individual selection of contents for practical test)

10

3

Practical test and viva (10+10) (As per the practical test criteria)

30

Total

50

EPC: – Simulated and ICT Based Lessons (Either school or College based)

Sl.No

Particulars

Marks

1

Two Non ICT Mediated Lessons on Integration of Skills, Two in Each Pedagogy

2×5=10

2

Four ICT Mediated Lessons on Integration of Skills, Two in Each Pedagogy

4×10=40

Total

50

 SEMESTER III
EF: – School and Field Visit – Reflective Dairy

Sl.No

Particulars

Marks Distribution

Marks

1

School Visit – Reflective Dairy

Lesson Observation

15

25

Records

05

Meeting

05

2

Field Visit – Reflective Dairy

DIET

05

25

BEO

05

BRC

05

Residential School

05

Special School

05

Total

50

 EPC: – Understanding Drama and Art in Education

Sl.No

Criteria

Marks

1

Content based test

05

2

Conducting Drama Games and Reporting

05

2

Visiting to the theater / Music / Art related Places and Reporting

10

3

Presentation of skit / street play / mini play/ Value based drama

10

4

Presentation of the content using drama and art elements Pedagogy 01

10

5

Presentation of the content using drama and art elements Pedagogy 02

10

Total

50

 EPC: – Research Project

Sl.No

Criteria

Marks

1

Proposal

10

2

Execution

20

3

Report

05

4

Research Test

10

5

Viva

05

Total

50

EPC and EF : – Teacher Placement and CET

Sl.No

Criteria

Marks

1

Content based test

20

2

Field assignment

10

3

Mock CET Examination

10

4

Mock VIVA

10

Total

50

IV SEMESTER

PDC: – Advanced Pedagogy of School Subjects (APOSS)

Sl.No

Particulars

Marks

1

4 Activities in APOSS -1

4×10=40

2

Viva in APOSS – 1

10

3

4 Activities in APOSS – 2

4×10=40

4

Viva in APOSS – 2

10

Total

50+50=100

 EPC: – Reflecting Reading and Writing

Sl.No

Criteria

Marks

Total

1

Reflection on Activities

2×5

10

2

Reflection on Teaching

4×5

20

3

Text to Self Reflection

1×5

5

4

Summary on Scene

1×5

5

5

Expository Writing

1×5

5

6

Any Other

1×5

5

Total

 

50

SEMESTER III
                                         mmersion Programme

PDC: – Weightage Distributions under the Unit Plan Based Lesson

Events

Duration / observation

Marks

Total

Unit Plan

 

05+05

10

Presentation(3+3)

01+01=02

05+05

10

Unit Test

01+01=02

10+10

20

Remedial Teaching

01+01=02

05+05

10

Total

50

50

IV SEMESTER

PDC: – Weightage Distributions under the Immersion Prgramme

Events

Duration / observation

Marks

Total

Block Teaching (8+8)

3+3=6

15+15

30

Criticism Lesson

1+1=2

10+10

20

General Lesson (Non observation)

5+5=10

Observation Record

30 Lessons Observation (each pedagogy)

05+05

10

Innovative Lesson

1+1=2

10+10

20

TLM and ICT Lesson

1+1=2

10+10

20

Co-School Activities

4 activities

20

20

Reflective Dairy (Daily Activities)

01

20

20

Viva Voce

01

10

10

Total

150

 PDC:- Test Lesson/ Practical Lesson

Events

Duration / Observation

Marks

Total

Two Practical Examination Lesson – One in each pedagogy

01+01

50+50

100

Perspective and Pedagogic Course: –  Semester End Examination Theory Question Papers Pattern :
Duration: 3 hours                                                                               Maximum marks: 70

Section

Types Of Questions

Marks

Total

A

Four Long Answer Type Questions with internal choice( At Least One Question From Each Unit is Mandatory)

4 X 10

40

B

Three Short  Answer Type Questions Out of Four ( At Least One Question From Each Unit is Mandatory)

3 X 5

15

C

Five Very Short Answer Type Questions Out of Six ( At Least One Question From Each Unit is Mandatory)

5 X 3

15

Total

70

PDC:-  Semester End Examination Theory Question Papers Pattern : Pedagogy Courses
Duration: 2 hours                                            Maximum marks: 35

Section

Types Of Questions

Marks

Total

A

Two Long Answer Type Questions Out of Three  ( At Least One Question From Each Unit is Mandatory)

2 X 10

20

B

Four Short  Answer Type Questions Out of Six ( At Least One Question From Each Unit is Mandatory)

3 X 5

15

Total

35

MODALITIES OF TRANSACTION AND ASSESSMENT:\

In puts: The B.Ed Programme has various inputs designed with the due proportion prescribed by the NCTE. The details are provided in the following three tables.

Theoretical Courses, Practice lesson Field Engagement, Co-Practice lesson in puts and their proportions to the total:

 

I-SEM

II-SEM

III-SEM

IV-SEM

Total

Theory

16 Credits/400
(16.67%)

16 Credits/400
(16.67%)

16 Credits/400
(16.67%)

8
Credits/200
(8.33 %)

1400
(58.33%)

Practical

8
Credits/200
(8.33%)

8
Credits/200
(8.33%)

8
Credits/200
(8.33%)

16
Credits/400
(16.67%)

1000
(41.67%)

Total

24
Credits/600
(25%)

24
Credits/600
(25%)

24
Credits/600
(25%)

24
Credits/600
(25%)

96 Credits/2400
(100%)

(Percentages are, out of the total marks for the programme)

 Practice Lessons across Four Terms

SEMESTER

COMPONENT

DETAILS OF INPUTS

I

  • Microteaching: (Six Skills)
  • Skill of Introduction
  • Skill of probing questions
  • Skill of explanation
  • Skill of illustrations with examples
  • Skill of stimulus variation
  • Skill of reinforcement

Skill with full repeat cycle and with video-feedback
Two lesson per pedagogy subject

  • Simulation:
  • Integration and overall skill with teaching-learning process for 15 min. each

(School base)

One per pedagogy subject

  • Simulation Lesson:
  • College base

One per pedagogy subject

II

  • Simulation with ICT:
  • (at least 2+2 lessons with ICT mediation)minimum 20 minutes per lesson

10 marks per lesson
5 marks per general Lesson

One per pedagogy subject, total two lessons

  • Observation of School Lesson

Two lessons per pedagogic subject

III

  • Unit plan Based Lessons

At least three lesson+1 unit test period per pedagogic subject

  • Lesson under Block Teaching

Three weeks eight lesson per pedagogic subject and one criticism lesson with each subject

IV

  • Immersion Lessons
  • TLM and ICT Based Lessons
  • Practical Lessons

Fifty days
(Details are given in the immersion programme in the syllabus)

A High Quality and standard faculty