CLO, PLO

Course Learning Outcome (B.Ed I Year)

Student Performance and Learning Outcomes

Programme Outcomes and Course Outcomes for all Program offered by the institution

S.NO	PROGRAM
1.	B.Ed. 2 years Course
2.	B.Sc. B.Ed. 4 Years Course
3.	B.A B.Ed. 4 Years Course

BACHELOR OF EDUCATION (B.Ed.)

(Two Years Program)

Programme Outcomes, Programme Specific Outcomes, Course Outcomes

PROGRAMME LEARNING OUTCOMES

The Outcomes of this programme is to prepare teachers from upper primary to middle level (Classes VI-VII), Secondary level (Classes IX-X) & Senior Secondary level (Classes XI-XI) Pre –service teacher education programme is to enable the prospective teacher.

Become aware about human values and gender, school and society.
Understand nature of education and pedagogic processes through enriched experiences.
Interactive processes where in group reflection, critical thinking and meaning making will be encouraged.
Describe teaching learning process in the classroom and various factors that influence it.
Understand various level learners, their needs and interest and peculiar problems and motivate them for learning.
Plan and organize classroom through learner‘s centred techniques of instruction for inclusive education & effective whole classroom instruction.
Conduct pedagogical content analysis in subject areas and use it for facilitating learning the classroom.
Foster skills and attitude for involving the community as an educational partner and use society resources in education.
To critical analyse the various evaluation tool to serve CCE.
Reflective teacher practice and interface with societal resources.

SPECIFIC LEARNING OUTCOMES

School Internship

As the title suggests, in this component of the programme, the student-teacher are actually placed in a school for a duration of four and sixteen week, in two time slots. Initially, they will be attached to particular school for four weeks as ‗school attachment‘. A time gap after this school attachment will provide opportunity to student teacher to share experiences, reflect, clarify several things with teacher educators and internalize them. After about four weeks, they will go for school placement ‘of sixteen weeks. During this period, their role in the school is something like an apprentice ‘and its specific contours need to be worked out by course faculty. They will be engaged in the school functioning in all its aspects.

Main Outcomes:

Student teacher will enable to reflect on their practice, and learn to adapt and modify their visualization/implementation towards betterment of student learning involve in various school activities and processes in order to gain a feel ‘of the multiple roles of a teacher.
Develop understanding of the school culture ‘and learn to reflect upon, consolidate and share their school experiences; and to recognize one ‘s own development as a teacher.
To developing capacities to think with educational theories and applying concept in concrete – learning situations, managing classroom learning, evaluation learners and providing feedback, learning to work with colleagues, reflecting on one‘s own professional practice are drawn upon to provide appropriate learning experiences for the student teacher that is critical to the education of teachers.
To undertake responsibility for planning and implementation of learning situations for specific units of study, in the context of their school.

Course Learning Outcome (B.Ed. I Year)

Course – 1 CHILDHOOD AND GROWING UP

Outcomes:

The student teacher will be able:

To study and get the introduction of childhood, child development and adolescence.
To develop understanding about children of different age groups, through close observation and interaction with children from diverse socioeconomic and cultural backgrounds.
To arrive at an understanding of how different sociopolitical realities construct different childhoods, within children ‘s lived contents: family, schools, neighbourhoods and community.
To understand learning as divergent process.
To read about theories of child development, childhoods and adolescence as constructed in different social economic and cultural settings.
To focus on the issues of marginalization of difference and diversity, and stereotyping.
To understand the role of the family, and the school in the child‘s development,

Course – 2 CONTEMPORARY INDIA AND EDUCATION

Outcomes:

The student teacher will be able:

To acquire conceptual tools of sociological analysis and hands on experience of engaging with diverse communities, children and schools.
To understand the diversity, inequality and marginalisation in society and the implications for education.
In provide a setting for interaction, generation of dialogue and the opportunity to appreciable diverse perspectives of issues.
To understand the classroom in social context
To provide a setting for interaction, generation of dialogue and the opportunity of appreciate diverse perspectives of issues/
To understand the concept of policy frameworks for public education in India.
To understand critically the policy perspectives of education.
To understand the prominent social determinants.

Course – 3 LEARNING AND TEACHING

Outcomes:

The student teacher will be able:

To develop understanding of concept of teaching and learning from socio- cultural and cognitive processes.
To develop scientific attitude for the process of teaching & Learning.
To compare the views of behaviourist, cognitive and humanist about teaching and learning.
To explain the relationship among variable in teaching learning process.
To reflect on their own implicit understanding of the nature and kinds of learning.
To explore the possibilities of an understanding of processes in human cognition and meaning making them as basis for designing learning environments and experiences at school.
To appreciate the critical role of learner‘s based on differences and contexts in making meanings, and hence draw out implications for schools and teacher‘s
To plan teaching learning based on learner centered approaches.

Course – 4 LANGUAGE ACROSS THE CURRICULUM

Outcomes:

The student teacher will be able:

To understand children‘s language background for effective teaching and learning.
To create sensitivity to the language diversity that exists in the classroom
To be familiar with theoretical issues, and to develop competence in analysing current school practices and coming up with appropriate alternatives.
To enhance the theoretical understanding of multigualism in the classroom.
To understand the nature of classroom discourse and develop strategies for using oral language in the classroom in a manner that promotes learning in the subject area.
To understand the nature of reading comprehension in the content area and writing in specific content areas.
To understands interplay of language and society.
To understand function of language and how to use it as a tool.
To understand language and speech disorder and make remedial measures too.

Course – 5 UNDERSTANDING DISCIPLINES AND SUBJECTS

Outcomes:

The student‘s teacher will be able

To reflect on the nature and role of disciplinary knowledge in the school curriculum.
To know the paradigm shifts in the nature of disciplines.
To study the methods of study and validation of knowledge inchanging scenario.
To know a school subject and how the context was selected, framed in the syllabus and how it can be transformed so that the learner constructs their own knowledge through it.

Course – 6 GENDER, SCHOOL AND SOCIETY

Outcomes:

The student teacher will be able:

To know the difference between gender and sex.
To develop basic understanding and familiarity with key concepts – gender bias, gender stereotype, empowerment, gender parity, equity and equality, patriarchy and feminism.
To know the learning and challenges of gendered roles in society.
To study various aspects of gendered roles, relationship and ideas in textbooks and curricula.
To study the overview of girl education in India.
To acquaint with gender just education and ways & means to promote.
To know the process of gender sanitization in teaching learning process.

Course – 7 a & b

PEDAGOGY OF HINDI Part I

mÌs”;

Hkk’kk dh vyx vyx Hkwfedkvksa dks tkuuk
Hkk’kk lh[kus dh l`tukRed izfØ;k dks tkuuk
Hkk’kk ds Lo:Ik vkSj O;oLFkk dks le>uk
Hkk’kk vkSj lkfgR; ds laca/k dks tkuuk
fgUnh Hkk’kk ds fofo/k :iksa vkSj vfHkO;fDr;ks a dks tkuuk
Hkkoksa vkSj fopkjksa dh Lora= vfHkO;fDr djuk
Hkk”kk;hckjhfd;ksadsizfrlaosnu”khygksuk
vuqokn ds egÙo vkSj Hkwfedk dks tkuuk
fo|kfFkZ;ksa dh l`tukRed {kerk dks igpkuuk
cPpksa dh Hkk”kk;h fodkl ds izfr le> crkuk vkSj mls lqeqUur djus ds fy, fo|ky; esa rjg & rjg ds ekSds tqVkuk
Hkk’kk ds ewY;kadu dh izfØ;k dks tkuuk
lkfgfR;d vkSj xSj lkfgfR;d ekSfyd jpukvksa dh le> vkSj ljkguk
Hkk’kk lh[kus & fl[kkus ds l`tukRed n`f’k dks le>ukA

Course – 7 a & b

PEDAGOGY OF ENGLISH Part I

Outcomes:

The student teacher will be able to:

Understand the Nature & Role of English language.
Understand the pronunciation patterns in English.
Understand the linguistic behaviour of the individual and the society.
Understand the different roles of language.
Understand the relation between literature and language.
Develop creativity among learners.
Examine authentic literary and non-literary texts and develop insight and appreciation.
Understand the use of language in context, such as grammar and vocabulary.
To be able to develop activities and tasks for learners.
Understand the importance of home language and school language To be able to use multilingualism as a strategy in the classroom situation.
Understand about the teaching of Poetry, Prose and Drama.
Identify methods, approaches and materials for teaching English at different levels Understand constructive approach to language teaching and learning.
Understand the process of language assessment.
Familiarise students with our rich culture, heritage and aspects of our contemporary life.

Course – 7 a & b

laLd`r dk f”k{k.k ‘kkL= Part – I

mn~ns”;

izf’k{k.kkFkhZ bl ikB~;Øe dks i ldsaxsA
Hkkjr esa laLd`r Hkk’kk dh fLFkfr ,oa egRo dks le> lds axsA
laLd`r Hkk’kk ds rRoksa dk izR;kLej.k dj ldss axs vkSj mudk lgh iz;ksx dj ldsaxsA
laLd`r f”k{k.k ds fl}kUr] lw=] lkekU; ,oa fof”k’V mÌs”;ksa dks le> ldsaxsA
ewyHkwr Hkk’kk dkS”kyksa] tSls&Jo.k] Hkk’k.k] okpu ,oa ys[ku ds lEizR;;] egRo ,oa fodkl dks le> ldsaxsA
laLd`r f”k{k.k dh fofHkUu fof/k;ks ,ao mikxeksa dk izR;kLej.k dj ldsaxs vkSj budk leqfpr iz;ksx dj ldsaxs
laLd`r lkfgR; dh fo/kk,W]tSls& x|] i|] dFkk] ukVd vkfn dk lEizR;;] egÙo] f”k{k.k iz.kkfy;ks o lksikuksa dks le> ldsaxs vkSj bues a bdkbZ ;kstukvks a ,oa ikB;kstukvksa dk fuekZ.k dj ldsaxsA
laLd`r f”fk{k.k dks jkspd ,oa izHkkoh cukus ds fy, mfpr f”k{k.k lgk;d lkezxh ,oa lk/kuksa dk p;u fuekZ.k ,oa mi;ksx dj ldsaxsA
laLd`r f”fk{k.k es fofHkUu izdkj ds iz”uks dh jpuk dj ldsaxsA
ek/;fed f”fk{k.k cksMZ] jktLFkku ds uewus ¼isVuZ½ ds vk/kkj ij laLd`r ikB~;iqLrd ij iz”u i= rS;kj dj ldsaxsA
laLd`r ds iz”ui=ksa dk fo”ys”k.k dj ldasxsaA

Course – 7 a & b

PEDAGOGY OF URDU Part I

Outcomes:

The student teacher will be able to: –

Understand the different roles of language;
Understand the relation between literature and language;
Understand and appreciate different registers of language;
Develop creativity among learners;
Examine authentic literary and non-literary texts and develop insight and appreciation;
Understand the use of language in context, such as grammar and vocabulary;
To be able to develop activities and tasks for learners;
Understand the importance of home language and school language and role of mother tongue in education;
Use multilingualism as a strategy in the classroom situation;
Understand about the teaching of poetry, prose and drama;
Identify methods, approaches and materials for teaching Urdu at different levels;
Understand constructive approach to language teaching and learning;
Understand the process of language assessment;
Familiarise students with our rich culture, heritage and aspects of our contemporary life.
Language classroom and texts have a lot of scope to make students sensitive towards surroundings, people and the nation; Course Content.

Course -7 a & b

PEDAGOGY OF SOCIAL SCIENCE Part I

Outcomes:

The student teacher will be able to:

Understand the aims and Outcomes: of teaching Social Science.
Develop an understanding of the nature of social sciences, as an individual and integrated disciplines.
Encourage to grasp concepts and to develop thinking skills.
Define and differentiate the concept of Social Science and explain its relative position in the Syllabus. Evaluate the existing school syllabus of Social Science.
Review the Text-book of Social Science (Secondary level).
Apply appropriate methods and techniques of teaching particular topics at different levels.
Prepare; select and utilize different teaching aids.
Perform Pedagogical Analysis of various topics in social science at secondary level.
Understand the concept of multiple assessment techniques.

Course -7 a & b

PEDAGOGY OF CIVICS Part – I

Outcomes:

Student-teachers will be able to:-

Understand the aims and Outcomes: of teaching Civics.
Develop an understanding of the nature of Civics.
Encourage to grasp concepts and to develop thinking skills.
Define and differentiate the concept of Civics and explain its relative position in the Syllabus.
Evaluate the existing school syllabus of Civics.
Review the Text-book of Civics/political science (Secondary level).
Apply appropriate methods and techniques of teaching particular topics at different levels. Prepare; select and utilize different teaching aids.
Perform Pedagogical Analysis of various topics in Civics/political science at secondary level. Understand the concept of multiple assessment techniques.

Course – 7 a & b

PEDAGOGY OF GEOGRAPHY Part – I

Outcomes

Student-teachers will be able to:-

Understand the aims and Outcomes: of teaching Geography.
Develop an understanding of the nature of Geography.
Encourage to grasp concepts and to develop thinking skills.
Define and differentiate the concept of Geography and explain its relative position in the Syllabus.
Evaluate the existing school syllabus of Geography.
Review the Text-book of Geography (Secondary level).
Apply appropriate methods and techniques of teaching particular topics at different levels.
Prepare; select and utilize different teaching aids.
Perform Pedagogical Analysis of various topics in Geography at secondary level.
Understand the concept of multiple assessment techniques.

Paper-7 a & b

PEDAGOGY OF HISTORY Part – I

Outcomes

The student teacher will be able to:

Understand the aims and Outcomes: of teaching History.
Develop an understanding of the nature of History.
Encourage to grasp concepts and to develop thinking skills.
Define and differentiate the concept of History and explain its relative position in the Syllabus.
Evaluate the existing school syllabus of History.
Review the Text-book of History (Secondary level).
Apply appropriate methods and techniques of teaching particular topics at different levels.
Prepare; select and utilize different teaching aids.
Perform Pedagogical Analysis of various topics in History at secondary level
Understand the concept of multiple assessment techniques.

Course – 7 a & b

PEDAGOGY OF HOME SCIENCE Part – I

Outcomes:

Student-teachers will be able to:-

Understand the nature and importance of home science and its correlation with other subjects.
Understand aims and Outcomes: of the subject.
Realize the essential Unity between laboratory work and theoretical background of the subject.
Analyse school syllabus of the subject in relation to its applicability to practical situation and adaptability of the curriculum to local needs.
Utilize effectively the instructional material in teaching home science.
Construct test items to measure Outcomes: belonging to various cognitive levels.
Identify specific learning difficulties in home science and to provide suitable remedial individual instructions to them.

Course – 7 a & b

PEDAGOGY OF GENERAL SCIENCE Part – I

Outcomes:

Student-teachers will be able to-

Understand General Science as an interdisciplinary area of learning.
Understands aims and Outcomes: of teaching General Science at different levels.
Explore different ways of creating learning situations for different concepts of science:
Formulate meaningful inquiry episodes, problem-solving situations, investigatory and discovery learning projects based on upper primary, secondary and higher secondary stages.
Facilitate development of scientific attitudes in learners.
Examine different pedagogical issues in learning science. 6. Stimulate curiosity, inventiveness and creativity in science.
Develop ability to use science concepts for life skills.
Develop competencies for teaching, learning of science through different measures.
Construct appropriate assessment tools for evaluating learning of science.
Understands the CCE pattern of Evaluation.

Course – 7 a & b

PEDAGOGY OF BIOLOGY Part – I

Outcomes:

Student-teachers will be able to:-

Develop insight on the meaning and nature of Biology for determining aims and strategies of teaching- learning.
Appreciate that science is a dynamic and expanding body of knowledge.
Appreciate the fact that every child possesses curiosity about his/her natural surroundings.
Identify and relate everyday experiences with learning of Biology.
Appreciate various approaches of teaching- learning of Biology.
Explore the process, skill in science and role of laboratory in teaching- learning.
Use effectively different activities / experiments/ demonstrations / laboratory experiences for teaching-learning of Biology.
Integrate the Biology knowledge with other school subjects.
Analyze the contents of Biology with respect to Content, process, skills, knowledge organization and other critical issues.
Perform Pedagogical analysis of various topics in Biology.
Develop process-oriented Outcomes: based on the content themes/Units.
To understand meaning, concept and various types of assessment.

Course – 7 a & b

PEDAGOGY OF CHEMISTRY Part – I

Outcomes:

Student-teachers will be able to:-

Gain insight on the meaning and nature of chemistry for determining aims and strategies of teaching-learning.
Appreciate that chemistry is a dynamic and expanding body of knowledge.
Appreciate the fact that every child possesses curiosity about his/her natural surroundings.
Identify and relate everyday experiences with learning chemistry.
Trace historical background of Chemistry..
Appreciate various approaches of teaching-learning of chemistry. Analyze the contents of Chemistry with respect to Content, process, skills, knowledge organization and other critical issues.
Perform Pedagogical analysis of various topics in Chemistry.
Use effectively different activities/ demonstration/laboratory experiences for teaching-learning of chemistry.
Integrate chemistry knowledge with other school subjects.
To understand meaning, concept and various types of assessment.

Course – 7 a & b

PEDAGOGY OF MATHEMATICS Part – I

Outcomes:

The students will be able to-

Gain insight into the meaning, nature, scope and Outcomes: of mathematics
Appreciate mathematics as a tool to engage the mind of every student.
Understand the process of developing the concepts related to Mathematics.
Appreciate the role of mathematics in day to day life.
Learn important mathematics: mathematics more than formulas and mechanical procedures.
Pose and solve meaningful problems.
Construct appropriate assessment tools for evaluation mathematics learning.
Understand methods and techniques of teaching mathematics.
Perform pedagogical analysis of various Topics in mathematics at secondary level.
Understand and use I.C.T. in teaching of mathematics.
Understand and use continuous and comprehensive evaluation, diagnostic testing and remedial teaching in Mathematics.

Course – 7 a & b

PEDAGOGY OF PHYSICS Part – I

Outcomes:

Student-teachers will be able to:-

Gain insight on the meaning, nature and scope of physics for determining aims and strategies of teaching-learning.
Appreciate that science is a dynamic and expanding body of knowledge;
Trace historical background of physics.
Identify and relate everyday experiences with learning physics;
Appreciate various approaches of teaching-learning of physics;
Perform Pedagogical analysis of various topics in physics.
Analyze the contents of physics with respect to Content, process, skills, knowledge organization and other critical issues.
Use effectively different activities/demonstrations/laboratory experiences for teaching-learning of physics;
Integrate physics knowledge with other school subjects.
To understand meaning, concept and various types of assessment.

Course – 7 a & b P

EDAGOGY OF BUSINESS ORGANISATION Part – I

Outcomes:

Pupil teacher will be able :

To know the meaning, concept and scope of Business Organisation
To know the aims and Outcomes: of teaching Business Organisation.
To know the place of Business Organisation in the school curriculum.
To prepare Unit and lesson plans.
To know about the audio-visual aids and importance of text-book.
To know the various methods and techniques of teaching.
To know the principles of curriculum organisation and its critical appraisal.
To know about the evaluation process in the Business Organisation.

Course – 7 a & b

PEDAGOGY OF FINANCIAL ACCOUNTING Part – I

Outcomes:

Pupil teacher will be able

To help the students to acquire the basic understanding in the field of Financial Accounting education.
To develop the ability to plan curriculum and instructions in Financial Accounting at school level.
To develop the ability to critically evaluate existing school syllabus and text book.
To impart knowledge about the methods and devices of teaching Financial Accounting and to develop the skill of using the same.
To develop the ability of fair & comprehensive evaluation.
To develop commercial efficiency among students.

Course – 8 EPC – 1

Reading and Reflecting on Texts

This course will serve as a foundation to enable B.Ed students to read and respond to a variety of texts in different ways and also learn to think together, depending on the text and the purpose of reading.

Objective

The student teacher will be able –
To develop meta cognitive awareness to become conscious of their own thinking processes as they grapple with diverse texts.
To enhance their capacities through course as readers and writers by becoming participants in the process of reading.
To engage students with the reading interactively – individually and in small group.
To get opportunities to write with a sense of purpose and audience, through tasks such as responding to a text with one‘s own opinions or writing within the context of other ideas.

Course – 9 EPC – 2

Drama and Art in Education

Outcomes:

The student teacher will be able

To nurture their creativity and aesthetic sensibilities.
To create a whole experience of being fully present and working with all of one‘s faculties and being in relationship with other and nature.
To extend their awareness, through multiple perspectives
To shape their consciousness through introspection and imagined collective experience.
To develop ability to appreciate the inherent rhythm, beauty and harmony in forms, relations and character.
To critique the current trends in art education and develop a possible scenario for art for change.
To develop feeling of empathy for and relate with the other can be nurtured through drama based on experience emotion and interpretation.
To give opportunities for learner to recognize their agency, for transformational action.

Course – 10 EPC 03

Critical Understanding of ICT

Outcomes:

The students teacher will be abl

To interpret and adapt ICTs in line with educational aims and principles.
To learn integrating technology tools for teaching learning.
To explore use of ICTs to simplify record keeping, information management in education administration.
To reflect critically and act responsibly to present how ICTs are used to support centralization and proprietisation of larger.

Course Learning Outcome B.Ed. II Year

Course -11 a & b

fgUnh dk f’k{k.k ‘kkL= Part – II

mn~ns”;

izf’k{k.kkFkhZ bl ikB~;Øe dks i<us ds mijkUr&

fgUnh ikB~;p;kZ fuekZ.k ds fl)kar tku ldsaxsA
fgUnh ikB~;p;kZ ,oa ikB~;iqLrd dks tku ldsxsA
fgUnh Hkk”kk ds ewY;kadu dh izfØ;k dks tku ldsxsA
ek/;fed f’k{kk cksMZ }kjk izLrkfor ikB~;p;kZ dk lekykspukRed fo’ys”k.k dj ldsaxsA
,d vPNh fgUnh dh ikB~; iqLrd dh fo’ks”krk tku ldsaxsA
fgUnh Hkk”kk f’k{kd dh fo’ks”krk tku ldsxsA
fgUnh iz’uksa ds vk/kkj fcUnqtku ldsaxsA
fgUnh iz’u i= fuekZ.k ,oa vadu izfØ;k dks tku ldsaxsA
fgUnh Hkk”kk f’k{kd dh O;olkf;d ,oa uSfrd ftEesnkfj;ksa dk fuoZgu dj ldsaxsA
fgUnh Hkk”kk f’k{kd ds ‘kSf{kd mUu;u gsrq fofo/k mikxeksa dh tkudkjh izkIr dj ldsaxsA

Course -11 a & b

PEDAGOGY OF ENGLISH Part – II

Outcomes: –

The student teacher will be able to:

Develop an understanding and use concept mapping and curricular elements in English language teaching.
Develop the ability to plan Curriculum in English language at senior secondary level.
Undertake Critical appraisal of existing English language curriculum at secondary/ senior secondary stage prescribed by RBSE / CBSE.
Know the qualities of text book of English language.
Develop necessary skills to prepare and use various instructional/learning material.
Develop the ethics & Professional growth of a English language teacher.
Develop an Understanding and use learning resources in English language.
Organize various activities related to English language subject viz. Field trip, Exhibition, Fair, language Games.

Course – 11 a & b

laLd`r dk f”k{k.k ”kkL= Part – II

mn~ns”;

ikB~;dze iw.kZrk ds i”pkr izf”k{k.kkFkhZ %&

laLd`r dh /ofu;ksa] “kCnksa] OkkD;ksa dk oxhZdj.k dj iz;ksx dj ldsaxsA
laLd`r ds fo}kuksa] laLFkkvk sa dk ifjp; izkIr dj iz sj.kk xzg.k dj ldsaxsA
laLd`r dh if=dkvksa dh leh{kk dj ldsaxsA
laLd`r f”k{kd ds xq.kksa ,oa nkf;Roksa dks le> ldsaxs
laLd`r f”k{kd dh O;olkf;d n{krk ds dk;Zdzeksa esa lgHkkxkh cu ldsaxsA
laLd“r f”k{kd dh ewY;&lanfHkZr tokcnsgh dks le> ldsaxsA
laLd`r d{k dh vko”;drk o lkt&lTtk dks le> ldsaxsA
laLd`r ikB~;dzeksa dh leh{kk dj ldsxsA
ikB~;iqLrdkas dh leh{kk dj ldsaxsA
Nk=ksa dh laLÑr lEcU/kh mPpkj.k] orZuh vFkok okD; jpuk lEcU/kh =qfV;ksa dk fujkdj.k djus gsrq mipkjkRed f”k{k.k ;kstuk fuekZ.k dj ldsaxsA
laLd`r f”k{k.k ds vu qHkwr leL;kvksa ds fujkdj.k gsrq fdz;kRed vuqla/kku (Action Research) ds vkdYi dk fuekZ.k dj ldsxsA

Course – 11 a & b

PEDAGOGY OF URDU Part – II

Outcomes:

The student-teachers will be able to:

understand the relation of language and literature;
understand role and importance of translation;
develop insight and appreciation through examining authentic literary and non literary texts in Urdu literature;
develop and use teaching aids in the classroom both print and audiovisual material, and ICT (Internet and Computer Technology);
acquire knowledge of the process of Language assessment: concept of continuous evaluation system, its various techniques, diagnostic testing and Remedial measures;
develop an insight into the symbiotic relationship of curriculum, syllabus and textbooks;
understand need and function of language lab;
understand the nature and mechanism of Urdu Language;

Course – 11 a & b

PEDAGOGY OF SOCIAL SCIENCE Part II

Outcomes:

The student teachers will be able to –

Develop an understanding of Principles of Social Science curriculum development.
Develop an ability to evaluate the existing curriculum of Social Science.
Construct and use Instructional/ Learning material.
Develop an ability to use community resources in teaching of Social Science.
Use audio visual aids and ICT in teaching of Social Science.
Develop an understanding of responsibilities and professional ethics of Social Science teacher.
Develop an understanding of modes of professional development of Social Science teacher.

Course – 11 a & b

PEDAGOGY OF CIVICS Part – II

Outcomes:

The student teachers will be able to –

Develop an understanding of curriculum construction.
Develop ability to evaluate the existing curriculum in Civics/political science at the Sr. Secondary level.
Use ICT and community resources in teaching of Civics.
Organize Co-curricular activities related to Civics teaching.
Develop an ability to construct and use instructional/ learning material.
Develop professional understanding required as Civics teacher.
Develop an understanding of modes of professional development of Civics teacher.

Course – 11 a &b

PEDAGOGY OF GEOGRAPHY Part – II

Outcomes:

The student teacher will be able to:

Develop understanding about Principles of Curriculum construction in Geography.
Develop skill in constructing & analyzing geography curriculum
Develop skills in using different resource for teaching geography
Understands importance of Professional development of geography teachers
Develop skills to be a successful geography teacher

Course – 11 a & b

PEDAGOGY OF HISTORY Part – II

Outcomes: :

The student teachers will be able to –

Develop an understanding of principles of development of curriculum of history.
Develop an ability to evaluate the existing curriculum of History.
Construct and use Instructional/ Learning material.
Develop an ability to use community resources in teaching of History.
Use audio visual aids and ICT in teaching of History.
Develop an understanding of responsibilities and professional ethics of History teacher.
Develop an understanding of modes of professional development of History teacher.

Course – 11 a & b

PEDAGOGY OF HOME SCIENCE Part – II

Outcomes: :

The student teachers will be able to –

Develop an understanding of Home Science curriculum development
Develop an ability to evaluate the existing curriculum of Home Science.
Construct and use Instructional/ Learning material.
Develop an ability to use community resources in teaching of Home Science.
Organize various activities related to Home Science viz Field Trip, Home Science Fair, Exhibition and Home Science Club.
Use audio visual aids and ICT in teaching of Home Science.
Develop abilities to equip and manage Home Science laboratory and organize practical work in Home Science.
Develop an understanding of responsibilities and professional ethics of Home Science teacher.
Develop an understanding of modes of professional development of Home Science teacher.

Course – 11 a & b

PEDAGOGY OF GENERAL SCIENCE Part – II

Outcomes:

The student teachers will be able to :-

Develop ability to evaluate the existing syllabus of General Science.
Develop an understanding of curriculum construction.
Use audio-visual aids, community resources and ICT in teaching-learning of General Science.
Organize co-curricular activities related to General Science teaching.
Develop abilities to equip and manage General Science laboratory and organize practical work in General Science.
Construct and use instructional / learning materials.
Understand responsibilities, qualities and professional ethics of General Science teacher.
Understand the modes of professional development of General Science Teacher.

Course – 11 a & b

PEDAGOGY OF BIOLOGY Part – II

Outcomes:

The student teachers will be able to: –

Develop ability to evaluate the existing syllabus of Biology.
Develop an understanding of curriculum construction.
Use audio-visual aids, community resources and ICT in teaching-learning of Biology.
Organize co-curricular activities related to Biology teaching.
Develop abilities to equip and manage biology laboratory and organize practical work in Biology.
Construct and use instructional / learning materials.
Understand responsibilities, qualities and professional ethics of biology teacher.
Understand the modes of professional development of Biology Teacher.

Course – 11 a & b

PEDAGOGY OF CHEMISTRY Part – II

Outcomes:

The student teacher will be able to-

Understand qualities and ethics of Chemistry Teacher.
Foster creativity through Teaching of Chemistry.
Relate chemistry to conservation of environment
Review a chemistry text book.
Organize various activities related to chemistry viz field trip, Science Fair, Science Club, Science Quiz.
Create Awareness in community through various programmes about the issues such as Food Adulteration, Superstitions, Hazards from Chemical substances and Chemical Industries etc.

Course – 11 a & b

PEDAGOGY OF MATHEMATICS Part – II

Outcomes:

The student teachers will be able to-

Identify difficulties in learning concepts and generalization, and provide suitable remedial measures.
Develop ability to teach proof of theorems and to develop mathematical skills to solve problems.
Develop understanding of the strategies for teaching exceptional students in mathematics.
Develop capacity to evaluate and use instructional materials in mathematics education.
Develop skills to be a successful mathematics teacher.
Construct appropriate assessment tools for evaluating mathematics learning.
Familiarize with the development of curriculum in mathematics.
Understand and use of learning resources in Mathematics.

Course – 11 a & b

PEDAGOGY OF PHYSICS Part – II

Outcomes:

The student teacher will be able to :

Critically appraise Physics curriculum at senior secondary level.
Study science laboratory in schools, facilities and materials available in class that facilitate learning of Physics.
Plan, manage physics laboratory and organize physics practical work
Analyse the text book with reference to the content, its organization, learning experiences and other characteristics
Select and effectively make use of multi media and other learning resourses in classroom teaching Conduct Physics related activities through science clubs, science fairs, science exhibitions during school attachment
Conduct physics practicals prescribed by RBSE
Become aware of various professional organizations and professional development programs for Physics Teacher.
Identify themes in Physical Science for which community can be used as a learning resource.

Course – 11 a & b

PEDAGOGY OF BUSINESS ORGANISATION Part – II

Outcomes:

The student teacher will be able to:

Understand and use of concept mapping and curricular elements in Business Organisation teaching.
Develop the ability to plan Curriculum in Business Organisation at senior secondary level.
Undertake a critical appraisal of existing Business Organisation curriculum at sr.secondary stage prescribed by RBSE / CBSE.
Know the qualities of text book of Business Organisation.
Understand and use I.C.T. in Business Organisation Teaching.
Develop the ethics & Professional growth of a Business Organisation teacher.
Organize various activities related to Commerce viz. Field trip, Commerce club, Commerce Exhibition, Commerce Fair.
Understand and use learning resources in Business Organisation.

Course – 11 a & b

PEDAGOGY OF FINANCIAL ACCOUNTING Part – II

Outcomes:–

The student teacher will be able to:

Develop an understanding and use concept mapping and curricular elements in Financial Accounting teaching.
Develop the ability to plan Curriculum in Financial Accounting at senior secondary level.
Undertake Critical appraisal of existing Financial Accounting curriculum at senior secondary stage prescribed by RBSE / CBSE.
Know the qualities of text book of Financial Accountancy.
Develop necessary skills to prepare and use various instructional/learning methods and Media Integration.
Develop the ethics & Professional growth of a Financial Accounting teacher.
Develop an Understandingand use learning resources in Financial Accounting.
Organize various activities related to Financial Accounting subject viz.Field trip, Exhibition, Fair, Financial Games.

Course -12 KNOWLEDGE AND CURRICULUM

Outcomes:

The student teacher will be able

To know the perspectives in education.
To focus on epistemological base of education between knowledge and skill teaching and training – Knowledge and information and reason and belief to engage with the enterprise of education.
To discuss the basis of modern child centered education.
To identify relationship between the curriculum framework and syllabus.
To help prospective teachers to take decision about and shape educational and pedagogic practice with greater awareness of the theoretical and conceptual underpinning that inform it.
To focus on social base of education.
To help prospective teachers to understand the process of curriculum development

Course – 13 Assessment for Learning

The student teacher will be able –

To understand assessing children‘s progress, both in term of their psychological development and the criteria provided by the curriculum.
To know the critical role of assessment in enhancing learning.
To know the constructivist paradigm of learning and assessment.
To acquaint with the importance of feedback in the process of assessment.
To know the practicality of learning centred assessment.
To prepare prospective teachers to critically look at the prevalent practices of assessment.
To prepare students teachers to facilitate better learning and prepare more confident and creative learner.
To understand the policy prospective on examinations and evaluation and their implementation practices.

Course – 14 Creating an Inclusive School

Outcomes:

The Student teacher will be able –

To understand concept, meaning and significance of inclusive education.
To bring about an understanding of the ‗cultures‘ policies and practices that need to be addressed inorder to create in inclusive school.
To learn the definition of disability and inclusion within an educational framework so as to identify the dominating threads that contribute to the psychological construct of disability and identity.
To appreciate the need for promoting inclusive practice and the roles and responsibilities of the teachers.
To screen out and identify special needs of children for developing a broder plan to foster the need of the diverse inclusive class.
To develop critical understanding of international acts, policies and educational provision for children with special needs.
To develop the ability to conduct and supervise action research activities.

Course – 15 (D) GUIDANCE AND COUNSELLING

Outcomes:

The student teacher will be able –

To develop an understanding of the concepts of guidance and counseling.
To develop an understanding of educational, vocational and personal guidance.
To know the various types of guidance and counseling programme.
To study the essential guidance and counseling services.
To acquaint the students with the testing devices and techniques of guidance.
To know the recent trends, issues and challenges in guidance and counseling.

Course -16 EPC -4 UNDERSTANDING THE SELF

Outcomes:

The student teacher will be able –

To develop understanding about themselves the development of the self as a person and a teacher
To develop social relational sensitivity and effective communication skills, including the ability to listen and observe.
To develop a holistic and integrated understanding of the human self and personality.
To build resilence within to deal with conflicts at different level and learn to create terms to draw upon collective strength.
To help explore one‘s dreams, aspiration, concerns through varied forms of self expression, including poetry and humour.
To introduce yoga to enchance abilities of body and mind and promote sensibilities that help to give PPin peace and harmony with one‘s surrounding.

B.Sc. B.Ed. / B.A. B.Ed.

(Four Year Integrated Course)

Program Outcomes and Program Specific Outcomes Course Outcomes

Program Outcomes

Subject Knowledge and Competence: Graduates will demonstrate a deep understanding of the subjects they are qualified to teach, including a strong grasp of foundational concepts, theories, and
Pedagogical Skills: Graduates will be proficient in various teaching methodologies, strategies, and techniques, allowing them to effectively convey complex subject matter to diverse groups of students.
Curriculum Development: Graduates will have the ability to design and adapt curricula to meet the needs of different learners, including the incorporation of technology and innovative teaching methods.
Assessment and Evaluation: Graduates will be skilled in assessing student learning outcomes, utilizing both formative and summative assessment methods, and providing constructive feedback to enhance student performance.
Classroom Management: Graduates will exhibit effective classroom management techniques, fostering a positive and inclusive learning environment that promotes student engagement and success.
Diversity and Inclusion: Graduates will demonstrate an understanding of diverse student populations, including those with special needs, and will be able to differentiate instruction to meet the needs of all
Research and Inquiry Skills: Graduates will possess the ability to engage in educational research, critically evaluate educational practices, and contribute to the improvement of teaching and
Professionalism: Graduates will adhere to ethical standards in education, demonstrate effective communication with students, colleagues, and parents, and continue their professional development throughout their careers.
Community Engagement: Graduates will actively participate in school and community activities, fostering partnerships that benefit both the school and its surrounding community
Life-long Learning: Graduates will have a commitment to ongoing professional development, staying current with educational trends and continuously improving their teaching practices.

Program Specific Outcomes

Content Mastery: Students will demonstrate in-depth knowledge and expertise in their chosen subject areas, enabling them to teach these subjects effectively.
Teaching Strategies: Graduates will be proficient in employing a range of teaching strategies, including lectures, group activities, and technology-based instruction, to cater to diverse learning
Lesson Planning: Students will be able to design comprehensive lesson plans that align with curriculum standards and learning Outcomes:.
Assessment Expertise: Graduates will excel in creating fair and valid assessments, including quizzes, exams, and performance assessments, to gauge student understanding.
Inclusive Education: Graduates will be equipped to adapt teaching methods to accommodate students with varying abilities and diverse backgrounds.
Classroom Management: Students will develop strategies for maintaining a positive classroom environment conducive to learning.
Educational Technology: Graduates will integrate technology effectively into their teaching, enhancing engagement and learning outcomes.
Research in Education: Students will engage in educational research projects, contributing to the improvement of teaching and learning practices.
Professional Ethics: Graduates will adhere to ethical standards in education, demonstrating integrity, confidentiality, and respect for students and colleagues.
Community Engagement: Students will actively participate in community outreach and extracurricular activities that benefit the school and local community.
Reflective Practice: Graduates will engage in ongoing self-assessment and reflection on their teaching practices to continuously improve their effectiveness.
Parent and Stakeholder Communication: Graduates will effectively communicate with parents, guardians, and other stakeholders to foster a supportive educational environment.
Professional Development: Students will commit to lifelong learning and professional development, staying updated with the latest educational research and pedagogical advancements.
Cultural Competency: Graduates will show cultural sensitivity and competence, recognizing and valuing the diversity of their students and communities.
Leadership Skills: Students will develop leadership skills that enable them to take on roles such as department heads or curriculum coordinators.

B.Sc. B.Ed. / B.A. B.Ed. Course Outcome First Year

Childhood and Growing Up

Foundational Understanding of Psychology: Students will demonstrate a solid understanding of basic concepts, methods, and principles of psychology and their application in educational contexts.
Comprehensive Knowledge of Development: Students will acquire a comprehensive understanding of the nature, stages, principles, and various factors influencing human development across the lifespan.
Psycho-Social Perspective on Life Stages: Students will analyze different periods of life (childhood, adolescence) with a psycho-social perspective, considering the impact of family, school, peer groups, social climate, and media.
In-depth Understanding of Learning Theories: Students will demonstrate a profound understanding of various learning theories (Behavioristic, Gestalt, Cognitive, Social Constructive, etc.) and their application in educational settings.
Recognition of Learning Environment Importance: Students will understand the critical role of the learning environment in facilitating effective learning and its influence on cognitive processes.
Familiarity with Psychological Attributes: Students will become acquainted with various psychological attributes of an individual, including intelligence, creativity, higher-level thinking skills, socialization, and mental health.
Awareness of Developmental Theories: Students will analyze and understand influential developmental theories, including Piaget’s cognitive development, Freud’s psycho-sexual development, and Erikson’s psycho-social development.
Insight into Childhood and Adolescence: Students will gain insights into the meaning, characteristics, and developmental influences of childhood and adolescence, including the effects of family, school, peers, and social media.
Understanding of Personality and Individual Differences: Students will comprehend the concept and nature of personality, various personality theories, and the assessment of personality. They will also appreciate individual differences, including those with special educational needs.
Application of Motivation and Classroom Management: Students will apply motivational concepts and theories (such as Maslow’s Hierarchy of Needs) to create and maintain a productive classroom environment, effectively dealing with misbehavior.
Competency in Assessing Intelligence, Creativity, and Higher-Level Thinking: Students will demonstrate proficiency in assessing intelligence, creativity, and higher-level thinking skills, including the ability to apply different measurement techniques.
Understanding Socialization and Mental Health: Students will grasp the process of socialization, theories related to group dynamics, and concepts of mental health. They will also gain insight into common problems related to children’s mental health and strategies for addressing them.

Contemporary India and Education

Developed Reflective Thinking: Students will demonstrate the ability to critically analyze and reflect upon educational issues in contemporary India, providing informed perspectives.
Comprehensive Understanding of Education Trends: Students will exhibit a deep understanding of the evolving trends, challenges, and issues facing the education system in contemporary India.
Appreciation of Post-Independence Educational Developments: Students will appreciate the significant developments in Indian education since gaining independence.
Knowledge of Education Commissions and Committees: Students will be familiar with the various commissions and committees on education established over time, understanding their roles and
Awareness of Societal Concerns in Education: Students will demonstrate an understanding of the challenges and concerns related to education, especially in regards to marginalized sections of
Familiarity with Innovative Educational Practices: Students will be aware of and able to evaluate various innovative practices in education, including technological advancements and alternative teaching methods.
Proficiency in Self-Teaching Technical Devices: Students will acquire the skills necessary for independent learning through technical devices, empowering them to continue their educational journey beyond the classroom.
Understanding of Constitutional Values and Provisions: Students will grasp the constitutional values and provisions related to education in India, recognizing the significance of education in upholding democratic principles.

Instructional System and Educational Evaluation

Clear Understanding of Educational Evaluation: Students will be able to articulate the need, importance, and distinctive characteristics of educational evaluation.
Knowledge of Evaluation Approaches: Students will demonstrate proficiency in describing and distinguishing between formative and summative evaluation, as well as understanding the advantages and disadvantages of external and internal evaluation.
Integration of Evaluation in Teaching-Learning Process: Students will comprehend the pivotal role of educational evaluation within the teaching-learning process, including its relationship with instructional Outcomes: and performance assessment.
Competency in Using Evaluation Tools and Techniques: Students will be capable of explaining the nature of evaluation tools, including tests, and interpreting their results for various purposes such as instruction, guidance, and administration.
Appreciation of Psychological Testing: Students will recognize the significance and relevance of psychological testing in the context of educational evaluation.

Emphasis on Continuous Comprehensive Evaluation: Students will appreciate the necessity for continuous comprehensive evaluation in schools and understand its benefits for assessing the holistic development of learners.
Proficiency in Classification of Educational Outcomes: Students will be adept at classifying educational Outcomes: into cognitive, affective, and psycho-motor domains, and understanding their functional significance.
Ability to Create Evaluation Tools: Students will have the capability to develop a variety of evaluation tools, such as portfolios for student assessment, advanced evaluation instruments, self- assessment tools, and achievement tests along with their blueprints.

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes

Second Year

Knowledge and Curriculum

Develop a comprehensive understanding of the nature and sources of knowledge, with a specific emphasis on its relationship with society, culture, and modernity.
Recognize and differentiate between various forms of knowledge, including empirical, revealed, disciplinary, and course content knowledge, while understanding the distinctions between belief, information, knowledge, and understanding.
Analyze the diverse facets of knowledge, including its localization, universality, concreteness, abstractness, theoretical nature, and practical application, especially in the context of school-based
Comprehend the concept of curriculum, including its meaning, Outcomes:, and its pivotal role in educational institutions. Distinguish between curriculum and syllabus and recognize the factors influencing curriculum development.
Evaluate various types of curriculum models, including subject-centered, experience-centered, activity-centered, child-centered, and craft-centered approaches, with reference to prominent educational thinkers such as Franklin Bobbitt, Ralph Tyler, Hilda Taba, and Philip Jackson.
Understand the process of curriculum planning and development, including the construction of curriculum and the application of different curriculum development models.
Appreciate the significance of the school environment as the primary site for curriculum engagement. Recognize the role of school philosophy, administration, infrastructure, and organizational culture in facilitating effective curriculum implementation.
Identify and articulate the teacher’s pivotal role in knowledge construction through dialogues, challenges, and feedback, functioning as a critical pedagogue in the curriculum transaction process.
Demonstrate the ability to conduct seminars, discussions, movie appraisals, group work, fieldwork, and Engage in the close reading and analysis of articles, policies, and documents relevant to Curriculum Studies in Education.

Learning And Teaching

Conceptual Mastery of Teaching and Learning: Students will acquire a comprehensive understanding of the concept, principles, and nature of teaching and learning processes.
Recognition of Diverse Learning Styles: Students will be able to identify and differentiate various learning styles based on individual learner differences.
Understanding the Teaching-Learning Relationship: Students will analyze the intricate relationship between teaching and learning, including the factors that influence effective learning.
Proficiency in Educational Technology Integration: Students will demonstrate the ability to utilize modern information and communication technology to enhance the teaching-learning
Appreciation of Learning as Communication: Students will recognize learning as a communicative process and be knowledgeable about the various resources available to optimize this
Analysis of Socio-Cultural Factors in Cognition: Students will critically analyze how socio- cultural factors impact cognition and learning.
Comprehension of Learning in Constructivist Perspective: Students will study and understand learning through a constructivist lens, recognizing the importance of active engagement in the learning process.
Familiarity with Professional Ethics in Teaching: Students will become acquainted with the ethical standards and responsibilities associated with the teaching profession.
Awareness of Innovative Teaching Trends: Students will be knowledgeable about emerging trends and innovations in the teaching-learning process while upholding professional ethics.

Peace Education

Comprehensive Understanding of Peace Education: Students will demonstrate a clear understanding of the concept, theory, and practice of peace education, including its philosophical
Recognition of Peaceful Mindset’s Impact: Students will grasp the significance of a peaceful mindset in fostering a harmonious world.
Application of Peace Education Principles: Students will be able to apply the principles and theories of peace education to promote conflict resolution, nonviolence, and positive interpersonal
Philosophical Insights for Peace: Students will gain an understanding of the philosophical perspectives that advocate for peace and nonviolence.
Awareness of Conflict Dynamics: Students will develop an awareness of conflicting relationships at various levels (individual, societal, international) and recognize the importance of addressing them for global harmony.
Framework for Peaceful Societies: Students will be capable of formulating frameworks and strategies for creating peaceful and nonviolent societies.
Integration of Peace Education in Curriculum: Students will learn to integrate peace education principles and practices into educational curricula and co-curricular activities.
Utilization of Teaching Strategies for Peace Education: Students will demonstrate proficiency in employing various teaching strategies (such as meditation, yoga, dramatization, debates, etc.) to effectively deliver peace education.
Promotion of Peaceful Values and Practices: Students will actively engage in promoting values and practices that contribute to peace, including conflict management and environmental
Engagement with Global Peace Initiatives: Students will participate in and contribute to global peace initiatives, and understand the role of international agencies, NGOs, and social institutions in peace education.

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes Third Year

Language Across the Curriculum

Understanding of Children’s Language Background: Students will be able to comprehend the linguistic backgrounds of children, which is essential for effective teaching and learning.
Sensitivity to Language Diversity: Students will develop a heightened sensitivity to the diversity of languages present in the classroom, facilitating inclusive and culturally aware teaching practices.
Competence in Analyzing School Practices: Students will gain proficiency in critically analyzing current school practices related to language education and be able to propose alternative
Theoretical Understanding of Multilingualism: Students will enhance their theoretical understanding of multilingualism in educational contexts.
Effective Use of Oral Language in the Classroom: Students will develop strategies for utilizing oral language in the classroom to enhance learning in specific subject areas.
Proficiency in Reading Comprehension and Writing Skills: Students will gain a deep understanding of reading comprehension in content areas and develop effective writing skills tailored to specific subjects.
Awareness of Language and Society Interplay: Students will comprehend the interplay between language and society, including issues of identification, power dynamics, and discrimination.
Utilization of Language as a Tool: Students will understand the functional aspect of language and learn how to wield it as a powerful educational tool.
Recognition and Remediation of Language and Speech Disorders: Students will be able to identify language and speech disorders and devise appropriate remedial measures.
Application of Theories of Language Development: Students will apply theories of language development to enhance their teaching practices and create supportive learning environments.
Integration of Home Language and School Language: Students will understand the dynamics of using both home languages and standardized school languages in teaching and learning processes.
Proficiency in Classroom Discourse Strategies: Students will develop effective strategies for utilizing language in the classroom to promote subject-specific learning.
Skills in Questioning Techniques: Students will gain proficiency in using various types of questions to facilitate learning in the classroom.
Development of Reading and Writing Strategies: Students will acquire strategies for effective reading comprehension, note-taking, summarizing, and writing in various content areas.
Analytical Skills for Textbook Content: Students will be able to analyse the content of textbooks and understand their structural and informational aspects.

Guidance And Counselling in Schooling

Conceptual Clarity in Guidance and Counselling: Students will demonstrate a clear understanding of the concepts, meaning, and need for guidance and counselling in an educational context.
Principles and Procedures of Guidance: Students will be acquainted with the underlying principles and procedural steps involved in providing effective guidance to students.
Role of Schools in Guidance: Students will recognize and appreciate the pivotal role that schools play in offering guidance and support to students.
Competence in Areas, Tools, and Techniques: Students will develop proficiency in addressing personal, educational, and vocational aspects of guidance using tools such as records, rating scales, psychological tests, questionnaires, and inventories, along with techniques like observation, interviews, and stoichiometry.
Understanding of Counselling Principles and Process: Students will grasp the fundamental principles and stages involved in the counselling process, including the distinctions between directive, non-directive, and eclectic counselling approaches.
Qualities and Roles of a School Counsellor: Students will gain insights into the essential qualities and roles that a school counsellor should possess in order to be effective in their role.

Utilization of Tools and Techniques in Counselling: Students will acquire the skills to conduct both individual and group counselling sessions, using techniques such as lectures, discussions, and dramatics. They will also recognize the importance of follow-up in the counselling process.
Specialized Guidance and Counselling for Diverse Populations: Students will be able to identify and address the unique needs of special populations, including gifted and creative students, underachievers, slow learners, first-generation learners, individuals with learning disabilities, drug addicts, alcoholics, and children with special needs.
Awareness of Resource Centers and Evaluation in Counselling: Students will gain knowledge about the availability and utilization of resource centers such as de-addiction centers and career resource centers. They will also understand the importance of evaluation in the counselling process and recognize the need for research and reforms in guidance and counselling.

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes Fourth Year Course Outcome

Creating an Inclusive School

Demonstrate Knowledge of Perspectives in Special Education: Students will acquire a comprehensive understanding of diverse perspectives within the field of education for children with disabilities.
Attitudinal Reformulation towards Special Needs Children: Develop a positive and inclusive attitude towards children with special needs, fostering an environment of acceptance and
Application of Effective Teaching Strategies: Equip student teachers with specific strategies and skills essential for teaching special needs children within inclusive classroom settings.
Adaptation of Learner-Friendly Evaluation Methods: Modify and implement assessment procedures that are conducive to the diverse learning needs of special education students.
Integration of Innovative Practices: Cultivate the ability to incorporate innovative teaching practices tailored to address the unique educational requirements of children with special
Contribution to Policy Formulation: Empower students to actively participate in the formulation of policies related to the education of children with special needs.
Implementation of Pertinent Education Laws: Enable students to effectively apply and implement existing laws and regulations pertaining to the education of children with special

Course Units and Corresponding Outcomes

Unit I-Paradigms in Education of Children with Special Needs: Gain a comprehensive understanding of historical perspectives, contemporary trends, and various models of viewing disabilities, along with a strong grasp of the philosophies behind special education, integrated education, and inclusive education.

Unit II-Legal and Policy Perspectives: Develop a profound knowledge of key legislations and policies governing the education of students with disabilities, including the Right to Education (RTE) Act, 2009, and pertinent national policies.

Unit III-Scheme of Inclusive Education: Acquire proficiency in the implementation of inclusive education schemes, with a focus on special focus groups under Sarva Shiksha Abhiyan (SSA), schemes from MHRD, IEDSS (2009), and community-based education.

Unit IV-Classroom Management: Master the art of effective classroom management, including readiness assessments for addressing learning difficulties, and the integration of technological advancements and assistive devices to accommodate different disabilities.

Unit V-Inclusive Practices in Classrooms for All: Develop pedagogical expertise in responding to individual student needs through strategies such as cooperative learning, peer tutoring, reflective teaching, and the utilization of multisensory teaching methods, along with proficiency in documentation and record-keeping.

Understanding Disciplines and Subjects

Developing Understanding of Disciplinary Knowledge: Students will gain a deep comprehension of the nature and significance of disciplinary knowledge within the school
Conceptualizing the Impact of School Subjects on Disciplines: Acquire a conceptual understanding of how school subjects influence and interact with different disciplines.
Cultivating Interest, Attitudes, and Content Knowledge for Syllabus Design: Develop a keen interest, positive attitudes, and comprehensive knowledge regarding content selection and syllabus framing.
Building Professional, Disciplinary, and Curriculum Expertise: Foster the capacity to construct and implement professional, disciplinary, and curriculum programs

Course Units and Corresponding Outcomes:

Unit I-Meaning and Concept of Disciplinary Knowledge: Gain a deep insight into the nature and role of disciplinary knowledge in the school curriculum, and understand the distinction between disciplines and interdisciplinary subjects.

Unit II-Impact of Social Science Subjects on Disciplines: Analyze the methods and techniques applicable to teaching social sciences, encompassing lecture, project, storytelling, and experiential learning, and their influence on various disciplines.

Unit III-Impact of Science and Math Subjects on Disciplines: Comprehend the teaching methods and techniques for science and mathematics, including brain storming, laboratory work, constructive learning, and problem solving, and their impact on disciplinary knowledge.

Unit IV-Impact of Language Subjects on Disciplines: Explore various modes of teaching language, such as story, poetry, and personal essay, and understand the redefinition of language subjects in the context of social justice and cultural perspectives.

Unit V-Process and Framing of Disciplines and Subjects: Gain proficiency in formulating syllabi and content by understanding the underlying theories, principles, and processes, and learn to integrate practical knowledge, community engagement, and co-curricular activities in relation to disciplinary knowledge and its relevance to the school curriculum.

Tasks and Assignments: Develop practical skills through class tests and a variety of assignments, ranging from chart preparation to lab work, which reinforce the application of disciplinary knowledge in real-world scenarios.

Physical Education and Yoga

Understanding the Significance of Physical Education: Students will gain an appreciation for the need and importance of physical education.
Exploring Allied Areas in Physical Education: Familiarize students with related fields and areas within the domain of physical education.
Promoting Awareness of Physical Fitness: Sensitize student teachers towards the concept of physical fitness and its significance.
Recognizing Benefits of Physical Fitness and Activities: Enable students to appreciate the advantages of engaging in physical fitness and related activities for personal
Acquiring Skills for Physical Fitness Assessment: Provide students with the necessary skills to assess and evaluate physical fitness levels.
Introducing Philosophical Foundations of Yoga: Introduce students to the philosophical underpinnings of yoga.
Familiarizing with Types and Importance of Yoga: Familiarize students with different types of yoga and emphasize their importance.
Motivating Engagement in Physical Activity for Fitness: Motivate students to actively participate in physical activities to promote fitness development.
Understanding Health-Related Fitness Evaluation Procedures: Equip students with the knowledge and procedures for health-related fitness assessments.

Course Units and Corresponding Outcomes:

Unit I-Physical Education: Define and understand the meaning and scope of physical education, along with its Outcomes: and related areas within the field.

Unit II-Physical Education Methods: Recognize the need and significance of physical education at different levels of schooling. Develop an understanding of various training methods to enhance components of physical and motor fitness.

Unit III-Physical Fitness: Comprehend the meaning, types, and factors influencing physical fitness. Recognize the benefits associated with maintaining physical fitness.

Unit IV-Physical Fitness and Yoga Activities: Emphasize the importance of physical activities at the school level. Introduce and understand various aspects of yoga, including Ashtang Yoga and different types. Highlight the significance of Yogasanas, Pranayama, Shudhikriya, and Meditation.

Unit V-Human Abilities and Yoga in Indian Context: Explore the relationship between education and yoga in enhancing intelligence, awareness, and creativity. Understand the impact of stress on individuals and apply yogic techniques for stress management.

Tasks and Assignments: Evaluate practical skills through class tests and assignments, focusing on the application of yogic activities, the interrelation of health and physical education with other subjects, and fundamental skills in games, sports, and yoga.

Gender, School, and Society

Developing Understanding of Key Gender Concepts: Students will gain a basic understanding and familiarity with key concepts such as gender bias, gender stereotype, empowerment, gender parity, equity, equality, patriarchy, feminism, and transgender.
Exploring Landmarks in Women’s Education: Understand important historical and contemporary landmarks in the growth of women’s education.
Analyzing Gender Issues in Educational Settings: Examine gender-related issues within schools, including curriculum, textual materials, pedagogical processes, and their intersections with class, caste, religion, and region.
Addressing Gender-Based Violence: Recognize the need to address gender-based violence in various social spaces and develop strategies for intervention and prevention.

Course Units and Corresponding Outcomes:

Unit I-Gender Issues – Key Concepts: Acquire a comprehensive understanding of fundamental gender-related concepts, including sexuality, patriarchy, masculinity, feminism, bias, stereotypes, and empowerment, equity, equality, and transgender issues.

Unit II- Socialization Processes in India: Family, School, and Society: Analyze gender identities and socialization practices within different types of families. Understand the intersection of gender with class, caste, religion, and region in the context of curriculum, hidden curriculum, and classroom processes. Recognize the importance of addressing sexual abuse in various social contexts.

Unit III-Gender Issues in Curriculum: Examine the construction of gender within curriculum frameworks, exploring the intersection of class, caste, religion, and region. Analyze how gender is represented in textual materials and classroom processes. Recognize the role of teachers as agents of change and explore life skills and sexuality education.

Unit IV-Gender Studies-Historical Perspectives on Education: Gain insight into historical landmarks in socio-economic and educational upliftment of girls and women, understanding the societal progress in this regard.

Unit V-Constitutional Commitments: Understand the reports, recommendations, policy initiatives, schemes, and programs aimed at promoting girls’ education and overall development of women, and addressing gender discrimination in society.

Tasks and Assignments: Evaluate understanding and application through class tests and assignments, including projects related to key gender concepts, analysis of textual materials, debates on equity and equality, and projects focused on transgender issues and family dynamics.

Assessment for Learning

Understanding the Evaluation Process: Students will gain a comprehensive understanding of the evaluation process, including assessment, measurement, testing, examination, formative and summative evaluation, as well as continuous and comprehensive assessment mandated under RTE.
Developing Skills in Test Preparation and Interpretation: Equip students with the skills necessary to prepare, administer, and interpret achievement tests effectively.
Utilizing Various Techniques and Tools for Evaluation: Enable students to comprehend and utilize a range of techniques and tools for evaluating learning.
Comprehending Assessment for Learning: Provide a deep understanding of the process of assessment for learning, distinguishing it from assessment of learning, and recognizing its significance in pedagogic decision-making.
Statistical Measures for Assessing Learning: Develop the skills required to compute basic statistical measures to assess learning outcomes.

Course Units and Corresponding Outcomes

Unit I: Basic Concepts and Overview: Define and understand fundamental concepts related to assessment and evaluation, and recognize their purposes in different paradigms of learning. Differentiate between assessment for learning and assessment of learning, and explore self- assessment and peer assessment.

Unit II: Analysis of Existing Practices of Assessment: Analyze records and tools used in assessment, such as learner profiles, evaluation rubrics, and cumulative records. Understand the ethical principles of assessment and be familiar with examination reforms.

Unit III: Assessment in the Classroom and Record Keeping: Expand the notion of learning in a constructivist perspective. Develop indicators for assessment, formulate engaging tasks and questions, and explore the use of projects and assignments. Learn to observe learning processes and organize student portfolios with the development of appropriate rubrics.

Unit IV: Interpreting Test Scores: Learn how to present and organize assessment data, including frequency distribution and graphical representation. Understand measures of central tendency and variability, as well as percentile rank and correlation methods.

Unit V: Feedback: Comprehend the meaning and importance of feedback in assessment. Recognize the different types of teacher feedback and its significance for students and parents. Address challenges associated with assessments.

Tasks and Assignments: Evaluate practical skills through class tests and assignments, including the development of achievement tests, evaluation tools for formative assessment, and the interpretation of assessment data.

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes Third Year/Fourth Year

“Pedagogy of a School Subject” Course Outcome

Pedagogy of Mathematics

Insight into the Meaning, Nature, and Outcomes: of Mathematics: Gain a deep understanding of the meaning, nature, scope, and Outcomes: of mathematics as a
Appreciation of Mathematics as a Cognitive Tool: Appreciate mathematics not only as a subject of computational skills, but also as a discipline with a logical structure that engages the mind.
Development of Concepts in Mathematics: Understand the process of developing mathematical concepts, including estimation, approximation, pattern recognition, reasoning, and proof.
Recognition of Mathematics in Everyday Life: Appreciate the pervasive role of mathematics in day-to-day life, beyond formulas and mechanical procedures.
Problem Posing and Solving: Acquire the ability to pose and solve meaningful mathematical problems, promoting critical thinking and problem-solving skills.
Appropriate Assessment Tools for Mathematics Learning: Develop the skills to construct relevant assessment tools for evaluating learning in mathematics effectively.
Understanding and Applying ICT in Teaching Mathematics: Gain proficiency in utilizing Information and Communication Technology (ICT) as a tool in the teaching of
Remedial Teaching in Mathematics: Comprehend the principles of diagnostic testing and remedial teaching in mathematics, addressing the needs of learners with varying
Analysis of Mathematical Concepts and Learning Engagement: Conduct pedagogical analysis of various mathematical concepts, focusing on learning outcomes, experiences, and evaluation techniques.
Modes of Learning Engagement in Mathematics: Engage in various modes of learning, such as group activities, presentations, idea sharing, concept modeling, and reflective assignments, to facilitate concept formation in mathematics.
Assessment and Evaluation of Mathematics Learning: Master the planning and implementation of effective evaluation strategies in mathematics, including formative, summative, predictive, and continuous and comprehensive evaluation (CCE).

Diagnostic Testing and Enrichment Programs: Understand and apply diagnostic testing, and develop enrichment programs tailored to the needs of gifted learners, slow learners, and learners with dyslexia in mathematics.

Practicum/Field Work:

Concept Map Creation: Create a concept map related to any theme in mathematics and explain how it facilitates teaching and learning.

Pointed Edit on Mathematicians: Prepare a detailed study on the history and contributions of two mathematicians.

Group Activity and Report: Conduct a group activity on any topic of mathematics and report your experiences.

Observation of Mathematics Teaching: Observe a mathematics class in a secondary school, identifying and listing errors committed by students.

Pedagogy of Physics

Insight into the Meaning, Nature, and Scope of Physics: Gain a deep understanding of the meaning, nature, and scope of physics for effective teaching.
Identification and Relating Everyday Experiences with Physics Learning: Recognize and establish connections between everyday experiences and the learning of physics.
Integration of Physics Knowledge with Other Subjects: Integrate physics knowledge effectively with other subjects in the school curriculum.
Use of Engaging Activities, Demonstrations, and Laboratory Experiences: Utilize a variety of engaging activities, demonstrations, and laboratory experiences for effective teaching and learning of physics.
Understanding of Assessment Concepts and Types: Comprehend the meaning, concept, and various types of assessment in the context of physics education.
Promotion of Scientific Attitude and Temper: Foster a scientific attitude and temper among learners, emphasizing essential skills, methods, and processes for exploration, generalization, and validation of scientific knowledge.
Pedagogical Analysis and Learning Engagement: Conduct pedagogical analysis of units, focusing on concepts, learning outcomes, activities, and evaluation techniques. Engage students through observations, experiments, presentations, and hands-on
Effective Utilization of Teaching Aids and Laboratory Work: Utilize various teaching aids and engage students in laboratory work to enhance the learning experience.
Reflective Practice and Assessment Frameworks: Implement reflective written assignments and develop assessment frameworks for evaluating experimental work in
Assessment and Evaluation in Physics: Understand and apply assessment concepts, including achievement tests, blueprints, open-book tests, formative and summative assessments, and continuous and comprehensive evaluation (CCE) in the context of physics education.

Assessment of Project Work and Performance-Based Evaluation: Assess project work in both laboratory and field settings. Evaluate learners’ record of observations and oral presentations, emphasizing performance-based assessment.

Practicum/Field Work:

Concept Map Creation: Create a concept map on any topic and explain how it facilitates students’ learning in physics.
Apparatus Description and Design: Provide a detailed description and design of an improvised apparatus related to physics.
Reflective Journal on Radiations and Human Health:
Write a reflective journal on the topic of “Radiations and Human Health” in the context of

Out-of-Class Activity Planning: Plan an out-of-class activity using local resources to teach physics and report your experiences.

Plan for Assessing Students’ Practical Work: Prepare a plan for assessing students’ practical work in physics.

Pedagogy of General Science

Understanding General Science as an Interdisciplinary Area: Students will grasp General Science as an interdisciplinary field of learning that encompasses various branches of
Understanding Aims and Outcomes: of Teaching General Science: Students will comprehend the aims and Outcomes: of teaching General Science at different educational
Creating Effective Learning Situations for Science Concepts: Students will explore diverse methods of creating learning situations tailored to different scientific concepts, fostering inquiry, problem-solving, and investigatory learning.
Facilitating Scientific Attitudes in Learners: Student-teachers will play a role in developing scientific attitudes in learners, encouraging curiosity, inventiveness, and creativity in science.
Addressing Pedagogical Issues in Science Learning: Students will examine various pedagogical issues that arise in the teaching and learning of science.
Stimulating Curiosity and Creativity in Science: Encourage students to stimulate curiosity, inventiveness, and creativity in science education, fostering a sense of wonder and exploration.
Developing Life Skills through Science Concepts: Equip students with the ability to apply science concepts to practical life skills, emphasizing the relevance of science in everyday
Competencies for Teaching and Learning Science: Develop competencies in students for effectively teaching and learning science through various instructional measures and
Constructing Appropriate Assessment Tools: Students will be capable of constructing relevant assessment tools to evaluate the learning of science concepts effectively.
Understanding the CCE Pattern of Evaluation: Students will gain a comprehensive understanding of the Continuous and Comprehensive Evaluation (CCE) pattern and its application in assessing General Science learning.

Practicum/Field Work:

Visit Ayurveda College/Science Labs: Report on the functioning and contributions of Ayurveda colleges and science labs to advancements in knowledge and prosperity.
Concept Map Creation: Create a concept map on a chosen General Science theme, demonstrating its significance in the teaching and learning process.
Exploring Indian Cultural Traditions: Research and uncover the scientific basis behind Indian cultural traditions.

Pedagogy of Biology

Developing Insights into the Nature and Significance of Biology: Gain a deep understanding of the meaning and nature of Biology to determine effective teaching- learning aims and strategies.
Recognizing Biology as a Dynamic and Expanding Field: Appreciate that science, particularly Biology, is a dynamic and continuously evolving body of knowledge.
Fostering Curiosity about Natural Surroundings: Recognize that every child possesses a natural curiosity about their environment and learn how to harness and nurture this curiosity in Biology teaching.
Linking Everyday Experiences with Biology Learning: Identify and establish connections between everyday experiences and the learning of Biology, making the subject more relatable and engaging.
Exploring Various Teaching-Learning Approaches in Biology: Appreciate and employ diverse approaches to teaching and learning Biology, accommodating different learning styles and preferences.
Utilizing Laboratory for Effective Teaching-Learning: Understand the role of the laboratory in the teaching-learning process, and develop the skills needed to plan and conduct effective experiments, demonstrations, and activities in Biology.
Integrating Biology Knowledge with Other Subjects: Effectively integrate Biology knowledge with other subjects in the school curriculum, fostering interdisciplinary
Analyzing Biology Content and Critical Issues: Analyze Biology content in terms of content, process, skills, knowledge organization, and other critical issues related to effective teaching.
Conducting Pedagogical Analysis of Biology Topics: Perform in-depth pedagogical analysis of various topics in Biology, ensuring an effective teaching approach.
Developing Process-Oriented Outcomes: Create process-oriented Outcomes: based on content themes and units, aligning with learning outcomes.

Understanding and Applying Assessment Techniques: Comprehend the meaning, concept, and types of assessment, and effectively apply them in evaluating Biology
Engaging in Practical Pedagogical Activities: Engage in various practical activities, including creating assessment tools, designing instructional materials, conducting experiments, and assessing student practical work in Biology.

Pedagogy of Social Science

Understanding the Aims and Outcomes: of Teaching Social Science: Comprehend the overarching goals and specific Outcomes: of social science education.
Grasping the Nature of Social Sciences: Develop an understanding of social sciences as individual and integrated disciplines.
Encouraging Critical Thinking and Concept Grasping: Foster critical thinking skills and the ability to grasp complex concepts in social sciences.
Definition and Differentiation of Social Science: Define and differentiate the concept of Social Science and explain its relative position in the syllabus.
Evaluation and Review of Syllabus and Textbooks: Evaluate the existing school syllabus and review the textbook of Social Science at the secondary level.
Application of Teaching Methods and Techniques: Apply appropriate methods and techniques for teaching specific topics at different levels.
Utilization of Teaching Aids: Prepare, select, and effectively utilize various teaching aids to enhance learning.
Pedagogical Analysis of Social Science Topics: Perform pedagogical analysis of various topics in social science at the secondary level, considering concepts, learning outcomes, activities, experiences, and evaluation techniques.
Understanding Multiple Assessment Techniques: Gain insight into the concept of multiple assessment techniques in social science education.

Course Content Outcomes:

Unit I: Nature of Social Science as a Discipline:

Understand the meaning, concept, and needs of social science
Comprehend the nature and scope of social science
Trace the historical development of social science as a
Recognize changing areas of social science as a

Unit II: Social Science as a School Subject:

Appreciate the importance of social science in the school
Define aims and Outcomes: of teaching social science at the secondary level in behavioural terms.
Correlate Social Science with other School Subjects such as History, Geography, Economics, Civics, and Environmental Sciences.
Analyse changing trends and goals of teaching social science with reference to

N.C.F. 2005.

Unit III: Methodology of Teaching-Learning of Social Science:

Familiarize with methods and devices of teaching social science at the secondary level including lecture, project, problem-solving, socialized recitation, questioning, dramatization, role plays, discussion, and story-telling.
Understand excursion and team teaching as effective methods in social science
Develop skills in planning, organizing, and conducting small community

Unit IV: Pedagogical Analysis and Mode of Learning Engagement:

Conduct pedagogical analysis of content in History, Geography, Civics, and Economics at the secondary level, considering concepts, learning outcomes, activities, experiences, and evaluation techniques.
Apply appropriate modes of learning engagement, including group activities, presentations, idea-sharing, laboratory work, reflective assignments, library surveys, and field trips.

Unit V: Assessment & Evaluation of Social Science Learning:

Assess social thinking, logical reasoning, and discourage rote learning in social science education.
Plan evaluation methods in social science, including formative and summative assessment, as well as continuous and comprehensive evaluation (CCE) at the secondary level.
Identify difficulties in the evaluation process and suggest measures to overcome
Construct achievement tests/question papers in social

Practicum/Field Work Outcomes:

Identify and interpret news related to positive social changes or
Conduct a panel discussion on creating a good social environment for a healthy ecological environment.
Conduct a community survey on an existing social problem to determine its root causes.
Write a reflective journal on the impact of globalization in a specified
Prepare a portfolio of an eminent personality in a chosen area of social science (History, Geography, Economics, or Civics)

Pedagogy of English

Understanding the Nature & Role of English Language:
- Grasp the essence and significance of English as a
- Recognize its global influence and linguistic behaviour in societal
Proficiency in Pronunciation Patterns:
- Demonstrate mastery over English pronunciation
- Comprehend the impact of linguistic diversity on speech and
Insight into Linguistic Behaviour:
- Analyse individual and societal linguistic
- Identify gender bias and power dynamics in language
Appreciating Different Roles of Language:
- Understand the multifaceted roles of language, including its relationship with
- Foster creativity in learners through engaging
Connecting Literature and Language:
- Analyse authentic literary and non-literary texts for deeper understanding and
Contextual Language Use:
- Grasp the use of language in context, encompassing grammar and
Activity and Task Development:
- Competently design activities and tasks tailored to learners’ needs and
Recognizing Home and School Language:
- Acknowledge the importance of both home and school
- Utilize multilingualism as a classroom
Teaching Poetry, Prose, and Drama:
- Understand effective methods for teaching different forms of literary
Methods, Approaches, and Materials:
- Identify suitable methods, approaches, and materials for teaching English at various levels.
Constructive Language Teaching:
- Implement a constructive approach to language teaching and
Language Assessment Process:
- Grasp the process of language assessment, employing diverse evaluation
Cultural Awareness and Language Teaching:
- Familiarize students with India’s rich culture, heritage, and contemporary
Position of English in India:
- Understand the role and challenges of English in the Indian
- Differentiate between formal and informal learning of
Overview of Language Teaching Methodologies:
- Analyze various approaches and theories to language learning and
- Evaluate different language teaching methodologies, from grammar translation to communicative approach.

Acquisition of Language Skills: Grammar & Vocabulary:
- Discuss grammar content at Secondary & Senior Secondary levels, and understand their interlink ages.
- Explore techniques for building vocabulary and effective use of
Instructional Design for Teaching:
- Develop logical instructional design for teaching any topic in
Language Skills Acquisition (Listening, Speaking, Reading, and Writing):
- Master sub-skills within listening, speaking, reading, and
- Utilize various materials and resources for skill
Barriers and Innovative Practices in LSRW Skills:
- Identify and address barriers in listening, speaking, reading, and
- Implement innovative practices to enhance language skills.
Evaluation Strategies:
- Assess language development through continuous and comprehensive
- Employ diverse evaluation techniques, including oral, written, and portfolio- based assessments.
Question Typology and Activities:
- Create a variety of questions and activities to enhance problem-solving, critical thinking, and imaginative skills.
Practicum and Fieldwork Activities:
- Conduct surveys, analyse educational materials, and prepare inclusive activities for English teaching.
Portfolio Development:
- Compile a portfolio showcasing the developmental aspects of language for exceptional learners.

Pedagogy of Hindi

हहदी भाषीा की` स्वरुप और भमी िीकीा क सिीझ-

हहद भाषा क` रूप और उसक िमक्षा क` दृििकोण को िसझना |
हहद भाषा क` वष्ववक प्रभाव और सािीीाष्िीक सदभो िीी` ी˙ भाषा क` व्यवहार को पहचानना |

उच्चारण कौिील का वववरण

हहदी उची्चारण कीौिील

िीी` ननपण

तीा अषी्

िीत

करना |

भाषीाई ववववधता की` आधार पर उची्चारण और ल`खन को िीदी्ध करनीा |

भाषीा की` व्यवहीार का अतवय

षी्ततक और सािीीाष्िीक अतसबध

/अतरसबध

व्यष्ततगत और सािीीाष्िीक भाषाई व्यवहार का वववल`षण करना |
भाषा उपयोग िीी` ी˙ मलग िीतभ`द और भाषा क गनित लता को पहचानना |

भाषीाक ववमभन्न भमी िीकीाएी
- भाषीाक ववमभन्न भमी िीकीाओ को िसझनीा, और हहदी साहहती्य सी` सम्बधधत रोिीीािीी˙ चक गनतववधधयोी˙क`

िीीाधी्यिी सी` िमक् षधथयीोी˙ िीी` प्रोती्साहहत करनीा |

साहहत्य और भाषा का सम्बन्ध
- भाषा क गहन िसझ क` मलए िीीौमलक साहहष्त्यक और असाहहष्त्यक पाठो˙का वववल`षण करना |
भाषाई गनतवधध ववकमसत करना |
- छात्रीोी˙ क आववयकतीाओिीी˙ और स्तर की` अनरी प गनतववधधयीोी˙ और कायीोी˙ का प्रारूप तयीार करनीा |
ीाषा और ववद्यालय भाषा क िीीान्यता

िीीातभीाषीा और ववद्यालयी भीाषा की` िीहती्व को स्व कीार करनीा |

िीीा तभ
- िमक्षक द्वारा बोलचाल िीी` बहुभावषकता का उपयोग करना |

कववतीा गद् य और नीािीक क मिीक्षणववधधयीोी˙ को सिीझीानीा
- ववमभन्न प्रकार क साहहष्त्यक ववधीाओिीी˙ की` िीीाधी्यिी सी` िमक् षण ववधधयोी˙ को सिीझनीा |
उपयीत¸ तववधधयीोी˙ दृषी्टिीकीोणीोी˙ और सािीधिीयीोी˙ क पहचान
- ववमभन्नस्तरोी˙ पर हहदी भाषीा क मिीक्षीा की` मलए उपयीत¸ त ववधधयो˙, दी˛ष्टिीकोणीोी˙ और सीािीधिीयीोी˙ क पहचान करना |
भाषा िमक्षण का रचनात्िीक दृििकोण
- भाषीा िमक् षण और अधधगिी कीा रचनीाती्िीक दृषी्टिीकीोण ववकमसत करनीा |

भाषीा

िीी`ी˙ िीील

यीािीी˙ कन प्रक् रिीयीा

यीािीी˙ कन तकनी कीोी˙ का उपयीोग

यीािीी˙कन प्रिियीा को सिीझनीा और िीहण

ववमभन्न िीलकरकी` भीाषा िील

सीािीी˙स्की˛ नतकिीीागरूकता और भाषीा िमक् षण

करनीा

छात्रीोी˙को भारत क सिीदी्ध सीािीी˙स्की˛ नतक ववरासत और िसकीाल न िीी वन सी` पररधचत करानीा |

भारत िीी` ी˙ हहद क ष्थनत
- भारतिीी`ी˙ हहदी क भमी िीकीा और ची¸नीौनतयीोी˙ को सिीझनीा |
भाषा कौिीलो˙ क प्राष्तत व्याकरण और िीब्दावल
- िीीाधी्यिमक और उची्च िीीाधी्यमिीक स्तर पर व्यीाकरण को सिीझीानीा |
- िीब्दीावली कीो बढानी` और िीब्दकोिी को प्रभीाव बनीानी` की` मलए नव न ववधधयीािीी˙ अन्व`वषत करनीा |
िमक् षण की` मलए िीक्षी` क्षक यीोिीनीा
- हहदी मिीक्षण की` मलए तकिी सगत िमक् षण यीोिीनीा ववकमसत कीारन |
भाषा कौिील क प्राष्तत (सनन, बोलन,ी` पढन` और मलखन`)

सननी`, बोलनी`, पढनी` और मलखनी` की` कौिीलोी˙ िीी`ी˙ ननपण

ता हामसल करना |

LSRW कौिील िीी` ी˙ बाधािए˙ और नवाचार अभ्यास
- सनन,ी` बोलन,ी` पढन` और मलखन` िीी` ी˙ बाधािओ˙ क पहचान और िसाधान करना |
- भाषीा कौिीलोी˙ को सधीारनी` की` मलए नवाचार अपनीानीा |
िीलयीािीी˙ कन उपकरण

ननरर˙तर और

िसिी िील

यीािीी˙ कन की` िीीाधी्यिी सी` भाषीा ववकीास कीा िील

यािीी˙ कन करना |

िीीौखखक, मलखखत और पोिीिीफोमलयो˙ िीी` स ववमभन्न िील

भाषीा सम्बधिीी˙ धत गनतववधधयीाी

यािीी˙ कन तकन को˙ का उपयोग करना |

िसस्या िसाधान, ववचारर लता और कलपनात्िीक कौिीलो˙ को बढ़ान` क` मलए ववमभन्न प्रकार क गनतववधधयोी˙ को आयीोषी्िीत करनीा |

अभ्यीासववी˛ िीऔर क्षरकायिी गनतववधधया
- सवी`क्षणीोी˙ का आयीोिीन करनीा, िीक्षक्षक सािीिीी का वववली`षण करनीा और हहदी मिीक्षण की` मलए िसीाव`िीी गनतववधधयो˙ क योिीना बनाना |
पोिीिीफोमलयो˙ का ववकास

भाषीा की`

ववकीासाती्िीक पहलओ

िीी˙ क िीीानकार द`न` वाल` पोिीिीफोमलयो˙ कोतय

ीार करना |

Course Learning Outcome (B.Ed II Year)

Course -11 a & b

PEDAGOGY OF ENGLISH Part – II

Objectives:-

The student teacher will be able to:

Develop an understanding and use concept mapping and curricular elements in English language teaching.
Develop the ability to plan Curriculum in English language at senior secondary level.
Undertake Critical appraisal of existing English language curriculum at secondary/ senior secondary stage prescribed by RBSE / CBSE.
Know the qualities of text book of English language.
Develop necessary skills to prepare and use various instructional/learning material.
Develop the ethics & Professional growth of a English language teacher.
Develop an Understanding and use learning resources in English language.
Organize various activities related to English language subject viz. Field trip, Exhibition, Fair, language Games.

Course – 11 a & b

PEDAGOGY OF URDU Part – II

Objectives:

The student-teachers will be able to:

understand the relation of language and literature;
understand role and importance of translation;
develop insight and appreciation through examining authentic literary and non literary texts in Urdu literature;
develop and use teaching aids in the classroom both print and audiovisual material, and ICT (Internet and Computer Technology);
acquire knowledge of the process of Language assessment: concept of continuous evaluation system, its various techniques, diagnostic testing and Remedial measures;
develop an insight into the symbiotic relationship of curriculum, syllabus and textbooks;
understand need and function of language lab;
understand the nature and mechanism of Urdu Language;

Course – 11 a & b

PEDAGOGY OF SOCIAL SCIENCE Part II

Objectives:

The student teachers will be able to –

Develop an understanding of Principles of Social Science curriculum development.
Develop an ability to evaluate the existing curriculum of Social Science.
Construct and use Instructional/ Learning material.
Develop an ability to use community resources in teaching of Social Science.
Use audio visual aids and ICT in teaching of Social Science.
Develop an understanding of responsibilities and professional ethics of Social Science teacher.
Develop an understanding of modes of professional development of Social Science teacher.

Course – 11 a & b

PEDAGOGY OF CIVICS Part – II

Objectives:

The student teachers will be able to –

Develop an understanding of curriculum construction.
Develop ability to evaluate the existing curriculum in Civics/political science at the Sr. Secondary level.
Use ICT and community resources in teaching of Civics.
Organize Co-curricular activities related to Civics teaching.
Develop an ability to construct and use instructional/ learning material.
Develop professional understanding required as Civics teacher.
Develop an understanding of modes of professional development of Civics teacher.

Course – 11 a &b

PEDAGOGY OF GEOGRAPHY Part – II

Objective:

The student teacher will be able to:

Develop understanding about Principles of Curriculum construction in Geography.
Develop skill in constructing & analyzing geography curriculum
Develop skills in using different resource for teaching geography
Understands importance of Professional development of geography teachers
Develop skills to be a successful geography teacher

Course – 11 a & b

PEDAGOGY OF HISTORY Part – II

Objectives :

The student teachers will be able to –

Develop an understanding of principles of development of curriculum of history.
Develop an ability to evaluate the existing curriculum of History.
Construct and use Instructional/ Learning material.
Develop an ability to use community resources in teaching of History.
Use audio visual aids and ICT in teaching of History.
Develop an understanding of responsibilities and professional ethics of History teacher.
Develop an understanding of modes of professional development of History teacher.

Course – 11 a & b

PEDAGOGY OF HOME SCIENCE Part – II

Objectives :

The student teachers will be able to –

Develop an understanding of Home Science curriculum development
Develop an ability to evaluate the existing curriculum of Home Science.
Construct and use Instructional/ Learning material.
Develop an ability to use community resources in teaching of Home Science.
Organize various activities related to Home Science viz Field Trip, Home Science Fair, Exhibition and Home Science Club.
Use audio visual aids and ICT in teaching of Home Science.
Develop abilities to equip and manage Home Science laboratory and organize practical work in Home Science.
Develop an understanding of responsibilities and professional ethics of Home Science teacher.
Develop an understanding of modes of professional development of Home Science teacher.

Course – 11 a & b

PEDAGOGY OF GENERAL SCIENCE Part – II

Objectives

The student teachers will be able to :-

Develop ability to evaluate the existing syllabus of General Science.
Develop an understanding of curriculum construction.
Use audio-visual aids, community resources and ICT in teaching-learning of General Science.
Organize co-curricular activities related to General Science teaching.
Develop abilities to equip and manage General Science laboratory and organize practical work in General Science.
Construct and use instructional / learning materials.
Understand responsibilities, qualities and professional ethics of General Science teacher.
Understand the modes of professional development of General Science Teacher.

Course – 11 a & b

PEDAGOGY OF BIOLOGY Part – II

Objectives

The student teachers will be able to :-

Develop ability to evaluate the existing syllabus of Biology.
Develop an understanding of curriculum construction.
Use audio-visual aids, community resources and ICT in teaching-learning of Biology.
Organize co-curricular activities related to Biology teaching.
Develop abilities to equip and manage biology laboratory and organize practical work in Biology.
Construct and use instructional / learning materials.
Understand responsibilities, qualities and professional ethics of biology teacher.
Understand the modes of professional development of Biology Teacher.

Course – 11 a & b

PEDAGOGY OF CHEMISTRY Part – II

Objectives:

The student teacher will be able to-

Understand qualities and ethics of Chemistry Teacher.
Foster creativity through Teaching of Chemistry.
Relate chemistry to conservation of environment
Review a chemistry text book.
Organize various activities related to chemistry viz field trip, Science Fair, Science Club, Science Quiz.
Create Awareness in community through various programmes about the issues such as Food Adulteration, Superstitions, Hazards from Chemical substances and Chemical Industries etc.

Course – 11 a & b

PEDAGOGY OF MATHEMATICS Part – II

Objectives:

The student teachers will be able to-

Identify difficulties in learning concepts and generalization, and provide suitable remedial measures.
Develop ability to teach proof of theorems and to develop mathematical skills to solve problems.
Develop understanding of the strategies for teaching exceptional students in mathematics.
Develop capacity to evaluate and use instructional materials in mathematics education.
Develop skills to be a successful mathematics teacher.
Construct appropriate assessment tools for evaluating mathematics learning.
Familiarize with the development of curriculum in mathematics.
Understand and use of learning resources in Mathematics.

Course – 11 a & b

PEDAGOGY OF PHYSICS Part – II

Objectives:

The student teacher will be able to :

Critically appraise Physics curriculum at senior secondary level.
Study science laboratory in schools, facilities and materials available in class that facilitate learning of Physics.
Plan, manage physics laboratory and organize physics practical work
Analyse the text book with reference to the content, its organization, learning experiences and other characteristics
Select and effectively make use of multi media and other learning resourses in classroom teaching Conduct Physics related activities through science clubs, science fairs, science exhibitions during school attachment
Conduct physics practicals prescribed by RBSE
Become aware of various professional organizations and professional development programs for Physics Teacher.
Identify themes in Physical Science for which community can be used as a learning resource.

Course – 11 a & b

PEDAGOGY OF BUSINESS ORGANISATION Part – II

Objectives:

The student teacher will be able to:

Understand and use of concept mapping and curricular elements in Business Organisation teaching.
Develop the ability to plan Curriculum in Business Organisation at senior secondary level.
Undertake a critical appraisal of existing Business Organisation curriculum at sr.secondary stage prescribed by RBSE / CBSE.
Know the qualities of text book of Business Organisation.
Understand and use I.C.T. in Business Organisation Teaching.
Develop the ethics & Professional growth of a Business Organisation teacher.
Organize various activities related to Commerce viz. Field trip, Commerce club, Commerce Exhibition, Commerce Fair.
Understand and use learning resources in Business Organisation.

Course – 11 a & b

PEDAGOGY OF FINANCIAL ACCOUNTING Part – II

Objectives:-

The student teacher will be able to:

Develop an understanding and use concept mapping and curricular elements in Financial Accounting teaching.
Develop the ability to plan Curriculum in Financial Accounting at senior secondary level.
Undertake Critical appraisal of existing Financial Accounting curriculum at senior secondary stage prescribed by RBSE / CBSE.
Know the qualities of text book of Financial Accountancy.
Develop necessary skills to prepare and use various instructional/learning methods and Media Integration.
Develop the ethics & Professional growth of a Financial Accounting teacher.
Develop an Understandingand use learning resources in Financial Accounting.
Organize various activities related to Financial Accounting subject viz.Field trip, Exhibition, Fair, Financial Games.

Course -12 KNOWLEDGE AND CURRICULUM

Objectives

The student teacher will be able

To know the perspectives in education.
To focus on epistemological base of education between knowledge and skill teaching and training – Knowledge and information and reason and belief to engage with the enterprise of education.
To discuss the basis of modern child centered education.
To identify relationship between the curriculum framework and syllabus.
To help prospective teachers to take decision about and shape educational and pedagogic practice with greater awareness of the theoretical and conceptual underpinning that inform it.
To focus on social base of education.
To help prospective teachers to understand the process of curriculum development

Course – 13 Assessment for Learning

The student teacher will be able –

To understand assessing children‘s progress, both in term of their psychological development and the criteria provided by the curriculum.
To know the critical role of assessment in enhancing learning.
To know the constructivist paradigm of learning and assessment.
To acquaint with the importance of feedback in the process of assessment.
To know the practicality of learning centred assessment.
To prepare prospective teachers to critically look at the prevalent practices of assessment.
To prepare students teachers to facilitate better learning and prepare more confident and creative learner.
To understand the policy prospective on examinations and evaluation and their implementation practices.

Course – 14 Creating an Inclusive School

Objectives

The Student teacher will be able –

To understand concept, meaning and significance of inclusive education.
To bring about an understanding of the ‗cultures‘ policies and practices that need to be addressed inorder to create in inclusive school.
To learn the definition of disability and inclusion within an educational framework so as to identify the dominating threads that contribute to the psychological construct of disability and identity.
To appreciate the need for promoting inclusive practice and the roles and responsibilities of the teachers.
To screen out and identify special needs of children for developing a broder plan to foster the need of the diverse inclusive class.
To develop critical understanding of international acts, policies and educational provision for children with special needs.
To develop the ability to conduct and supervise action research activities.

Course – 15 (D) GUIDANCE AND COUNSELLING

Objectives

The student teacher will be able –

To develop an understanding of the concepts of guidance and counseling.
To develop an understanding of educational, vocational and personal guidance.
To know the various types of guidance and counseling programme.
To study the essential guidance and counseling services.
To acquaint the students with the testing devices and techniques of guidance.
To know the recent trends, issues and challenges in guidance and counseling.

Course -16 EPC -4 UNDERSTANDING THE SELF

Objectives

The student teacher will be able –

To develop understanding about themselves the development of the self as a person and a teacher
To develop social relational sensitivity and effective communication skills, including the ability to listen and observe.
To develop a holistic and integrated understanding of the human self and personality.
To build resilence within to deal with conflicts at different level and learn to create terms to draw upon collective strength.
To help explore one‘s dreams, aspiration, concerns through varied forms of self expression, including poetry and humour.
To introduce yoga to enchance abilities of body and mind and promote sensibilities that help to give PPin peace and harmony with one‘s surrounding.

Program Outcomes

Objectives of B.Ed. : The objectives of this programme is to prepare teachers from upper primary to middle level (Classess VI-VII), Secondary level (Classess IX-X) & Senior Secondary level (Classes XI-XI) Pre –service teacher education programme are to enable the prospective teacher.

Become aware about human values and gender, school and society.
Understand nature of education and pedagogic processes through enriched experiences.
Interactive processes where in group reflection, critical thinking and meaning making will be encouraged.
Describe teaching learning process in the classroom and various factors that influence it.
Understand various level learners, their needs and interest and peculiar problems and motivate them for learning.
Plan and organize classroom through learner‘s centred techniques of instruction for inclusive education & effective whole classroom instruction.
Conduct pedagogical content analysis in subject areas and use it for facilitating learning the classroom.
Foster skills and attitude for involving the community as an educational partner and use society resources in education.
To critical analyse the various evaluation tool to serve CCE.
Reflective teacher practice and interface with societal resources.

Ordinance and Regulations related to the Integrated B.A.-B.Ed. Degree

The Objective and the Learning outcomes of the Integrated B.A.-B.Ed. Degree are
Objectives:
To promote capabilities for inculcating national values and goals as mentioned in the constitution of India.
To act as agents of modernization and social change.
To promote social cohesion, international understanding and protection of human rights and right of the child.
To acquire competencies and skills needed for teacher.
To use competencies and skills needed for becoming an effective teacher.
To become competent and committed teacher.
To be sensitive about emerging issues such as environment, population general equality, legal literacy etc.
To inculcate logical, rational thinking and scientific temper among the students.
To develop critical awareness about the social issues & realities among the students.
To use managerial organizational and information & technological skills.

Learning outcomes:

Competence to teach effectively two school subjects at the Elementary & secondary levels.
Ability to translate objectives of secondary education in terms of specific Programmes and activities in relation to the curriculum.
Ability to understand children’s needs, motives, growth pattern and the process of learning to stimulate learning and creative thinking to faster growth and development.
Ability to use
Individualized instruction
Dynamic methods in large classes.
Ability to examine pupil’s progress and effectiveness of their own teaching through the use of proper evaluation techniques.
Equipment for diagnosing pupil progress and effectiveness of their own teachings through the use of proper evaluation techniques.
Readiness to spot talented and gifted children and capacity to meet their needs.
Ability to organize various school programmes, activities for pupil.
Developing guidance point of view in educational, personal and vocational matters.
Ability to access the all round development of pupils and to maintain a cumulative record.
Developing certain practical skill such as:
Black board work
Preparing improvised apparatus
Preparing teaching aids and ICT.

14.Interest and competence in the development of the teaching profession and education. Readiness to participate in activities of professional organizations.

PART II Practical Work Objectives:

To develop the ability and self-confidence of pupil teachers:

available means including one’s own personal life.
Possess high sense of professional responsibility.
Develop resourcefulness, so as to make the best use of the situation available.
Appreciate and respect each child’s individuality and treat him as independent and integrated personality.
Arouse the curiosity and interest of the pupils and secure their active participation in the educative process.
Develop in the pupil’s capacity for thinking and working independently and guide the
pupils to that end.
Organize and manage the class for teaching learning.
Appreciate the dynamic nature of the class situation and teaching techniques.
Define objectives of particular lessons and plan for their achievements.
Organize the prescribed subject- matter in relation to the needs, interest and abilities of the pupils.
Use the appropriate teaching methods and techniques.
Prepare and use appropriate teaching aids, use of the black board and other apparatus and
material properly.
Convey ideas in clear and concise language and in a logical manner for effective learning.
Undertake action research.
Give proper opportunity to gifted pupils and take proper care of the back-ward pupils.
Co-relate knowledge of the subject being taught with other subjects and with real life situations as and when possible.
Prepare and use assignments.
Evaluate pupil’s progress.
Plan and organize co curricular activities and participate in them.
Co-operates with school teachers and administrators and learns to maintain school records and registers.

The Objective and the Learning outcomes of the Integrated B.Sc.-B.Ed. Degree

Are Objectives:

To promote capabilities for inculcating national values and goals as mentioned in the constitution of India.
To act as agents of modernization and social change.
To promote social cohesion, international understanding and protection of human rights and right of the child.
To acquire competencies and skills needed for teacher.
To use competencies and skills needed for becoming an effective teacher.
To become competent and committed teacher.
To be sensitive about emerging issues such as environment, population general equality, legal literacy etc.
To inculcate logical, rational thinking and scientific temper among the students.
To develop critical awareness about the social issues & realities among the students.
To use managerial organizational and information & technological skills. Learning outcomes:
Competence to teach effectively two school subjects at the Elementary & secondary levels.
Ability to translate objectives of secondary education in terms of specific Programmes and activities in relation to the curriculum.
Ability to understand children’s needs, motives, growth pattern and the process of learning to stimulate learning and creative thinking to faster growth and development.
Ability to use
Individualized instruction
Dynamic methods in large classes.
Ability to examine pupil’s progress and effectiveness of their own teaching through the use of proper evaluation techniques.
Equipment for diagnosing pupil progress and effectiveness of their own teachings through the use of proper evaluation techniques.
Readiness to spot talented and gifted children and capacity to meet their needs.
Ability to organize various school programmes, activities for pupil.
Developing guidance point of view in educational, personal and vocational matters.
Ability to access the all round development of pupils and to maintain a cumulative record.
Developing certain practical skill such as: a. Black board work b. Preparing improvised apparatus c. Preparing teaching aids and ICT.
Interest and competence in the development of the teaching profession and education. Readiness to participate in activities of professional organizations.

PART – II

Practical Work Objectives: To develop the ability and self-confidence of pupil teachers:

To be conscious of sense of values and need for their inculcation in children through all available means including one’s own personal life.
Possess a high sense of professional responsibility.
Develop resourcefulness, so as to make the best use of the situation available.
Appreciate and respect each child’s individuality and treat him as independent and integrated personality.
Arouse the curiosity and interest of the pupils and secure their active participation in the educative process.
Develop in the pupil’s capacity for thinking and working independently and guide the pupils to that end.
Organize and manage the class for teaching learning.
Appreciate the dynamic nature of the class situation and teaching techniques.
Define objectives of particular lessons and plan for their achievements.
Organize the prescribed subject- matter in relation to the needs, interest and abilities of the pupils.
Use the appropriate teaching methods and techniques.
Prepare and use appropriate teaching aids, use of the black board and other apparatus and material properly.
Convey ideas in clear and concise language and in a logical manner for effective learning.
Undertake action research.
Give proper opportunity to gifted pupils and take proper care of the back-ward pupils.
Co-relate knowledge of the subject being taught with other subjects and with real life situations as and when possible.
Prepare and use assignments.
Evaluate pupil’s progress.
Plan and organize co curricular activities and participate in them.
Co-operates with school teachers and administrators and learns to maintain school records and registers.

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Course Learning Outcome (B.Ed I Year)

B.Sc. B.Ed. / B.A. B.Ed.

Program Specific Outcomes

B.Sc. B.Ed. / B.A. B.Ed. Course Outcome First Year

Childhood and Growing Up

Contemporary India and Education

Instructional System and Educational Evaluation

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes

Knowledge and Curriculum

Learning And Teaching

Peace Education

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes Third Year

Language Across the Curriculum

Guidance And Counselling in Schooling

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes Fourth Year Course Outcome

Creating an Inclusive School

Course Units and Corresponding Outcomes

Understanding Disciplines and Subjects

Course Units and Corresponding Outcomes:

Physical Education and Yoga

Course Units and Corresponding Outcomes:

Gender, School, and Society

Course Units and Corresponding Outcomes:

Assessment for Learning

Course Units and Corresponding Outcomes

B.Sc. B.Ed. / B.A. B.Ed. Course Outcomes Third Year/Fourth Year

Pedagogy of Mathematics

Pedagogy of Physics

Practicum/Field Work:

Pedagogy of General Science

Pedagogy of Biology

Pedagogy of Social Science

Unit I: Nature of Social Science as a Discipline:

Unit II: Social Science as a School Subject:

Unit III: Methodology of Teaching-Learning of Social Science:

Unit IV: Pedagogical Analysis and Mode of Learning Engagement:

Unit V: Assessment & Evaluation of Social Science Learning:

Pedagogy of English

Pedagogy of Hindi

Course Learning Outcome (B.Ed II Year)

Program Outcomes