Programme Outcomes Two Year B.Ed. and M.Ed.
PROGRAMME AND SPECIFIC PROGRAMME OUTCOMES TWO YEAR B.Ed. PROGRAMME (2021-22 ACADEMIC YEAR ONWARDS)
PROGRAMME EDUCATIONAL OBJECTIVES (PEO)
Programme Educational Objectives 01: Enhance Professional Competencies
Equip prospective teachers with Techno Pedagogical Content Knowledge and competencies to handle the challenges of the present-day classroom, there by acquiring expertise in critically engage with the current reflective practices of the school education.
Programme Educational Objectives 02: Personal Transformation:
Develop sensitivity towards local and global environment among prospective teachers through cognitive and affective transformation emphasizing harmonious living with oneself and with the society.
Programme Educational Objectives 03: Develop Leadership
Transform the prospective teachers to competent leaders with organizational, administrative and managerial skills and aptitudes.
Programme Educational Objectives 04: Continuing Education
Motivate the prospective teachers and lay down sound foundation for advanced learning in the area of education. It means aspire towards advanced studies in the realm of education.
Programme Educational Objectives 05: Inculcate Values and Ethics
Provide opportunities and experiential learning to impart the ethics and values in personal and professional life.
PROGRAMME OUTCOMES (PO)
Programme Outcome 01:
Master in pedagogical knowledge, professional competencies and skills to become as a competent teacher
Programme Outcome 02:
Proficient in fundamental ICT skills indispensable for personal and professional development
Programme Outcome 03:
Competent to amalgamate various methods, strategies and approaches in teaching learning process
Programme Outcome 04:
Appreciate philosophical, sociological, cultural, political and environmental perspectives of education
Programme Outcome 05:
Motivate for lifelong learning and continuing education for professional development
Programme Outcome 06:
Sensitize the effective ways in anticipating and solving the social problems and challenges of transforming society.
Programme Outcome 07:
Analyze the trends, issues and challenges facing in the contemporary education system.
Programme Outcome 08:
Proficient to apply the knowledge of educational management and administration in academic planning, organization and decision making
Programme Outcome 09:
Acquire democratic and social values of an ideal teacher there by inspire the learners
Programme Outcome 10:
Acquaint with the prominent role of educational psychology in identifying the individual differences of the learners and in facilitating their learning.
COURSE OUTCOMES
PROGRAMME AND SPECIFIC PROGRAMME OUTCOMES TWO YEAR B.Ed PROGRAMME
COURSE LEARNING OUTCOMES
EDU 01: EDUCATION IN CONTEMPORARY INDIA
1. Recognize the diversity of Indian society and role of education in respecting them
2. Describe the meaning, definitions, functions and aims of education
3. Differentiate various types and levels of education
4. Classify the ancient, medieval, colonial education and basic education
5. Develop the capacity to accept the progressive changes from ancient to modern education
6. Explain the constitutional provisions related to education in India
7. Organize different programmes related to issues of inequality and marginalization
8. Discuss the current issues of education in India
9. Summarize the recommendations of different policy frameworks of education in India
10. Analyze the evolution of education and developmental experience of Kerala
EDU 02: DEVELOPMENT OF THE LEARNER
1. Differentiate between Growth and Development
2. Identify and analyse the principles, factors, aspects and Stages of Development.
3. Identify and categorize the developmental tasks and hazards.
4. Apply the theories of development in educational contexts and design learning activities.
5. Analyse the different socio cultural aspects influencing the adolescence.
6. Analyse and contrast the theories of personality.
7. Judge the process of assessing the personality.
8. Classify the mental disorders.
9. Analyse the differences in individuals
10. Categorize the learning disabilities and suggest strategies to deal with.
EDU 03: SCHOOL ORGANIZATION
1. Summarize the significance of educational management and organization in schools
2. Check appropriateness of criteria for teacher appraisal
3. Discuss the importance of maintaining essential records in schools
4. Monitor adequacy of infrastructure in a school
5. Design time tables
6. Organize programmes that bridges the gap between school and community with active community participation
7. Identify relevance of physical and health education in schools
8. Ascertain motives for physically fit life
9. Deconstruct the biases regarding first aid for injuries commonly found in schools
10. Abstract few Asanas in Yoga and their benefits
EDU 04: UNDERSTANDING DISCIPLINES AND SUBJECTS
1. Analyse the significance of different school subjects
2. Classify of academic discipline based on their nature and features
3. Differentiate the nature of different school subjects and their explain their evolution
4. Analyse and explain the process of emerging new academic disciplines
5. Critically examine the socio political dimensions of discipline and subjects
EDU 05.1: THEORETICAL BASES OF TEACHING ARABIC
1. Identify modern trends in language teaching learning processes.
2. Explain the concept of language and its basics.
3. Distinguish global trends in Arabic pedagogicpractices.
4. Make acquaintance withlanguage skillacquisition strategies.
5. Practice teaching skillsin the actual classroomsocial system.
6. Develop interest in practicing different Arabic language teaching and learning approaches, methods and strategies.
EDU 05.2: THEORETICAL BASES OF TEACHING ENGLISH
1. Extend knowledge about the meaning, importance, scope and characteristics of English language
2. Identify the position of English in the Indo-European family and the roles played by English in the present scenario
3. Explain the different structural aspects of English language
4. Formulate the aims and objectives of teaching English at different stages.
5. Relate and apply the various principles of language teaching.
6. Select and make use of various psychological theories of language learning in classrooms.
7. Interpret the different language skills and manipulate these skills
8. Differentiate types of vocabulary and design language games.
EDU 05.3: THEORETICAL BASE OF TEACHING HINDI
1. Develop the concept about nature, growth and constitutional provisions of Language.
2. Construct idea regarding forms of language, need of language in communication and role in Global context.
3. Create theory of Micro Teaching, Blooms taxonomy and Constructivist format.
4. Evaluate the role of Curriculum, and knowledge of textbook analysis.
5. Focus on theory of, Content analysis and difference between curriculum& syllabus.
6. Design concepts regarding Aim, Importance & Method of teaching Prose, Poetry, and Composition, Drama, Story.
7. Organize the role of Resource material, teaching aid, media, Library & trips.
EDU 05.4: THEORETICAL BASES OF TEACHING MALAYALAM
1. Develop a positive attitude towards Malayalam language and its culture
2. Understand the importance of mother tongue and realise the need to transfer it to the next generation
3. Understand the principles and theories of language teaching
4. Understand the aims and objectives of teaching Malayalam and develop the ability to find it.
5. Identify and understand the mental process skills contained in Malayalam teaching
6. Understand and analyse the basic language skills- listening, speaking, reading and writing- and its sub skills and create activities to develop these skills and will attain and enhance competence in the four modes of literacy
7. Familiarise with micro teaching and acquired core skills of teaching
8. Get acquainted with principles/ concepts of curriculum construction
EDU 05.5: THEORATICAL BASES OF TEACHING SANSKRIT
1. Interpret the historical development of Sanskrit language
2. Compare the influence of Sanskrit with other branches of sciences
3. Differentiate the language learning skills
4. Categorize the teaching of Sanskrit at various levels
5. Distinguishes blooms taxonomy and revised taxonomy in relation with Sanskrit learning
6. Classify the skills of reception and appreciation
7. Identify various steps and advantages of micro teaching
8. List the ways to minimize spelling errors
EDU 05.6: THEORETICAL BASES OF TEACHING TAMIL
1. Understand the nature and scope of Tamil language
2. Recognize and practice skills and activities for developing Tamil language
3. Describe and interpret theoretical bases of language development and integrate them in Tamil language development among students at secondary level.
4. Critically appraise and prioritize the principles in the construction of language curriculum
5. Selects appropriate approach and models of teaching in transacting Tamil lessons
6. Discover and experiment various modern techniques of Tamil teaching in secondary school classes
7. Design and adopt modern evaluation techniques in Tamil language education to
evaluate student‘s achievements
8. Acquires professional competency and skills in Tamil teaching
EDU 05.7: THEORETICAL BASES OF TEACHING URDU
1. Describe the scope of Urdu language and its teaching.
2. Explain the approaches, theories and methods of Urdu teaching.
3 Discuss the basic language skills and its importance in Urdu teaching.
4. Summarize the challenges facing by the Urdu teaching learning at present.
5. Review the present practices of teaching Urdu in the state of Kerala.
6. Demonstrate the basic teaching skills at micro level.
7. Create different techniques and strategies for Urdu teaching.
EDU 05.8: THEORETICAL BASES OF TEACHING COMMERCE
1. Explain the relevance of commerce education in past and present era
2. Implement various areas of commerce in to the modern commercial endeavour
3. Relate the aims, objectives and values of commerce education with teaching of commerce subjects at higher secondary level
4. Explore the implications of Bloom‘s taxonomy in commerce education
5. Determine appropriate approaches, methods, and techniques for teaching commerce subjects
6. Organize the principles and approaches of curriculum construction in selecting subject matter of commerce subjects
7. Judge the current trends in commerce curriculum at higher secondary level
8. Design micro lessons to develop skills in teaching commerce subjects
EDU 05.9: THEORETICAL BASES OF TEACHING COMPUTER SCIENCE
1. Explain the nature, scope, need, significance and future of Computer Science.
2. Illustrate the history and developmental trends in computer science education.
3. Describe the aims, objectives and values of teaching Computer Science in secondary andhigher secondary curriculum.
4. Sketch the conceptual overview of Revised Bloom's Taxonomy.
5. Identify the meaning, principles, phases and maxims of teaching.
6. Plan and practice micro teaching for the development of essential teaching skills.
7. Explain the principles, approaches and modern trends in the construction of curriculum by giving special focus to the subject Computer Science.
8. Use the scope of computer based learning management and evaluation in classroom.
9. Distinguish between the components and features of Individualized learning and collaborative learning.
10. Illustrate the use and importance of computers and Internet for implementing different learning strategies in individualized and collaborative learning environments.
EDU 05.10: THEORETICAL BASES OF TEACHING MATHEMATICS
1. Appraise the nature of mathematics as a science and its history
2. Explain the values aims and objectives of teaching mathematics
3. Formulate objectives/learning outcomes based on Bloom's Taxonomy/ RBT
4. Demonstrate individual teaching skills relevant to mathematics teaching
5. Select and make use of different methods and techniques for teaching mathematics
6. Explain the basic concepts of Curriculum
7. Appraise the present School mathematics curriculum with respect to the recommendations of major curriculum reforms
EDU 05.11: THEORETICAL BASES OF TEACHING NATURAL SCIENCE
1. Analyse the nature and method of science
2. Detect the landmarks in the development of science and significance of science in KCF and NCF
3. Execute microteaching
4. Construct lesson plans based on different models of teaching
5. Select appropriate approaches, methods and techniques in teaching science
6. Analyse the theoretical bases of constructivism and familiarize techniques of Implementing constructivism in class room
7. Review the latest happenings in the state schooling procedures
8. Focus the influence of science and science teacher in modern society
9. Analyse the principles and stages of curriculum construction
10. Evaluate the curriculum reforms abroad
11. Correlate science with other subjects
EDU 05.12: THEORETICAL BASES OF TEACHING PHYSICAL SCIENCE
1. Explain nature, values, and evolution of physical science as a subject and distinguish between scientific attitude and scientific aptitude
2. Design objectives, learning experiences, and evaluation procedures based on different taxonomies of instruction.
3. Plan some measures /strategies for developing science process skills among students
4. Explain and organize various procedural aspects of teaching.
5. Plan and implement micro teaching sessions.
6. Define and curriculum and it‘s principles
7. Correlate physical science with other subjects and integrate it in his/ her classroom teaching and can critically analyse the different approaches of curriculum construction
8. Plan and execute various methods and strategies in teaching physical science
EDU 05.13: THEORETICAL BASES OF TEACHING SOCIAL SCIENCES
1. Define and explain the meaning, nature and evolution of social sciences and its correlation with other subjects
2. Document aims and objectives of teaching social sciences
3. Explicate the significance of the Blooms taxonomy and Revised Blooms Taxonomy in teaching social sciences
4. Define and demonstrate the basic principles and phases of teaching, and the aspects of Micro teaching in social science
5. Explain and illustrate the features and approaches of social science curriculum
EDU 101 MICRO TEACHING
1. To develop specific teaching skills
2. To build up confidence in teaching
3. To practice and refine teaching skills
4. To provide feedback for modification of teaching behavior
EDU 102 COURSE ON EPC 1: LANGUAGE ACROSS CURRICULUM – READING AND REFLECTING ON TEXTS
1. Develops ability to comprehend the language of texts, teacher and learner and various other instructional contexts
2. Improve his/her proficiency in ‗reading‘, ‗writing‘, ‗thinking‘, and ‗communicating‘ in the language of instruction
3. Develop an interest in reading
4. Improve his/her ability to understand instruction
EDU 06: PERSPECTIVES ON EDUCATION
1. Analyse the role of teacher as a nation builder
2. Discuss the role of education to eradicate social evils in the contemporary society
3. Apply the knowledge of sociology and philosophy in teaching learning process
4. Differentiate eastern and western philosophical thoughts and its significance in education
EDU 07- FACILITATING LEARNING
1. Analyse the process, factors and theoretical bases of learning
2. Identify and apply different ways of motivating learners
3. Compare and contrast the different perspectives on learning
4. Analyse the process of remembering and forgetting
5. Create facilitative learning environment through reflective practices which will in turn make self awareness and independent thinking
6. Examine the process of learning in learner‘s perspective
7. Diagnose problems of learning and assessing learning outcomes
EDU 08-ASSESSMENT FOR LEARNING
1. Describe the meaning, role and purpose of assessment in teaching learning process
2. Summarize the various types and principles of assessment
3. Critically anise the assessment process in various approaches of classroom teaching learning.
4. Design and create appropriate techniques and tools of good quality for classroom assessment
5. Classify the major issues in classroom assessment
6. Discuss the major reforms in assessment
7. Explain the assessment strategies for inclusive practices
8. Compute various statistical measures for reporting quantitative data
EDU 09.1 PEDAGOGIC PRACTICES IN ARABIC
1. Design Techno Pedagogic content Knowledge of Arabic language teaching.
2. Transfer aims and objectives of Arabic language teaching into actual classroom process.
3. Develop instructional planning of Arabic language teaching.
4. Select and design appropriate teaching learning resources for Arabic language learning.
5. Design Arabic language curriculum.
6. Show expertness in development and use of assessment techniques for continuous and comprehensive evaluation.
EDU 09.2 PEDAGOGIC PRACTICES IN ENGLISH
1. Classify and compare different methods, approaches and techniques of teaching English.
2. Select and create appropriate aids for classroom instruction
3. Interpret and develop pedagogical analysis for course books.
4. Distinguish different forms of literature and plan discourses.
5. Identify and prepare different types of classroom planning
6. Distinguish between different types of tests and construct test designs
7. Modify instructional procedures for teaching-learning
8. Appraise library resources and make use of different library resources in teaching- learning
EDU 09.3 PEDAGOGIC PRACTICES IN HINDI
1. Organizes the aims and objectives of teaching Hindi
2. Focuses on the principles and maxims of language teaching
3. Plans different methods of language teaching
4. Distinguishes structure of language and language skills in Hindi
5. Executes different teaching skills
6. Construct instructional plans and suitable instructional resources
7. Evaluates classroom practices and solving real classroom problems
8. Designs models of teaching for teaching Hindi
EDU09.5 PEDAGOGIC PRACTICES IN SANSKRIT
1. Explain the concept pedagogy and content analysis
2. Do content analysis of textbooks
3. Describe the merits and demerits of ancient and modern methods
4. Identifyvarious strategies and techniques in Sanskrit teaching
5. Identify the importance of planning in Sanskrit teaching
6. Construct various tools of evaluation in Sanskrit learning
EDU 09.6 PEDAGOGIC PRACTICES IN TAMIL
1. Understand the different dimensions of Pedagogic Analysis.
2. Distinguish the aims, objectives and specifications for teaching Tamil language.
3. Experiment the procedure and steps for planning different kinds of lesson
4. Critically evaluate Secondary Course Books of Tamil.
5. Integrate skills in designing appropriate learning aids.
6. Select and apply suitable strategies for assessment and evaluation.
7. Acquires skill for transaction of content in the class room.
EDU.09.7 PEDAGOGIC PRACTICES IN URDU
1. Discuss the aims and objectives of Urdu teaching at different levels.
2. Distinguish the learning outcomes and objectives based on taxonomy.
3. Describe the principles of language teaching.
4. Explain the principles of curriculum, syllabus and reading materials development.
5. Analyse reading materials using pedagogic analysis procedure and methods.
6. Prepare stage wise teaching plans.
7. Select and uses teaching learning materials while teaching Urdu.
8. Create effective strategies for evaluation and remediation.
EDU 09.8 PEDAGOGIC PRACTICES IN COMMERCE
1. Illustrate various models of teaching with examples from commerce subjects
2. Relate the theories of Behaviourism and Constructivism in teaching of commerce subjects
3. Deconstruct the content of Business studies and Accountancy at higher secondary level for transacting the curriculum effectively
4. Determine appropriate instructional aids, supplementary materials and community resources for teaching Business Studies and Accountancy
5. Construct year plan, unit plan and lesson plan for teaching of commerce subjects athigher secondary level
6. Design innovative ICT lesson plans in commerce subjects
EDU 09.9 PEDAGOGIC PRACTICES IN COMPUTER SCIENCE
1. Explain the meaning, need, objectives, stages and steps in pedagogic analysis.
2. Analyse the content of Higher Secondary Computer Science textbooks in order toimplement critical pedagogy in a constructivist classroom.
3. Develop year plan, unit plan, Lesson plans and digital lesson plans..
4. Explain the need, characteristics and importance of teaching manual.
5. Illustrate the importance of ICT textbooks, digital interactive textbooks, workbooks and teacher texts.
6. Cites the use of web based resources and reference materials.
7. Organize the essential hardware and software infrastructures needed for setting up acomputer lab.
8. Describe models of teaching and its basic elements.
9. Distinguish between important teaching models like Concept Attainment, Jurisprudential and Inquiry models.
10. Plan and construct Achievement tests and Diagnostic tests after developing different types of test items.
EDU 09.10 PEDAGOGIC PRACTICES IN MATHEMATICS
1. Analyse the secondary/ higher secondary mathematical content pedagogically
2. Plan mathematics instruction at various stages
3. Appraise the role of models of teaching in mathematics education
4. Design lesson transcripts based on various models of teaching relevant to mathematics education
5. Select and use appropriate learning resources in mathematics instruction
6. Develop different assessment tools for mathematics learning
EDU 09.11 PEDAGOGIC PRACTICES IN NATURAL SCIENCE
1. Attribute the characteristics and organization of aims, objectives and nationalgoals of Natural Science.
2. Check the cohesiveness and organization of Pedagogic analysis and contentanalysis of 8th, 9th and 10th Std. Biology textbook.
3. Construct Lesson plan based on constructivist and behaviorist formats.
4. Check the validity and worth of various resource materials in teaching NaturalScience.
5. Plan the different co-curricular activities such as science club, science fair, science exhibition etc.
6. Judge the criteria and procedures of various co-curricular activities in teaching Natural science.
7. Design the science lab, science library in a school.
8. Plan different test items based on Biology text book.
9. Construct achievement test and diagnostic test based on Upper primary, Highschool and Higher secondary Biology text book.
10. Judge the criteria and standard of CCE.
EDU 09.12 PEDAGOGIC PRACTICES IN PHYSICAL SCIENCE
1. Develop competencies in pedagogic analysis and content analysis.
2. Critically analyze the suitability of various learning experiences to satisfy the diverse needs of learner
3. Develop competencies in preparing different levels of planning of instruction for the effective transaction of Physical Science
4. Analyse variety of teaching- learning resources and utilize them effectively in the learning process.
5. Plan, organize and execute activity aids and utilitise community based resources in the learning process
6. Develop understanding of different families of Models of Teaching and competency in using appropriate Models in different learning situations.
7. Prepare lesson transcripts based on Models of Teaching.
8. Understand the significance of assessment and evaluation in the learning process.
9. Construct evaluation tools using variety of test items of different levels to address student diversity.
EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE
1. Design the pedagogic analysis of Social Science subject for secondary school level
2. Demonstrate the aspects of critical pedagogy by analyzing school level social science texts in the socio - political contexts
3. Analyze the texts and resources of social sciences and competently practice the social science teaching
4. Explain and demonstrate the models of teaching in social sciences.
5. Design and administer the evaluation strategies and achievement tests in social Sciences
6. To have a hands on competency in preparing pedagogic analysis of social science
7. To acquaint with Planning of instruction
8. To provide familiarization with resources for teaching and learning social science.
9. To develop ability to prepare lesson transcripts based on models of Teaching.
10. To understand the Evaluation techniques and prepare Achievement Test as per the existing state syllabus pattern in Social science
EDU201.1 PEER DISCUSSION LESSONS
1. To understand the concept and importance of Lesson Planning in classroom teaching
2. To strengthen the conceptions of lesson planning
3. To provide guidelines to you during teaching practice
4. To maintain the sequence of content presentation
5. To provide you a forum to discuss various facts of Lesson Planning
6. To develop attitude towards teaching
7. To prepare lesson plans on the basis of various approaches/methods of teaching
8. To discuss lesson plans with peers and teacher educators
9. To improve the competency of lesson planning
EDU201.2 OBSERVATION LESSONS& FACULTY DEMONSTRATION LESSONS
1. To observe teaching skills, and the participation of students in the lessons
2. To observe teacher/teaching behaviour in various teaching learning situations
CRITICISM LESSONS
1. To provide opportunity for a macro lesson in practice
2. To develop the skill of structured observation of classroom teaching
3. To get experience of preparing lesson plans for classroom teaching
4. To provide opportunity for debating on teaching performance.
5. To pool feedback of all observers of a specific lessons.
EDU 201.4 PREPARATION OF TEACHING –LEARNING MATERIALS
1. To nurture ideas of preparing relevant teaching aids for identified content areas
2. To develop creative instincts
3. To give chance for expression of ideas
4. To develop feeling of conservation of thrown out materials
EDU 201.5 INITIATORY SCHOOL EXPERIENCES
1. To provide the student-teacher an opportunity to have primary experiences with the functioning of the school.
2. To develop conceptual understandings about teaching and learning in school environment
3. To validate the theoretical understandings developed through various foundation and pedagogy courses
4. To understand and develop meaningful learning sequences appropriate to the specificity of different levels of learning
5. To mobilize appropriate resources for them
EDU.301.SCHOOL INTERNSHIP
1. To observe children and the teaching learning process in a systematic manner.
2. To understand the content and pedagogical principles, issues and problems related to teaching
3. To develop a repertoire of resources which can be used by the intern later in her teaching– textbooks, children‘s literature, activities, games, and excursions
4. To participate in teaching school subjects for the children of Class VI to X.
5. To experience the school in its totality
6. To assume the role of a regular teacher with appropriate planning taking into account the diverse needs of students and the varying contexts that impact the teaching learning process.
7. To acquire competencies and skills required for effective classroom teaching, class management and evaluation of student learning, organization of co-curricular activities, and working with the community
8. systemic limitation
9. To critically reflect on her own school experiences and keep records of the same.
10. To learn to assess different aspects of children‘s learning without a focus only on Achievement.
11. To develop proper professional attitudes, values and interests.
To familiarize with the existing educational scenario of the respective states.
EDU.304. COMMUNITY LIVING CAMP
1. To realize the aim of ‗learning to live together
2. To equip the students to live cooperatively in a society
3. To impart social values and skills (adjustment, sharing, tolerance, empathy etc.)
4. To impart personal values and skills (leadership, initiative, self-confidence, positive attitude, creativity etc.
5. To provide chances for democratic living, managing events, division of labour and dignity of labour.
6. To promote social accommodation and broaden the mental abilities of the student-teachers
7. To develop critical thinking about the issues related to the policies/approaches in Education
8. To inquire in to the cultural, social, scientific, educational and environmental aspects of a community
9. To manage events of various dimensions
EDU 10-GENDER, SCHOOL AND SOCIETY
1. Comparatively describe and summarize the concept of gender as a social construct at different contexts
2. Suggest designs and resolves to gender issues in schools and educational settings
3. State the jurisprudence on gender related social issues and issues at institutions
4. Critically analyse and debate the recent issues associated with gender in school and society
5. Monitor and document the inter-related functions of school and society
EDU. 11 EDUCATIONAL THOUGHTS AND PRACTICES
1. Compare the philosophical thoughts of Indian and Western thinkers on Education.
2. Recognize the impact of education in social processes.
3. Specify the educational provisions of the Indian Constitution.
4. Examine the implications of equality of educational opportunities on social justice.
5. Discuss the modern trends in curriculum development.
6. Summarize the curricular reforms suggested by NPE and NCF
EDU. 12 CREATING AN INCLUSIVE SCHOOL
1. Define the concept of disability and inclusion within an educational framework
2. Identify the dominating threads that contribute to the psychological construct of disability and identify the barriers and challenges to inclusive learning and participation.
3. Describe the cultures policies and practices that need to be addressed in order to create an inclusive school.
4. Implement various methods and strategies that promote the integration of students with disabilities in the normal schools.
5. Design and implement University acceptable plan and procedure for making the schools more inclusive.
EDU13.1 PROFESSIONALISING ARABIC EDUCATION
1. Identify and acquire qualities of an effective Arabic language Teacher.
2. Show appropriate attitudes towards research skills to identify and locate significant concerns related to Arabic language research trends.
3. Become an expert in design and use of digital learning tools and resources for Arabic language learning processes.
4. Use virtual workspace for institutional and professional development.
5. Critically evaluate Community based teaching & learning systems.
EDU 13.2 PROFESSIONALIZING ENGLISH EDUCATION
1. Integrate knowledge, skills and experiences for becoming a professional in teaching English.
2. Summarize the need for professionalism
3. Practice capacity building in English education as per the global demands.
4. Design outreach programs for the global scenario by preparing themselves for new careers.
5. Plan and prepare e-content materials for language learning
EDU 13.3 PROFESSIONALIZING HINDI EDUCATION
1. Recognize different grammatical structure and develop knowledge on short history of Hindi language.
2. Evaluate the role and importance of Hindi in present Indian context
3. Develop the professional skill to become a professional Hindi teacher
4. Develop tools of evaluation
5. Analyse types of assessment and evaluation
6. Develop co-curricular activities in Hindi
7. Illustrate the most modern technology of teaching, learning and professionalizing.
EDU 13.4 PROFESSIONALING MALAYALAM EDUCATION
1. Recognise the need and scope of techno pedagogy in language teaching
2. Familiarise and equip with the various e resources used for teaching-learning Malayalam
3. Understand the IT integrated approach in teaching Malayalam
4. Recognize, reorganise and update oneself with the newly available e resources
5. Understand the need of professionalism in teaching
6. Understand the importance of professional growth
7. Understand the importance of teacher ethics
8. Develops the professional and personal qualities of a teacher
9. Acquaint with the competencies of teachers 10.Understand that teachers as a community of learners
11. Understand the importance of collaboration of schools with other institutions
EDU-13.5 PROFESSIONALISING SANSKRIT EDUCATION
1. List the qualities of good Sanskrit teacher
2. State the online teaching methods
3. Outline the major trends relevant with the Sanskrit curriculum revision
4. Instantiate the reports of various Sanskrit commissions
5. List various days for celebration
6. Organize various programs in Samskrotholsava
EDU 13.6 PROFESSIONALIZING TAMIL EDUCATION
1. Recognize the role of Tamil in the Society.
2. Practice co-curricular activities in Tamil
3. Competent in of nurturing talented children
4. Acquires skills in IT related professional inputs of teaching
5. Integrate skills and demonstrate attributes of a Professional Tamil Teacher
EDU 13.7 PROFESSIONALISING URDU EDUCATION
1. Describe the importance and nature of learning activities.
2. Evaluate the effectiveness of models of teaching in Urdu teaching.
3. Assess the teaching as a profession.
4. Justify the importance of thought process and creativity in teaching and Learning.
EDU 13.8 PROFESSIONALIZING COMMERCE EDUCATION
1. Identify various e-learning resources to lead virtual commerce classrooms effectively
2. Describe personal qualities and professional competencies of a commerce
3. Execute the knowledge of TPACK in transacting commerce subjects
4. Judge the interdisciplinary nature and role of co-curricular activities in relation to commerce subjects
5. Design digital lessons for topics in business studies and accountancy
EDU 13.9. PROFESSIONALIZING COMPUTER SCIENCE EDUCATION
1. Explain different levels of computer literacy and responsibilities of Computer Science teachers.
2. Integrate mentoring skills and professional ethics with teaching skill to become a professional teacher
3. Make use of techno pedagogical skills and Technological Pedagogical Content Knowledge (TPACK) in education.
4. Use ICT tools and content management systems for the development of educational resources.
5. Illustrate the importance and advantages of using free and open source software.
6. Identify the role of computer science teacher in e-content development, management and the development of leaning modules.
7. Describe the emerging areas in computer Science education like expert systems, robotics, nano technology, internet of things, etc.
8. Explain the use of Learning Management Systems and the importance of creative common licensed materials.
EDU 13.10 PROFESSIONALIZING MATHEMATICS EDUCATION
1. Identify the causes of poor performance in mathematics
2. Organize different activities for making mathematics learning enjoyable
3. Identify the exceptional children in mathematics and develop special programs for them
4. Appraise the role of governmental and non-Governmental initiations in nurturing mathematics learning
5. Design e- content material in mathematics
6. Identify various aspects of professionalizing mathematics education
7. Outline techno pedagogical skills for mathematics instruction
EDU 13.11PROFESSIONALIZING NATURAL SCIENCE EDUCATION
1. Co-ordinate seminar on teaching profession, competency, and soft skills.
2. Judge the relevance of resources and agencies in professional growth of science teacher.
3. Prepare a review based on the information collected from ERIC and INFLIBNET.
4. Analyse the relevance of techno pedagogy, TPACK, techno pedagogic skills of natural science teacher.
5. Create digital resource, online publishing and analyse school biology topic by using appropriate ICT tools.
6. Evaluate the nature of scientifically gifted students.
7. Analyse the use of information communication technology in science classroom.
8. Evaluate the significance of IT resources and dynamic learning environment in teaching learning process.
9. Construct an e-content in biology.
EDU 13.12 PROFESSIONALISING PHYSICAL SCIENCE EDUCATION
1. List the qualities; identify the mentoring skills and critically analyzethe accountability of a Physical Science teacher.
2. Appraise professional ethics in various situations and collaborate with others in a professional manner.
3. Explain the need and scope of TPACK and analyse physical science content based on TPACK
4. Analyse various ICT tools and design e-content incorporating socialmedia and web- based tools in physical science teaching
EDU 13.13 PROFESSIONALISING SOCIAL SCIENCE EDUCATION
1. Generate Teacher accountability and professional ethics of Social Science Teachers
2. Perform Techno Pedagogic skills in Social Science teaching
3. Demonstrate various ICT inputs in social science learning
4. Evaluate and report the emerging areas in Social Science Education
EDU14.1- CHILD RIGHTS EDUCATION
1. Explain the need and significance of child rights education
2. Design a collage about the violations in children's fundamental rights
3. Develop a project on the contributions of voluntary organizations in protecting the rights of children in your locality
4. Explain the important movements for child rights around the world
5. Critically analyse the situation of children in India with reference to child rights movement in India
6. Make a survey in your nearest cities to trace out the child labours
EDU 14.2 ENVIRONMENTAL EDUCATION
1. Organize a seminar on ecosystem.
2. Evaluate the significance of ecological processes.
3. Criticize environmental problems at global, state and local level.
4. Judge existing environmental protection movements.
5. Recommend suitable approach, methods and techniques andCo-curricular activities for environmental education transaction.
6. Constructs appropriate tools and techniques of evaluation inenvironmental education.
EDU 14.3 EDUCATION FOR DIFFERENTLY ABLED
1. Recognize and identify different levels of differencesamong differently abled.
2. Define and distinguish various categories of differencesin differently abled students.
3. Select and use appropriate early identification andintervention strategies in order to make conducivesocial/ learning environment.
4. Examine and choose suitable placement opportunitiesfor differently abled.
5. Develop critical understanding of recent trends anddevelopments in the education of differently abled inorder to cultivate appropriate teacher adaptation.
EDU14.4 GUIDANCE AND COUNSELLING
1. Identify the meaning, need, scope and principles of guidance and its different forms.
2. Execute diverse guidance activities at school through proper planning and organization.
3. Develop a clear concept about counselling.
4. Define mental health and describe what leads to poor mental health
5. List the qualities of a school counselor and role of teachers in catering the students with special needs
EDU 14.5 HEALTH AND PHYSICAL EDUCATION
1. Understand the importance of physical and health education for a healthy lifestyle
2. Design a fitness program
3. Understand the basics of yoga, posture
4. Explain the causes, symptoms and management of various lifestyle diseases
5. Equipped to handle the basics of first aid ,food and nutrition
EDU14.6. MANAGEMENT IN SCHOOL EDUCATION
1. Familiarize the concept School organization
2. Develop an understanding of the concepts management, administration and organization in education
3. Develop an awareness of various levels of management in schools
4. Delineate school as the formal system of education
5. Understand the existing constitutional provisions for the school education on India
6. Analyze the role of various organizations in school management.
7. Critically examine the dimensions of institutional climate
8. Construct time table by applying the various principles of timetable construction
9. Design institutional plan for the successful functioning of an institution.
EDU 14.7.VALUE EDUCATION AND PEACE EDUCATION
1. Develop perspectives on the axiological principles of different philosophies valueeducation and peace education
2. Examine different theories of value development and the nature and characteristics ofvalue development
3. Explain and report value education, peace education and its history in India
4. Plan and execute different value education and peace education practices in school and social contexts.
5. Integrate the value and peace education with the school subjects in teaching contexts
EDU .403.SUPW & WORKING WITH COMMUNITY
1. To acquire the requisite competencies in planning and executing socially useful Programmes To develop social sensitivity and consciousness and their human sensibilities
2. To seek co-operation and support from local people To develop dignity of labour
3. To produce products which are useful to society
COURSE LEARNING OUTCOMES
EDU 01: EDUCATION IN CONTEMPORARY INDIA
1. Recognize the diversity of Indian society and role of education in respecting them
2. Describe the meaning, definitions, functions and aims of education
3. Differentiate various types and levels of education
4. Classify the ancient, medieval, colonial education and basic education
5. Develop the capacity to accept the progressive changes from ancient to modern education
6. Explain the constitutional provisions related to education in India
7. Organize different programmes related to issues of inequality and marginalization
8. Discuss the current issues of education in India
9. Summarize the recommendations of different policy frameworks of education in India
10. Analyze the evolution of education and developmental experience of Kerala
EDU 02: DEVELOPMENT OF THE LEARNER
1. Differentiate between Growth and Development
2. Identify and analyse the principles, factors, aspects and Stages of Development.
3. Identify and categorize the developmental tasks and hazards.
4. Apply the theories of development in educational contexts and design learning activities.
5. Analyse the different socio cultural aspects influencing the adolescence.
6. Analyse and contrast the theories of personality.
7. Judge the process of assessing the personality.
8. Classify the mental disorders.
9. Analyse the differences in individuals
10. Categorize the learning disabilities and suggest strategies to deal with.
EDU 03: SCHOOL ORGANIZATION
1. Summarize the significance of educational management and organization in schools
2. Check appropriateness of criteria for teacher appraisal
3. Discuss the importance of maintaining essential records in schools
4. Monitor adequacy of infrastructure in a school
5. Design time tables
6. Organize programmes that bridges the gap between school and community with active community participation
7. Identify relevance of physical and health education in schools
8. Ascertain motives for physically fit life
9. Deconstruct the biases regarding first aid for injuries commonly found in schools
10. Abstract few Asanas in Yoga and their benefits
EDU 04: UNDERSTANDING DISCIPLINES AND SUBJECTS
1. Analyse the significance of different school subjects
2. Classify of academic discipline based on their nature and features
3. Differentiate the nature of different school subjects and their explain their evolution
4. Analyse and explain the process of emerging new academic disciplines
5. Critically examine the socio political dimensions of discipline and subjects
EDU 05.1: THEORETICAL BASES OF TEACHING ARABIC
1. Identify modern trends in language teaching learning processes.
2. Explain the concept of language and its basics.
3. Distinguish global trends in Arabic pedagogicpractices.
4. Make acquaintance withlanguage skillacquisition strategies.
5. Practice teaching skillsin the actual classroomsocial system.
6. Develop interest in practicing different Arabic language teaching and learning approaches, methods and strategies.
EDU 05.2: THEORETICAL BASES OF TEACHING ENGLISH
1. Extend knowledge about the meaning, importance, scope and characteristics of English language
2. Identify the position of English in the Indo-European family and the roles played by English in the present scenario
3. Explain the different structural aspects of English language
4. Formulate the aims and objectives of teaching English at different stages.
5. Relate and apply the various principles of language teaching.
6. Select and make use of various psychological theories of language learning in classrooms.
7. Interpret the different language skills and manipulate these skills
8. Differentiate types of vocabulary and design language games.
EDU 05.3: THEORETICAL BASE OF TEACHING HINDI
1. Develop the concept about nature, growth and constitutional provisions of Language.
2. Construct idea regarding forms of language, need of language in communication and role in Global context.
3. Create theory of Micro Teaching, Blooms taxonomy and Constructivist format.
4. Evaluate the role of Curriculum, and knowledge of textbook analysis.
5. Focus on theory of, Content analysis and difference between curriculum& syllabus.
6. Design concepts regarding Aim, Importance & Method of teaching Prose, Poetry, and Composition, Drama, Story.
7. Organize the role of Resource material, teaching aid, media, Library & trips.
EDU 05.4: THEORETICAL BASES OF TEACHING MALAYALAM
1. Develop a positive attitude towards Malayalam language and its culture
2. Understand the importance of mother tongue and realise the need to transfer it to the next generation
3. Understand the principles and theories of language teaching
4. Understand the aims and objectives of teaching Malayalam and develop the ability to find it.
5. Identify and understand the mental process skills contained in Malayalam teaching
6. Understand and analyse the basic language skills- listening, speaking, reading and writing- and its sub skills and create activities to develop these skills and will attain and enhance competence in the four modes of literacy
7. Familiarise with micro teaching and acquired core skills of teaching
8. Get acquainted with principles/ concepts of curriculum construction
EDU 05.5: THEORATICAL BASES OF TEACHING SANSKRIT
1. Interpret the historical development of Sanskrit language
2. Compare the influence of Sanskrit with other branches of sciences
3. Differentiate the language learning skills
4. Categorize the teaching of Sanskrit at various levels
5. Distinguishes blooms taxonomy and revised taxonomy in relation with Sanskrit learning
6. Classify the skills of reception and appreciation
7. Identify various steps and advantages of micro teaching
8. List the ways to minimize spelling errors
EDU 05.6: THEORETICAL BASES OF TEACHING TAMIL
1. Understand the nature and scope of Tamil language
2. Recognize and practice skills and activities for developing Tamil language
3. Describe and interpret theoretical bases of language development and integrate them in Tamil language development among students at secondary level.
4. Critically appraise and prioritize the principles in the construction of language curriculum
5. Selects appropriate approach and models of teaching in transacting Tamil lessons
6. Discover and experiment various modern techniques of Tamil teaching in secondary school classes
7. Design and adopt modern evaluation techniques in Tamil language education to
evaluate student‘s achievements
8. Acquires professional competency and skills in Tamil teaching
EDU 05.7: THEORETICAL BASES OF TEACHING URDU
1. Describe the scope of Urdu language and its teaching.
2. Explain the approaches, theories and methods of Urdu teaching.
3 Discuss the basic language skills and its importance in Urdu teaching.
4. Summarize the challenges facing by the Urdu teaching learning at present.
5. Review the present practices of teaching Urdu in the state of Kerala.
6. Demonstrate the basic teaching skills at micro level.
7. Create different techniques and strategies for Urdu teaching.
EDU 05.8: THEORETICAL BASES OF TEACHING COMMERCE
1. Explain the relevance of commerce education in past and present era
2. Implement various areas of commerce in to the modern commercial endeavour
3. Relate the aims, objectives and values of commerce education with teaching of commerce subjects at higher secondary level
4. Explore the implications of Bloom‘s taxonomy in commerce education
5. Determine appropriate approaches, methods, and techniques for teaching commerce subjects
6. Organize the principles and approaches of curriculum construction in selecting subject matter of commerce subjects
7. Judge the current trends in commerce curriculum at higher secondary level
8. Design micro lessons to develop skills in teaching commerce subjects
EDU 05.9: THEORETICAL BASES OF TEACHING COMPUTER SCIENCE
1. Explain the nature, scope, need, significance and future of Computer Science.
2. Illustrate the history and developmental trends in computer science education.
3. Describe the aims, objectives and values of teaching Computer Science in secondary andhigher secondary curriculum.
4. Sketch the conceptual overview of Revised Bloom's Taxonomy.
5. Identify the meaning, principles, phases and maxims of teaching.
6. Plan and practice micro teaching for the development of essential teaching skills.
7. Explain the principles, approaches and modern trends in the construction of curriculum by giving special focus to the subject Computer Science.
8. Use the scope of computer based learning management and evaluation in classroom.
9. Distinguish between the components and features of Individualized learning and collaborative learning.
10. Illustrate the use and importance of computers and Internet for implementing different learning strategies in individualized and collaborative learning environments.
EDU 05.10: THEORETICAL BASES OF TEACHING MATHEMATICS
1. Appraise the nature of mathematics as a science and its history
2. Explain the values aims and objectives of teaching mathematics
3. Formulate objectives/learning outcomes based on Bloom's Taxonomy/ RBT
4. Demonstrate individual teaching skills relevant to mathematics teaching
5. Select and make use of different methods and techniques for teaching mathematics
6. Explain the basic concepts of Curriculum
7. Appraise the present School mathematics curriculum with respect to the recommendations of major curriculum reforms
EDU 05.11: THEORETICAL BASES OF TEACHING NATURAL SCIENCE
1. Analyse the nature and method of science
2. Detect the landmarks in the development of science and significance of science in KCF and NCF
3. Execute microteaching
4. Construct lesson plans based on different models of teaching
5. Select appropriate approaches, methods and techniques in teaching science
6. Analyse the theoretical bases of constructivism and familiarize techniques of Implementing constructivism in class room
7. Review the latest happenings in the state schooling procedures
8. Focus the influence of science and science teacher in modern society
9. Analyse the principles and stages of curriculum construction
10. Evaluate the curriculum reforms abroad
11. Correlate science with other subjects
EDU 05.12: THEORETICAL BASES OF TEACHING PHYSICAL SCIENCE
1. Explain nature, values, and evolution of physical science as a subject and distinguish between scientific attitude and scientific aptitude
2. Design objectives, learning experiences, and evaluation procedures based on different taxonomies of instruction.
3. Plan some measures /strategies for developing science process skills among students
4. Explain and organize various procedural aspects of teaching.
5. Plan and implement micro teaching sessions.
6. Define and curriculum and it‘s principles
7. Correlate physical science with other subjects and integrate it in his/ her classroom teaching and can critically analyse the different approaches of curriculum construction
8. Plan and execute various methods and strategies in teaching physical science
EDU 05.13: THEORETICAL BASES OF TEACHING SOCIAL SCIENCES
1. Define and explain the meaning, nature and evolution of social sciences and its correlation with other subjects
2. Document aims and objectives of teaching social sciences
3. Explicate the significance of the Blooms taxonomy and Revised Blooms Taxonomy in teaching social sciences
4. Define and demonstrate the basic principles and phases of teaching, and the aspects of Micro teaching in social science
5. Explain and illustrate the features and approaches of social science curriculum
EDU 101 MICRO TEACHING
1. To develop specific teaching skills
2. To build up confidence in teaching
3. To practice and refine teaching skills
4. To provide feedback for modification of teaching behavior
EDU 102 COURSE ON EPC 1: LANGUAGE ACROSS CURRICULUM – READING AND REFLECTING ON TEXTS
1. Develops ability to comprehend the language of texts, teacher and learner and various other instructional contexts
2. Improve his/her proficiency in ‗reading‘, ‗writing‘, ‗thinking‘, and ‗communicating‘ in the language of instruction
3. Develop an interest in reading
4. Improve his/her ability to understand instruction
EDU 06: PERSPECTIVES ON EDUCATION
1. Analyse the role of teacher as a nation builder
2. Discuss the role of education to eradicate social evils in the contemporary society
3. Apply the knowledge of sociology and philosophy in teaching learning process
4. Differentiate eastern and western philosophical thoughts and its significance in education
EDU 07- FACILITATING LEARNING
1. Analyse the process, factors and theoretical bases of learning
2. Identify and apply different ways of motivating learners
3. Compare and contrast the different perspectives on learning
4. Analyse the process of remembering and forgetting
5. Create facilitative learning environment through reflective practices which will in turn make self awareness and independent thinking
6. Examine the process of learning in learner‘s perspective
7. Diagnose problems of learning and assessing learning outcomes
EDU 08-ASSESSMENT FOR LEARNING
1. Describe the meaning, role and purpose of assessment in teaching learning process
2. Summarize the various types and principles of assessment
3. Critically anise the assessment process in various approaches of classroom teaching learning.
4. Design and create appropriate techniques and tools of good quality for classroom assessment
5. Classify the major issues in classroom assessment
6. Discuss the major reforms in assessment
7. Explain the assessment strategies for inclusive practices
8. Compute various statistical measures for reporting quantitative data
EDU 09.1 PEDAGOGIC PRACTICES IN ARABIC
1. Design Techno Pedagogic content Knowledge of Arabic language teaching.
2. Transfer aims and objectives of Arabic language teaching into actual classroom process.
3. Develop instructional planning of Arabic language teaching.
4. Select and design appropriate teaching learning resources for Arabic language learning.
5. Design Arabic language curriculum.
6. Show expertness in development and use of assessment techniques for continuous and comprehensive evaluation.
EDU 09.2 PEDAGOGIC PRACTICES IN ENGLISH
1. Classify and compare different methods, approaches and techniques of teaching English.
2. Select and create appropriate aids for classroom instruction
3. Interpret and develop pedagogical analysis for course books.
4. Distinguish different forms of literature and plan discourses.
5. Identify and prepare different types of classroom planning
6. Distinguish between different types of tests and construct test designs
7. Modify instructional procedures for teaching-learning
8. Appraise library resources and make use of different library resources in teaching- learning
EDU 09.3 PEDAGOGIC PRACTICES IN HINDI
1. Organizes the aims and objectives of teaching Hindi
2. Focuses on the principles and maxims of language teaching
3. Plans different methods of language teaching
4. Distinguishes structure of language and language skills in Hindi
5. Executes different teaching skills
6. Construct instructional plans and suitable instructional resources
7. Evaluates classroom practices and solving real classroom problems
8. Designs models of teaching for teaching Hindi
EDU09.5 PEDAGOGIC PRACTICES IN SANSKRIT
1. Explain the concept pedagogy and content analysis
2. Do content analysis of textbooks
3. Describe the merits and demerits of ancient and modern methods
4. Identifyvarious strategies and techniques in Sanskrit teaching
5. Identify the importance of planning in Sanskrit teaching
6. Construct various tools of evaluation in Sanskrit learning
EDU 09.6 PEDAGOGIC PRACTICES IN TAMIL
1. Understand the different dimensions of Pedagogic Analysis.
2. Distinguish the aims, objectives and specifications for teaching Tamil language.
3. Experiment the procedure and steps for planning different kinds of lesson
4. Critically evaluate Secondary Course Books of Tamil.
5. Integrate skills in designing appropriate learning aids.
6. Select and apply suitable strategies for assessment and evaluation.
7. Acquires skill for transaction of content in the class room.
EDU.09.7 PEDAGOGIC PRACTICES IN URDU
1. Discuss the aims and objectives of Urdu teaching at different levels.
2. Distinguish the learning outcomes and objectives based on taxonomy.
3. Describe the principles of language teaching.
4. Explain the principles of curriculum, syllabus and reading materials development.
5. Analyse reading materials using pedagogic analysis procedure and methods.
6. Prepare stage wise teaching plans.
7. Select and uses teaching learning materials while teaching Urdu.
8. Create effective strategies for evaluation and remediation.
EDU 09.8 PEDAGOGIC PRACTICES IN COMMERCE
1. Illustrate various models of teaching with examples from commerce subjects
2. Relate the theories of Behaviourism and Constructivism in teaching of commerce subjects
3. Deconstruct the content of Business studies and Accountancy at higher secondary level for transacting the curriculum effectively
4. Determine appropriate instructional aids, supplementary materials and community resources for teaching Business Studies and Accountancy
5. Construct year plan, unit plan and lesson plan for teaching of commerce subjects athigher secondary level
6. Design innovative ICT lesson plans in commerce subjects
EDU 09.9 PEDAGOGIC PRACTICES IN COMPUTER SCIENCE
1. Explain the meaning, need, objectives, stages and steps in pedagogic analysis.
2. Analyse the content of Higher Secondary Computer Science textbooks in order toimplement critical pedagogy in a constructivist classroom.
3. Develop year plan, unit plan, Lesson plans and digital lesson plans..
4. Explain the need, characteristics and importance of teaching manual.
5. Illustrate the importance of ICT textbooks, digital interactive textbooks, workbooks and teacher texts.
6. Cites the use of web based resources and reference materials.
7. Organize the essential hardware and software infrastructures needed for setting up acomputer lab.
8. Describe models of teaching and its basic elements.
9. Distinguish between important teaching models like Concept Attainment, Jurisprudential and Inquiry models.
10. Plan and construct Achievement tests and Diagnostic tests after developing different types of test items.
EDU 09.10 PEDAGOGIC PRACTICES IN MATHEMATICS
1. Analyse the secondary/ higher secondary mathematical content pedagogically
2. Plan mathematics instruction at various stages
3. Appraise the role of models of teaching in mathematics education
4. Design lesson transcripts based on various models of teaching relevant to mathematics education
5. Select and use appropriate learning resources in mathematics instruction
6. Develop different assessment tools for mathematics learning
EDU 09.11 PEDAGOGIC PRACTICES IN NATURAL SCIENCE
1. Attribute the characteristics and organization of aims, objectives and nationalgoals of Natural Science.
2. Check the cohesiveness and organization of Pedagogic analysis and contentanalysis of 8th, 9th and 10th Std. Biology textbook.
3. Construct Lesson plan based on constructivist and behaviorist formats.
4. Check the validity and worth of various resource materials in teaching NaturalScience.
5. Plan the different co-curricular activities such as science club, science fair, science exhibition etc.
6. Judge the criteria and procedures of various co-curricular activities in teaching Natural science.
7. Design the science lab, science library in a school.
8. Plan different test items based on Biology text book.
9. Construct achievement test and diagnostic test based on Upper primary, Highschool and Higher secondary Biology text book.
10. Judge the criteria and standard of CCE.
EDU 09.12 PEDAGOGIC PRACTICES IN PHYSICAL SCIENCE
1. Develop competencies in pedagogic analysis and content analysis.
2. Critically analyze the suitability of various learning experiences to satisfy the diverse needs of learner
3. Develop competencies in preparing different levels of planning of instruction for the effective transaction of Physical Science
4. Analyse variety of teaching- learning resources and utilize them effectively in the learning process.
5. Plan, organize and execute activity aids and utilitise community based resources in the learning process
6. Develop understanding of different families of Models of Teaching and competency in using appropriate Models in different learning situations.
7. Prepare lesson transcripts based on Models of Teaching.
8. Understand the significance of assessment and evaluation in the learning process.
9. Construct evaluation tools using variety of test items of different levels to address student diversity.
EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE
1. Design the pedagogic analysis of Social Science subject for secondary school level
2. Demonstrate the aspects of critical pedagogy by analyzing school level social science texts in the socio - political contexts
3. Analyze the texts and resources of social sciences and competently practice the social science teaching
4. Explain and demonstrate the models of teaching in social sciences.
5. Design and administer the evaluation strategies and achievement tests in social Sciences
6. To have a hands on competency in preparing pedagogic analysis of social science
7. To acquaint with Planning of instruction
8. To provide familiarization with resources for teaching and learning social science.
9. To develop ability to prepare lesson transcripts based on models of Teaching.
10. To understand the Evaluation techniques and prepare Achievement Test as per the existing state syllabus pattern in Social science
EDU201.1 PEER DISCUSSION LESSONS
1. To understand the concept and importance of Lesson Planning in classroom teaching
2. To strengthen the conceptions of lesson planning
3. To provide guidelines to you during teaching practice
4. To maintain the sequence of content presentation
5. To provide you a forum to discuss various facts of Lesson Planning
6. To develop attitude towards teaching
7. To prepare lesson plans on the basis of various approaches/methods of teaching
8. To discuss lesson plans with peers and teacher educators
9. To improve the competency of lesson planning
EDU201.2 OBSERVATION LESSONS& FACULTY DEMONSTRATION LESSONS
1. To observe teaching skills, and the participation of students in the lessons
2. To observe teacher/teaching behaviour in various teaching learning situations
CRITICISM LESSONS
1. To provide opportunity for a macro lesson in practice
2. To develop the skill of structured observation of classroom teaching
3. To get experience of preparing lesson plans for classroom teaching
4. To provide opportunity for debating on teaching performance.
5. To pool feedback of all observers of a specific lessons.
EDU 201.4 PREPARATION OF TEACHING –LEARNING MATERIALS
1. To nurture ideas of preparing relevant teaching aids for identified content areas
2. To develop creative instincts
3. To give chance for expression of ideas
4. To develop feeling of conservation of thrown out materials
EDU 201.5 INITIATORY SCHOOL EXPERIENCES
1. To provide the student-teacher an opportunity to have primary experiences with the functioning of the school.
2. To develop conceptual understandings about teaching and learning in school environment
3. To validate the theoretical understandings developed through various foundation and pedagogy courses
4. To understand and develop meaningful learning sequences appropriate to the specificity of different levels of learning
5. To mobilize appropriate resources for them
EDU.301.SCHOOL INTERNSHIP
1. To observe children and the teaching learning process in a systematic manner.
2. To understand the content and pedagogical principles, issues and problems related to teaching
3. To develop a repertoire of resources which can be used by the intern later in her teaching– textbooks, children‘s literature, activities, games, and excursions
4. To participate in teaching school subjects for the children of Class VI to X.
5. To experience the school in its totality
6. To assume the role of a regular teacher with appropriate planning taking into account the diverse needs of students and the varying contexts that impact the teaching learning process.
7. To acquire competencies and skills required for effective classroom teaching, class management and evaluation of student learning, organization of co-curricular activities, and working with the community
8. systemic limitation
9. To critically reflect on her own school experiences and keep records of the same.
10. To learn to assess different aspects of children‘s learning without a focus only on Achievement.
11. To develop proper professional attitudes, values and interests.
To familiarize with the existing educational scenario of the respective states.
EDU.304. COMMUNITY LIVING CAMP
1. To realize the aim of ‗learning to live together
2. To equip the students to live cooperatively in a society
3. To impart social values and skills (adjustment, sharing, tolerance, empathy etc.)
4. To impart personal values and skills (leadership, initiative, self-confidence, positive attitude, creativity etc.
5. To provide chances for democratic living, managing events, division of labour and dignity of labour.
6. To promote social accommodation and broaden the mental abilities of the student-teachers
7. To develop critical thinking about the issues related to the policies/approaches in Education
8. To inquire in to the cultural, social, scientific, educational and environmental aspects of a community
9. To manage events of various dimensions
EDU 10-GENDER, SCHOOL AND SOCIETY
1. Comparatively describe and summarize the concept of gender as a social construct at different contexts
2. Suggest designs and resolves to gender issues in schools and educational settings
3. State the jurisprudence on gender related social issues and issues at institutions
4. Critically analyse and debate the recent issues associated with gender in school and society
5. Monitor and document the inter-related functions of school and society
EDU. 11 EDUCATIONAL THOUGHTS AND PRACTICES
1. Compare the philosophical thoughts of Indian and Western thinkers on Education.
2. Recognize the impact of education in social processes.
3. Specify the educational provisions of the Indian Constitution.
4. Examine the implications of equality of educational opportunities on social justice.
5. Discuss the modern trends in curriculum development.
6. Summarize the curricular reforms suggested by NPE and NCF
EDU. 12 CREATING AN INCLUSIVE SCHOOL
1. Define the concept of disability and inclusion within an educational framework
2. Identify the dominating threads that contribute to the psychological construct of disability and identify the barriers and challenges to inclusive learning and participation.
3. Describe the cultures policies and practices that need to be addressed in order to create an inclusive school.
4. Implement various methods and strategies that promote the integration of students with disabilities in the normal schools.
5. Design and implement University acceptable plan and procedure for making the schools more inclusive.
EDU13.1 PROFESSIONALISING ARABIC EDUCATION
1. Identify and acquire qualities of an effective Arabic language Teacher.
2. Show appropriate attitudes towards research skills to identify and locate significant concerns related to Arabic language research trends.
3. Become an expert in design and use of digital learning tools and resources for Arabic language learning processes.
4. Use virtual workspace for institutional and professional development.
5. Critically evaluate Community based teaching & learning systems.
EDU 13.2 PROFESSIONALIZING ENGLISH EDUCATION
1. Integrate knowledge, skills and experiences for becoming a professional in teaching English.
2. Summarize the need for professionalism
3. Practice capacity building in English education as per the global demands.
4. Design outreach programs for the global scenario by preparing themselves for new careers.
5. Plan and prepare e-content materials for language learning
EDU 13.3 PROFESSIONALIZING HINDI EDUCATION
1. Recognize different grammatical structure and develop knowledge on short history of Hindi language.
2. Evaluate the role and importance of Hindi in present Indian context
3. Develop the professional skill to become a professional Hindi teacher
4. Develop tools of evaluation
5. Analyse types of assessment and evaluation
6. Develop co-curricular activities in Hindi
7. Illustrate the most modern technology of teaching, learning and professionalizing.
EDU 13.4 PROFESSIONALING MALAYALAM EDUCATION
1. Recognise the need and scope of techno pedagogy in language teaching
2. Familiarise and equip with the various e resources used for teaching-learning Malayalam
3. Understand the IT integrated approach in teaching Malayalam
4. Recognize, reorganise and update oneself with the newly available e resources
5. Understand the need of professionalism in teaching
6. Understand the importance of professional growth
7. Understand the importance of teacher ethics
8. Develops the professional and personal qualities of a teacher
9. Acquaint with the competencies of teachers 10.Understand that teachers as a community of learners
11. Understand the importance of collaboration of schools with other institutions
EDU-13.5 PROFESSIONALISING SANSKRIT EDUCATION
1. List the qualities of good Sanskrit teacher
2. State the online teaching methods
3. Outline the major trends relevant with the Sanskrit curriculum revision
4. Instantiate the reports of various Sanskrit commissions
5. List various days for celebration
6. Organize various programs in Samskrotholsava
EDU 13.6 PROFESSIONALIZING TAMIL EDUCATION
1. Recognize the role of Tamil in the Society.
2. Practice co-curricular activities in Tamil
3. Competent in of nurturing talented children
4. Acquires skills in IT related professional inputs of teaching
5. Integrate skills and demonstrate attributes of a Professional Tamil Teacher
EDU 13.7 PROFESSIONALISING URDU EDUCATION
1. Describe the importance and nature of learning activities.
2. Evaluate the effectiveness of models of teaching in Urdu teaching.
3. Assess the teaching as a profession.
4. Justify the importance of thought process and creativity in teaching and Learning.
EDU 13.8 PROFESSIONALIZING COMMERCE EDUCATION
1. Identify various e-learning resources to lead virtual commerce classrooms effectively
2. Describe personal qualities and professional competencies of a commerce
3. Execute the knowledge of TPACK in transacting commerce subjects
4. Judge the interdisciplinary nature and role of co-curricular activities in relation to commerce subjects
5. Design digital lessons for topics in business studies and accountancy
EDU 13.9. PROFESSIONALIZING COMPUTER SCIENCE EDUCATION
1. Explain different levels of computer literacy and responsibilities of Computer Science teachers.
2. Integrate mentoring skills and professional ethics with teaching skill to become a professional teacher
3. Make use of techno pedagogical skills and Technological Pedagogical Content Knowledge (TPACK) in education.
4. Use ICT tools and content management systems for the development of educational resources.
5. Illustrate the importance and advantages of using free and open source software.
6. Identify the role of computer science teacher in e-content development, management and the development of leaning modules.
7. Describe the emerging areas in computer Science education like expert systems, robotics, nano technology, internet of things, etc.
8. Explain the use of Learning Management Systems and the importance of creative common licensed materials.
EDU 13.10 PROFESSIONALIZING MATHEMATICS EDUCATION
1. Identify the causes of poor performance in mathematics
2. Organize different activities for making mathematics learning enjoyable
3. Identify the exceptional children in mathematics and develop special programs for them
4. Appraise the role of governmental and non-Governmental initiations in nurturing mathematics learning
5. Design e- content material in mathematics
6. Identify various aspects of professionalizing mathematics education
7. Outline techno pedagogical skills for mathematics instruction
EDU 13.11PROFESSIONALIZING NATURAL SCIENCE EDUCATION
1. Co-ordinate seminar on teaching profession, competency, and soft skills.
2. Judge the relevance of resources and agencies in professional growth of science teacher.
3. Prepare a review based on the information collected from ERIC and INFLIBNET.
4. Analyse the relevance of techno pedagogy, TPACK, techno pedagogic skills of natural science teacher.
5. Create digital resource, online publishing and analyse school biology topic by using appropriate ICT tools.
6. Evaluate the nature of scientifically gifted students.
7. Analyse the use of information communication technology in science classroom.
8. Evaluate the significance of IT resources and dynamic learning environment in teaching learning process.
9. Construct an e-content in biology.
EDU 13.12 PROFESSIONALISING PHYSICAL SCIENCE EDUCATION
1. List the qualities; identify the mentoring skills and critically analyzethe accountability of a Physical Science teacher.
2. Appraise professional ethics in various situations and collaborate with others in a professional manner.
3. Explain the need and scope of TPACK and analyse physical science content based on TPACK
4. Analyse various ICT tools and design e-content incorporating socialmedia and web- based tools in physical science teaching
EDU 13.13 PROFESSIONALISING SOCIAL SCIENCE EDUCATION
1. Generate Teacher accountability and professional ethics of Social Science Teachers
2. Perform Techno Pedagogic skills in Social Science teaching
3. Demonstrate various ICT inputs in social science learning
4. Evaluate and report the emerging areas in Social Science Education
EDU14.1- CHILD RIGHTS EDUCATION
1. Explain the need and significance of child rights education
2. Design a collage about the violations in children's fundamental rights
3. Develop a project on the contributions of voluntary organizations in protecting the rights of children in your locality
4. Explain the important movements for child rights around the world
5. Critically analyse the situation of children in India with reference to child rights movement in India
6. Make a survey in your nearest cities to trace out the child labours
EDU 14.2 ENVIRONMENTAL EDUCATION
1. Organize a seminar on ecosystem.
2. Evaluate the significance of ecological processes.
3. Criticize environmental problems at global, state and local level.
4. Judge existing environmental protection movements.
5. Recommend suitable approach, methods and techniques andCo-curricular activities for environmental education transaction.
6. Constructs appropriate tools and techniques of evaluation inenvironmental education.
EDU 14.3 EDUCATION FOR DIFFERENTLY ABLED
1. Recognize and identify different levels of differencesamong differently abled.
2. Define and distinguish various categories of differencesin differently abled students.
3. Select and use appropriate early identification andintervention strategies in order to make conducivesocial/ learning environment.
4. Examine and choose suitable placement opportunitiesfor differently abled.
5. Develop critical understanding of recent trends anddevelopments in the education of differently abled inorder to cultivate appropriate teacher adaptation.
EDU14.4 GUIDANCE AND COUNSELLING
1. Identify the meaning, need, scope and principles of guidance and its different forms.
2. Execute diverse guidance activities at school through proper planning and organization.
3. Develop a clear concept about counselling.
4. Define mental health and describe what leads to poor mental health
5. List the qualities of a school counselor and role of teachers in catering the students with special needs
EDU 14.5 HEALTH AND PHYSICAL EDUCATION
1. Understand the importance of physical and health education for a healthy lifestyle
2. Design a fitness program
3. Understand the basics of yoga, posture
4. Explain the causes, symptoms and management of various lifestyle diseases
5. Equipped to handle the basics of first aid ,food and nutrition
EDU14.6. MANAGEMENT IN SCHOOL EDUCATION
1. Familiarize the concept School organization
2. Develop an understanding of the concepts management, administration and organization in education
3. Develop an awareness of various levels of management in schools
4. Delineate school as the formal system of education
5. Understand the existing constitutional provisions for the school education on India
6. Analyze the role of various organizations in school management.
7. Critically examine the dimensions of institutional climate
8. Construct time table by applying the various principles of timetable construction
9. Design institutional plan for the successful functioning of an institution.
EDU 14.7.VALUE EDUCATION AND PEACE EDUCATION
1. Develop perspectives on the axiological principles of different philosophies valueeducation and peace education
2. Examine different theories of value development and the nature and characteristics ofvalue development
3. Explain and report value education, peace education and its history in India
4. Plan and execute different value education and peace education practices in school and social contexts.
5. Integrate the value and peace education with the school subjects in teaching contexts
EDU .403.SUPW & WORKING WITH COMMUNITY
1. To acquire the requisite competencies in planning and executing socially useful Programmes To develop social sensitivity and consciousness and their human sensibilities
2. To seek co-operation and support from local people To develop dignity of labour
3. To produce products which are useful to society
PROGRAMME AND SPECIFIC
PROGRAMME OUTCOMES
TWO YEAR M.Ed PROGRAMME (2017 ONWARDS)
PROGRAMME EDUCATIONAL OBJECTIVES (PEO)
The M. Ed programme aims at preparing the truly professional teacher educators and other personnel specialized in different areas of education. The programme intends to achieve the following objectives:
After the successful completion of the course, the prospective teacher is expected to:
1. Apply suitable methods and techniques to improve subject specific and pedagogical knowledge, transferable skills, professional competencies and skills to perform as a competent teacher.
2. Use disciplinary knowledge of Perspective courses, educational evaluation, management, administration and ICT to fix the conditions of teaching profession and develop teaching, research and extension work in the field of education.
3. Develop and apply disciplinary knowledge, attitudes, skills and values needed to function as a professionally competent teacher educator, researcher, curriculum planner and developer, educational policy analyst, counselor, principal who can use education according to the national and global trends.
4. Critically examine the contribution of various agencies and regulatory bodies, national education policies, provisions made by the state and central governments to improve the quality of education.
5. Apply and execute research methods on educational issues, including identify problem, formulate hypotheses, design of study, analyse and interpret data, draw conclusions, establish hypotheses; predict cause and effects, report the results and suggest implications for improving the quality of educational system.
6. Identify and integrate ethics by keeping practices like abide by rules, regulations, values and keep high standards in teaching and research; be unbiased and objective, avoid misrepresentation of data and plagiarism for professional development.
7. Propagate the ways and means to inculcate social and democratic values and participate in civic life through solving social problems in order to execute their responsibilities as National and Global citizens
8. Apply the skills required for leadership role and managerial skills in academic planning, decision making and problem solving; communicate ideas effectively with others and to facilitate cooperative team work in different settings of educational institutions.
9. Develop attitudes and skills required of self-paced, self-directed and advanced life-long learning in the context of ICT; Critically appraise education for sustainable development and environmental context of sustainability.
10. Understand the Philosophical, Sociological and Political perspectives of education for enhancing conceptual understanding of the theory of education: Use the prominent role of educational psychology in identifying the individual differences of the learners and facilitating their learning.
11. Use disciplinary knowledge, understanding and transferable skills to find solution to complex problems in the field of education and find out solution from there itself.
12. Develop competency in the preparation of curriculum, syllabus, textbooks, instructional materials, evaluation and assessment.
13. Appraise the social status of pre-service teacher education; analyse content, organization, curriculum, infrastructure, resources, issues and problems on teacher preparation in India at various level.
14. Develop competency in Design, implementation and evaluation of an in-service teacher education program in terms of need, relevance, planning, organization and outcome based.
PROGRAMME OUTCOMES (PO)
On successful completion of the programme, the Prospective teacher will be able to,
1. Apply suitable methods and techniques to improve subject specific and pedagogical knowledge, professional competencies and skills to perform as a competent teacher.
2. Apply disciplinary knowledge of Perspective courses, educational evaluation, management, administration and ICT to fix the conditions of teaching profession and develop teaching, research and extension work in the field of education.
3. Develop and apply disciplinary knowledge, attitudes, skills, values needed to function as a professionally competent teacher educator, researcher curriculum planner and developer, educational policy analyst, counsellor, administrator, principal who can use education according to the national and global trends.
4. Develop and use Philosophical, sociological and Political perspectives of education for enhancing conceptual understanding of theory of education; Apply the prominent role of educational psychology in identifying the individual differences of the learners and facilitating their learning.
5. Apply and execute research methods on educational issues, including identify problems, formulate hypotheses, design of study, analyse and interpret data, draw conclusions, establish hypotheses, predict cause and effects, report the result and suggest implications for improving quality of educational system.
6. Identify and integrate ethics by keeping practices like abide by rules, regulations, values and keep high standards in teaching and research: be unbiased and objective, avoid misrepresentation of data and plagiarism for professional development.
7. Propagate the ways and means to inculcate social and democratic values, participate in civic life through solving social problems in order to execute their responsibilities as National and Global citizens.
8. Apply the skills required for leadership role and managerial skills in academic planning, decision making and problem solving; communicate ideas effectively with others and to facilitate cooperative team work in different settings of educational institutions.
9. Review and critically examine the contribution of various agencies and regulatory bodies, national education policies, programs and provisions made by state and central government to spread the quality of education in India at various levels.
10. Develop and make use of disciplinary knowledge and skills, integrate attitudes and values required of self-paced, self-directed and advanced lifelong learning with a variety of resources, including ICT skills for professional development.
Course Outcomes
SEMESTER I
Course Code - MED 01
ADVANCED PHILOSOPHY OF EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to
1. Apply the philosophical assumptions to educational theory and practices
2. Compare the contributions of Indian and Western philosophers’ thoughts and their educational implications
3. Justify the relevance of Indian and Western philosophers educational thoughts in the present context
4. Utilize the philosophies of great philosophers for educational practices.
5. Develop a philosophical outlook towards educational problems.
Course Code – MED 02
PSYCHOLOGY OF LEARNING AND DEVELOPMENT
On the Successful Completion of the Course, the prospective teacher will be able to
1. Analyse the meaning, nature and functions of psychology as a science by following the historical trends in the problems and methods of various approaches in studying human behaviour so as to identify the relevance of each of these for the teaching and learning systems and practices.
2. Relate and compare the various Stages of Development, with added emphasis on adolescence, in terms of the developmental principles, theories, tasks and hazards in areas including cognitive, moral and psychosocial aspects and thereby formulate implications for relevant educational systems and practices
3. Critique and validate the perspectives on motivation from viewpoints of behaviouristic, socio-cognitive, and humanistic and other approaches in psychology and accordingly assemble a model of motivated learning, suggest classroom motivational techniques and identify motivated learners Trace, identify and analyse the definitions, select theories and factors affecting the learning from various perspectives -including behaviouristic, cognitive, constructivist, and humanistic approaches to psychology-and formulate the implications there from for facilitating learning and strategizing instruction in and out of classrooms
4. Explain the neurobiological organisation, structures, functions, and related theories and identify the implied techniques for enhancing teaching, learning, and memory.
5. Review the types, theories and experiments on transfer of learning and training so as to formulate their implications for educational practice
6. Outline the means of developing the life skills, mental health and adjustment mechanism in learners and educational practitioners.
Core Course – 3
TRENDS AND ISSUES IN EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to
1. Identify the recent trends in curriculum designing in the light of UNESCO Report for 21st century and analyse its development based on the recommendations of different policies in India
2. Examine teacher education in terms of modern trends in education.
3. Differentiate modern tools and techniques for knowledge construction and illustrate their significance in the teaching learning process.
4. Collect information related to different educational software and critically analyse the application of various social media for pedagogical innovation
5. Critically appraise modern trends in evaluation and reflect upon various issues related to assessment
6. Critically examine various governmental schemes that promote education during various stages of development
7. Explain the impact of globalization on education
8. Detect various types of issues associated with contemporary education and plan measures / strategies to overcome these issues
9. Develop strategies for sustainable development
Course Code – MED 04
INTRODUCTION TO EDUCATIONAL RESEARCH AND STATISTICS
On the Successful Completion of the Course, the prospective teacher will be able to
1. Explain the concept of Educational Research, its purpose and scope
2. Distinguish between various types of Educational Research
3. Identify the sources of research problem and the need of Review of Related Literature in Educational Research
4. Develop research questions and hypotheses according to the nature of the study
5. Judge the appropriateness of various sampling methods in different types of Educational Research
6. Express quantitative data through appropriate diagram / graph
7. Solve problems using characteristics of Normal Probability Curve
8. Analyse the relevance of descriptive statistics and compute the appropriate one.
SEMESTER II
Course Code - MED 05
HISTORY, SOCIOLOGY AND POLITICAL ECONOMY OF EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to
1. Discuss the knowledge about the relationship between contemporary Indian society and education.
2. Analyse the structures of the Society and identify and relate the linkage between education and economic development.
3. Examine and discuss about the history of education in India and use sound historical knowledge to solve contemporary educational issues and problems
4. Review and critically evaluate policies and commission reports on education after independence and their implications on educational development.
5. Develop effective social and political perspective for the smooth execution of Democracy
6. Develop draft and framing of new and innovative policies with respect to the social and political situations in India.
7. Relate and assess how an effective political and economic system in the country lays a strong foundation for an evolutionary change in the educational system.
8. Use the intrinsic value of our educational system for the overall development of the country.
9. Critically evaluate the problems and issues of education in India.
Course Code – MED 06
Psychology of Individual Differences
On the Successful Completion of the Course, the prospective teacher will be able to
1. Analyse and categorise the concepts, definitions and factors affecting the major areas of individual differences and accordingly specify the implications of them for educational and related guidance practices, including for cultural and gender differences among learners
2. Review and analyse the concepts. Definitions, select theories and measurement of intelligence and the related historical developments and identify the implications of these for improving educational practices at all levels
3. Examine the definitions, select theories and measures of personality and the related historical developments and suggest the implications of these for educational and allied practices
4. Differentiate the various categories of exceptional learners, learning disabilities, specific learning difficulties, and Social, Emotional and Behavioural difficulties and specify the educational practices for each of the identified types of learners
5. Distinguish the categories of styles in thinking, learning, and teaching based on select theories and models of style preferences and therefrom propose implications for educational practices at appropriate levels.
6. Appraise the trends in educational guidance and counselling procedure and practices, including the Transactional analysis and neuro-linguistic programming, and explain the implications of these trends for teachers and teacher educators.
Course Code – MED 07
CURRICULUM DEVELOPMENT ANDTRANSACTION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Describe different perspectives of curriculum.
2. Apply theories of curriculum at the appropriate levels of teaching learning process.
3. Assess critically on recent approaches to curriculum organization.
4. Compare and contrast different strategies of curriculum transaction.
5. Design various types of curriculum according to the needs of the society
6. Analyse existing syllabi and text books of teacher education and evolving criteria of Development.
7. Examine the need of curriculum evaluation and reforms.
Course Code – MED 08
ADVANCED EDUCATIONAL RESEARCH AND STATISTICS
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Describe various techniques of data collection
2. Construct various tools for data collection
3. Implement various methods of research
4. Prepare research proposal and research report
5. Appraise the significance of ethics in educational research
6. Describe the concept and use of regression equations and generate regression equations
7. Explain the basic ideas of inferential statistics and carry out hypothesis testing
8. Describe the concept and uses of ANOVA
9. Execute the application of parametric and non- parametric tests
10. Carry out data analysis using computers
SEMESTER III
Course Code - MED 09
TEACHER EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Construct meaning and the concept of teacher education and appraise the changing context of teacher education at the national and regional level
2. Review and analyse the present and past policies, programmes and schemes of education in general and teacher education in particular at the national level and formulate the implication for the teacher education system in India
3. Analyse the concepts, content, structures, modes and agencies of pre-service and in-service teacher education in India at varied levels.
4. Propose the transaction processes for varied theoretical and practical courses in teacher education in view of the principles of andragogy and reflective education practices
5. Analyse the systems, problems, and prospects of teacher education in developed an developing countries, focusing on emerging contexts of globalisation, and formulate the implications thereof for Teacher Education in India.
6. Identify the issues, challenges and innovations in teacher education systems, theories and practices at regional, national and international levels and propose therefrom the required research and quality assurance practices in teacher education in India
Course Code – MED 11.1
CONTEXT AND ISSUES OF ELEMENTARY EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Examine the structure, objective of Elementary Education in India and the rationale for the Universalization of Elementary Education (UEE).
2. Judge Elementary Education as a fundamental human right, an instrument of empowerment, and a developmental strategy.
3. Critically assess the Management and administration of Elementary schools
4. Compare District Primary Education Programme (DPEP), Sarva Siksha Abhiyan (SSA) and other government educational programmes.
5. Critical reflections on education of the girl child- gender disparities in education social, cultural and educational aspects of gender bias in education.
6. Critically appraise the quality of Elementary schooling and learning achievement in Kerala.
7. Analyse the Strategies and Programmes of Universalisation of elementary education with appropriate measures towards the accomplishment of it.
8. Critically appraise the elementary teacher education programme in Kerala.
Course Code – MED 11.2
METHODOLOGY AND PEDAGOGY OF ELEMENTARY EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to
1. Identify the nature of young learners and their varying socio-cultural, economic and political contexts and to contemplate upon the process of learning.
2. Apply the modern psychological theories and their bearings on methods of teaching and evaluation.
3. Develop and apply the modern pedagogical practices in teaching at elementary education level.
4. Analyse the assessment and evaluation techniques at elementary Education level and select most appropriate tools for continuous and comprehensive evaluation in the classroom.
5. Analyse the changing role of a teacher and concept of Professional development.
Course Code – MED 12.1
CONTEXT AND ISSUES OF SECONDARY EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to
1. Outline the nature, scope and functions of secondary and senior secondary education in India.
2. Plan the teaching learning process based on the level of adolescents.
3. Assess the quality and management systems in secondary and senior secondary education in India.
4. Appraise the status, issues and concerns of secondary and senior secondary education in India.
5. Outline the researches carried out in secondary and senior secondary education.
6. Critique the present school curriculum and evaluation system at secondary level in the state.
7. Discuss the new trends in assessment and evaluation
ADVANCED METHODOLOGY OF TEACHING OPTIONAL SUBJECTS
MED 12.2.1
ADVANCED METHODOLOGY OF TEACHING ARABIC
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Rrecognizes the nature and functions of language and linguistics
2. Analyses different approaches to Arabic language learning and teaching
3. Compares different psychological theories and their bearing on teaching and learning of Arabic language
4. Identifies the various problems and issues related to language curriculum development and teacher preparation
5. Differentiates the most appropriate methods and strategies based on immediate classroom contexts
6. Classifies the methods and techniques of teaching language and literature
7. Identifies the most effective learning resources, develops ICT based learning resources and selects and integrates online resources to Arabic language teaching
8. Carry out the techno- pedagogical knowledge in actual classroom teaching
9. Explains different types of evaluation and implement the continuous and comprehensive evaluation
10. Organizes the assumptions from the latest research studies on Arabic language education and executes the knowledge of research in pedagogy and assessment.
MED 12.2.2
ADVANCED METHODOLOGY OF TEACHING ENGLISH
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Analyse, critically evaluate and develop meta-cognition on contemporary theories of second language acquisition to enrich English as Second Language Classrooms in the
socio cultural and linguistic contexts in India.
2. Adapt the most appropriate methods and strategies based on immediate classroom contexts
3. Build the competencies for self directed learning through participatory learning by developing a platform for online interaction
4. Identify the most effective learning resources, develop ICT based learning resources and select and integrate online resources through outsourcing to develop a stress free language rich environment for Second Language learners
5. Critically appraise school level curriculum and develop curriculum map with the curricular content, the learning outcomes, existing learning materials and classroom environment and experiment with contextualized curricular materials based on local needs
6. Originate and compile a set of differential learning strategies to meet individual differences
7. Identify appropriate models of teaching for different language forms and language elements and design framework for different models on experimental base
8. Discuss issues of wash back effect in foreign language assessment and designs instruments for language testing as part of Continuous Comprehensive Evaluation
9. Integrate academic learning with productive work at the professional level and develop a ‘Culture of freshness’ in English language teaching through joyful learning, research, innovations and experimentation.
MED 12.2.3
ADVANCED METHODOLOGY OF TEACHING MALAYALAM
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Explain the relationship between Language, Culture, Society and the Individual
2. Develop the basic language skills and competencies in the four modes of literacy.
3. Associate the theories of language with teaching and its various aspects
4. Relate various approaches of teaching and other relevant theories of learning with current practices in Malayalam education at secondary and higher secondary level.
5. Select suitable models of teaching for Malayalam classrooms
6. Summarise the principles and modern trends in curriculum construction in Malayalam language education
7. List relevant areas of research in Malayalam education
8. Judge the current scenario of assessment in Malayalam language learning
9. Develop professional competency in teaching and using ICT in Malayalam language Learning
MED 12.2.4
ADVANCED METHODOLOGY OF TEACHING HINDI
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Recognize the nature, origin and growth of Hindi language
2. Analyses psychological theories in language development
3. Evaluates the objectives of teaching Hindi at different levels
4. Applies current approaches, methods, teaching learning resources and innovative tools and techniques for Hindi language teaching and learning
5. Develops proficiency in Hindi language skills
6. Builds the competencies to infuse effective ICT resources for Hindi language teaching
and learning
7. Executes curriculum preparation and transaction techniques
8. Constructs and applies evaluation tools and techniques
9. Examines innovations and scope of research in the field of Hindi language education
10. Critically appraises the problems faced by teachers in teaching Hindi as second language
MED 12.2.5
ADVANCED METHODOLOGY OF TEACHING URDU
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Recognize different approaches to language learning.
2. Examine the peculiarities of the differences between the first language, second language and third language teaching.
3. Assess the individualized techniques of Urdu teaching and learning.
4. Analyse different mechanism and materials in Urdu education and apply it.
5. Critically examine various methods of teaching Urdu and applies.
6. Develop skills for organizing effective classroom teaching and ICT integrated pedagogy.
7. Discriminate various tools and techniques of evaluation and develops advanced tools
using ICT resources.
8. Distinguish different types of evaluation and understands the concept of CCE and
applies in teaching Urdu.
9. Identify various problems and issues in Urdu education and finds solutions.
10. Create teacher professionalism with ideal personality.
MED12.2.6
ADVANCED METHODOLOGY OF TEACHING TAMIL
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Identify the nature, functions and implications of language and linguistics.
2. Identify the basic four language skills and develop activities to enhance these competences in an advanced level.
3. Describe and interpret theoretical bases of language development and integrate them in
4. Tamil language development among students at secondary level
5. Apply psychological principles on teaching of Tamil language.
6. Recognize the concept of curriculum its principles and modern trends in curriculum development.
7. Distinguish different approach and technique of teaching language and selects appropriate method and models of teaching in transacting Tamil lessons.
8. Design and adopt modern evaluation techniques in Tamil Language education and recognize the modern trends in evaluation in language teaching.
9. Develop professional competency and skills in teaching Tamil language.
10. Integrate technological ,pedagogical and content knowledge and practice it in teaching learning activities
MED 12.2 .7
ADVANCED METHODOLOGY OF TEACHING SANSKRIT
On the Successful Completion of the Course, the prospective teacher will be able to
1. Explain more systematically the knowledge and be more critically aware of issues in Sanskrit language education
2. Examine the trends and developments in Sanskrit language education
3. Reflect critically on applying Sanskrit language learning skills
4. Analyse and develop successful Sanskrit language learning practices
5. Identify conceptual frameworks appropriate for investigating issues in Sanskrit learning, examining the new methods of Sanskrit education
6. Develop techniques relevant to research scholarship.
7. Develop critical understanding of the policies and legislations related to Sanskrit language education
MED12.2.8
ADVANCED METHODOLOGY OF TEACHING MATHEMATICS
On the Successful Completion of the Course, the prospective teacher will be able to
1. Appreciate the specific nature of Mathematics and its development as a science
2. Focus and select the significant aspects of history of Mathematics education and contributions of eminent mathematicians
3. Describe various branches of Mathematics with special focus on Euclidean and Non euclide an geometry and the method of proof in Mathematics
4. List the aims and objectives of teaching Mathematics at primary, secondary and higher secondary levels
5. Judge the appropriateness of constructivist, behaviourist, process oriented approaches to Mathematics education, realistic mathematics education as well as the methods and technique of teaching mathematics
6. Judge the standard of secondary school curriculum in Kerala w.r.t principles of curriculum construction and the suggestions of NCF, KCF and NCERT
7. Attribute the implications of theories of Piaget, Bruner, Gagne, Vygotsky and Gardner in teaching Mathematics
8. Generate appropriate technology based teaching-learning materials/ platforms for learning Mathematics
9. Design standardised achievement test, diagnostic test and remedial measures and informal assessment strategies for summative and formative assessment as well as criterion referenced and norm referenced assessment
10. Summarise the research trends in Mathematics education
MED12.2.9
ADVANCED METHODOLOGY OF TEACHING PHYSICAL SCIENCE
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Summarise the evolution of science as a discipline.
2. Distinguish between science as a body of knowledge and scientific method.
3. Apply Hypothetico deductive reasoning and formulates scientific hypotheses.
4. Distinguish the present day physical science education in different countries.
5. Appraise different psychological theories and their bearing on teaching and learning of physical science
6. Apply the modern pedagogical practices in teaching physical science.
7. Differentiate ICT integrated pedagogy and IT resources of teaching science like EDUBUNTU. Differentiate between different types of evaluation and understands the concept of continuous comprehensive evaluation
8. Identify areas in physical science education where more research is needed.
9. Analyse the changing roles and responsibilities of science teachers.
MED12.2.10
ADVANCED METHODOLOGY OF TEACHING NATURAL SCIENCE
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Analyse the evolution, nature, vocabulary and method of science there by critically appraise science as a discipline and a social endeavour.
2. Apply learning theories and their implications for improving the curriculum designing and classroom instruction.
3. Critically assess the effect of various curriculum trends, curricular projects and committees recommendations for improving the quality of science education at all levels.
4. Develop and compare various instructional approaches, teaching methods and techniques, select most effective one for better teaching and learning of natural science and to meet the individual differences of learner.
5. Analyse different types of assessment tools and techniques and design appropriate tools and test including online testing for continuous and comprehensive evaluation of the learner and also to address the diversity in the science classroom.
6. Create a wide range of effective low cost curricular resources, digital resources and using it for conceptual understanding and classroom transaction.
7. Develop and make use of the research and practical experiences, teaching and mentoring skills for professional development and to meet the changing roles and responsibilities of teachers.
8. Identify relevant areas of issues and problems which need more intervention and researches in natural science education, develop required measures of research projects to address it .
MED12.2.11
ADVANCED METHODOLOGY OF TEACHING COMMERCE
On the Successful Completion of the Course, the learners will be able to
1. Examine the history, importance and scope of commerce education
2. Describe the aims, objectives, values and competencies in commerce education
3. Relate principles and approaches of curriculum construction, curricular reforms and psychological theories in selecting and organizing subject matter of commerce
4. Appraise the importance of supplementary materials and Pedagogical Content Knowledge analysis in teaching of commerce
5. Determine strategies to deal with differentially able children
6. Associate various approaches, methods, techniques and models of teaching with topics
in commerce
7. Prepare IT enabled resources for teaching of commerce
8. Explain various types of evaluation and recent trends in evaluation
9. Design achievement test and diagnostic test in commerce
10. Identify areas of recent researches in commerce education
MED12.2.12
ADVANCED METHODOLOGY OF TEACHING SOCIAL SCIENCE
On the Successful Completion of the Course, the learners will be able to
1. Outlines the concept, meaning, nature, and scope of Social Science education.
2. Critically analyses the epistemological framework of Social Science education.
3. Analyses different approaches to the organisation of social science curriculum.
4. Delineates the methodology of the development of different curricular materials in Social Sciences.
5. Review different approaches to teaching and learning Social Sciences.
6. Critically analyses the value of various teaching- learning strategies in Social Science
7. Extrapolates the relevance of creativity in Social Science classrooms.
8. Outlines the diverse methods of integrating ICT in teaching-learning of social science
9. Identify the methodology of preparing different assessment tools and prepares a standardized achievement test.
10. Appreciates Alternative assessment practices in the context of modernizing education.
MED12.2.13
ADVANCED METHODOLOGY OF TEACHING COMPUTER SCIENCE
On the Successful Completion of the Course, the learners will be able to
1. Describe the nature and interrelationships between science and technology and their effective use in education.
2. Explain Computer Science curriculum and essential components in Computer Science curriculum.
3. Develop and utilise digital resources and materials available in the field of education in compliance with the rules and regulations of cyberspace.
4. Detects required hardware and software components and configures computer labs for the effective learning of Computer Science.
5. Illustrate the advances in the field of computer hardware and software by focusing its
6. applications in Education.
7. Explain different approaches, theories, modes and evaluation procedures used in Computer Science education.
8. Identify the recent developments and contemporary issues on research in Computer Science education
9. Explain the modern tools used for writing research reports and their role to ensure the authenticity of a research report.
10. Integrate techno pedagogical skills and professional ethics with content knowledge to become a professional teacher.
SEMESTER IV
Course Code – 13.1 GUIDANCE AND COUNSELLING
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Give the meaning, definitions of guidance and counselling and dimensions of guidance
2. Discuss the objectives, approaches and techniques of counselling
3. Relate the skills and qualities of an effective counsellor
4. Differentiate between guidance and counselling
5. Relate the professional ethics of a counsellor
6. Identify the common behavioral problems and behaviour disorders of child and adolescence
7. Analyse child abuse and neglect, antisocial behaviour and suicide among adolescence
8. Detect the problems of ODD, ADHD and habit disorders among children.
9. Distinguish underachievement, learning disabilities and the role and functions of school counsellors
10. Identify the role of Head and Teachers in school counselling
Course Code – 13.2
EDUCATIONAL EVALUATION
On the Successful Completion of the Course, the prospective teacher will be able to
1. Define the terms related to educational evaluation
2. Classify the different types of evaluation and scales of measurement
3. Summarise the history of educational evaluation
4. Describe various models of evaluation
5. Design various research instruments for collecting data
6. Carry out the procedure for the standardisation of research instruments
7. Categorise and appreciate new trends in educational evaluation
Course Code – 13.3
ADVANCED EDUCATIONAL TECHNOLOGY
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Outline the concept, principle and relevance of Educational Technology
2. Analyse relationship among data, information and knowledge
3. Explain the communication, elements and barriers in communication
4. Utilise ICT for effective teaching learning and evaluation
5. Identify the processes involved in audio and video lesson script writing and e-content development
6. Summarize the principle, model, guideline and stages for instructional multimedia development
7. Develop skills to work with text, image, audio, video, graphics and animation
8. Design ICT enabled soft wares and tools for teaching and learning
9. Identify and critically assess the standard and bench marking for quality in e-content
Course Code – 13.4
EDUCATIONAL MANAGEMENT, PLANNING AND FINANCING
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Apply the understanding of the management concepts in education
2. Differentiate between management and administration
3. Apply the scientific principles of management in education
4. Apply different approaches to management in educational contexts
5. Identify and analyse the significance of educational leadership and develop the practice of ideal leadership styles
6. Develop the ability to make educational planning of different types and levels using appropriate approaches
7. Analyse the practice of educational financing and prepare different types of budgets for educational purpose
8. Expertise to make cost and benefits analysis
9. Apply TQM principles and practice in educational contexts and use ICT in Educational Administration
10. Develop appropriate understanding and views on different educational management Issues
Course Code – MED 14.1
EARLY CHILDHOOD CARE AND EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Explain the need and significance of early ECCE and the physical, emotional, psycho- social and language development in early childhood.
2. Compare the policy perspectives of ECCE in India with other countries.
3. Explain ECCE for children with Special Needs and analyse the role of Family and
4. Society in providing ECCE for them.
5. Construct learning and play materials for early childhood.
6. Judge the alternative thoughts in early childhood education.
7. Identify the developmental characteristics of Early childhood both normal and children
with special needs and link the knowledge in to society.
8. Check the quality-dimensions i.e., curriculum, programmes and workforce for ECCE.
9. Develop awareness in parents about the development traits and needs of children
belong to ECCE
Course Code – MED 14.2
HIGHER EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Identify and list the scope and goals of higher education.
2. Examine and differentiate the structure and organisation of higher education in India and in Kerala
3. Summarise various types, aspects and trends in curriculum at higher education
4. Analyse and evaluate different policies, acts & bills for the development of higher
education
5. Identify relevant areas of research priorities in higher education
6. Assess and summarise the Status, Recruitment, Qualifications of teachers at higher
education
7. Discuss the Purposes, Nature, Types & approaches to Evaluation at Higher Education
8. Detect and critically evaluate vital problems and issues in higher education in India
and Kerala
Course Code MED14.3
NON – FORMAL EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Recognise the modern developments in the field of Non-Formal Education.
2. List out some of the major development programmes for women and their impact on
3. society.
4. Explain the contributions of great educators and agencies to Non-Formal Education.
5. Implement the modern instructional materials available in the field of Non-Formal Education Outline the social and economic framework of Non-Formal Education
6. Assess critical issues of Ageing workforce, its prospects, opportunities and challenges.
7. Integrate modern techniques of evaluation in non-formal education
8. Appreciate the importance of providing lifelong learning
9. Generalise the existing programmes and strategies for empowerment of women
Course Code – MED 14.4
ALTERNATIVE EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Explain the need, aims and objectives of alternative education and its conceptual
framework
2. Distinguish the roles of different agencies in fulfilling the aims and objectives of
alternative education.
3. Narrate the recommendations of various committees with special reference to alternative education at various stages
4. Relate the contributions of educational thinkers and philosophers in the emergence of Alternative Education.
5. Examines various educational practices used for the effective implementation of alternative education programme at various stages.
6. Interprets the role of various educational policies contributing to the quality of alternative education scenario.
7. Differentiate alternative educational experiments and experiences in the global and Indian context.
8. Critically reflect on the issues related to alternative education in Kerala and suggest
appropriate remedial measures.
Course Code – MED 15.1
INCLUSIVE EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Differentiate special education, integrated education and inclusive education.
2. Analyse the history of inclusive education and critically evaluate the issues in inclusive
education.
3. Identify the characteristics of children with diverse needs.
4. Identify the need for building inclusive learning friendly classrooms, overcoming barriers for inclusion.
5. Design various inclusive education strategies for addressing diversity in class rooms.
6. Create appropriate technology for meeting diverse needs of learners.
7. Analyse research priorities in the field of inclusive education.
Course Code – MED 15.2
ENVIRONMENTAL EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Outline the concept of environment, environmental education, education for sustainable
development‐ESD (Ecological, Economical, Socio – Cultural). Strategies for rendering
ESD, degradation of environment, Homeostasis, Environmental Ethics, disaster management.
2. Identify the environmental problems of India, Symptoms of Non-Sustainability, the
appropriate steps to curb the evil of pollution and need of nature conservation
3. Asses the Bio diversity of Western Ghats
4. Evaluates the relationship between eco-system and Threats to Western Ghats
5. Describe the Measures to ensure public participation and Environment friendly culture of Kerala, Role of Media, Governmental and non‐ governmental agencies and the
6. Contributions of environmental activists.
7. Analyse the various causes for deforestation and soil erosion, principles of disaster management, the Types of Disasters, their cause and impact.
8. Realize the importance of. Environmental Citizenship as the ultimate goal of Environmental education
9. Explain the Need and importance of Disaster management training, the Indian scenario with Special reference to Kerala in Disaster Management Training
10. List out Role of teachers and educational Institutions in Disaster Management.
Course Code – MED 15.3
HUMAN RIGHTS AND VALUES EDUCATION
On the Successful Completion of the Course, the learner will be able to
1. Describe the national significance of human rights.
2. Identify and challenge the violation of human rights and ways to protect our rights.
3. Check the worth and value of human rights education and undertake activities to protect human rights
4. Explain new trends in human rights.
5. Critically analyse the reasons for disintegration of values and the impact of it in the society.
6. Determine the need and significance of value education.
7. Evaluate the various approaches for value education.
8. Judge the criteria and standards of values in life and in education.
Course Code – MED 15.4
COMPARATIVE EDUCATION
On the Successful Completion of the Course, the prospective teacher will be able to,
1. Explain the factors and approaches influencing the educational system of a country
2. Internalize the structure of education system in different countries
3. Compare the education ladder of different countries with India with special reference to administration and control
4. Analyze the system of education in India and able to compare the system of education
at Global Perspective
5. Compare the educational system of selected nations such as UK, India, Ethiopia and
China at elementary, secondary and higher educational level and applies the knowledge for solving the problems in Educational system at all levels.
6. Examine National and International Agencies and organizations their roles and functions Identifies the recent trends, researches and innovations in the area of curriculum in India.
7. Evolves strategies for solving the prevailing problems of education in India.
8. Analyses and compares Distance Education in different countries
9. Internalize the significance of online learning.