Malabar Training College - LMS

 objectives for an Inclusive Education
To understand the concept and principles of inclusive education
To recognize the diversity of learners and their needs
To develop strategies for creating an inclusive learning environment
To learn how to differentiate instruction to meet the needs of diverse learners
To understand the role of assessment in inclusive education
To develop skills in collaborating with other professionals and parents to support inclusive education
To analyze policies and practices that promote or hinder inclusive education
To design and implement inclusive lesson plans and programs

These objectives align with the United Nations Sustainable Development Goal 4 (Quality Education), which emphasizes the importance of inclusive and equitable quality education for all.

• Understand the nature, purpose and need for guidance and counselling. • Understand the various areas, tools and techniques in guidance • Understanding the principles and approaches of counselling. • Understand the responsibilities, qualities and role and  of a counsellor  • Understand the concept, importance and theories of career development. •  Understand the tools and techniques in counselling. •  Realize the need of counselling for children with special needs. 

Course Objectives:

On completion of the course the student teacher will be able to

• Understand the nature significance and scope of physical science.
•  Understand science as both process and product.
•  Facilitate development of scientific attitude and scientific aptitude in learners.
•  Aware of the various instructional strategies and curricular approaches in teaching physical science.
•  Understand scientific method of enquiry.
•  Achieve mastery over the methods techniques contents of physical science for transacting.
•  Appreciate the fact that every child possesses curiosity about his/her natural surroundings.

Unit – I Nature of Physical Science

1.1. Science – as a domain of enquiry- as a dynamic and expanding body of knowledge- as a process of constructing knowledge-as interdisciplinary area of learning. Process skills in science at secondary stage.

1.2. Facts, concepts, principles, theories and laws – their characteristics in context of physical science.

1.3. Physical science for environment, health, peace, equity.

1.4. Contribution of eminent scientists.

1.5. Scientific Attitude, Scientific Aptitude, Scientific Creativity, Scientific sensitivity.

Unit – II. Curriculum in Physical Science.

2.1. Curriculum – principles of construction, factors affecting.

2.2. Approaches to curriculum organization – concentric plan, type study integrated, disciplinary and inter disciplinary approaches.

2.3. Science curricular projects- Chem study, Nuffield project, PSSC.

2.4. Science education as envisaged by NCF and KCF

Unit – III. Approaches and Strategies of Learning Physical Science.

3.1. Scientific Method-steps involved.

3.2. Science a Process Approach (SAPA)

3.3. Behaviorist approach Vs Constructivist approach; Critical Pedagogy.

3.4. Inductive and Deductive approach of teaching – Mill’s canons of induction

3.5. Communication in Science, Lecture cum demonstration, Problem solving, Project method, Heuristic method, Historical method, Brain storming, Group discussion, Seminar.

3.6. Graphic Organizers, Concept mapping, Collaborative learning and experiential learning.

3.7. Facilitating Learners for self-study

3.8. Models of Teaching- Concept Attainment Model and Inquiry Training Model.

Unit IV- Exploring Learners

4.1. Learning as a generative process- Learner as Little Scientist.

4.2. Encouraging learners to raise questions; appreciating dialogue amongst peer group;

Ensuring equal partnership of learners with special needs.

4.3. Encouraging learners to collect materials from local resources and to develop/ fabricate suitable activities in science.

4.4. Stimulating creativity and inventiveness in science; Nurturing creative talent at local level and exploring linkage with district/ state/ central agencies.

UNIT 5: Professional Development of Science Teachers

5.1. Professional development programmes for science teachers;

5.2. Participation in seminar, conferences, online sharing, membership of professional  organizations.

5.3. Teachers as a community of learners, collaboration of schools with universities.

5.4. Role of reflective practices in professional development of teachers.

5.5. Teacher as a researcher: Learning to understand how children learn science—action research in physical science.

Objectives of the course: 

•  The course will enable the student teachers to study the unique and diversified nature of Indian Society and Education.
•  To enable student-teachers to engage with studies on Indian society and education
•  To acquires conceptual tools of sociological analysis and hands on experience of engaging with diverse communities, children and schools.
•  To develop insight among the student teachers by analyzing the diversity, inequality and marginalization in the society and its implication for education.
•  To construct and develop a comprehensive and critical understanding among the student teachers about the policy frame work for public education in India.

Unit-I: Social Diversity: Diversities in traditional society -Vedic and epic Period, Medieval society -Muslim period and modern Society – Advent of the Europeans to the present society Different levels of diversities – Individual –Regional –Religious –caste and linguistic diversities Diverse Knowledge and experience base - diversified demands from education-Sensitizing India as a land of diversity –Strategies to attain harmonious living in a diversified Society- Culturally responsive pedagogy – Its significance and relevance in the present Indian context. 

Unit II: Indian constitution and Education:- Preamble –Fundamental rights – Directive Principles of State Policies- Their implications in the current context -Article 45 and 30 (1) Constitutional values and aims of the education. Issues related to inequality, discrimination and marginalization- Its impact on the fulfillment of the Constitutional promise of freedom, justice, equality and fraternity.

 Unit III: Universalization of Education and Constitutional provisions- (Article 30(1)) ,Right to Education India Act of 2010. Inequalities- caste-colour-backwardness –cultural, Social and economic backwardness. Discrimination and marginalization- Its Impacts on achieving constitutional values. Positive Discrimination- Constitutional amendments. Child right and Child Labour -Recent amendments. 

 Unit IV : Policy frame work for public education in India- Comprehensive understanding of different education commissions and reports in pre independent and post independent India – Kothari Commission – Recommendation, National policy of education, NPE of 1986 and after Reports and policies. Significance of recommendations these reports in contest of Liberalization, Privatization and globalization. Different schemes for Education in India- Naithalim, Wardha Scheme, SSA, RMSA, RUSA, Knowledge Commission reports 

 Unit V: Educational Development in India- Planned educational Development in India - Financing of Education in India- National level and state level financing- Pressure exerted by different stake holders on education- Community, religion, political, governmental and non governmental agencies. 

 Unit VI: Education of the marginalized:- Dalits, Women, Socially and culturally marginalized. Alternative education movements in India, KANFED, Mahila Samakhya , De-Schooling movements and literary movements in India and Kerala

 Unit VII: Language Policy for education :- Basic education and mother tongue - the constitutional provisions of Medium of Instruction- three language formula. Debates on colonial language policies. Multi- lingual education. 

 Unit VIII : Modern Paradigms in Pedagogy and curriculum , Pedagogical shifts across the world- constructivism and issue based Pedagogy- Four pillars of Education - issues in education in the context of urbanization, plebinisation, Privatization and stratification of education in India and World.

 Unit IX: Education for Building a New Nation- Different program for eradicating inequalities- gender, Caste and class. Mid day meal programme- Its social and ideological implications- significance of the Supreme Court order, Right to food campaign. Education for Nation Building.

1. Objectives: After completion of course the student teacher will be able to acquaint with the meaning, nature and characteristics of language education familiarize with the nature, roles, and scope English Language and its status in the Present day world. familiarizes with Taxonomy of Educational Objectives develop an insight into the symbiotic relationship between curriculum, syllabus and text books. develop the competencies and professional qualifications for teacher in the present scenario. identify methods, approaches, materials and new trends for teaching English at various levels develop the ability to apply theories related to Language teaching familiarize with the approaches, methods& techniques and develop the knowledge of acquisition of basic language skills update Knowledge of current approaches, methods and strategies develop the ability to choose the most suitable approaches, methods& strategies for classroom teaching
   

Objectives: 

• To develop a thorough understanding of the Nature, scope and values of social science teaching. 

• To develop understanding about the aims and objectives of teaching social science at secondary level. 

• To get acquainted with the relationship of social science with other subjects.

 • To identify relevant psychological theories and its application in the learning of social science. 

• To achieve mastery over instructional strategies, method and skills for teaching social science.

 • To get an understanding of the principles of curriculum construction and also acquire a familiarity with different approaches of organizing social science curriculum. 

• To develop an appreciation of the role and significance of social science in achieving national integration and fostering international understanding.

 • To acquaint with the various issues and challenges in the society.

 • To get familiarity with the importance of instructional materials for social science teaching.

Unit I: Social Science as a core discipline (4 Hrs)

 1.1 Structure of social science 

• Meaning, nature and scope of social science • Difference between Social Science and Social Studies • Values of teaching Social Science• Social Science as a core subject 

1.2 Aims of Teaching Social Science

 • Need and importance of social Science in the present scenario • General objectives of teaching Social Science 

1.3 Relationship of Social Sciences and with other subjects.

 • Fusion, integration and correlation within Social Sciences and with other subjects.

 Unit 2: Social Science Curriculum (5 Hrs)

 2.1 Meaning and definition of curriculum 2.2 Principles of curriculum construction 2.3 Organizing Social Science Curriculum – different approaches – relative merits and demerits 

Unit 3: Learning Theories and the Teaching of Social Science (6 Hrs)

 3.1. New perspective of Social Science teaching - approaches and Strategies based on NCF and KCF  3.2. Piaget, Burner, Vygotsky, Ausubel, Gardner – their theories and its influence in curriculum and learning process.  3.3. Role of teacher, learner, evaluation in Behaviorist and constructivist approaches.

Unit 4 Approaches, Techniques and Methods of Social Science Teaching (20 Hrs)

 4.1 Approaches to Teaching Social Sciences Didactic – Lecture and expository methods – teacher initiated Socratic – Question answer – interactive method Facilitative – Learner initiated – Co-operative learning.

 4.2 Methods / Techniques of teaching Lecture – Discussion – Problem Solving – Project method – Source method – Socialized Recitation method – supervised study - Role Play and simulation -Dramatization- co-operative and collaborative learning- Questioning – guided discovery

4.3 Techniques for Higher learning Brain Storming – Brain Trust- buzz session- Symposium –workshop etc. 

 Unit 5: Reference Materials for Social Science (10 Hrs) 

 5.1 Social Science Library  5.2 Social Science Text Book 5.3 Workbook, hand book, supplementary reading material etc. 5.4 Educational websites- Eric, endure, understanding,Edubundu etc.5.5 Uses of Inflibnet, linux, ubundu. 5.6 Blog creation 

 Unit 6 Social Science and Changing Society (5 Hours)

 6.1 Current affairs in Social Science 6.2 Teaching controversial issues 6.3 Utilizing Community resources 6.4 National Integration 6.5 International Understanding.

Unit – I Nature of Physical Science 1.1. 1.2. 1.3. 1.4. 1.5. Science – as a domain of enquiry- as a dynamic and expanding body of knowledge- as a process of constructing knowledge-as interdisciplinary area of learning. Process skills in science at secondary stage. Facts, concepts, principles, theories and laws – their characteristics in context of physical science. Physical science for environment, health, peace, equity. Contribution of eminent scientists.  Scientific Attitude, Scientific Aptitude, Scientific Creativity, Scientific sensitivity. 

 Unit – II. Curriculum in Physical Science.   2.1. Curriculum – principles of construction, factors affecting.  2.2. Approaches to curriculum organization – concentric plan, type study integrated, disciplinary and inter disciplinary approaches.  2.3. Science curricular projects- Chemstudy, Nuffield project, PSSC.  .4. Science education as envisaged by NCF and KCF  

Unit – III.  Approaches and Strategies of Learning Physical Science.  3.1. Scientific Method-steps involved. 3.2. Science a Process Approach (SAPA) 3.3. Behaviorist approach Vs Constructivist approach; Critical Pedagogy. 3.4. Inductive and Deductive approach of teaching – Mill’s canons of induction  3.5. Communication in Science, Lecture cum demonstration, Problem solving, Project method, Heuristic method, Historical method, Brain storming, Group discussion, Seminar. 3.6. Graphic Organizers, Concept mapping, Collaborative learning and experiential learning. 3.7. Facilitating Learners for self-study 3.8. Models of Teaching- Concept Attainment Model and Inquiry Training Model.  

Unit IV- Exploring Learners

 4.1. Learning as a generative process- Learner as Little Scientist. 4.2. Encouraging learners to raise questions; appreciating dialogue amongst peer group; Ensuring equal partnership of learners with special needs.  4.3. Encouraging learners to collect materials from local resources and to develop/fabricate suitable activities in science. 4.4. Stimulating creativity and inventiveness in science; Nurturing creative talent at local level and exploring linkage with district/state/central agencies. 

 5: Professional Development of  Science Teachers

 5.1. Professional development programmes for science teachers; 5.2. Participation in seminar, conferences, online sharing, membership of professional organizations.  5.3. Teachers as a community of learners, collaboration of schools with universities.  5.4. Role of reflective practices in professional development of teachers. 5.5. Teacher as a researcher: Learning to understand how children learn science—action research in physical science 

Course objectives

-Understand the fundamental concepts of environmental education

- Recognize the importance of environmental conservation

- Identify individual roles in protecting the environment

- Develop skills to make environmentally informed decisions