Session 2015-16 FINAL COURSE LIST

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203 Session 2015-16 FINAL COURSE LIST

F CL BR S ^{COURSE No.} TITLE T/P CR CON ES GT CFN

I SEMESTER

3 BD XX 1 EDM 101 Childhood and Growing Up T 4 150 50 200 T 3 BD XX 1 EDM 102 Contemporary India and Education T 4 150 50 200 T

3 BD XX 1 EDM 103 Basics of Pedagogy T 4 150 50 200 T

3 BD XX 1 EDM 104 Epistemological & Sociological Perspectives

of Education T 4 150 50 200 T

3 BD XX 1 EDM 105 Language Across the Curriculum T 3 150 50 200 T 3 BD XX 1 EDM106 Language and Communication Skills (Hindi) P 2 150 50 200 P 3 BD XX 1 EDM 107 School Internship- I P 4 150 50 200 P

3 BD XX 1 EDH 101 Drama and Theatre P 2 150 50 200 H

II SEMESTER

3 BD XX 2 EDM 201 Learning and Teaching T 4 150 50 200 T 3 BD XX 2 EDM 202 Assessment for Learning T 4 150 50 200 T 3 BD XX 2 EDM 203 Environmental Education T 3 150 50 200 T 3 BD XX 2 EDM 204 Language and Communication Skills

(English) P 2 150 50 200 P

3 BD XX 2 EDM 206 Pedagogy of Teaching Biology T 4 150 50 200 T 3 BD XX 2 EDM 207 Pedagogy of Teaching Commerce T 4 150 50 200 T 3 BD XX 2 EDM 208 Pedagogy of Teaching Drawing & Painting T 4 150 50 200 T 3 BD XX 2 EDM 209 Pedagogy of Teaching Economics T 4 150 50 200 T 3 BD XX 2 EDM 210 Pedagogy of Teaching English T 4 150 50 200 T 3 BD XX 2 EDM 211 Pedagogy of Teaching Hindi T 4 150 50 200 T 3 BD XX 2 EDM 212 Pedagogy of Teaching Home Science T 4 150 50 200 T 3 BD XX 2 EDM 213 Pedagogy of Teaching Mathematics T 4 150 50 200 T 3 BD XX 2 EDM 214 Pedagogy of Teaching Music T 4 150 50 200 T 3 BD XX 2 EDM 215 Pedagogy of Teaching Sanskrit T 4 150 50 200 T 3 BD XX 2 EDM 216 Pedagogy of Teaching Science T 4 150 50 200 T 3 BD XX 2 EDM 217 Pedagogy of Teaching Social Sciences T 4 150 50 200 T 3 BD XX 2 EDH201 ICT For School Teaching learning &

Management

P 2 150 50 200 H 3 BD XX 2 EDC 271 Development of Teaching -Learning Aids P 2 200 C

3 BD XX 2 CAC 271 Co-curricular Activities -I P 2 200 C

III SEMESTER

3 BD XX 3 EDM 301 School Internship- II Academics P 6 150 50 200 P 3 BD XX 3 EDM 302 School Internship- II Administration and

Other Experiences

P 6 150 50 200 P 3 BD XX 3 EDH301 Understanding and Strengthening Self P 2 150 50 200 H

3 BD XX 3 EDC 371 Scouting & Guiding P 1 200 C

3 BD XX 3 EDC 372 Yoga and Physical Education P 2 200 C

3 BD XX 3 RDC 371 Rural development and Social Service P 2 200 C IV SEMESTER

3 BD XX 4 EDM 401 Creating an Inclusive School T 4 150 50 200 T 3 BD XX 4 EDM 402 Knowledge and Curriculum T 4 150 50 200 T 3 BD XX 4 EDM 403 Gender School and Society T 4 150 50 200 T

3 BD XX 4 EDM 405 Action Research T 4 150 50 200 T

3 BD XX 4 EDM 406 Distance Education T 4 150 50 200 T

3 BD XX 4 EDM 407 Guidance & Counseling T 4 150 50 200 T 3 BD XX 4 EDM 408 Population Education T 4 150 50 200 T

3 BD XX 4 EDM 409 Teacher Education T 4 150 50 200 T

3 BD XX 4 EDM 410 Value Based Education and Spiritual

Consciousness T 4 150 50 200 T

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3 BD XX 4 EDC 471 Indian Civilization and Religious Studies T 2 200 C 3 BD XX 4 GKC 471 General Knowledge and Current Affairs T 2 200 C

3 BD XX 4 CAC 471 Co-curricular Activities -II P 2 200 C

3 BD XX 4 EDW 401 Banking P 2 200 W

3 BD XX 4 EDW 402 Book Binding P 2 200 W

3 BD XX 4 EDW 403 Development of Teaching Models and

Material P 2 200 W

3 BD XX 4 EDW 404 Embroidery P 2 200 W

3 BD XX 4 EDW 405 English Journalism P 2 200 W

3 BD XX 4 EDW 406 Horticulture P 2 200 W

3 BD XX 4 EDW 407 Hindi Journalism P 2 200 W

3 BD XX 4 EDW 408 Leather Craft P 2 200 W

3 BD XX 4 EDW 409 Management of Canteen of an Educational

Institution P 2 200 W

3 BD XX 4 EDW 410 Social Survey P 2 200 W

3 BD XX 4 EDW 411 Tourism P 2 200 W

Note : Student has to select courses as per following details

SEMESTER Nature of Courses Course No ^{No. of}

Courses for which a student has to be registered SEMESTER I Compulsory For All EDM 101, EDM 102, EDM 103, EDM 104, EDM 105, EDM

106, EDM 107 & EDH 101 8

SEMESTER II Compulsory For All EDM 201, EDM 202, EDM 203, EDM 204, ,EDH 201, EDC 271 & CAC 271

7+2=9 Method Courses;

Any Two Courses related to Stream of the student

EDM 206, EDM 207, EDM 208, EDM 209, EDM 210, EDM 211, EDM 212, EDM 213, EDM 214, EDM 215, EDM 216, EDM 217

SEMESTER

III Compulsory For All EDM 301, EDM 302, EDH 301, EDC 371, EDC 372 & RDC

371 6

SEMESTER IV

Compulsory For All EDM 401, EDM 402, EDM 403, EDC 471, GKC 471 & CAC 471

6+1+1=8 Elective Courses;

Any one Course

EDM 405, EDM 406, EDM 407, EDM 408, EDM 409, EDM 410

Work Experience Courses;

Any one Course

EDW401, EDW402, EDW403, EDW404, EDW405, EDW406, EDW407, EDW408, EDW409, EDW410, EDW411

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Session 2015-16 FINAL COURSE LIST

I SEMESTER

F CL B R

S COURSE No.

TITLE T/P CR CON ES GT CFN

3 BD XX 1 EDM 101 Childhood and Growing Up T 4 150 50 200 T 3 BD XX 1 EDM 102 Contemporary India and Education T 4 150 50 200 T

3 BD XX 1 EDM 103 Basics of Pedagogy T 4 150 50 200 T

3 BD XX 1 EDM 104 Epistemological & Sociological Perspectives

of Education T 4 150 50 200 T

3 BD XX 1 EDM 105 Language Across the Curriculum T 3 150 50 200 T 3 BD XX 1 EDM106 Language and Communication Skills (Hindi) P 2 150 50 200 P 3 BD XX 1 EDM 107 School Internship- I P 4 150 50 200 P

3 BD XX 1 EDH 101 Drama and Theater P 2 150 50 200 H

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COURSE TEMPLATE 1. Department/ Centre proposing the

course

Faculty of Education 2. Course Title

(<45 characters) CHILDHOOD AND GROWING UP

3. L-T-P structure L-4 + T-0 + P-0

4. Credits 4

5. Course number EDM-101

6. Status

(Category for Program)

Major

7. Status vis-à-vis other courses (give course number/title)

7.1 Overlap with any UG/PG course of

the Dept./Centre No

another Dept./Centre No

8. Frequency of offering Once in 4 semesters 9. Faculty who will teach the course ----

10. Will the course require visiting

faculty? No

11. Course Objectives (about 50 words) indicating motivation and aims

The course will enable pupil-teachers to:

i. Understand different age groups through close observation and interaction with socio economic and cultural backgrounds.

ii. Understand different aspects of a child’s physical-motor, cognitive, social, moral and emotional development.

iii. Understand the developmental process of children with diverse abilities in social, cultural and political context.

iv. Provide hands-on experiences to interact with children, and training in methods to understand aspects of the development of children.

v. Critically understand the adolescence of diverse background with specific reference to Indian context.

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Course No.: EDM-101, Course Title: CHILDHOOD AND GROWING UP Class: B.Ed., Status of Course: MAJOR, Approved since Session: 2015-16

Total Credits: 4, Periods (55 mts. each)/ week: 4 (L-4 + T-0 + P-0), Min. pds./sem.:52 UNIT 1: PERSPECTIVES IN DEVELOPMENT [10 Pds]

(a) Introduction to development - concept and nature of development; (b) Principles of development;

(c) Gathering data about children from different contexts- naturalistic observations, interviews, reflective journals about children, anecdotal records and narratives; (d) Inclusion- introduction and perspective, brief historical background, concept and notions associated with it; (e) Factors affecting development- Heredity and environment.

UNIT 2: PHYSICAL–MOTOR, COGNITIVE & MORAL DEVELOPMENT [10 Pds]

(a) Growth and maturation (b) Gross and fine motor development skills in infancy, childhood and adolescence stages (c) Role of parents and teachers in providing opportunities for physical- motor development (d) Jean Piaget’s cognitive development and its educational implications (e) Kohlberg’s moral development and its educational implications.

UNIT 3: SOCIAL AND EMOTIONAL DEVELOPMENT [10 Pds]

(a) Basic understanding of emotions- Concept, meaning, types, development and role of emotions;

(b) Personality- Meaning, concept, nature and factors affecting personality, Types (Type theories, Trait theories, Type cum trait theories); (c) Personality development-Freud; psycho-social development-Erikson; influence of early childhood experiences on later personality; (d) Adjustment- meaning, nature and adjustment mechanisms; (e) Socio-cultural development – Vygotsky.

UNIT 4: CHILDHOOD AND ADOLESCENCE [11 Pds]

(a) Childhood as a modern construct – influence of media, impact of urban and rural context, slum children; (b) Concept formation in childhood, characteristics, developmental tasks of childhood and behavioural problems; (c) Awareness of Reproductive health, addiction and AIDS education; (d) Adolescence in Indian context-Concept, Characteristics and developmental tasks; (e) Problems, guidance and counseling for adolescents.

UNIT 5: CHILD AND SOCIETY [11 Pds]

(a) Concept of socialization - family and adult-child relationships, parenting, Gender development - Meaning of gender roles, influences on gender roles, stereotypes, gender in the playground, Separation from parents, children in orphanages; (b) Juvenile delinquency- Meaning, nature, causes and provisions; (c) Schooling - peer influences, school culture, relationships with teachers,

teacher expectations and school achievement, being out of school, average learner;

(d) Relationships with peers - friendships and gender, competition and cooperation, competition and conflicts, aggression and bullying from childhood to adolescence.; (e) Social, economic, cultural and political differences in socialization, implications for inclusion

Sessional Work (Any one of the following):

i. Preparation of a report on Vygotsky constructivism.

ii. Psychological case-studies of adolescents.

iii. Administration of any one psychological test from one of the following areas:

a) Interest, b) Personality, c) Adjustment, d) Aptitude e) Attitude SUGGESTED READINGS:

Chauhan, S.S., (2000). Advanced Educational Psychology, Vikas Publications, New Delhi.

Mangal, S.K., (2000).Educational Psychology, PHI, New Delhi.

Stanley Hall, G., (1904).Adolescence: its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion and education.D. Appleton and Company, New York.

Elizabeth Hurlock, B. (1980). Developmental Psychology: A Life-Span Approach. McGraw-Hill Companies, New York.

Cole, M., Cole, S. R. and Lightfoot, C. (2004).The Development of Children. Worth Publishers, New York.

Newman, B. M. and Newman, P.H. (2007).Theories of Human Development. Lawrence Erlbaum Associates, publishers, London.

Saraswathi, T.S. (1999). Culture, Socialization and Human Development:Theory, Research and Applications in India . Sage publications.

Kakkar, S. (1978).Indian Childhood: Cultural Ideas, And Social Reality. Oxford, New Delhi.

Kakkar S. (1991). The Inner World: A Psycho-analytic study of childhood and society in India .Oxford University Press, New Delhi.

Sandra, L. Bem (1987). The Psychology of Women. Harvard University Press Cambridge.

Weiner, M. (1991).The State and the Child in India: Child Labour and Education Policy in Comparative Perspective. Princeton University Press, Princeton

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COURSE TEMPLATE 1. Department/ Centre

proposing the course

Faculty of Education

2. Course Title

(<45 characters) CONTEMPORARY INDIA AND EDUCATION 3. L-T-P structure L-4 + T-0 + P-0

4. Credits 4

6. Status (Category for Program)

Major

7. Status vis-à-vis other courses (give course number/title) 7.1 Overlap with any

UG/PG course of the Dept./Centre

No

7.2 Overlap with any UG/PG course of another Dept./Centre

No

8. Frequency of offering Once in 4 semesters 9. Faculty who will teach

the course

---- 10. Will the course

require visiting faculty?

No

i. understand the meaning, dimensions and indicators of National Development

ii. describe the role of Education in Sustainable National Development in all its dimensions.

iii. understand the concept and areas of Social Diversity (cultural, regional, religious, linguistic, etc.): its educational manifestations

iv. reflect on the role of Education in conflict resolution

v. comprehend the Constitutional provisions and their relation to educational aims , policy, and current schemes

vi. develop an understanding regarding Issues and Policy in Education: Pre-School and Elementary Education

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Course No.: EDM-102, Course Title: CONTEMPORARY INDIA AND EDUCATION Class: B.Ed., Status of Course: MAJOR, Approved since Session: 2015-16

Total Credits: 4, Periods (55 mts. each) / week: 4 (L-4 + T-0 + P-0), Min. pds./sem.:52 UNIT I: EDUCATION AND SUSTAINABLE NATIONAL DEVELOPMENT [10 Pds]

a) Concept of National Development: Meaning, Dimensions and Indicators – Education Commission, World Bank

b) Concept of Sustainable Development: Meaning, Importance and Dimensions – Bruntland Commission, Sigma Six Q Approach

c) Role of Education in Sustainable National Development in all its dimensions d) National System of Education in India: Analytical study of its basic elements

(NPE,1986) and Structure (NCF, 2005)

e) Study of an Innovative Institutional Policy on Education –DEI Policy,1975

UNIT II: SOCIAL DIVERSITY, INEQUALITY AND MARGINALISATION AND THEIR EDUCATIONAL IMPLICATIONS [12 Pds]

a) The concept and areas of Social Diversity (cultural, regional, religious, linguistic, etc.): its educational manifestations

b) Educational implications of Social Diversity at different levels of education:

optimising the benefits and overcoming the challenges

c) Social and educational inequalities (socio-economic, gender-based, geographical) d) Equalisation of Educational Opportunities different levels of education:

Educational measures for inclusion

e) Role of Education in conflict resolution (various approaches); developing respect for diversity and cooperative living in the context of the above issues- a practical approach

UNIT III: THE CONSTITUTIONAL MANDATE AND ITS FULFILLMENT [10 Pds]

Constitutional provisions and their relation to educational aims, policy, and current schemes with reference to the following:

a) Values in the Preamble – Directive Principles of State Policy b) Fundamental Rights and Duties in the Constitution

c) Other Constitutional Mandates and their implementation–Current educational scenario as reflected in educational surveys (e.g. the PROBE team Report,1999) , NPE 1986, current schemes and legislation; implementational challenges and remedies

d) Right to Education Act, 2010

e) Financial Provisions: Critical study Present Five Year Plan

UNIT IV: CONTEMPORARY ISSUES AND POLICY IN EDUCATION: PRE-SCHOOL AND ELEMENTARY EDUCATION [10 Pds]

a) Pre-School Education: Aims and curriculum

b) Pre-School Education: Issues of commercialization, curriculum, government control and resources with relevant remedies and govt. initiatives

c) Elementary Education: Aims and curriculum(NCF2000 & 2005)

d) Elementary Education: Issues of universalization, relevant remedies and government initiatives - SSA

e) Elementary Education: Issues of Quality, MLL, relevant remedies and government initiatives

UNIT V: CONTEMPORARY ISSUES AND POLICY IN EDUCATION: SECONDARY

EDUCATION [10 Pds]

a) Aims, Curriculum (NCF2000 & 2005) b) Expansion and universalisation

c) Issues of vocationalization –NSQF and entrepreneurship education

d) Issues of Language Policy and Quality- relevant remedies and government initiatives

e) Novel Initiatives – NIOS, NVS, KGBV Sessional Work (Any one of the following)::

1. Survey of educational data regarding enrolments, dropouts, facilities, etc at different levels of education (Pre-primary, Elementary, Secondary).

2. Critical analysis (Qualitative & Quantitative) of social diversities in your state.

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3. Compilation and critical review of articles/data related to various government schemes and issues in education.

4. Analytical study of the current budgetary allocations to different areas of education.

5. Visit to a few local schools to assess teachers' awareness regarding minimum levels of learning.

Suggested Readings and References:

Agrawal, J.C. & Agrawal, S.P. (1992). Role of UNESCO in Education, Delhi: Vikas Publishing House Chowdhry, N.K. (2009). Indian Constitution and Education. Delhi: Shipra Publications

De, A., Khera, R., Samson, M., & Shiva Kumar, A.K. (2011). PROBE Revisited: A report on elementary education in India. New Delhi: Oxford University Press.

Dewey, J. (2004). Democracy and Education. Courier Dover Publications.

GOI. (1966). Report of the education commission: Education and national development. New Delhi: Ministry of Education.

GOI. (1986). National policy of education. GOI.

Govinda, R. (2011). Who goes to school?: Exploring exclusion in Indian education. Oxford University Press.

Kochhar, S.K. (1993). Pivotal Issues in Indian Education. Sterling Publishers Pvt. Ltd.

MHRD. (2012). National policy on information and communication technology (ICT) in school education. MHRD, Government of India.

Mukherji, S.M. (1996). History of Education in India. Baroda: Acharya Book Depot NCERT. (2005). National curriculum framework. NCERT.

NCERT. (2006a). Position paper-National focus group on education with special needs (NCF 2005). New Delhi:

NCERT.

NCERT. (2006b). Position paper-National focus group on gender issues in the curriculum (NCF 2005). NCERT.

NCERT. (2006c). Position paper-National focus group on problems of scheduled caste and scheduled tribe children (NCF 2005). New Delhi: NCERT.

NCERT. (2006d). Position paper-National focus group on teaching of Indian language (NCF 2005). New Delhi:

NCERT

Raina, V. (2010). FAQs on the right to free and compulsory education act 2009. Bharat Gyan Vigyan Samiti, UNICEF.

UNESCO. (1989). UN convention on the rights of the child. UNESCO.

UNESCO. (2004). Education for All: The Quality Imperative. EFA Global Monitoring Report. Paris.

UNESCO. (2006). United Nations convention on the rights of persons with disabilities. UNESCO.

UNESCO. (2009). Policy guidelines on inclusion in education. UNESCO.

Web Links

Annual Report (2013-14). Department of School Education and Literacy; Department of Higher Education.

MHRD, GoI. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/ document-reports/AR2013-14.pdf Bruntland Commission Report (1987). Report of the World Commission on Environment and Development: Our Common Future. Retrieved from http://www.un-documents.net/our-common-future.pdf

Concept paper on Marginalization (2009). UNESCO. Retrieved from http://unesdoc.unesco.org/ images/0018/

001886/188679e.pdf

DEI Education Policy (1975). Retrieved from http://www.dei.ac.in/dei/index.php/dei-education-policy

Education Commission (1964). Education and National Development (Report of Kothari Commission, 1964-66).

Retrieved from http://www.dise.in/Downloads/KothariCommission Vol.1pp.1-287.pdf Educational Statistics at a Glance (2014), Retrieved from www.mhrd.gov.in/statist?

field_statistics_category_tid=30

GOI. (1992, 1998). National policy on education, 1986 (As modified in 1992). Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-mod92.pdf

GOI. (2009). The right of children to free and compulsory education act, 2009. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/rte.pdf

GOI. (2011). Sarva shiksha abhiyan- Framework for implementation based on the right of children to free and compulsory education act, 2009. GOI. Retrieved from www.upefa.com /upefaweb/admin/myuploads/

SSA_Frame_work_(revised)_9-6-2011.pdf

Indian Standard Classification of Education (2014). Department of Higher Education, MHRD, GoI. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/statistics/ InSCED2014.pdf

National Curriculum Framework for School Education (NCF-2000). Retrieved from http://www.eledu.net/rrcusrn_data/NCF-2000.pdf

Report of the working group on elementary education and literacy for the XII Five Year Plan. Retrieved from www.planningcommission.gov.in/aboutus/committee/wrkgrp12/hrd/ wg_elementary1708.pdf

Report of the working group on secondary and vocational education for the XII Five Year Plan. Retrieved from http://planningcommission.gov.in/aboutus/committee/wrkgrp12/hrd/ wg_seconvoc1708.pdf

Right to Education Act (2010). Department of school education and literacy, MHRD, GoI. Retrieved from http://mhrd.gov.in/rte

Secondary Education Commission (1952-53). Report of Mudaliar Commission. Retrieved from http://www.teindia.nic.in/Files/Reports/CCR/Secondary_Education_Commission_Report.pdf

Schemes of Elementary, Secondary, Adult, Vocational, and Teacher Education. (Department of School Education and Literacy, MHRD, GoI). Retrieved from http://mhrd.gov.in/school-education

Schemes of Higher Education. (Department of Higher Education, MHRD, GoI). Retrieved from http://mhrd.gov.in/higher_education

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course

(<45 characters)

BASICS OF PEDAGOGY

4. Credits 4

6. Status

(Category for Program) Major

7.1

Overlap with any UG/PG course of the Dept./Centre

No 7.2 Overlap with any UG/PG course of

another Dept./Centre

No

faculty? No

i. To orient the students to Pedagogy and familiarize with the educational process.

ii. To explore various instructional approaches to learning

iii. To understand approaches to Teaching

iv. To develop the ability to analyze classroom teaching- learning and the ability to observe classroom behavior.

v. To practice integrating collaborative learning into a course in a way that aligns with student learning objectives and intended outcomes

vi. To develop a positive attitude towards life and the teaching profession.

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Course No.: EDM-103, Course Title: BASICS OF PEDAGOGY Class: B.Ed., Status of Course: MAJOR, Approved since session: 2015-16

Total Credits: 4, Periods (55 mts. each)/ week: 4 (L-4 + T-0 + P-0), Min. pds./sem.:52 COURSE CONTENTS

UNIT I CONCEPTUAL BACKGROUND ON PEDAGOGY [10 Pds]

a. Concept & Meaning of Pedagogy b. General Aims of Pedagogy c. Concept of Productive Pedagogies d. Digital Pedagogies e. Inter- cultural Pedagogy

UNIT II PRINCIPLES OF TEACHING -LEARNING [10 Pds]

a. Evolving Concept of Teaching-Learning

b. Theories of Multicultural Pedagogy-Piaget and Bruner c. Theories of Multicultural Pedagogy-Vygotsky and Chomsky

d. Audio-Visual Aids-Principles governing use of A V aids in classroom e. Parameters of Quality Teaching

UNIT III TEACHING AND LEARNING STRATEGIES [12 Pds]

a. Cooperative Learning Strategies.

b. Collaborative Teaching Approaches-Supportive, Parallel, Complimentary, Team Teaching

c. Styles of Learning-Visual, Aural, Physical, Solitary, Interpersonal d. Active Learning Strategies- Focused Listing, Reciprocal

Questioning, Jigsaw Team Work, Rotating Chair Discussion e. Brain based Learning

UNIT IV TEACHING METHODS AND SKILLS [10 Pds]

a. Teaching Methods- Enquiry and Discovery Method.

b. Methods for Conceptual Development-Inductive-Deductive c. Techniques-Mind Mapping, Problem Solving, Brain Storming

d. Teaching skills – Use of Blackboard, Introducing a Lesson, Stimulus Variation, Probing Questions, Reinforcement e. Skills of Classroom Management.

UNIT V PLANNING FOR TEACHING [10 Pds]

a. Lesson Planning: Meaning and Purpose b. Bloom’s Taxonomy and current prevailing Taxonomies c. Traditional Approaches to Lesson Planning d. Modern Approaches to Lesson Planning-Activity Based Lesson Plan, Constructivism, Contemplative e. Observation of Classroom Behavior

Sessional Work:

Preparation of lesson-plans based on innovative approaches.

References

Alexander, Robin (2008). Essays on Pedagogy. London: Routledge.

Collaborative Learning Structures Strategies and Techniques: http://www.gdrc.org/kmgmt/clearn/methods.htm Demetriou, A.; Efklides, A.; Platsidou, M.; Campbell, Robert L. (1993). The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories.

Monographs of the Society for Research in Child Development 58 (234): i, doi:10.2307/1166053 Dewey, J. (1963). Experience and Education, New York: Collier Books. [First published in 1938].

Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.

Gardner, Howard (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books Inc.

Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and consciousness. Aakar Books.

Rogoff, B., Baker-Sennett, J., Lacasa, P., & Goldsmith, D. (1995). Development through participation in sociocultural activity. New Directions for Child and Adolescent Development, 1995(67), 45–65.

Silberman, Mel.(1996) Active Learning: 101 Strategies To Teach Any Subject. Pearson Education

Sleeter, C.E. & McLaren, P., Eds. 1995. Multicultural Education and Critical Pedagogy: The Politics of Difference. New York: SUNY Press.

Susan Anne Capel, Marilyn Leask, Tony Turner(2005): Learning to Teach in the Secondary School: A Companion to School Experience, Taylor & Francis

Vygotsky, Steiner , Michael Cole , Sylvia Scribner , Ellen Souberman (1980) Mind in Society: Development of Higher Psychological Processes by Harvard University Press

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course Faculty of Education

2. Course Title

(<45 characters) EPISTEMOLOGICAL &

SOCIOLOGICAL PERSPECTIVES OF EDUCATION

4. Credits 4

6. Status

7.1

faculty? No

i. understand the nature of knowledge in education and its contribution to status of education.

ii. analyze and understand educational concepts, their premises and contexts, that are unique in education.

iii. analyse the social context of education and its bearing on education

iv. analyse the philosophical reflections and educational thoughts of great educational thinkers.

v. understand and examine the role of education in development of constitutional values, universalism and peace.

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Course No.: EDM-104, Course Title: EPISTEMOLOGICAL & SOCIOLOGICAL PERSPECTIVES OF EDUCATION

Class: B.Ed., Status of Course: MAJOR, Approved since session: 2015-16

Total Credits: 4, Periods (55 mts. each)/ week: 4 (L-4 + T-0 + P-0), Min. pds. /sem.:52 UNIT I: MEANING AND NATURE OF EDUCATION [10 Pds]

(a) Meaning of Education: Ancient to Present (b) Nature of Education – Interdisciplinarity in education (c) Concepts in Education and their changing connotation-school, curriculum, teacher, learning instruction, freedom, autonomy and control in relation to child and teacher (d) Shift in Process of Education: knowledge giving, didactic and constructive interpretation (e) Expansion in modes of Education- Face to face to distance modes of Education, Oral/Aural to Digital, Individualized and Group based

UNIT II: EDUCATION FOR KNOWLEDGE AND EPISTEMOLOGICAL BASIS OF EDUCATION [10 Pds]

(a) Sources and Nature of Knowledge (b) Validity of Knowledge (c) Differences between Knowledge and Skill, Teaching and Training, Knowledge and Information, Reason and Belief (d) Epistemological overview of education with special reference to Dialogue of Plato, Buber and Fierre (e) Epistemological overview of education (with special reference to discovery) of Dewey

UNIT III: EPISTEMOLOGICAL PERSPECTIVE WITH SPECIAL REFERENCE TO ACTIVITY [12 Pds]

(a) Rabindra Nath Tagore (b) Mahatma Gandhi (c) Aurobindo Ghosh (d) J. Krishnamurti (e) Gijju Bhai

UNIT IV: SOCIAL BASIS OF EDUCATION [10 Pds]

(a) Understanding Contemporary Indian Society with reference to different aspects of Multiculturalism (b) Impingement of Cultural History on Education (c) Education for Multiculturalism (d) Role of Education in Socialisation of Child (e) Industrialisation, Modernization and Education

UNIT V: CONTEMPORARY INDIAN SOCIETY AND EDUCATION [10 Pds]

(a) Values prevalent in contemporary Indian Society (b) Critical Judgement on

contributory role of education in transmission of values in society (c) Equity, Equality, Social Justice and Dignity with special reference to Ambedkar (d) Nationalism,

Universalism and Secularism and their relationship with education (special reference to Tagore and Krishnamurti (e) Role of education in promoting Peace

Sessional Work:

i. Critical Evaluation of any Textbook with respect to value recommended by Indian Institution

ii. Interaction with a group of students and preparation of a report related to their Socio- economic group & problem faced by them

Suggested Readings:

Russell, B. (2010). On Education. New York: Routledge

Butchvaron, P. (1970). The Concept of Knowledge. Evanston: Northwestern University Press

Dewey, J.(2004). Democracy In Education: An Introduction to the Philosophy of Education. New Delhi: Aakar Books

Dewey, J. (1997). Experience and Education. New York: Touchstone

Macdonald, M. (1980). Schooling and the Reproduction of Class and Gender Relations. UK: The Falmer Press Peters, R S(1967). The Concept of Education, UK: Routledge

Saxena, N. R. S. & Kumar, S. (2007). Shiksha Ke Darshnik Evam Samajshastriya Siddhant. Meerut: R. Lall Book Depot

Sarangapani, P. (2003). Construction of School Knowledge. New Delhi: Sage Publications Krishnamurti, J. http://www.jkrishnamurti.org/index.php

The Writings of Rabindranath Tagore http://www.sacred-texts.com/hin/tagore/

Education for Values in Schools – A Framework by NCERT http://www.ncert.nic.in/departments/nie/depfe/Final.pdf

Value Education www.unesco.org/education/tlsf/mods/themed/mod22.html Education for Peace by NCERT

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/education_for_peace.pdf

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2. Course Title

(<45 characters) LANGUAGE ACROSS THE

CURRICULUM

4. Credits 3

6. Status

the Dept./Centre No

faculty? No

i. develop the sensitivity to the language diversity that exists in the classroom.

ii. theoretically understand the multilingualism in the classroom iii. develop listening and speaking

ability.

iv. understand the need, types and importance of Reading

Comprehension

v. prepare background for sound reading.

vi. know about the need, types and implications of writing

vii. make reading writing connections viii. understand the nature of classroom

discourse.

ix. analyse children’s writings to understand their conceptions x. develop strategies for using oral

language.

xi. study the nature of different texts, text structure.

xii. examine content area of the text- books.

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216

Course No.: EDM-105, Course Title: LANGUAGE ACROSS THE CURRICULUM Class: B.Ed., Status of Course: MAJOR, Approved since session: 2015-16 Total Credits: 3, Periods (55 mts. each)/ week: 3 (L-3 + T-0 + P-0), Min.

pds./sem.:39

UNIT -I: MULTILINGUALISM: CONCEPT, NEED & THEORY [8 Pds]

a) Understanding language background of children b) Concept of multilingualism

c) Dialects Vs. standard language d) Deficit theory of language

e) Discontinuity theory of language.

UNIT -II: LISTENING AND SPEAKING [8 Pds]

a) Developing listening skills b) Articulation of different sounds

c) Stress, rhythm, tonal variations and intonation d) Public Speaking

e) Formal and informal presentation

UNIT – III: READING COMPREHENSION [8 Pds]

a) Need and importance

b) Types of reading: Skimming and Scanning c) Strategies for effective reading

 mechanism of reading

 loud reading & silent reading d) Analyzing text of different nature

 Expository, Narrative & Descriptive text

 Transactional vs. Reflective text e) Schema theory of reading

UNIT – IV: DEVELOPING WRITING SKILLS [8 Pds]

a) Need and Importance of writing b) Making reading writing connections

c) Process and Strategies of writing for children i. Mechanism of writing

ii. Note Making iii. Summarising d) Text books analysis

e) Analysing children’s writings

UNIT – V: CLASSROOM DISCOURSE [7 Pds]

a) Nature and types of classroom discourse b) Importance of oral language

c) Elements of oral language

d) Strategies for using oral languages i. Discussion as a tool for learning

ii. Questioning as a tool for learning: nature & types of questioning iii. Debates

iv. Seminars

e) Role of teacher in classroom discourse Sessional Work:

i. Analysing students performance on writing and other skills and suggesting the a. measures for improvement.

ii. Discussion on multilingualism.

iii. Analysing the text of different nature.

Suggested Readings:

fgUnh O;kdj.k ¼1984½- ukxjh izpkfj.kh lHkk] okjk.klh A

mPpkj.k f'k{k.k ¼1980½- ls.Vªy isMkxkWthdy baLVhV~;wV] bykgkckn A

flag] fujatu dqekj% ¼1994½- ek/;fed Lrj ij fgUnh Hkk"kk f'k{k.k] jktLFkku

xzUFk vdkneh] t;iqj A

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219

dkSf'kd ts- ,u- ,oa lQk;k] vkj ¼1987½- fgUnh f'k{k.k] gfj;k.kk lkfgR;

vkdkneh] p.Mhx<+]

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220

2. Course Title

(<45 characters) SCHOOL INTERNSHIP-I

4. Credits 4

6. Status

the Dept./Centre No

faculty? No

i. To develop understanding of psycho-social characteristics of the school children.

ii. To develop understanding of the communities’ socio- economic and cultural

environment in which school operates.

iii. To acquaint prospective teachers with school procedures and practices.

iv. Sustaining perspective and theoretical frameworks studied in teacher education class room with field based experiences.

v. To prepare prospective teacher for internship

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221

Course No.: EDM-107, Course Title: SCHOOL INTERNSHIP-I

Class: B.Ed., Status of Course: MAJOR, Approved since Session: 2015-16

Total Credits: 4, Periods (55 mts. each)/ week: 4 (L-0 + T-4 + P-4), Min. pds./sem.:104

Components (Duration: 4 weeks)

 Orientation of pupil-teachers

 Observation of different Schools

i. Observation of school plant as a whole, Morning Assembly; Organization of co- curricular activities; Discipline

ii. Library, Canteen & Socio cultural background

iii. Observation of Classroom management – Infrastructural facilities available iv. Observation of learning processes - Strategies, Methodology

v. School Teacher’s observation – Teaching styles, Engaging & Evaluation vi. Preparation of Observation Report/ File

vii. Pedagogical Analysis of lessons

 Experiences with the children (Preparing report on socio-cultural, economic, educational, attributes of the school children)

 Experiences with the society (Interaction with the parents and residents of the locality in which school is located)

Note:

Students have to prepare records of all the above mentioned components.

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222

course

(<45 characters)

DRAMA AND THEATRE

3. L-T-P structure L-0+ T-0 + P-4

4. Credits 2

5. Course number EDH-101

6. Status

(Category for Program) Half

7.1

another Dept./Centre

No

faculty? No

On completion of the course the pupil- teachers will be able to:

i. understand the role of drama in teaching school children.

ii. get motivated to be involved in workshops with activities to experience how drama is done and encouraged to experiment.

iii. become sensitized to the art of drama in general.

Course No.: EDH-101, Course Title: DRAMA AND THEATRE Class: B.Ed., Status of Course: Half, Approved since session: 2015-16

Total Credits: 2, Periods (55 mts. each)/ week: 4 (L-0 + T-0 + P-4), Min. pds./sem.:52

Contents:

Syllabus will include the following practical aspects of Drama and Theatre:

(i)Dumb charades; (ii) Mime; (iii) Mono-acting; (iv) Dialogue and Script Writing; (v) Role-play; (vi) One-Act play; (vii) Street-play; (viii) Criteria for judgment in all the above

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223

Session 2015-16 FINAL COURSE LIST

II SEMESTER

F C L

BR S COURSE No.

TITLE T/

P C R

CO N

E S

GT CF N 3 B

D

XX 2 EDM 201 Learning and Teaching T 4 150 50 20

0 T 3 B

D XX 2 EDM 202 Assessment for Learning T 4 150 50 20

0 T

3 B D

XX 2 EDM 203 Environmental Education T 3 150 50 20 0

T 3 B

D XX 2 EDM 204 Language and Communication Skills

(English) P 2 150 50 20

0 P

3 B

D XX 2 EDM 206 Pedagogy of Teaching Biology T 4 150 50 20

0 T

3 B D

XX 2 EDM 207 Pedagogy of Teaching Commerce T 4 150 50 20 0

T 3 B

D XX 2 EDM 208 Pedagogy of Teaching Drawing &

Painting T 4 150 50 20

0 T

3 B D

XX 2 EDM 209 Pedagogy of Teaching Economics T 4 150 50 20 0

T 3 B

D XX 2 EDM 210 Pedagogy of Teaching English T 4 150 50 20

0 T

3 B

D XX 2 EDM 211 Pedagogy of Teaching Hindi T 4 150 50 20

0 T

3 B D

XX 2 EDM 212 Pedagogy of Teaching Home Science T 4 150 50 20 0

T 3 B

D XX 2 EDM 213 Pedagogy of Teaching Mathematics T 4 150 50 20

0 T

3 B D

XX 2 EDM 214 Pedagogy of Teaching Music T 4 150 50 20 0

T 3 B

D XX 2 EDM 215 Pedagogy of Teaching Sanskrit T 4 150 50 20

0 T

3 B

D XX 2 EDM 216 Pedagogy of Teaching Science T 4 150 50 20

0 T

3 B D

XX 2 EDM 217 Pedagogy of Teaching Social Sciences

T 4 150 50 20 0

T 3 B

D XX 2 EDH201 ICT For School Teaching learning &

Management P 2 150 50 20

0 H

3 B D

XX 2 EDC 271 Development of Teaching -Learning Aids

P 2 20

0 C 3 B

D XX 2 CAC 271 Co-curricular Activities -I P 2 20

0 C

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224

course

(<45 characters)

LEARNING AND TEACHING

4. Credits 4

6. Status

7.1

faculty? No

i. understand the concept of learning and factors affecting learning.

ii. classify and analyze various learning theories

iii. understand concept of Transfer of learning and to associate it with its theories.

iv. conceptualize framework and variables of Teaching and establish interrelationship between teaching and learning.

v. explore various Models of Teaching and utilize it in teaching-learning process.

vi. explain various views about intelligence and ways cater for each type of intelligence.

vii. explain psychological and sociocultural characteristics of the learner.

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225

Course No.: EDM- 201, Course Title: LEARNING AND TEACHING Class: B.Ed., Status of Course: MAJOR, Approved since session: 2015-16 Total Credits: 4, Periods (55 mts. each)/ week: 4 (L-4 + T-0 + P-0), Min.

pds./sem.:52

UNIT 1: FUNDAMENTALS OF LEARNING: [10 pds]

(a) Conceptual framework of Learning, Learning as a Process & Product. (b) Theories of Learning: Thorndike, Pavlov, Skinner (c) Kohler, Gagne's theory. (d) Bandura's theory of social learning. Critical evaluation and educational implications of learning theories.

(e) Factors affecting learning.

UNIT II: FUNDAMENTALS OF TEACHING [10 Pds]

(a) Conceptual Framework of Teaching & Types of teaching. Teaching as an Art &

Science. (b) Variables of Teaching and their functions: Diagnostic, Prescriptive and Evaluation functions. Levels of Teaching: Memory level, Understanding level & Reflective level. (c) Phases of Teaching: Pre-active, Interactive, Post-active phases. (d) Inter-relationship between teaching-learning (e) Factors facilitating T-L process.

UNIT-III MODELS OF TEACHING [10 Pds]

(a) Concept and Characteristics of Models of teaching. (b) Principles, Assumptions and elements of Models of Teaching. (c) families of Teaching Models by Joyce & Weil. (d) Description of models: Richard Suchman's Inquiry Training Model, Concept Attainment model, (e) Importance and application of Teaching Models.

UNIT-IV INDIVIDUAL DIFFERENCES AND GROUP DYNAMICS [10 Pds]

(a) Meaning, nature and areas of individual differences (b) Causes of Individual differences (c) Viewing learners from different perspectives and organization of classroom activities: learner as imitator, knower, thinker and performer (d) Importance and applications of individual differences; (e) Group Dynamics: Concept and Classroom implications.

UNIT-V UNDERSTANDING PROBLEMS AND FACILITATTING DEVELOPMENT OF THE LEARNER [12 Pds]

(a) Learning Difficulties: Concept and nature (b) Ways to cater to special needs in inclusive set up (c) Educable and trainable mentally retarded; (d) Learning Disabled: dyslexic and dyscalculic (e) Providing Guidance and counseling to children with special needs.

Sessional Work:

Identification of learning disabled students.

Suggested Readings:

Aggarwal, J.C. (2004). Educational Psychology. Vikas Publishing House Pvt. Ltd., New Delhi.

Berl, L. (2007). Child Development. Prentice Hall of India, New Delhi

Biehler, R. & Snowman, J. (1991). Psychology Applied To Teaching. Houghton Mifflin Company, Boston.

Erickson, M. (1967). The Mentally Retarded Child in the Classroom. The Macmillan Company, New York.

Goleman, D. (1995). Emotional Intelligence, Banton Books, N.Y.

Goleman, D. (2007). Social Intelligence. Arrow Books, London.

Henson, K. (1999). Educational Psychology for Effective Teaching. Wadsworth Publishing Co. Belmont, California.

Mangal, S.K. (1993). Advanced Educational Psychology. Prentice Hall of India Pvt. Ltd, New Delhi.

Pringle, M.K. & Verma, V.P. (Ed.) (1974). Advances In Educational Psychology. University & London Press, London

Shaffer, D. (1999). Social and Personality Development. Wadsworth Thomson Learning, USA Sharma, T. C. (2005). Reading Problems of Learners, Sarup and sons, New Delhi.

Sousa, D. (2001). How The Brain Learns, Cowin Press, Inc. A Sage Publication Company, California Sternberg, R. (2003). Cognitive Psychology. Thomson Wadsworth, USA.

Travers, R. (1973). Educational Psychology. The Macmillan Co., New York.

Venkates, S. (2004). Children with Developmental Disabilities, Sage Publication, New Delhi.

Sharma, N.K. (2007). Adhigam Ka Mano Samajik Adhar Evam Shikshan, Khel Sahtiya Kendra, New Delhi.

Murjani, J. (2008). Adhunik Vikasatmak Manovigyan, Pointer Publishers, Jaipur.

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226

2. Course Title

(<45 characters) ASSESSMENT FOR LEARNING

4. Credits 4

6. Status

the Dept./Centre No

faculty? No

i. understand the concept of Assessment and learning ii. differentiate between

assessment, measurement, evaluation and testing

iii. seek relationship among Assessment For Learning, curriculum, pedagogy and role of teacher assessment iv. explore practical strategies

for implementing Assessment For Learning in the context holistic development.

v. understand the various issues and concerns related to Assessment For Learning

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227

Course No.: EDM- 202, Course Title: ASSESSMENT FOR LEARNING Class: B.Ed., Status of Course: MAJOR, Approved since session: 2015-16

Total Credits: 4, Periods (55 mts. each)/ week: 4 (L-4 + T-0 + P-0), Min. pds./sem.:52 UNIT I: CONCEPTUAL ORIENTATION TO ASSESSMENT FOR LEARNING (AFL) [11 Pds]

(a) Assessment and Assessment For Learning (AFL): Meaning and concept (b) AFL:

Historical Development and principles (c) Functions of assessment for Learning (d) Comparison among assessment, evaluation, measurement , testing and examination (e)Types of assessment: summative, formative, norm-referenced, criterion referenced, qualitative and quantitative

UNIT II: EXPLORING PRACTICAL STRATEGIES FOR IMPLEMENTING AFL IN THE CONTEXT OF HOLISTIC DEVELOPMENT [10 Pds]

(a) Instruction paradigm versus Learning Paradigm (b) Importance of feedback of learning (c) Peer and self-assessment (d) Philosophical, Sociological, Psychological and Political Implications of AFL (e)Relationship among AFL, Curriculum, Pedagogy and Teacher’s role

UNIT III: DEVELOPMENT OF EFFECTIVE TOOLS FOR ASSESSMENT FOR LEARNING [10 Pds]

(a)Characteristics of a good tool (b) Steps for development of tools (c) Taxonomy of Learning Objectives and need for specifying objectives (cognitive, affective and psychomotor) in behavioural terms (d) Developing items for the tool and item analysis (e) Ways for ensuring objectivity, reliability and validity of tools for assessment

UNIT IV: ISSUES AND CONCERNS RELATED TO ASSESSMENT FOR LEARNING [10 Pds]

a. Observing Quality in AFL and incorporation of ICT (b) AFL in context of Values, Attitudes, Belief systems, skills (c) AFL as a support system for inclusive education gender wise and area wise (urban & rural) (d) Transformed role of teacher under AFL Perspective (e) Pressing challenges for policy-makers

UNIT V: STATISTICS APPLICABLE IN ASSESSMENT FOR LEARNING [11 Pds]

a. Concept and nature of statistics, Collection and Tabulation of data (b) Graphic representation of data, Frequency Polygon Curve, Smoothed Frequency Curve, Histogram, Cumulative Frequency Curve, Ogive (c) Measures of Central Tendency- Mean, Median and Mode (Meaning, computation & uses) (d) Measures of Dispersion-Range, Mean Deviation, Quartile Deviation and Standard Deviation (Meaning, computation &

uses) (e) Correlation: (I) Meaning (II) Calculation of correlation (rank difference method)

Sessional work:

i. Construction of achievement & Diagnostic test

ii. Preparation of feedback report for Peer group & teachers iii. Computation of reliability of a test

iv. Item analysis of the measuring tool

v. Classroom implications of statistical techniques.

Suggested Readings:

Anastasi. A. (1976). Psychological Testing. Mc Millan Publishing Co. INC, N.York.

Bhatnagar, M. (2014). Measurement and Evaluation. Meerut: R.Lal, Book Depot.

Bhargav, Mahesh (2003). Adhunic Manovagyanic Parikshan Avam Mapan. Agra: H.P. Bhargav Book House.

Caffrey, E. D. (2009). Assessment in Elementary and Secondary Education: A Primer Analyst in Education Policy,CRS Report for Congress retrieved from www.fas.org/sgp/crs/misc/R40514.pdf

Garret, H.E. (1969). Statistics in Psychology and Education. Vokels Feffers and Simsons Ltd.

Gupta S.P. (2001). Adhunic Mapan Avam Mulyankan. Allahabad: Sharda Pustak Bhawan.

Rammers H.H et al. (1967). A Practical Introduction to Measurement and Evaluation. New York: Harperand Row Publishers, Inc.

Sharma R.A. (1999). Essentials of Educational Measurement and Evaluation. Meerut: R. Lal Book Depot.

Sharma R.A. (2012). Parametric and Non-Parametric Statistics in Education and Psychology. Meerut: R. Lal Book Depot.

Thorndike, R.L & Hagen, E. (1995). Measurement and Evaluation in Psychology and Education. London: John Wiley & Sons Inc.

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228

course

Faculty of Education

2. Course Title (<45 characters)

ENVIRONMENTAL EDUCATION

4. Credits 3

6. Status

(Category for Program)

Major

7.1

No

7.2 Overlap with any UG/PG course of another Dept./Centre

No

10. Will the course require visiting faculty?

No

i. understand the concept of environment.

ii. understand the concept of environmental crisis and management.

iii. understand the nature, need and importance of

environmental education.

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229

Course Number: EDM-203, Course Title: ENVIRONMENTAL EDUCATION Class: B.Ed., Status of Course: MAJOR, Approved since session: 2015-16

Total Credits:3, Periods(55 mts. each)/week:3(L-3+T-0+P-0), Min.pds./sem.:39 UNIT I- BASIC CONCEPT AND NATURE OF ENVIRONMENT [7 Pds]

a) Concept and meaning of environment- Natural and man-made environment b) Ecosystem- structure, function and components

c) Energy flow in ecosystem and ecological succession d) Food chains, food webs and ecological pyramids

e) Introduction and characteristic features of – forest, grass land, desert and aquatic ecosystem

UNIT II- NATURAL RESOURCES AND ASSOCIATED PROBLEMS [8 Pds]

a) Forest resources- use and over exploitation and deforestation- causes, effects and remedy

b) Water resources- use and overexploitation of surface and ground water conservation, rain water harvesting and watershed management.

c) Mineral resources- use, exploitation and conversation, effect of mining on man and environment.

d) Food resources- world food problems- changes caused by agriculture and overgrazing, effect of modern agriculture, Fertilizers, pesticides, water logging and Salinity

e) Energy resources- growing energy need renewable and non-renewable energy sources, Conversation and alternate energy sources.

UNIT III- BIODIVERSITY AND ITS CONSERVATION [8 Pds]

a) Meaning and values of biodiversity- Consumptive and productive use, social, ethical, aesthetic and option values.

b) India as a Mega diversity nation.

c) Threats to biodiversity- habitat loss, poaching of wildlife, man-wildlife conflicts.

d) Endangered and endemic species of India.

e) Conservation of Biodiversity- In situ and Ex situ conservation

UNIT IV- ENVIRONMENTAL ISSUES AND PREVENTIVE MEASURES [8 Pds]

a) Air, water and marine pollution b) Noise, thermal and nuclear Pollution

c) Solid waste- causes, effects and controlling measures of urban and industrial waste

d) Climate change- global warming, acid rain and ozone layer depletion.

e) Natural Disaster – flood, earthquake, cyclone and land slides

UNIT V- ENVIRONMENTAL MANAGEMENT [8 Pds]

a) Concept, need and approaches of environmental management

b) International organization and their role in environmental management

c) National Efforts- Ministry of Forest and Environment, Government plans, action and policies

d) Environmental ethics and values

e) Environmental Acts, rules and regulations.

SESSIONAL WORK/ FIELD WORK

Preparation of survey report of any public place: Railway station, Bus stand, Hospital, Industrial area etc.

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230

REFERENCES

Agarwal, K.C. 2001 Environmental Biology, Nidi Publ. Ltd. Bikaner.

Bharucha Erach, The Biodiversity of India, Mapin Publishing Pvt. Ltd., Ahmedabad - 380013, India, Email: mapin@icenet. net (R).

5. Cunningham, W.P.Cooper, T.H. Gorhani, E & Hepworth, M.T.2001, Environmental Encyclopedia, Jaico Publ. House, Mumbai, 1196p.

Hawkins R.E., Encyclopedia of Indian Natural History, Bombay Natural History Society, Bombay (R)

Heywood, V.H & Waston, R.T. 1995. Global Biodiversity Assessment.

Cambridge Univ. Press 1140p.

Jadhav, H & Bhosale, V.M. 1995. Environmental Protection and Laws.

Himalaya Pub. House, Delhi 284 p.

Mckinney, M.L. & School, R.M. 1996. Environmental Science systems &

Solutions, Web enhanced edition. 639p.

Miller T.G. Jr. Environmental Science, Wadsworth Publishing Co. (TB) Odum, E.P. 1971. Fundamentals of Ecology. W.B. Saunders Co. USA, 574p Sharma B.K., 2001. Environmental Chemistry. Geol Publ. House, Meerut Trivedi R.K., Handbook of Environmental Laws, Rules Guidelines, Compliances and Stadards, Vol I and II, Enviro Media (R)

Trivedi R. K. and P.K. Goel, Introduction to air pollution, Techno-Science Publication (TB)

Wanger K.D., 1998 Environmental Management. W.B. Saunders Co.

Philadelphia, USA 499p (M) Magazine

(R) Reference (TB) Textbook