B. Ed. 207 (2015 revised pattern) Internship programme - Orientation : Block teaching, Unit planning, Blue print, Unit test by Asst. Prof. Pratibha Dabahde-Raysoni
Nature, Significance and Objectives of Secondary EducationR.A Duhdra
Secondary education (ix-xii)is an important subsector of the entire education system.
It provides middle level workers for economy of the country .
It acts as a feeder for further level of education .
Quality of higher education depends upon the quality of secondary education to produce high quality of professionals in different fields. So it should prepare the youth of the country for the pursuit of higher education.
Nature, Significance and Objectives of Secondary EducationR.A Duhdra
Secondary education (ix-xii)is an important subsector of the entire education system.
It provides middle level workers for economy of the country .
It acts as a feeder for further level of education .
Quality of higher education depends upon the quality of secondary education to produce high quality of professionals in different fields. So it should prepare the youth of the country for the pursuit of higher education.
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Similar to B. Ed. 207 (2015 revised pattern) Internship programme - Orientation : Block teaching, Unit planning, Blue print, Unit test by Asst. Prof. Pratibha Dabahde-Raysoni
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Week 5 JournalAs an educator, a large portion of learning and .docxco4spmeley
Week 5 Journal
As an educator, a large portion of learning and growth comes from reflection and refinement.
For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four.
Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement.
provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week.
Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.
1.
What was easy for me in planning the lesson? Why?
2.
What components were difficult for me to complete when planning the lesson? Why?
3.
What do I want to improve on when creating lesson plans?
4.
How will this assignment help me in my future role?
Evaluate 3- peer’s Lesson plans
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
This is the three peers lesson plans, Listed below-
1
)
Lesson Plan Template –1 peer’s Name is
Mirna Roman
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are
working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also refer.
Similar to B. Ed. 207 (2015 revised pattern) Internship programme - Orientation : Block teaching, Unit planning, Blue print, Unit test by Asst. Prof. Pratibha Dabahde-Raysoni (20)
Content analysis is the analysis of topic or content unit to be taught, into its constituents or element and arrange them in a logical sequence thus the required to meet the objectives can be said the content for that class.
CONTENT ANALYSIS
A content is a meaningful matter in the text to be analyze the printed matter according to the needs and requirements of that class.
Content is the printed material supplied for achieving educational objectives.
Content analysis consists of identifying the constituent units of contents and their interrelationships.
Meaning of content Analysis- The term ‘ Content analysis’ refers to two different concepts.
The word ‘content’ generally refers to the subject matter put by the teacher; it also refer to the printed material from the book.
But it does have more meaning than this. Printing matter may be the same for two different classes but the content can not be same.
Content depends upon the objectives fixed for that particular standard.
We have to analyze the printed matter according to the needs and requirements of that standard. That means, “the matter required to meet the objectives can be said the content for that standard”
According to I. K. Davis,
“It is the analysis of topic or content unit to be taught, in to its constituents or elements and arrange them in a logical sequence.” It simply means that different items are included in the content. The teacher has to find out them and arrange them in a logical sequence.
FACTORS OF CONTENT ANALYSIS -
TERMS: It is name given to a concrete or an abstract idea
e.g. lava, molten lava, mixture, liquid material ,solid material etc
CONCEPTS: It is a generalized idea suggested to the individual by object, symbol or situation. Formed when concrete or abstract things having similar characteristics are grouped tighter.
e.g. Triangle, Mammals, rainfalls, mountain, continent , soft water , hard water etc.
PRINCIPLE:
A principle is the statement that indicates interrelationships between two or more concept
e.g. Iron is a magnetic material .
As latitude increases the temperature decreases.
Law: law is systematic collection of many principles
DEFINITIONS: Statement that explains the meaning of a word or a phrase. Description of a concrete object and abstract idea in comprehensive limited word
NEED OF CONTENT ANALYSIS -
It helps to know which objective we will be achieved after teaching that unit.
Understand the element of the unit.
Know the nature of the content whether the content is difficult or easy.
Select learning experiences.
Explain new terms/concepts.
Identify core elements and value.
Decide tool for evaluation.
Selecting teaching methods.
Analysis of unit-
Unit.
Sub-unit
Objectives of unit.
Teaching points.
New terms/concept
6. Core elements and values.
7. Generalizations
8. Learning experiences for explaining content
9.Learning experiences for explaining core element and values
10.Teaching method
11. Maxims of teaching
School records and Registers: School is an public institution. In the matter of its effective functioning it is answerable to several bodies, agencies and authorities. Records must serve to indicate not only the students progress but also to prove the value of the teacher work and administrative work. Record means document that memorializes and provides objective evidence of activities performed, events occurred, results achieved, or statements made. Maintaining records organizes information for retrieval when it is needed. The maintenance of records is indispensable for systematic and successful working of a school
Study of School Management- Management of Infrastructural Resources in SchoolMIT
This presentation gives orientation about study of infrastructural facilities at school. Any place can be good to read and learn for those who love to read and study. For them, knowledge is immaterial, the space does not matter, and physical context is secondary.
However, if we look at this in the reality of educational system, the conditions of the schools directly impacts the performance of the students.
The location of a school has an enormous significance, and it should be set up in a suitable atmosphere. It should be far away from the noises and the polluting atmosphere where the child can easily absorb what is being taught in school. The atmosphere should be calm, spacious with good amenities and utilities in a visually appealing landscape. The school should have enough lighting, useful facilities such as libraries, toilets, playground, sinks, multipurpose rooms, work areas, lockers, storage spaces, teachers, administration, etc.
In this presentation Henri Fayol's Principles of Management are given in detail. Henri Fayol is called as Father of Modern Management. His theory is called as Fayolism or Administrative Management Theory. He is the first management thinker to question the nature of management and put forward a theory designed to apply in all managerial context.
Management according to Henri Fayol is the process of getting activities completed efficiently and effectively with other people, which involves planning, organizing, staffing, directing, coordinating, reporting and budgeting.
Selection of image and attribution by Asst. Prof. Pratibha dabhade-RaysoniMIT
Images are also having creative common licenses. So it very important to select required image properly and give attribution to it by following TASL. This presentation is about step by step process of searching required image and how to attribute it.
Set Induction Skill - Concept and Techniques of Set Induction MIT
The skill of introduction is one of the micro- teaching skill, set of rules followed while introducing the lesson while teaching.
The many research studies found
“if you introduce the lesson in effective manner, then only whole process of the classroom activity is good”.
In this presentation I have given brief introduction about set induction skill and explained some techniques of set induction.
Correlation in Science - By Asst. Prof. Pratibha Dabhade-Raysoni MIT
“The power of the mind does not depend upon the amount of information accumulated in pieces, not related to one another, but is rather on well-organised system on which all these pieces of knowledge are taught, showing their relationship with one another. This is known as the principle of Correlation
Knowledge cannot be split into various compartments. Though different subjects of curriculum are taught and learnt, they are not separate and independent of one another.
In this presentation following points are included.
INTRODUCTION
MEANING / DEFINITION
SIGNIFICANCE OF CORRELATION
USES OF CORRELATION
PRINCIPLES OF CORRELATION
TYPES
Correlation with Practical Life
Correlation of Science with other Subjects
Textbook analysis : By Asst. Prof. Pratibha Dabhade-Raysoni MIT
Text-book is written according to the objectives & specification stated in the syllabus. Means textbook should necessarily reflect its syllabus. And objectives of the syllabus are achieved through the study of its textbook. Therefore co-ordination between the syllabus and its textbook is essential. In this presentation following things are included.
- Introduction
- Textbook definitions and meaning
- Importance of Textbook
- Qualities of good textbook
- Advantages of Textbook
- Difference between Qualitative Textbook and Traditional Textbook
- Analysis of Textbook : Internal and External factors
Concept of Leadership.pptx - By Asst. Prof. Pratibha Dabhade-RaysoniMIT
In this presentation of Concept of leadership following sub points are included.
- Definitions of leadership
- 4 factors of leadership And
- Principles of leadership
Leadership styles or types is the manner and approach of providing direction, implementing plans, and motivating people. In this presentation three styles of leadership are discussed.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
Functions of Management by Asst. Prof. Pratibha Dabhade-RaysoniMIT
Management is universal these days. This presentation is about functions of management. Total 12 functions of management I have explained in the presentation. While preparing this presentation I used the inductive method, so it helps the learner in better understanding of the topic.
Need, importance of management by Asst. Prof Pratibha Dabhade-RaysoniMIT
Because of the need and importance of management, nowadays it is applicable everywhere. Through this presentation, we will get knowledge about need and importance of management.
Concept, Meaning and Definitions of Management by Asst. Prof Pratibha Dabhade...MIT
This presentation is about the concept, meaning, and definitions of management. Management is universal in this modern industrial age. But it is applicable in each and every educational institute or an organization.
Teaching techniques: Technology based teaching, Team teaching, and Models of ...MIT
This PPT gives us insight into the following things.
- Detail orientation about B.Ed. Course code - 109 i.e. competency II
- A brief idea about technology-based teaching, team teaching, and models of teaching
This presentaton gives you an idea about 'How to answer any multiple choice question'. Apart from this I have enlisted some ways of stress management. For B.Ed. second year students I tried to give idea about course 201 - How to study?
Pre-service teacher training starts with microteaching skills. This presentation is about black board writing skill. Student teachers will get idea about how to use black board and why to use black board. By using effective blackboard writing skill teacher can reinforce her/his ideas easily.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
B. Ed. 207 (2015 revised pattern) Internship programme - Orientation : Block teaching, Unit planning, Blue print, Unit test by Asst. Prof. Pratibha Dabahde-Raysoni
1. PRESENTED BY
ASST. PROF. PRATIBHA DABHADE-RAYSONI
MIT SAINT DNYANESHWAR B. Ed. COLLEGE
ALANDI DEVACHI, PUNE
COURSE BED 207
SPPU PUNE- 2015
(Revised pattern)
TEACHING
COMPETENCIES -IV
INTERNSHIP
8 CREDITS (16 WEEKS)
200 MARKS
2. It is expected that student teachers are exposed to a
variety of approaches for teaching, observation of
children in multiple socio-cultural environment and
involve themselves in reflective thinking. It is also
expected that student teachers engage themselves in
CCE through planning of formative and summative
evaluation.
The activities should be planned in such a way so as
to facilitate mentoring, supervising and assessing
the student teachers mutually by the teacher
educators and school teachers.
Asst.Prof. Pratibha Dabhade-
3. SR. NO. PARTICULARS PAGE NO.
1. Acknowledgement
2. Introduction
3. Objectives of Internship
4. Details of the Practical
A . Block Teaching (6 Lessons)
B. Unit Plan- Blue Print - Unit Test
C. Report on any 4 School records
D. Co-curricular Activities - 4-5
E. Observations of Peers - 6 Lessons
F. Other School Activities- any one of the
following
1. Academic Calendar
2. Community related work
5 Day wise programmes / Activities
6 Attendance Sheets
7
Educational Implications of Internship
Programme
8 Opinion of the student ( Reflection)
9 Photo Gallery
Asst.Prof. Pratibha Dabhade-
5. To whom you can
acknowledge ?
Asst.Prof. Pratibha Dabhade-
6. 2. INTRODUCTION
The internship program is designed to provide
students engaged in a field experience with an
opportunity to share their insights, to explore the
links between students' academic preparation and
their field work.
As part of the internship experience, students are
expected to take an active role in finding an
appropriate internship for themselves.
Asst.Prof. Pratibha Dabhade-
7. To enable the student teacher :-
a. to develop lesson plans and conduct lessons.
b. to develop a plan of evaluation for the unit taught.
c. to know the various types of records are prepared and
maintained in the school.
d. to organize co-curricular and extracurricular activities in
the school.
e. to observe, give feedback and reflect on the lessons
given by peers.
f. to get a feel of total experience of teaching in the school.
3. OBJECTIVES OF THE
INTERNSHIP
Asst.Prof. Pratibha Dabhade-
8. Sr. No. Credit Date Activity Hours
PRE ACTIVITY STAGE
School Allotment 2 Hours
1 Orientation of Internship 6 Hours
ACTUAL ACTIVITY STAGE
2 3
A. Block Teaching - 6 Lessons
18
Hours
1. Preparation for lesson Plan 6 Hours
1. Finalization of Lesson Plan 6 Hours
1. Actual Lesson 6 Hours
3 1
B. Unit Plan with Blue print
10
Hours
1. Preparation for Unit Plan 2 Hours
1. Preparation for Blue Print 3 Hours
1. Conduction of Unit Test 1 Hour
1. Checking of Paper & Final Mark List 4 Hours
4 1
C. Study of Records maintained by schools
20
Hours
1. Information of School Records 4 Hours
1. Visit to particular Head & Record Study 8 Hours
1. Selection of 4 Records 2 Hours
1. Report Writing on 4 Records 6 Hours
5 1
D. Organization of Co -Curricular / Extra -
curricular activities
30
Hours
1. Planning for Activity 10 Hours
1. Practice for Activity 10 Hours
1. Presentation of Activity 10 Hours
6 1
E. Observation of peers
10
Hours
1. Planning for observation 4 Hours
1. Actual Observation of Lesson 6 Hours
7 1
F. Other school activities
15
Hours
1. Selection & Planning of Activity 5 Hours
1. Implementation of Activity 5 Hours
1. Report Writing on Activity 5 Hours
POST ACTIVITY STAGE
8 - Group & School wise Presentation
12
Hours
9 - Submission 5 Hours
Total 8 - -
128
Hours
Asst.Prof. Pratibha Dabhade-
9. (a)Lessons (6 lessons) : 3 credits (75 marks)
The student teacher will select one unit from the
school subject in consultation with the school teacher
and faculty. S/he will prepare the lesson plan for that
unit. S/he will teach that unit for at least three periods
under the guidance and observation of the school
teacher /teacher educator. The same shall be repeated
for other school subject. These lessons shall be
engaged preferably at upper primary, secondary or
higher secondary level.
4. a) BLOCK TEACHING
Asst.Prof. Pratibha Dabhade-
10. EXAMPLE:
Class - X
Selected Unit :The magic of chemical reactions
CONTINUE…
Unit Content
Analysis
Divide content
in 3 parts
Period
The magic
of
chemical
reactions
❖Chemical
Equations
❖Types of
Chemical
Reactions
❖Oxidation and
Reduction
❖ Neutralization
❖Chemical
Equations
1st
❖Types of
Chemical
Reactions
2nd
❖Oxidation and
Reduction
❖ Neutralization
3rd
Asst.Prof. Pratibha Dabhade-
11. 1st , 2nd , 3rd period
means?
(Gap between periods)
CONTINUE…
Asst.Prof. Pratibha Dabhade-
12. (b)Plan of evaluation :1 credit (25 marks)
The student teacher will prepare a Unit Plan
providing formative (for each lesson plan) and
summative evaluation (unit test after completion of
the unit) for both the above selected units. S/he will
develop and conduct a unit test. S/he will also
prepare a blue print and model answer and
marking scheme for the developed unit test. The
same shall be repeated for other school subject.
Marks calculated out of 25 are to be given for the
plan of evaluation
4. (B)PLAN OF EVALUATION
Asst.Prof. Pratibha Dabhade-
13. What to Teach
( Content Analysis)
Why to Teach
( Objectives &
Specification)
How to Teach
(Teaching –Learning Experiences &
Methods)
Evaluation
( with Evidence)
❖Chemical
Equations
Knowledge:
Understanding :
Application:
Introduction: Questions asked
on chemical changes.
Q. 1
Q.2
Learning experiences /activities
Activity:
Developing questions
Evaluation
questions
Application
questions
Educatio
nal Aids –
PPT
❖Types of
Chemical
Reactions
❖Oxidation and
Reduction
❖ Neutralization
4. (B1) UNIT PLAN
(Method : Science)
Unit: The magic Of chemical reactions
Asst.Prof. Pratibha Dabhade-
15. • A blueprint is generally
something intended as a
guide when making
something else.
• It is a detailed plan of
action or outline in a
technical form.
• It was first used at
construction and
industry
4. (B2) BLUE PRINT
Citation:
https://www.slideshare.net/kirankushwaha129
/blueprint-in-education
16. MEANING OF BLUEPRINT IN
EDUCATION
It provide students an interactive approach for
education planning to meet the curriculum
expectations and learning objectives.
Blueprint for test :
A blueprint for test or examination is also known
as the test specification provides examination
strategy of an institution at a glance. It is in the
form of matrices i.e., tabular form
Asst.Prof. Pratibha Dabhade-
18. Objectives Knowledge Understanding Application Skill Total G.T
Forms of L SA VS O L SA VS O L S VS O L S VS O L SA VS OT
Questions / A A T A A T A A A T A A A T A A
Content
1.Citizensh - 2 1 1 - - - 1 - - 1 - - - - - - 2 1 1(4) 9(8)
ip & civic
life
(1) (2) (2) (2) (1) (1) (3)
2.Fundame - - - 1 - - - - - - 1 5 - - - 5 - - 1(3) 8(4)
ntal Rights,
Duties &
Directive
Principles
(2) (1) (1) (1)
3.Governm - - - 1 - 2 - 1 - - 1 1 - - - - - 2 1 1(4) 8(7)
ent at the
centre
(2) (1) (1) (2) (1) (1) (2)
Sub – Total - 2 1 1 - 2 - 1 - - 1 1 5 - - - 5 2 1 1 25
(1) (2) (6) (1) (3) (3) (2) (1) (1) (2) (5) (11) (19)
Total = 10(9) 5(4) 5(5) 5(1) 25(19)
Note : No. of questions are within brackets and the
marks are outside the brackets.Asst.Prof. Pratibha Dabhade-
Citation:
https://www.slideshare.
net/kirankushwaha129/
blueprint-in-education
19. PREPARATION OF TEST - ITEMS
S/N Type of
Question
Question Objective Marks Time
1. E Make a chart of fundamental duties and
display it in the class room
Skill 5 30-35 m
2. S Write any four qualities of a good
citizen
Knowledge 2 4-5 m
3. S Differentiate between the composition
of Lok Sabha and Rajya Sabha
Under-
standing
2 4-5 m
4. ??? One Who lives in India permanently is
Called the of our country
Knowledge 1 1 m
4. (B3) UNIT TEST
Asst.Prof. Pratibha Dabhade-
Citation:
https://www.slideshare.
net/kirankushwaha129/
blueprint-in-education
20. PREPARATION OF TEST - ITEMS
S/ Type of Question Objective Marks Time
N Question
6. S How will you avoid
occurrence of accident ?
7. S How will you be eligible for
voting ?
8. S How can you be the member
of Lok Sabha
Application 1 1 m
Application 1 1 m
Application 1 1 m
Asst.Prof. Pratibha Dabhade-
Citation:
https://www.slideshare.
net/kirankushwaha129/
blueprint-in-education
21. PREPARATION OF TEST - ITEMS
S/N Type of
Question
9. O.T
Question Objective Marks Time
Alien is - (a) Foreigner
Citizen (c) Reader
Knowledge(b) 1 1 m
(d) Angel
10. O.T How many types of citizenship is there
in India / (a) Three (b) Two (c) One
(d) Four
Knowledge 1 1 m
11. O.T There are fundamental
rights. (a) Five (b) Four (c) Two
(d) Six
Knowledge 1 1 m
12. O.T Directive principle aims at achieving
free and compulsory education for all
children upto the age of (a) Thirteen
(b) Twelve (c) Fourteen (d) Ten
Knowledge 1 1 m
Asst.Prof. Pratibha Dabhade-
Citation:
https://www.slideshare.
net/kirankushwaha129/
blueprint-in-education
22. PREPARATION OF TEST - ITEMS
S/N Type of
Question
Question Objective Marks
13. O.T is the chief executive of
the Indian Union
(a) President (b) Prime Minister (c)
Cabinet (d) Parliament
Knowledge 1
14. O.T The is the leader of the
government
(a) President (b) Prime minister (c)
Cabinet (d) Parliament
Knowledge 1
15. O.T Red light indicates that (a) we should
walk (b we should move (c) we should
stop (d) we should run
Under-
standing
1
16. O.T A ten years old boy doesn’t have the
right to (a) education (b) walk (c)
live (d) vote
Under-
standing
1
Time
1 m
1 m
1 m
1 m
Asst.Prof. Pratibha Dabhade-
Citation:
https://www.slideshare.net/ki
rankushwaha129/blueprint-in-
education
23. PREPARATION OF TEST - ITEMS
S/N Type of
Question
17. O.T
Question Objective Marks Time
If the Prime Minister resigns the entire
council of ministers
(a) Remains (b) Walks out (c)
Changed (d) Goes out
Under-
standing
1 1 m
18. O.T A ten years old boy is employed in a
factory it is the violation of Rights
against exploitation. What will you do
(a) go to court of law (b) talk with the
owner (c) see him working (d) none of
the above
Application 1 1 m
19. O.T How does a bill become a law ?
(a) When both the houses pass a bill
(b) When Lok Sabha pass a bill
(c) When Rajya Sabha pass a bill
(d) When Prime Minister pass a bill
Application 1 1 m
Asst.Prof. Pratibha Dabhade-
Citation:
https://www.slideshare.
net/kirankushwaha129/
blueprint-in-education
25. MAEER’s
MIT SAINT DNYANESHWAR B. Ed. COLLEGE
ALANDI DEVACHI, PUNE
Unit Test
Name of the Unit: ………………
Instructions:-
1. All questions are compulsory.
2. Figures to the right indicate full marks.
3. Student should specifically follow the limitation of words.
4. In any condition, student will not get supplement.
_________________________________________________________________
Q. 1 Fill in the blanks. (4)
A. …
B. …
C. …
D. …
Time: 1hours Max. Marks: 25
Total No. of Questions: 6 Date: 11/10/2021
Unit test
Note: Follow question sequence - (objective-short answer-long answer)Asst.Prof. Pratibha Dabhade-
26. You also have to prepare model
answer and marking scheme for the
developed unit test.
4. (B4) UNIT TEST – MODEL
ANSWER AND MARKING
SCHEME
Asst.Prof. Pratibha Dabhade-
27. •This activity is to enable the student teacher to
understand the administrative aspects of school life.
• It will help him/her to realize the need of
maintaining the records and their importance in the
smooth functioning of the school.
•The student teacher shall write a report on any 4
records prepared and maintained by the school.
Marks calculated out of 25 are to be given for the
report.
4. (C) Study of the records
maintained by the school:
1 credit –25 marks
Asst.Prof. Pratibha Dabhade-
31. Sr.
No.
Record Evaluation Criteria
1 2 3 4 5
1 Introduction, Need & Importance
2 Objective of the activity
3
Record I
Title , format, style of maintaining of the record
4 Nature & scope of the record
5 Related to student / teacher/ GO/ NGO/ mother
institute/ other
6 Opinion of record I
7
Record II
Title , format, style of maintaining of the record
8 Nature & scope of the record
9 Related to student / teacher/ GO/ NGO/ mother
institute/ Other
10 Opinion of record II
11
Record III
Title , format, style of maintaining of the record
12 Nature & scope of the record
13 Related to student / teacher/ GO/ NGO/ mother
institute/ Other
14 Opinion of record III
15
Record IV
Title , format, style of maintaining of the record
16 Nature & scope of the record
17 Related to student / teacher/ GO/ NGO/ mother
institute/ Other
18 Opinion of record IV
19 Educational Implication
20 Overall Impression
Total Marks- Out of 100Asst.Prof. Pratibha Dabhade-
32. To enhance the organizational and managerial skills the
student teacher will participate in the organization of
the co-curricular and extracurricular activities arranged
regularly during the internship period in the school.
S/he has to maintain a detailed record of the same. It is
expected that s/he shall reflect and write about these
experiences. It will help her/him in understanding and
addressing her/his professional identity as a teacher.
Marks calculated out of 25 are to be given for the write
up
4. (D) ORGANIZATION OF CO
CURRICULAR/EXTRACURRICULAR
ACTIVITIES: 1 CREDIT –25 MARKS
Asst.Prof. Pratibha Dabhade-
33. Peer learning is an important and integral part of
learning process of an individual. It will assist in
boosting the confidence of the student teachers.
In this activity the student teacher shall observe,
reflect and give feedback to her/his peers on the
lessons conducted. (6 lessons)Marks calculated out
of 25 are to be given for observations notebook
4. (E) OBSERVATION OF PEERS:1
CREDIT(25 MARKS)
Asst.Prof. Pratibha Dabhade-
34. To get a feel of the working of the school, the student
teacher shall complete any one activity from those given
below. S/he shall write a report and enlist the process
outcomes of the same.
1. Develop an academic calendar for the various
activities to be organized in the school under the
guidance of the school teacher.
2. Community related work
4. (F) OTHER SCHOOL
ACTIVITIES/PROGRAMMES :
1 CREDIT(25 MARKS)
Asst.Prof. Pratibha Dabhade-