STCTEPALA LMS

OBJECTIVES

On completion of the course, the prospective teachers would be able to

·      acquaint with the evolution of Commerce as a discipline

·      appreciate the conception and significance of Commerce as a Discipline.

·      gain a perspective about the scope of Commerce

·      make sense of the, aims, objectives and skills of teaching Commerce.

·      internalize the values of teaching Commerce

·      gain an insight of the interdisciplinary nature of Commerce

·      conceptualize the educational objectives of teaching Commerce Education

OBJECTIVES

On completion of the course, the prospective teachers would be able to:

·      appreciate the Educational Heritage of India

·      understand the nature of education as a discipline and its correlation with other disciplines.

·      comprehend the basic features of Indian constitution and its implication in education

·      critically examine the pivotal issues of contemporary India.

·      analyse vision, aims of education and recommendations of various commissions after independence in shaping the present education system of India.

·      evaluate the basic concepts/issues of education with reference to NCF (2005) and NCFTE (2009).

·      discuss the emerging dimensions of teacher education and professional growth of teachers

EDU 102: CHILDHOOD AND GROWING UP

NO. OF CREDITS : 5                                                 CONTACT HOURS : 100

MARKS:                                             100(External 80 + Internal 20)

DURATION OF EXAMINATION:    3 hours

OBJECTIVES

On completion of the course, the prospective teachers would be able to

·           understand the basic concepts and principles of Educational Psychology

·           understand the characteristics of human growth and development in childhood and adolescence and the developmental process of the individual in different dimensions.

·           help adolescent in better adjustment and development

·           understand the nature of motivation in learning as relevant to classroom management

·           understand the mental processes of learners

·           apply psychological principles in the teaching learning process effectively

·           provide guidance and counselling services to adolescents

understand the relevance of Intelligence, IQ, EQ, and SQ in learning and teaching.

·           help learners to develop proper mental health and hygiene

·           understand various adjustment mechanisms and help learners for better adjustment and development

·           understand the strategies for enhancing effective memorization in children

MODE OF TRANSACTION

Lecture –cum-demonstrations, Seminars, Assignments, Peer learning strategies, Community visit, Brain storming , Debate, Group discussion, Problem-solving, Scenario-based learning strategies and survey method.ICT based teaching and learning

COURSE OUTLINE

Module 1 - Psychology, Education and Emerging learner (25 hours)

1.1       Psychology- General and Applied- Definitions

1.2       Schools of Psychology – Behaviorism, Structuralism, functionalism, psychoanalysis, Humanism, Gestalt psychology, Nativism, Constructivism, Cognitive Neuro Science, and Positive Psychology.

1.3       Meaning, nature and functions of educational psychology, Relevance of educational psychology to teachers, learners, teaching and learning

1.4       Methods and tools of Educational Psychology- Introspection, Observation, Interview, Questionnaire, Case study, Survey, Sociometry, Checklist, Rating scale, Cumulative record and Anecdotal record

1.5       Concepts, Principles and Stages of Growth and development

1.6       Dimensions of growth and development-Physical, cognitive, social, moral and emotional

1.7       Erickson’s view of psycho social development - Kohlberg’s view of moral development

1.8       Psychological needs of children

Module 2 - Complexities in Adolescence (20 hours)

2.1       Characteristics of adolescents

2.2       Needs of Adolescence

2.3       Problems of adolescents (Information overloading, substance abuse, suicidal tendencies, depression, psycho-somatic diseases, sex abuse, etc)

2.4       Management of adolescent problems – role of teacher

2.5       Helping adolescents for better adjustment

2.6.      Stress and coping strategies

Module 3 - Cognitive Processes (20 hours)

3.1       Concepts of sensation, perception, attention, concept formation and problem solving

3.2       Thinking – types and assessment. Convergent thinking, divergent thinking, creative thinking (steps) – developing creative thinking in learners, Metacognition

3.3       Forgetting- causes of forgetting

3.4       Memory – Information processing –Atkinson-Shiffrin model of information processing-Assessment of memory

3.5       Strategies for improving effective memorization

Module 4 – Intelligence as a Cognitive Variables in Learning (25 hours)

4.1       Intelligence – meaning and definition –Emotional Intelligence and spiritual intelligence

Concept of IQ, EQ and SQ. Strategies for promoting EQ and SQ

4.2       Brief description of theories of intelligence – Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).

4.3       Categories of Intelligence tests – uses and limitations of intelligence testing

Module 5 Motivating the learner (15 hours)

5.1       Motivation – meaning and significance

5.2       Types of motivation, Achievement motivation

5.3       Strategies for enhancing motivation in learners

5.4       Maslow’s theory of motivation

PRACTICUM (any one )

1.         Visit Anganwadi /Primary / Secondary Schools and prepare a report on the pupil characteristics and diversity among children, with special reference to developmental stages.

2.         Prepare a report on the current issues of Indian Adolescents

3.         Conduct a survey on stress and coping strategies among peers.

REFERENCES

Alison, Clarke- Stewart, Susan, Friedman, & Joanne Koch. (1985). Child development – Atropical approach. New York: John Wiley & Sons, Inc.

Anita Woolfolk - (2004) Educational Psychology - The Ohio State University –PearsonEducation

Ausubel, David, P, Joseph. D Novak & Helen Hanesian. (1968). Educational psychology: Acognitive view. Holt, Rinchart and Winston In

Bichler, R.F., & Snowman, J. (1993). Psychology Applied to Teaching (7th ed.) Boston:Houghton Mifflin Co.

Brunner, J. S. (1986). Actual minds, possible worlds. Cambridge, Mass: Harward UniversityPress.

Cronbach, L.J. (1969). Essentials of psychological testing (3rd ed.). New York: Harper and Row.

Dandapani, S. (2000). Advanced Educational Psychology. New Delhi: Annmol Publications Pvt.Ltd.

Dandekar, W.N. & Sanyogtala, Makhiya. (2002). Psychological foundations of education (3rded.). Mc. Millan India Ltd.

Eggen, P.D., Kauchak, D.P., & Harder, R.J. (1979). Strategies for teachers, informationprocessing model in the classroom. New Jersey: Prentice Hall Inc.

Gagne, R.M. (1965). The conditions of learning. New York: Holt, Rinehart and Winston Inc.

Gagne, R.M. (1985). The cognitive psychology of school learning. Boston: Little

George, A (2008). Learning Strategies. New Delhi: Common Wealth

Guilford, J.P. (1965). Fundamental statistics in psychology and education. New York: Mc Graw Hill Hill INC.

Hal, R. Arkes, & John, P. Garske. (1977). Psychological theories of motivation. California:Wordsworth Publishing Company Ltd.

Herman, T.M. (1977). Creating learning Environments: The Behavioural approach to education. Boston: Allyn and Bacon.

Hilgard, E.R., & Bower, G.H. (1977). Theories of learning. New Delhi: Prentice Hall of India Pvt.Ltd.

Hurlock, Elizabeth, B. (1990). Developmental Psychology- A life Span approach. New York: Mc Grow Hill Inc.

Illich, I. (1970). De schooling Society. New York: Harper and Row.

Joyce, Bruce, & Weil, Marsha (1997). Models of teaching (5th ed.). New Delhi: Prentice Hall of India. Ltd.

Kolesnik, Walter, B. (1970). Educational psychology (2nd, ed.) New York: Mc. Graw Hill Book Co.

Laura, Berk, E. (2001). Child Development (3rd ed.). New Delhi: Prentice Hall Co.

Morgan, Clifford. T. (1986). Introduction to Psychology. New York: MC. Graw-Hill Books Co.

Shaffer, David, R. (1996). Developmental psychology- childhood and adolescence (4th ed.)USA. Brooks/Cole Publishing Co.‘

Sibichen K.K (2010). An Introduction to Psychological bases of Education, Mannanam,Kottayam, St.Joseph’s Training College.

Sousa A David (2009). How the Brain influences Behaviour. California, Corwin Press.

Sousa, A David (2001). How the Brain Learns. California, Corwin Press, INC.

Sylvester, Robert (2007). The Adolescent Brain. California, Corwin Press

Thomas, Good, L., & Jene, Brophy, E. Looking in classrooms (5th ed.) Harper CollinsPublishers.

EDU 202 : LEARNING AND TEACHING

NO. OF CREDITS : 5

CONTACT HOURS : 100

MARKS : 100 (External 80 + Internal 20)

DURATION OF EXAMINATION : 3hrs

OBJECTIVES

On completion of the course, the prospective teachers would be able to :

·               understand the process of learning and different approaches to the teaching learning process

·               understand different perspectives of schools of psychology on learning get acquainted with the individual differences among and within the individual

·               identify and cater to the educational needs of various types of children

·               help student teachers to develop leadership skills

·               understand the characteristics of children with special needs and help them provide appropriate learning in accordance with their needs

·               acquaint student teachers with group dynamics

·               understand the basic principles and techniques of guidance and counselling

·               develop skills in guidance and counselling

·               understand the concept of transfer of learning and apply the principles to foster maximum positive transfer

MODE OF TRANSACTION

Lecture cum-demonstration, Seminar, Assignment, Peer learning strategies, Community visit, Brainstorming, Debate, Group discussion, Problem solving, Scenario-based learning strategies and survey method.ICT based teaching and learning

COURSE OUTLINE

Module 1 - Learner in Action (20 hours)

1.1          Process of Learning –Principles of learning

1.2          Factors affecting learning – Nature of the learner, nature of the learning material and nature of learning situation, Principles of learning

1.3          Learning curves & learning plateaus

1.4          Transfer of learning – types of transfer – teaching for positive transfer

1.5          Experiential Learning

1.6          Learning styles-KOLB and VAK

Module 2 - Approaches to Learning (20 hours)

2.1          Behaviourism – theories of Thorndike, Skinner and Pavlov

2.2          Constructivism – Social constructivism (Vygotsky) and Cognitive constructivism (Piaget and Bruner) – Constructivist methods of teaching and learning

2.3          Social cognitive learning – Bandura

2.4          Cognitive theory -Insight learning –Gestalt school

2.5          Gagne’s hierarchy of learning – Eight types of learning

Module 3 Differences among learners (20 hours)

3.1          Areas of Individual differences

3.2          Factors causing individual differences – Heredity and environment

3.3          General provisions for fostering individual differences in the classroom

 

Module 4             Exceptional learners (15 hours)

4.1          Concept, catering to the needs

4.2          Characteristics of:

                a) Creative learners

                b) Gifted

                c) Underachiever

                d) Slow learner

                e) Learning disabled

                f) Mentally challenged

                g) physically disabled

                h) Socially & Culturally disadvantaged

                i) Delinquency

Module 5 - Psychology of the Group (25 hrs)

5.1          Psychological group- meaning and characteristics

5.2          Group Dynamics, Group cohesion and group Communication meaning and scope

5.3          Classroom Psychology - classroom behaviour in school settings - class control and management- Social relationship in the classroom – sociometry- application of Social Psychology in Education

5.4          Leadership – concept- types /styles of leadership in the classroom - qualities of a leader - inculcating leadership qualities in the learner

PRACTICUM (any one)

1.            Prepare a report on any three school practices which foster the mental health of students in their practising                    schools.

2.            Prepare a report on the learning difficulties faced by students in the school classrooms

3.            Conduct a survey on the leadership styles of select leaders in your neighbourhood