First Sem. B.Ed. Model Examination, November 2015

PEET MEMORIAL TRAINING COLLEGE, MAVLIKARA

Course: EDU-01- Knowledge and Curriculum:

Philosophical and Sociological Perspectives

Time: 2 Hours                                                                              Max. Marks: 50 marks

A. Answer all questions. Select the one which suits the best.(1 mark each)

1. Who is a philosopher, in the original sense of the word?

A. Someone who studies the stars and planets.

B.  A person primarily interested in the truth about moral matters.

C. A lover and pursuer of wisdom, regardless of the subject matter.

D. A clever and tricky arguer.

2. Which branch of philosophy answers questions regarding knowledge and knowing?

A. Logic        B. Epistemology          C. Axiology               D. Metaphysics

3. Profession as a noun is defined as?

A. A person who teaches or instructs useful information

B. vocation requiring knowledge of some department of learning or science

C. A person or thing that leads and develops ideas and skills.

D. A person who speaks about what they are educated in

4. “Reverse the usual practice and you will almost always do right” was the dictum of

A. Plato      B. Rousseau    C. Mahatma Gandhi   D. Dewey

5. Cultural lag means

A. Material culture tends to change rapidly while non- material part slows down.

B. Sharing of a cultural trait from one society of people to another

C. Tendency to adopt materialistic life style                        D. None

                                                                                              (5x1=5marks)

B. Answer all questions in a word or a sentence (1 mark each)

 6. What is the major focus of Humanistic philosophy?

 7. Define Socialization.

  8. What is the main function of NCTE?

  9. What is the major feature of Indian society?

  10. Write the full form of UNESCO

C. Answer all questions (2 marks each)

11. Discuss the aims of education according to Idealism.

12. Comment on the following definition of education by Aristotle “Education

    is the creation of a sound mind in a sound body”.

13. What similarities can you find in the views of Pestalozzi, Froebel and

      Montessori?

14. Match the following titles and their authors: Emile, Democracy and Education,

     Pedagogy of the Oppressed, The Republic, Paulo Freire, Plato, Rousseau, Dewey.

15. Discuss the educational contributions of John Dewey.

D. Answer any four questions (5 marks each)

16. Why is it important to develop a personal philosophy of teaching?

17. Is Mahatma Gandhi an idealist or pragmatist philosopher? Discuss.

18. Explain the role of education to curb social evils with reference to drug abuse

19. Mention the role of education to foster national integration.

20. 4. List out the major changes that occurred in the 20th century Kerala.

21. Discuss the relevance of secularism and tolerance in the present Indian context.

E. Answer any one question (10 marks)

22. Is teaching a profession and what makes an effective teacher? Discuss

23. Define the concept of social change and discuss the role of education in initiating

       social change in India

SECOND SEMESTER B.Ed. MODEL EXAMINATION, NOVEMBER 2015

PEET MEMORIAL TRAINING COLLEGE, MAVLIKARA

Second Sem. B.Ed. Model Examination, November 2015

Paper- VI: Education in Indian Society.

Time: 2 Hours                                                                              Max. Marks: 50 marks

A. Answer all questions

1. Of the following universities, which one was established by Wood’s Dispatch?

a. Delhi University b.  Madras University c.  Mysore University

 d. None of these

2. The terms of reference of Mudaliar Commission were related to:

a. Primary Education b. Secondary Edn   c. Higher Edn    d. All-Round Edn

3. In which year education was included in the concurrent list?

a. 1976                        b. 1968                        c. 1964                        d. 1990

4. ‘Learning without Burden’ was the report prepared by

a)         Khothari commission          b)       Chattopadhyaya commission

c)         Yashpal Committee             d)        None of the above

5. Which is the apex body regarding curriculum for school education in India?

a. SCERT          b.  NCERT      c.  CBSE               d.    ICSE

6. The National Knowledge  Commission was instituted on

(a)  13 June 2005               (b) 8 August 2004

     (c)  12 November 2005      (d) 7 September 2006

7. The major shift in the teacher’s role as per NCF 2005 is to function as

      a. Strict disciplinarian b. Source of knowledge

c. Facilitator d. None of the above

7. The aim of basic education, as per the dream of Mahatma Gandhi is to

I. Create a classless society

II. Create a Sarvodaya Society

III. Create a society respecting all religions

IV. Create a society where a rich and poor can live together

(a.) All I, II, III and IV are correct.

(b.) Statements I, II and III are correct.

(c.)  Statements II, III and IV are correct.

(d.)  Statements I, II and IV are correct.

9. The major objectives of Rahstriya Madhyamik Shiksha Abhiyan are

a. To enhance access to secondary education.

b.  Provide secondary school within reasonable distance from any

habitation.

c. Ensure universal access to secondary education by 2017

d. All of the above

e. None of the above

10. What is the purpose of Jan Sikshan Sansthan?

a. Provide vocational training to non-literate, neo-litearate and school dropouts.

b. Provide basic education to illiterate adults.

c. Create awareness about health and reproduction among rural people.

d. None of above.

(10 x1 = 10 Marks)

B. Answer all questions briefly.

11. Give a short account of any one of the central schemes in the education sector?

12. Mention the social indices of National development with reference to education.

13. List out the functions of NCTE.

14. Specify the concept of inclusive education.

15. Mention the role of education to promote social values.

                                                                                                          (5 x 2 = 10 Marks)

C. Answer any four questions

16. Do you feel any threat to the secular fabric of our country in the current scenario?

17. Briefly explain the concept of Intellectual Property Rights.

18. Is a massive population a boon or bane to India?

19. Describe the importance of ‘Human Rights education’.

20. Describe the causes of educated unemployment.

21. Discuss the gender issues in education.

                                                                                                         (4 x 5 = 20 Marks)

D. Answer any one question.

       22. Why is the Right To Education Act significant and what does it mean for India?

23. Explain Mahatma Gandhi’s contribution to educational theory and practice

                                                                                                                     (1x10 = 10 Marks)

WELCOME TO THE TWO YEAR BATCH!!!! Here is the course syllabus!

B.Ed. – Semester I

EDU - 01: KNOWLEDGE AND CURRICULUM: PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES.

COURSE CODE COURSE TITLE	EDU-01 KNOWLEDGE AND CURRICULUM: PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES
CREDITS – 3 Semester - I	DURATION IN HOURS – 90 Hrs.   Marks – 75 (50 external + 25 internal)

Course Facilitator:      Thomas Uzhuvath                     

Email ID:                 tuzhuvath@gmail.com
Mobile :                    9895604200

Course Context and Overview:

                       This course is offered in the first semester of a four semester Bachelor of Education (B.Ed.) Program of Kerala University. B.Ed. is a program for the professional preparation of secondary school teachers. The entry level qualification for the program is a second class bachelor’s degree in the concerned school subject. Candidates with Master’s degree also join this program and on completion such candidates are eligible to teach at higher secondary stage. The program components are the same for both levels of teacher candidates. The program includes core and optional courses. There are theory and practical courses. Core courses are common courses and optional courses are selected according to the courses candidates studied in their bachelor’s degree. The candidates are also placed in real school situation for short duration of time as an intern with in this program.

                        This course, Knowledge and Curriculum: Philosophical and Sociological Perspectives, is a core course common to all streams. Since Philosophy courses are not a part of most first degree programs, concepts in educational philosophy are new to most of the teacher candidates. The course aims to provide teacher candidates an opening to the various schools of philosophy and to the thoughts of great philosophers and educators and thus help developing a personal philosophy of teaching.

                          The major objective of this course is to build up the efficiency of student teachers to start their career by applying the philosophical theories and principles in the everyday classroom context. Philosophy is a discipline which tries to answer questions related to all issues of life. From the dawn of human culture, it is a basic nature of man to ask and answer questions pertaining to hundreds of issues related to its survival. This is the genesis of philosophy. Everybody tries to develop her/his own philosophy of life. In philosophy, it is more important to raise questions rather than answering them because it is through raising appropriate questions that we reach at correct answers. When a particular answer is formulated by a philosopher then it is quite natural that it is preached or communicated to the society. In the larger context, this process of communication is education. It is a prerogative of man to educate the offspring. In this modern technical society, no community can survive without a well structured system of education. When one society decides to educate the young generation, there are thousands of questions to be answered before a proper system of education is formulated. These questions range from deep philosophical nature to class room practices. Why should a man to be educated? How is s/he to be educated? To what extent the child needs education? There is no end to such questions. Educational Philosophy tries to address these questions. Naturally one is inclined to ask here a question regarding the role of Philosophy in answering matters related to education. It is philosophy which helps educators find answers to these questions. Thus there is a direct relation between the two.  It is very essential that every teacher develops her/his own philosophy of education/teaching. The work of a teacher, the way s/he approaches learning, the methods adopted in the class room, her/ his attitude towards children, parents and the community –all have very important implications for the process of education. It has profound influence on the way s/he looks at professional development. That is why this course is designed as a compulsory one in the professional preparation program of teachers.

                            The current educational scenario demands the novice teachers to develop a very critical, but positive attitude towards the very fast changes that human society is subjected to. Because of the changes in all spheres of human life it is also imperative to develop teaching as a professional activity. During the course, student teachers will be equipped to develop an appropriate philosophy of teaching. In order to accomplish this, the course will be transacted in the class through problem based approach. People, Media and technology will be used to great extent to drive everyday discussions and learning. Individual, small group and large group activities are assigned. Student teachers will be encouraged to reflect on their experiences with different stake holders. Information and communication technology tools will be used to enhance interaction with various stake holders in education.

 Assessment includes both internal and external components. A variety of dynamic assessment methods- self, peer, mentor, facilitator - will be adopted. Reflective Practice will be promoted as a tool for professional development. Student teachers will be encouraged to develop their Professional Portfolios.

Modes of Transaction

Lecture interspersed with discussion, Small group assignment/ discussion, Reflective Responses, Active Learning Strategies such as  Brain storming and Peer Teaching, Cooperative Group Assignments and Asynchronous Discussion on online platform

Course Outcomes

At the end of the course, the teacher candidate is required to

CO1. Demonstrate an awareness of and an understanding of the teaching profession and the role played by public education in contemporary society.

CO2. Articulate a rationale for becoming a teacher and explain a personal philosophy of education that incorporates relevant theories, approaches and models of education.

CO3. Demonstrate an understanding of the interactive role of education and society and the role of education in promoting desired social changes.

CO4. Value the involvement and support of parents, guardians, families and communities in schools.

CO5. Be a reflective practitioner, demonstrate readiness to change the teaching strategy, identify professional needs applicable to the knowledge era and work to meet those needs individually and collaboratively and engage in career-long learning.

Course Content

UNIT I: TEACHER AND EDUCATION (15 hrs)

Meaning and concept of Education. General Aims of education-Definitions of Education,- Formal, informal, and non-formal education- Child centered and life centered education- Teacher- Qualities and Competencies- Teaching- An Art and Science- Professional Ethics of Teachers

UNIT II: PHILOSOPHICAL PERSPECTIVES OF EDUCATION (30 hrs)

Relationship between Philosophy and Education. Thoughts on Education - Idealism – Naturalism-Pragmatism -Realism - Humanism- features and educational implications. Contributions of thinkers towards curriculum. -Methods of teaching by Froebel and Montessori. -Stage wise curriculum suggested by Plato -Aristotle- concept of realism-taxonomy of living organisms -Project method and experimental school suggested by Dewey  Indian Thinkers-Vivekananda- S.Radhakrishnan, Gandhi –Tagore, Aurobindo.  Eclectic tendencies in education

UNIT III: SOCIOLOGICAL PERSPECTIVES OF EDUCATION (25 hrs)

Functions of education with regard to Culture –Preservation, Transformation and Transmission.  Acculturation and Enculturation, Cultural lag, cultural inertia, Cultural diffusion. Role of education to inculcate values. connected with Democracy and Secularism- National Integration- International Understanding

UNIT IV: EDUCATION AND SOCIAL CHANGE (20 hrs)

Characteristics of Indian Society –class, religion, ethnicity, language. Social Change – Factors influencing social changes- Role of Education

Major changes occurred in Indian society. Conscientisation - Areas where  conscientisation is needed. Role of education to curb Social evils like Corruption, Terrorism, Antinational activities, Violence against women, Drug abuse and Alcoholism etc.

Teacher as a Change agent and Nation builder

A Few Tips on EDU 102 - Initiatory School Experience

            The purpose of Initiatory School Experience is to provide student teachers an opportunity to have primary experiences with the functioning of the school. This program is for four continuous working days, giving them an opportunity to acquaint with the school environment and the day-to- day functions. The following activities are to be undertaken by student teachers.

1.      Observation of lessons engaged by school teachers (student teachers may observe lessons individually or in small groups).

            To observe means to watch keenly and to note down what goes on. One needs prior planning and gets oneself ready to observe the class. The first thing in planning is to get prior permission from the head of the school and the concerned teachers to observe their classes.

2.      Meeting students in an informal setting to learn their background and their interest in learning.

            Get prior permission from the teacher-in-charge of a class to collect necessary data from students. Data must be used only for academic purposes and must be kept confidential.

3.  To observe the learning facilities in the school.

            To take a stock of the learning facilities, prepare a check list of essential learning facilities needed and take the list of available facilities. Try to note down the working conditions and the frequency of use of these facilities. You may also collect data regarding students’ satisfaction with these facilities.

4.      Observing the social climate in the school etc.

To observe the social climate, prepare a check list incorporating a few components like teacher pupil relationship, punctuality of teachers and students, morale and motivation of students’, participation and success in co-curricular activities at various levels, school community relationship, involvement of various stake holders like parents, local self- government etc..  

5.      Engaging lessons individually or as Shared Practice.

Each student-teacher has to engage 3 lessons individually or as Shared Practice. Lesson plans need not be written with the rigidity employed for Practice Teaching lesson. In Shared Practice, student-teachers will be in small groups of three members. The lessons will be divided into three parts and each student teacher will practice one of the parts by rotation in the natural classroom situation.

6.      Maintaining a detailed diary as record of the visit.

           The diary must contain a brief history of the school, learning facilities available, social      and academic climate of the school, notes of all lessons engaged etc. This must also contain reflective text by the student teacher.

7.      Reflecting on your experience.

            After the four day initiatory school experience, a one day reflection session will be organized in the college. Student teachers are expected share their reflections in plenary as well as in small groups sessions.

 Please post your reflections as 'comments' to this link.

Hello friends,

The book 'Educational Thought And Practice' by 

Taneja V. R. is available on the Internet. 

Please click here to go to the link. 

You can also locate the book in our library. The

library possesses a good number of copies of the 

book.

MY TEACHING PLAN 2014

Teaching - learning processes and professional development of student teachers demand special attention of all concerned in teacher education. The B. Ed. program is often considered as a mixture of a number of trades and tricks and the scenario is marked by conflicting claims of stakeholders. Though these conflicting interests do pop up inside the classroom often, I could manage instructional activities smoothly throughout my teaching career.

This is my twenty fifth year as a teacher educator. Every year I used to modify my teaching style and my students used to enjoy it.  But during the last couple of years there were certain problems with my teaching and I am not satisfied with my performance. I tried to integrate learner centered and activity methods along with ICTs increasingly in my daily teaching. I could not achieve full integration of these two due to a variety of reasons. One of the root causes with the adoption of Learner centered and activity methods is that the university assessment systems do not require a teaching with such an approach and hence student teachers are not basically motivated to adopt these in their daily learning. Final assessment is rote memory based and do not require student teachers develop essential professional skills. The major problem with teaching with technology - especially with online/ digital tools is the lack of access to relevant technology by all student teachers. This also creates much discomfort in the learning process. It is my basic belief that exposure to ICT tools by student teachers is very much essential because the future teaching learning scenario demands it. Though the scope of addressing these two challenges seems still bleak this year, one emerging positive component is that with the restructured curriculum being implemented by the University from this year, there is a big talk about ‘techno pedagogy’ and ICT integration all around.  I am planning to continue the integration of the above two aspects in my teaching this year also with a renewed vigour.

The following five principles will the backbone of my teaching this year.

 1. Vision: Teach with Empathy.

The novice student teacher of today comes from a myriad of social, economic and educational problems. I am convinced that what they need more than pedagogic discourses are an empathetic support for their professional development as a teacher of 21^st century. I am also convinced that the whole young generation needs the same type of scaffolding and hence I will help my student teachers develop the philosophy of empathetic teaching. A variety of activities will be adopted for the accomplishment of this vision. While transacting the curriculum I will adopt the ‘modern 3 Rs’- Relevance, relationship and reflection.

2. Mission: Develop Communication Skills.

Development of communication skills is an essential prerequisite for practicing empathetic teaching. The student teachers generally hold a lopsided view of communication skills by focusing on verbal communication only- that is even in English language. I will help them develop an integrated view on communication.

3. Teaching Approach – Real Life, Problem Based and Constructivist

In order to successfully attain the above goals, I will log on to real life, problem based and constructivist approach in my class. I do hope that my students will enjoy this approach. The curriculum stipulates the undertaking of practicum activities by student teachers. I will develop real life scenario based practicum activities and student teachers are expected to develop professional skills by addressing these issues.

4. Classroom Tools- People, Media and Technology.

People, Media and technology will be used to maximum extents to drive everyday discussions and learning interesting. Individual, small group and large group activities and project will be assigned. Student teachers will be encouraged to share and reflect their experiences with people, media and technology. Special sessions and activities will be organized to ensure basic technology exposure to every one of the student teachers.

5. Assessment

A variety of dynamic assessment methods- self, peer, mentor, facilitator- will be encouraged. Reflective Practice will be promoted on a daily basis as a tool for professional development .Student teachers will be encouraged to develop their Professional Portfolios. Since the summative part of the assessment process is with the university, I will try to make the formative part as learner centered as possible.

            It is my earnest ambition to provide my students with internationally comparable learning experiences in my course this academic year. I am assigned to engage the course Edu – 01: Philosophical and Sociological Perspectives of Education. I developed the following ‘Course Outcomes’ for my course in Semester I.

CO1. Demonstrate an awareness of and an understanding of the teaching profession and the role played by public education in contemporary society.
CO2. Articulate a rationale for becoming a teacher and explain a personal philosophy of education that incorporates relevant theories, approaches and models of education.
CO3. Demonstrate an understanding of the interactive role of education and society and the role of education in promoting desired social changes.
CO4. Value the involvement and support of parents, guardians, families and communities in schools.
CO5. Be a reflective practitioner, demonstrate readiness to change the teaching strategy, identify professional needs applicable to the knowledge era and work to meet those needs individually and collaboratively and engage in career-long learning.

For the course syllabus please CLICK HERE .

Your valuable comments are earnestly solicited. E-mail: tuzhuvath@gmail.com mob. 9895604200