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17 Courses

Department of Education

ACADEMIC WRITING SKILLS (PRACTICAL)

Learning Outcomes

 the students shall be able to: 

 Familiarize with the meaning, nature and importance of academic writing 

 Analyze the relevance of reading and writing in their life 

 Develop the skill of writing academically 

 Experience the process of writing and publication

Course Content 30 hours 

1. Academic Writing-Meaning and types of academic writing, Challenges in Academic Writing, 

2. Review of books and articles 

3. Publication Process-Journals – submission, review, revision, Books – manuscript presentation, review, editing, Acceptance for Publication: revision, editing, proofing, and printing 

4. Citation, Indexing, Impact Factor, Web of Science, SCOPUS and other indexing agencies, Google Scholar, Research Gate, H-Index, I-10 Index etc. 

5. Referencing Style

Evaluation Criteria (Total Marks 50)

 Conduct of Practical- 30 marks 

Practical file- 10 marks 

Viva-voce- 10 marks

Curriculum Design and Development
Department of Education
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Department of Education

Curriculum Design and Development

Learning outcomes

After completion of the course students will be able to:

 

·       Explain the concept and bases of curriculum development

·       Analyze the principles and different models of curriculum development

·       Examine the processes involved in the curriculum development process

·       Differentiate different types of curriculum designing and its application

.       Develop skills to evaluate different types of curriculum

CURRICULUM PLANNING , DESIGNING & DEVELOPMENT
Department of Education
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Department of Education

CURRICULUM PLANNING , DESIGNING & DEVELOPMENT

                                                     Learning Outcomes

After completion of the course students will be able to;

 ·       Explain the concept and bases of curriculum development

·       Analyze the principles and different models of curriculum development

·       Examine the processes involved in the curriculum development process

·       Differentiate different types of curriculum designing and its application

·       Develop skills to evaluate different types of curriculum


Educational Guidance and Counseling
Department of Education
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Department of Education

Educational Guidance and Counseling

Learning Outcomes

The students will be able to:

  • Understand the concept, nature and purpose of guidance and counseling
  • Develop skills to provide guidance and counselling to underachievers and students with special abilities
  • To identify a typical development pattern in a particular socio-cultural context and providing guidance accordingly
  • Develop skills for guidance and counselling in secondary schools

Historical, Political and Economic Perspective of Education
Department of Education
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Department of Education

ICT INTEGRATION IN TEACHING

SEMESTER-III Course Title: ICT INTEGRATION IN TEACHING 

Course Code: MAE551 ICT

 Learning Outcomes

 After the completion of the course the students will be able to:  Explain the nature, scope and importance of Educational technology and ICT  Develop basic skills in using the application software for creating documents, database, presentation and other media applications.  Use e- learning tools in teaching learning, training and research  Share information and ideas through the Blogs and Chatting groups.  Explore the research studies available on different on-line platforms.  Analyse the social, ethical, and legal issues related to technology

Introduction to Inclusive Education
Department of Education
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Measurement and Evaluation
Department of Education
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Course creator: Jubilee Padmanabhan

Measurement and Evaluation

Learning outcomes

After completion of the course students will be able to:

  • List out the various quantitative and qualitative tools used in assessment
  • Define technical terms related to Measurement, Assessment and Evaluation
  • Differentiate between assessment of learning and assessment for learning
  • Explain the different paradigms in assessment
  • Discuss the characteristics of a good tool
  • Explore the usage of online, on-demand, open book examination
  • Examine the trends and issues in evaluation
  • Construct an achievement test
  • Construct a rubrics on a selected performance
  • Design a portfolio as a tool for performance assessment
  • Measure non cognitive areas and reporting of results

Pedagogy of Secondary Education
Department of Education
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Department of Education

Pedagogy of Secondary Education


SEMESTER III
COURSE CODE COURSE TITLE COURSE TYPE  CREDITS
MED 559 Pedagogy of Secondary Education Core  04

Learning outcomes
 students will be able to
  • Differentiate between pedagogy and andragogy
  • Classify various types of pedagogies
  • Develop an understanding for the teacher, learner and group-controlled instructions
  • Explore the various innovative methods of teaching at the secondary level
  •  Develop skills relating to the assessment of different aspects of secondary school children
  • UNIT I 16 hours 
  •  Pedagogy: meaning, concept and stages pedagogy at secondary level Andragogy: concept, assumptions and principles, the difference between andragogy and pedagogy, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy  Recent practices and their implications in Education: critical pedagogy, constructivist pedagogy, creative pedagogy in the context of secondary education  Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model) 
  • UNIT II 16 hours
  •  Teaching for Creativity: Synectic approach, brainstorming and CPS approach  Constructivist Learning Approach: 4E approach, 5E approach, 7E approach L T P Credits 4 0 0 4 33  Methods of teaching: Experiential, problem posing, problem-solving, concept mapping, service learning, engaged learning, culturally situated/relevant/responsive pedagogy, ICON design, cooperative and collaborative 
  • UNIT III 16 hours 
  • Teacher Controlled Instruction: meaning and nature; lecture, team teaching, demonstration, strengths and weaknesses of each method, effectiveness of TCI methods; Role of teacher in teacher-controlled instruction  Learner Controlled Instruction: meaning and nature, Self-Instructional Print Material, Programmed Learning, Keller’s Personalized System of Instruction, Computer Assisted Instruction; Competencies of Self-directed Learning, Teacher’s Role in Learner Controlled Instruction.  Group-Controlled Instruction: Meaning, Nature: Small Group Interaction, Role Play, Field Trips, Project Work, Role of Teacher in Group Controlled Instruction.
  • UNIT-IV 12 hours
  • Organizing and planning for student Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency-Based Evaluation, Assessment of Teacher Prepared ICT Resources 2. Feedback system: types, delayed and immediate feedback and implications

Perspective, Issues and Research in Teacher Education
Department of Education
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Psychology of learning & Development
Department of Education
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Department of Education

Psychology of learning & Development

Department of Education

Research Process in Education

Learning outcome

Transaction Modes


Statistical Methods in Education
Department of Education
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Department of Education

Statistical Methods in Education


SEMESTER III
Course Code Course Title Credits
MAE554 STATISTICAL METHODS IN EDUCATION 04

Learning outcomes 

Students will be able to: 

 Explain the meaning of statistics and its uses in educational context

  Compute problems related to measures of central tendency and variability 

 Interpret the significant difference between two sets of independent and correlated samples 

 Test the hypotheses based on sample statistics 

 Solve problems based on non-parametric statistics and their interpretation

UNIT 1 :16 hours 

1. Concept of statistics, relevance in education, parametric and non-parametric data; scales of measurement; Graphical representation of data: histogram, frequency polygon, ogive and pie chart; 2. Measures of Central Tendency: Concept, computation and interpretation. 

UNIT II :14 hours 

1. Measures of variability: Concept, computation and interpretation. 2. Normal probability curve: Concept, application and interpretation. 3. Significance of mean and difference between means: Concept, computation and interpretation of significance of t-test 

UNIT III :16 hours 

1. Correlation: Concept, types, computation and interpretation- Product Moment, Rank Order. Multiple correlation 2. Biserial, Point Biserial, Phi, Contingency, Tetra choric correlation; their assumptions, computation and interpretation; regression and prediction. 27 

UNIT IV :14 hours 

1. ANOVA(One-way), ANCOVA: Concept, computation and interpretation, 2. Chi square: concept, computation and interpretation (equal and normal probability).

TEACHER EDUCATION
Department of Education
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Department of Education

TEACHER EDUCATION

MED 554 TEACHER EDUCATION

Learning outcomes TEACHER EDUCATION

After completion of the course students will be able to:  Discuss the recommendations of different Committees and Commissions on Teacher Education  Develop professionalism as Teachers and Teacher Educators.  Analyse the effectiveness of Pre-service and In-service teacher education programme at different stage of education  Evaluate the research trends in teacher education