Professional Documents
Culture Documents
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3. PC II Pedagogy of a school
subject (Part-II)
(Biology, Mathes,
100 25 9 75 27
SocialScience) (History, civics,
Geography, Economics)
Commerce.
Semester II
Hindi
Unit I General Introduction to Teaching Hindi
Objectives of Teaching Hindi at Secondary Level Evolution and Development of Hindi; Dialects of Hindi
and Standard Hindi; Role of Hindi in India as Mother Tongue, National Language and Contact Language;
Objectives of teaching Hindi as First Language and Second Language at the Secondary Level.
Unit II Methods and Models of Teaching Hindi
A-Methods and Approaches Natural and Spiritual Powers in Learning a Language; Importance of Exercise
and Drills; Qualities and Role of the Hindi Teacher; Relative Co-ordination among various Components of
Language; Use of Various Teaching Maxims
B-Concept Attainment Model Methods of Teaching Prose, Poetry, Grammar, Composition and othertype of
Prose as story, drama and letter writing. Meaning Tools and its use in Teaching Hindi, Concept Attainment
Model for Teaching Hindi Concepts.
Unit III Skills of Teaching and Learning in Hindi
Development of Skills Listening Comprehension; Type and Modes of Spoken Hindi; Implications of Stress
and Intonation; Making Notes While Listening; Reading Comprehension Communication: Use of Spoken
form in dialogue Stories, Reading aloud, Dramatization and Poetry reading; Correct Use of Stress and
Intonation and Division of Utterance into Meaningful World-Groups Good Reading Habits: Reading with
Appropriate Speed for Various Purposes Such as studying, Looking for Information, Scanning etc.; Reading
for Overall Comprehension; Reading for Evaluation; Reading for Appreciation of Form, Style and Author's
Personality; Reading for Facts, Reasoning, Logical Relationship, Definitions, Generalization,
Understanding Diagrams; Reading Manuals, Charts, Schedule and Rule Books. Good Writing Habits:
Advanced Mechanics of Writing i.e. spelling, punctuation, indenting, title and subtitle of section.
Underlining quotation, Use of parentheses, Use of abbreviation. Capital Letters and Correct Forms of
Address in Letters, Applications etc.; Organisation of Subject Matter and Paragraph in an Essay or any
writing.
Unit IV Lesson Planning in Teaching Hindi
Lesson Planning Format of Lesson Planning for Prose, Poetry, Grammar, and Composition
Audio Visual Aids: Meaning, Classification, Importance and uses in Teaching Hindi.
English (c)
4 Cultural aims.
II Models;
IV Filmstrips;
V slides;
VI Video tapes
VII Films;
Mass Media
I Television (T.V.);
HkkSfrd foKku
bdkbZ 1 HkkSfrd foKku dk vFkZ ]izfr ,oa izHkko-
1) foKku dh vo/kkj.kk &foKku ,d izfdz;k ds :Ik esa ,oa foKku ,d
mRikn ds :Ik esa A
2) HkkSfrd foKku dh izfr ,oa {ks=A
3) vk/kqfud thou ij foKku ,oa rduhfd dk izHkkoA
4) oSKkfud eukso`fRr vFkZ ifjHkk"kk ,oa egRoA
5) oSKkfud eukso`fRr ;qDr ,d O;fDr ds xq.kA
6) oSKkfud fof/k vFkZ egRo ,oa blesa lfEefyr in ,d mnkgj.k lfgr
bdkbZ 2 HkkSfrd foKku fk{k.k ds y{; ,oa m}s;&
1) ek/;fed Ldwy esa HkkSfrd foKku fk{k.k ds y{;&
I. O;fDrxr fodkl y{;A
II. fo|kFkhZ ds kSf{kd ,oa izfdz;k dkSky ds fodkl dk y{;A
III. vuqkklukRed y{; ,oa A
IV. lkaLfrd m}s;
2) HkkSfrd foKku fk{k.k ds m}s;&
3) m}s;ksa dks rS;kj djus ds vk/kkjA
4) Ek/;fed Lrj ij HkkSfrd foKku fk{k.k ds m}s; e/; iznsk ds
ek/;fed Lrj esa HkkSfrd foKku ds ikBz;dze esa izfrikfnr
HkkSfrd foKku ds ikBz;dze esa izfrikfnr HkkSfrd foKku ds
m}s;ksa dks n`f"Vxr j[krs gq,A HkkSfrd foKku fk{k.k ds
vuqnskkRed m}s; ,oa izR;{k O;kogkfjd ifjorZuksa esa
mUgsa izdV djukA& vaKku cle>l vuqiz;ksx
ndkSky b:fp ,oa bzZvoewY;u
bdkbZ 3% HkkSfrd foKku fk{k.k ds mikxe ,oa fof/k;kWa-&
1) tkWap mikxe & vFkZ mnkgj.k ds lkFk iz;ksx in ykHk ,oa gkfuA
2) vkxeu mikxe & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
3) fuxeu mikxe & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
4) leL;k lek/kku mikxe & vFkZ ,nkgj.k lfgr iz;kx ykHk ,oa gkfuA
5) iznkZu fof/k& vFkZ iz;ksx ykHk ,oa gkfuA
6) O;k[;ku lg & iznkZu fof/k vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa
gkfuA
7) funsZfkr [kkst fof/k & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
8) thou xkFkk fof/k & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
9) O;fDrxr vuqnsku izfof/k;kW ,oa lfdz; vf/kxe vkO;wgA
10) vo/kkj.kk eku fp=.k & bdkbZ lkjkak ,oa Nk=ksa dh le> dk
ewY;kadu gsrq bldk mi;ksxA
bfrgkl / ukxfjdkkL=
bdkbZ 1 bfrgkl ,oa ukxfjd kkL= dh izfr ,oa {ks=%&
1) bfrgkl dk vFkZ]izfr ,oa {ks=A
2) bfrgkl & ,d dyk ;k foKkuA
3) bfrgkl dk vk/kqfud izR;; vUos"k.k]vkykspuk lays"k.k ,oa
iznkZuhA
4) vfrgkl ds fofo/k Lrj foo bfrgkl jk"Vzh; {ks=kh; ,oa LFkkuh;
bfrgklA
5) ukxfjd kkL= dk vFkZ ]izfr ,oa {ks= &euq"; ,d lkekftd izk.kh
ds :Ik esa ,oa ,d ukxfjd ds :Ik esa A
bdkbZ 2 bfrgkl ,oa ukxfjd kkL= fk{k.k ds y{; ,oa egRoA
1) ek/;fed fo|ky;ksa esa bfrgkl ,oa ukxfjd kkL= fk{k.k dk vFkZ ,oa
egRoA
2) bfrgkl ,oa ukxfjd kkL= fk{k.k ds y{;A
I. jktuSfrd psruk]orZekku ?kVuk dh le> yksdrkaf=d ukxfjdrk
la?k ,oa jkT; ljdkj dh le>A
II. ukxfjdksa ds vf/kdkj ,oa drZO;ksa ds fy, fdz;kRed tkx:drkA
3) bfrgkl ,oa ukxfjdkkL= fk{k.k ds vuqnskkRed m}s;A
I. Kku le> vkykspukRed fpUru dkSky vfHko`fRr
:fp]vuqiz;ksx fk{kfFkZ;ksa ds fofk"V O;ogkj ds
lanHkZ esa bu m}s;ksa dk foys"k.kA
II. vuqnskkRed m}s;ksa dks O;kogkfjd :Ik esa
fy[kukA
III. bfrgkl ,oa ukxfjd kkL= vk/kkfjr :fp Dyc lektA
4) bfrgkl ,oa ukxfjdkkL= dk vU; fo|ky;h fo"k;ksa ls lg& laca/kA
I. lg laca/k dk vFkZ ,oa ifjHkk"kkA
II. lg laca/k ds izdkj A
III. bfrgkl dk Hkwxksy vFkZkkL= ,oa lkfgR; ls lg laca/kA
IV. bfrgkl ,oa ukxfjdkkL= esa ikB; lgxkeh fdz;k,saA
V. {ks= Hkze.k nkSjs ds laxBu dk egRoA
bdkbZ 3%& bfrgkl ,oa ukxfjd kkL= esa vunskkRed jpukA
1. ikB ;kstuk dk izk:i&blds in izklafxd lkexzh dk pquko]mi;qDr
fk{k.k midj.kksa ,oa inRr dk;ksZ dk pquko ,oa lfdz; vf/kxe
vkO;wg ds vuqlkj ;kstukA
2. lk/ku bdkbZA
3. bdkbZ ;kstukA
bdkbZ 4%& bfrgkl ,oa ukxfjd kkL= fk{k.k dh
fof/k;kWa]izfof/k;kWa ,oa vuqnskRed joS;kA
1. fof/k;ksa dk vFkZ ,oa vko;drkA
2. bfrgkl fk{k.k dh fof/k;kWa ,oa izfof/k;kWa ifjppkZ]izkstsDV
leL;k lek/kku L=kksr ukVdh;dj.k ,oa thou xkFkk lfdz; vf/kxe
vkO;wgA
3. ukxfjd kkL= fk{k.k dh fof/k;kWa losZ{k.k fujh{k.k
rqyukRed ,oa iznkZu lfdz; vf/kxe vkO;wgA
4. bfrgkl ,oa ukxfjdkkL= esa vuqnskkRed lkexzhA
I. vuqizkalafxd iBu &egRo iBu lkexzh ,sfrgkfld miU;klA
II. vkRedFkk izf=dk,sa ]lekpkj i= ]kks/k i=] n`; JO;
lkexzh ]jsfM;ks] VsifjdkMZj n`; lkexzh ]uDkk egRoA
III. uDks dk izdkj uDksa ds iz;ksx dh izfdz;k pkVZ
ekWMy fQYel LVzhi Mk;xzke A
IV. n`; JO; lkexzh fQYe Vh-oh-A
bfrgkl d{k] vFkZ ,oa egRo midj.kksa dk j[k
j[kkoA
,d vuqnskkRed lkexzh ds :Ik esa dEI;wVj
eYVhehfM;k ,oa b.VjusV A
Pedagogy of Economics/ Geography
Unit I Meaning nature and scope of Geography and Economics.
Co relation of geography and economics with history science, mathamatics and language.
Trends in Geography education.
Importance and organization of field trips visits.
Geography based hobby clubs societies (national geography specials.)
Corner in School; Resource fulness, Professional Competence and Personality of Economics Teachers.
Commerce
UNIT-1
UNIT II1. Different methods of teaching commerce, uses and critical analysis.
a. Lecture Method
b. Discussion Method
c. Problem-Solving Method
d. Project Method
e. Survey Method
f. Demonstration Method
UNIT III
b. Skill of questioning
c. Skill of explanation
UNIT IV
okf.kT;
bdkbZ 1%&
Mathematics
Unit 1: Meaning, Nature and Scope of Mathematics
Meaning of Mathematics
As a Science of Number
As a Science of Quantity
As a Science of Measurement
As a Science of Logical reasoning
Nature of Mathematics
Scope of Mathemat
Place of Mathematics in day today life activities
Mathematics use in day to day life activities.
Relation with School subjects.
Relation with other Disciplines Engineering, Agriculture, Medicine.
Unit 2: Aims and Objectives of Teaching Mathematics
xf.kr
bdkbZ 1%& xf.kr dk vFkZ izfr vkSj {ks=
v %& xf.kr dk vFkZ
1 la[;k foKku ds :Ik esa 2 ek=k foKku ds :Ik esa 3ekiu foKku ds
:Ik esa A 4 rkfdZd foKku ds :Ik esa A
Ck %& xf.kr dh ifr l%& xf.kr ds {ks=
1 nSfud thou esa xf.kr dk LFkku 2 izfrfnu dh fdz;kvksa esa xf.kr
dk iz;skx
3 Ldwy fo"k;ksa ds lkFk laca/k 4vU; fo"k;ksa ds lkFk laca/k &
bathfu;fjax]f"k]vkS"kf/k&kkL=A
bdkbZ 2%& xf.kr fk{k.k ds y{; ,oa m}s;%&
1 xf.kr fk{k.k dk y{;@ewY;&
i) y{; @ ewY; dk vFkZ ii) y{;@ewY;ksa dk mi;ksxA
iii) vuqkklukRed y{;@ewY; iv) lkaLfrd y{; @ewY;A v)
cksf}d y{;@ewY;
vi) lkSUn;Z ,oa euksjatu y{; @ewY;
2 xf.kr fk{k.k dk vuqnskkRed m}s; dk vFkZ A
I vuqnskkRed m}s; dk vFkZ A ii xf.kr fk{k.k ds vuqnskkRed
,oa mlds vius fofunsZkA
a. Kku b. Lke> c. vuqiz;ksx d. dkSky e. n`f"Vdks.k f. ljkguk g. :fp
h. O;ogkjkRed :Ik esa m}s;ksa dk fuekZ.k ,oa fooj.kA
bdkbZ 3%& xf.kr esa vuqnskkRed lajpuk ,oa xf.kr esa ikBz;
lgxkeh fdz;k,sa
1) ikB ;kstuk &vFkZ] in] egRo ,oa ikB ;kstuk dk izk:Ik A
2) bdkbZ ;kstuk & vFkZ in egRo ,oa ikB ;kstuk dk izk:Ik A
3) Lkalk/ku bdkbZ&vFkZ in egRo ,oa ikB ;kstuk dk izk:Ik A
4) okfZ"kZd ;kstuk& vFkZ ]fl}kar ,oa izk:iA
5) xf.kr Dyc& xf.kr Dyc ds m}s;]laxBu vkSj fdz;k,saA
6) xf.kr vksyfEi;kM & m}s; ,oa egRo A
7) xf.kr izuksRrjh & laxBu ,oa egRoA
8) xf.kr laxzgky; & laxBu ,oa egRoA
9) xf.kr esyk &laxBu ,oa egRoA
10) xf.kr iz;ksxkkyk & m}s; egRo ,oaa iz;ksxA
11) xf.kr dh euksjatd xfrfof/k;ka & [ksy] igsfy;ka bR;kfn
12) ,Fkuks xf.krA
bdkbZ 4%& xf.kr fk{k.k ds mikxe fof/k;kWa ,oa izfof/k;kWa
%&
1 vf/kxedrkZ dsfUnzr mikxe &
(I) vkxeu fof/k ,oa fuxeu fof/k
(ii) foys"k.kkRed fof/k ,oa lays"k.kkRed fof/kA
2 xfrfof/k dsfUnzr mikxe &
I funZsfkr [kkst fof/k ,oa leL;k fof/kA
ii izkstsDV fof/k ,oa [kkst vf/kxe fof/kA
iii lfdz; vf/kxe vkO;wgA
iv xf.kr fk{k.k esa dEI;wVj lg vuqnskuA
3 vo/kkj.kk ekufp= & vFkZ]ykHk ,oa gkfuA
4 xf.kr fk{k.k dh izfof/k;ka A ( I) Ik;Zosf{kr v/;;u (ii) ekSf[kd
dk;Z ,oa fyf[kr dk;ZA(iii) vH;kl ,oa leh{kk (iv) xf.kr esa nRr dk;Z A
(v) x`g dk;Z
Biological Science
Unit 1:1.1 Introduction to Teaching Biological Science
Approaches:
Structure and function Approach
Types specimen Approach
Inductive and Deductive Approach
Methods of Teaching
Guided Discovery Method
Models of Teaching:
Biological Science Enquiry Model (Joseph Schwab)
Memory Model (J. Lucas)
Unit 4: Instruction Design in Teaching Biological Science.
Pedagogical Analysis: Analysis of 8th, 9th and 10th Standard Biology Text book
of Karnataka State
Lesson Planning- Meaning, Importance and format according to active learning
strategies.
Unit Plan - Meaning, importance and steps
Resource Unit - Meaning, importance and components.
Assignments (any one)
Preparing power point slides for any selected unit in VIII or IX class Biology.
Preparing a set of (OHP) transparencies
Slides for a selected Unit in 10th Std. Biology.
Practicum:
tSfod foKku
bdkbZ 1 tSfod foKku fk{k.k dh izLrkouk
1 tSfod foKku & vFkZ] izfr ,oa {ks=A
tho foKku rFkk ekuo dY;k.k esa laca/kA
tho foKku ds {ks= esa uohure fodklA
2 tSfod foKku fk{k.k es ikBz; lgxkeh fdz;k,sa rFkk lalk/kuA
tSo foKku iz;ksxkkyk & vko;drk ,oa egRo midj.kksa dk
j[kj[kko izkstsDV dk;Z & ,Dosfj;e] okbosfj;e] Vsjsfj;e] E;wft;e
fo|ky;h cxhpk A
IykfLVusku ds ek/;e ls uewuksa dk laj{k.k & vFkZ egRo ,oa
pj.kA
tSo foKku Dyc laxBu ,oa bldh fdz;k,saA
tSo foKku iznkZuh A
{ks= Hkze.kA
tSo foKku iznkZuhA
izfr v/;;u A
i{kh fujh{k.kA
uewuksa dk laxzg ,oa laj{k.k ikS/ks vkSj Ikq A
bdkbZ 2 y{; ,oa m}s;&
1) mi;ksfxrkoknh]lkaLfrd ,oa vuqkklukRed m}s;A
2) oSKkfud fof/k esa izfk{k.k rFkk oSKkfud eukso`fRrA
3) vuqnskkRed m}s;A
4) ek/;fed Ldwyksa esa tSo foKku jk"Vzh; ikBz;p;kZ :ijs[kk 2000
ds ,ulhbZvkjVh ds vuq:iA
5) ikB;p;kZ :ijs[kk ,u lh Vh bZ ds vuq:iA
6) jk"Vzh; ikBz;p;kZ :ijs[kk 2009 ds vuq:iA
7) vuqnskkRed m}s;ksa dk O;kogkfjd fofkLVhdj.k A
I) Kku ii) le> iii) vuqiz;ksx iv) dkSky
For this Unit, the student-teachers should work in groups dividedaccording to their
subjects. Within these groups, pairs of studentteacherswould make a choice of a
specific topic in their subject areawhich they could research from a set of available
reference books. Thefocus of this Unit is, as much the learning of effective processes
ofreference research and its presentation, as the actual reading of thereference books
themselves.Sequence of Activities.
Searching and locating relevant reference books (could be from aschool library or
the institute library)
Suggested Activities
Reading for discerning the theme(s) and argument of the essay(guided reading-
individually or in pairs)
Analysing the structure of the argumentidentifying main ideas,understanding
topic sentences of paragraphs, supporting ideasand examples, terms used as
connectors and transitions (guidedsmall group discussion)
Discussion of the theme, sharing responses and point(s) of view(small group
discussion)
Writing a response paper (individually or in pairs)Presentations of selected
papers, questions and answers (largegroup)
bdkbZ &1
1) Hkk"kk & vFkZ izfr ifjHkk"kk egRoAikBz;dze dk vFkZ
ifjHkk"kk ,oa egRoA
2) Hkk"kk ds izdkj ,oa Hkk"kk uhfrA ikBz;dze es mi;ksfxrkA
3) dky ds vuqlkj Hkk"kk o ikBz;dze oSfnd dky] eqxy dky]
ckS}dky] fczfVk dky] Lora=rk ds iwoZ]Lora=rk ds Ikpkr~] vfr
vk/kqfud dkyA
4) Hkk"kk;h fofo/krk ,oa cgqHkk"kk dk ikBz;dze esa LFkkuA
5) Hkk"kk dk fodkl]Hkk"kk ds fl}kar ,oa Hkk"kk fk{k.k ds m}s;A
6) Hkk"kk vf/kxe&Hkk"kk iz;ksxkkyk vf/kxe ds fl}kar ,oa
Hkk"kk fk{k.k ds fl}karA
7) fk{kk esa Hkk"kk;h lkfgR;&lkfgR; dh Hkwfedk Hkk"kk ,oa
lkfgR; dk ijLij laca/k] lkfgR; ds fl}kar ,oa mi;ksfxrkA
8) Hkk"kk;h laosnuk & Hkk"kk kCnkoyh ,oa kCn fuekZ.kA
9) n`; J`O; lkexzh dh Hkk"kk v/;kiu esa mikns;rk&n`; JO;
lkexzh dk vFkZ] ykHk] iz;ksx ,oa ikBz;dze esa mi;ksfxrkA
10) /ofu foKku @/ofu kkL= o.kZ dk vFkZ] o.kZ KkuA
11) Hkk"kk iqLrdkas dh mi;ksfxrk dk ikBz;dze esa ykHk o
mi;ksxA
bdkbZ &2
1) Lwk{e fk{k.k &vFkZ]ifjHkk"kk,sa]fofHkUu fk{k.k
dkSky]fk{k.k dkSky dh foks"krk,sa dkSkyksa dh leh{kk
lhek,sa o foks"krk,salq>ko]ikBz;dze esa mi;ksfxrkA
2) fdz;kRed kks/k & vFkZ]mIk;ksfxrk]{ks=]kks/k i= dk
izk:i]y?kqkks/k i=@kks/k ys[k uewukFkZA
3) Hkk"kk;h dkSky& fk{k.k dkSky ys[ku dkSky Jo.k
dkSky ,oa okpu dkSky AikBz;dze esa dkSkyksa dk egRoA
4) Hkk"kk ds fodkl esa fk{kd ,oa fk{kd ,oa kSf{kd
laLFkkuksa dh Hkwfedk &lsfeukj]odZkki]lkewfgd ppkZ
vkfn dk ek/;fed ,oa ,oa mPp Lrj ij vk;kstuA
5) ikBz;dze esa Hkk"kk;h ewY;kadu ,oa uokpkjA
6) orZuh lacaf/kr lq/kkjkRed mipkj ds mik;AikBz;dze fodkl esa
lgk;d rRoA
xfrfof/k;kWa l= ds nkSjku izeq[k xfrfof/k;ksa gsrq lq>ko
1. dk;Zkkyk ifjlaokn ]fopkjxks"Bh]lEesyu
2. i= ys[ku izkFkZuki= O;fDrxr i=A
3. lanHkZ iqLrdas ,oa mudk p;uA
4. ys[ku ifjp; fdlh ,d ys[kd @dfo dk thou ifjp;@vkRedFkk]fuca/k
5. kks/k i= @kks/k ys[kA
6. Ukxj fuxe Hkze.k ]nkZuh; LFky Hkze.k ,oa fjiksVZ fy[kukA
7. Laikndh; dh lekpkj i=ksa ,oa if=dkvksa esa vko;drk ij ys[k
fy[kukA
EPC 2: DRAMA AND ART IN EDUCATION
Theme-based projects from any one of the curricular areas covering its social,
economic,cultural and scientific aspects integrating various Arts and Craft forms;
Textbook analysis tofind scope to integrate Art forms either in the text or activities
or exercises; Documentationof the processes of any one Art orCraftform with the
pedagogical basis such as weaving orprinting of textiles, making of musical
instruments, folkperformances in the community,etc.how the artist design their
products, manage their resources, including raw materials, itsmarketing, problems
they face, to make them aware of these aspects ofhistorical, social,economic,
scientific and environmental concerns. Student-teacher should prepare at least
tenlesson plans in their respective streams of subjects (Science/Maths/Social
Sciences/Languages etc.) while integrating different art forms.
Workshop
Two workshops of half a day each, of one week duration for working with
artists/artisans tolearn basics of Arts and Crafts and understand its pedagogical
significance. The Arts formslearnt during the course should be relevant to the
student-teachers in their profession.Activities, such as drawing, and painting,
rangoli, clay modelling, pottery, mixed collage,woodcraft, toy making, theatre,
puppetry, dance, music, etc. region specific should be givenmore importance for
making arts learner-centred. The focus of the workshops should be onhow art forms
can be used as tool/ method of teaching-learning of Languages, Social Sciences,
Mathematics and Sciences.
PRACTICAL PART
6. CASTING.
7. BUILDING OF A CHARACTER.
9. DESIGN OF A PRODUCTION.
Every student-teacher must participate and practice different Art forms. They need
to beencouraged to visit places of arts/see performances/ exhibitions/art and craft
fairs/local craftbazaars, etc. Artists and artisans may be invited for demonstrations
and interactions from thecommunity. Student-teachers should be encouraged to
maintain their diary on artinteractions to enhance their knowledge and awareness
in this area. Student-teachers canalso be motivated to interpret art works/
commercials commercials/events etc. to enhance their aestheticssensibility.A
Resource Centre for Arts and Crafts should be a part of all the RIEs, where
materials,including books, CDs, audio and video cassettes, films, software, props,
art works of Regional and National level, books and journals must be displayed for
the purpose ofreference and continuous motivation.Applications of Arts and
Aesthetics in day-to-day life, in the institute and in the communityare some of the
practical aspects, which needs to be taken care too. Student-teachers must
Organise and participate in the celebrations of festivals, functions, special days,
etc.
Modes of Assessment