Orientation to the programme of New Revised Curriculum of B.Ed Programme of Kannur University( Two Year Programme) with special emphasis on Language Across Curriculum, presented in a workshop for B.Ed students of Keyi Sahib Training College and GBCTE Thalassery.

1. 1
Ashraf TP

2. • Every child
should become
the most
beautiful,
sensitive,
wondrous,
magical,
unique,
fantastic
person
in the world.

3. Teacher education in India is under
transformation!
• 17,246 institutions!
• 12,17,784 students!
Kerala
250 institutions!
• 27,000 students!

4. 4
WHY/
CONTEXT
OF
REVISION?

5. WHY/ CONTEXT OF REVISION
• Justice Verma Commission :
to recommend measures for
comprehensive reforms in the teacher
education system.

6. • Legal row over the NCTE's
Bhopal-based western regional
committee's (WRC) order granting
recognition to 291 diploma
education (D.Ed.) institutions in
Maharashtra in 2008.

7. Justice J. S. Verma Commission (2011)
1. Prof. Goverdhan Mehta ( former director, Indian
Institute of Science, Bangalore)
2. Prof. M. Anadakrishnan ( Chairman, Indian Institute of
Technology, Kanpur)
3. Prof. R Govinda (VC, NUEPA, New Delhi)
4. Prof. Mrinal Miri (former VC, North Eastern Hill
University, Shillong)
5. Prof. AK Sharma ( former director, NCERT)
6. Prof. Poonam Batra (Central Institute of Education,
University of Delhi)
7. Sri. S Sathyam ( Former Secretary, Govt. of India)
(Member Secretary)

8. • Serious flaws/defects found out!
• Suggested remedies for improving the
quality of Teacher Education and
regulatory functions of NCTE.
• Submitted the report in August 2012.

9. • On October 10, 2012 the Supreme Court
bench of Justices G S Singhvi and S J
Mukhopadhaya passed an order stating
that the high-powered commission's
recommendations "deserve to be
accepted". The recommendations of this
first-of-its-type commission were accepted
in toto by the HRD ministry and CABE
(Central Advisory Board of Education). In
October 2012, its implementation was
made mandatory by the Supreme Court.

10. Criticisms
1. Lack of quality
2. Lack of Professionalization
3. Insufficient duration
4. Lack of communication skill
5. Poor pass percentage in TET
6. Too much emphasis on theory

11. 1. Lack of quality!
• Quality of entrants- low entry qualification
• Overflow of graduates in to B.Ed.– there were
more demand for primary teachers.
• Quality of curriculum content
• Traditional content- no IT, no innovations
• Quality of mode of preparation (structure)

12. Lack of quality!
• Quality of Pedagogical transactions- ‘chalk
and talk method’.
• Quality of teacher assessment--- we have
been following poor quality teacher assessment
practices-

13. Quality of Teacher Educators!
• Lack of dedicated, quality teachers is
the major constraint in Indian education.
• Interpersonal rivalry often inhibits or
prevents effective cross-training.
• Poor Communication skills

14. Poor Quality of Products--
Teachers!
In India
• 59 lakhs elementary school teachers
• 22 lakhs secondary school teachers
 40% excellent teachers!
 40 % average teachers!

15. 2. Lack of Professionalization!
One of the standing criticisms --- not
professionalized. The current teacher
education programmes are not effective
in terms of equipping the future teachers
with a competency profile required to
address the issues in the schools and
society.

16.  Professionalization is the social
process by which any trade or
occupation transforms itself into a true
profession.
Establishing acceptable qualifications,

17. • Some degree of demarcation of the
qualified from unqualified amateurs.
• trained vs. untrained.
 Established procedures for teaching…...

18. Professionalism in Teaching
• Warm, accessible, enthusiastic and
caring.
• Creates a sense of community and
belonging in the classroom.
• Sets high expectations for all students.
• Collaborates with colleagues on an
ongoing basis.
• Are we professionals?

19. 3. Lack of Communication Skill!
 There are three dimensions to success.
 The main aspect of teaching is communication.
 Attitude, Skill and Knowledge.
 Successful teachers have been great
communicators.
 Communication is power!
 Those who have mastered its effective use can
change the world!
 Teachers should possess good communication skill.
 Do not use ICT for better communication

20. Digital era
 Digital learners with digitally
programmed brains.
 Skilled in using ICT
 Obsolete--
A Vision of K12 Students Today.flv
 E-learners and E-teachers

21. 4. Too much emphasis on theory!
 It has degenerated in to a system of
education where theoretical aspects
have been discussed without
connecting to the practical aspects of
education.
“theory without practice” is sterile!

22. 5. Poor pass percentage in TET
Examinations!
 Low pass rate in TET reflect
quality-related deficiencies of
teacher education/training
programmes
 Less than 10%!
 Competence

23. 6. Lack of sufficient time!

24. Justice Verma Commission
Vision of Teacher Education in
India
Quality and Regulatory
Perspective
Volume 1
Volume II
Volume III

25. Order of the Hon’ble Supreme Court
• “In order to facilitate further implementation of
the report of the Verma Commission, we direct
that the recommendations made by the sub-
Group shall be binding on the Government of
India and the Governments of all the States and
Union Territories as also NCTE and University
Grants Commission and all of them shall
implement the same without any objection and
without modifying the same.”

26. NCTE Curriculum committee
1. Prof. Anita Rampal, - Chairperson Central
Institute of Education, University of Delhi.
2. Prof. Krishna Kumar, Member Former
Director, NCERT, Faculty of Education,
University of Delhi.
3. Dr. K Subramanian, Member Homi
Bhabha Centre for Science Education,
Tata Institute of Fundamental Research,
V.N. Purav Marg, Mankhurd, Mumbai.

27. 4. Shri C.N. Subramaniam, Member Eklavaya,
Chakker, Malakhedi, Hosangabad – Madhya
Pradesh.
5. Prof. M. A. Sudhir, Member Dean, Department
of Rural Development, Gandhigram Rural
University, Dindigul, Tamilnad.
6. Prof. Nighat Basu, Member Dean, Faculty of
Education, Kashmir University, Srinagar.
7. Prof. V.D Bhatt , Member Regional Institute of
Education Manasagangothri, Mysore.
8. Prof. T.K.S Lakshmi, Member Former Dean,
Banasthali Vidyapeeth, Basavagudi, Bangalore.

28. 9. Dr. Farah Farooqi, Member, Associate
Professor, Jamia Millia Islamia, Jamia
Nagar, Delhi.
10. Dr. Sybil Thomas, Member Associate
Professor, Department of Education,
University of Mumbai.
11. Dr. Manish Jain, Member Assistant
Professor, School of Educational Studies,
Dr. B. R. Ambedkar University, Delhi.
There were separate committees for
developing M.Ed curriculum,

29. NATIONAL COUNCIL FOR
TEACHER EDUCATION
(NCTE)
CURRICULUM FRAMEWORK:
TWO-YEAR B.ED. PROGRAMME

31. BACHELOR OF EDUCATION (B.Ed) DEGREE PROGRAMME
• The Bachelor of Education (B.Ed.)
Programme of Kannur University is a
professional programme that prepare
teachers for upper primary or middle
level, secondary level and senior
secondary level.

32. New B.Ed Programme prepares prospective teachers for
teaching at three levels whereas the traditional B.Ed
focused only on secondary level.
• Upper Primary : V to VIII
• Secondary : IX & X
• Senior Secondary : XI & XII

33. Major Objectives
• To prepare professionally competent,
reflective and versatile teachers.
• To develop social sensitivity and
consciousness and finer human
sensibilities among prospective teachers
through self reflection.
• To acquires adequate knowledge of the
content of the school subjects.

34. Objectives contd.
• To understand the psycho-social attributes
and needs of learners, their special
abilities and characteristics
• To create awareness about latest
developments and thinking in the field of
education.
• To understand innovative child centred
teaching learning strategies.

35. Objectives contd
• To acquires skills in developing and using
ICT integrated learning resources for
classroom learning.
• To acquire knowledge and develop an
understanding of the various procedures
and techniques of evaluation and their
classroom applications to interpret the
results.

36. You develop:
• Positive attitude/Democratic outlook
• Communication/ Presentation skills
• Subject Competence
•Team building skills
• Reflective skills
• Time management skills
• Creativity
• Professional ethics and values

37. .
Duration of the Programme:
The B.Ed Programme is of four semesters spread
over two year duration.

38. Time management!
•During each semester, we work for 100 days – 6
hours each a day.
•That means we will have 600 hours, out of which we
need only 80 hours for psychology, 80 for
contemporary, 50 for Language acrs, 50 for
Understanding …and 40 for reading…..
•Total 300 hrs for teaching theory
• and the remaining 300 hrs can be effectively used
for developing practical skills.

39. STRUCTURE OF THE COURSE
Total Marks for the Programme : 1500
First Semester : June to October--- 100 days
Second Semester : November to March– 100 days
Third Semester : June to October--- 100 days
(internship period)
Fourth Semester : November to March - 100 days

40. CURRICULAR AREAS

41. • The course contents require expertise of
faculty in the institution as well as visiting
faculty for courses on drama and art, ICT,
understanding the self, etc.
• The colleges offering B Ed would have to make
necessary planning for identifying and
incorporating faculty for transacting the same.
• Most of the modules in the revised curriculum
and syllabus require team effort from the
faculty within and outside the institution and may
not be considered as water tight compartments
confined to a single teacher mode.

42. C. ELECTIVE COURSES:
1. BED E 401.1 Guidance and Counseling
2. BED E 401.2 Health and Physical Education
3. BED E 401.3 Peace Education
4. BED E 401.4 Environmental Education
5. BED E 401.5.1. Additional Pedagogy* (1 to 11)

43. PRACTICAL
Engagement with the Field – the Self, the Child,
Community and School
1. Tasks and Assignments that run through all the
courses as indicated in the year wise
distribution of the syllabus
2. Physical Education Practical
3. School Internship
4. Courses on Enhancing Professional
Capacities (EPC)

44. D. EPC COURSES
(Courses on Enhancing Professional Capacities)
EPC 01: Reading and Reflecting on Texts
EPC 02: Drama and Art in Education
EPC 03: Critical Understanding of ICT
EPC 04: Understanding the Self

45. SEMESTER 1.
Code Course External Internal total
101 C Psychology of Childhood &
Growing Up
80 20 100
102 C Contemporary India &
Education
80 20 100
103 C Language Across the
Curriculum
50 10 60
101 P* Understanding Discipline &
Subject-
50 10 60
EPC 01 Reading & Reflecting on
Text
--- 50 50
PHY.
EDN.
PRACTICAL ---- 30 30
Total 260 140 400
Tasks for the above courses

46. Curriculum Content
• The content of the Teacher Education
Curriculum has been designed keeping in
view the envisioned profile of a teacher,
who manages teaching learning
resources, acts as a facilitator and
counselor for the students and mobilizes
community resources for larger benefit of
the society.

47. WHY?
 Psychology of Childhood & Growing Up.
 To equip the student-teachers with the background
knowledge that one needs to develop an understanding of
the school children and their psychological make up.
 Stretched in to two parts:
Without knowing the psychology of
learner, nobody can teach effectively.

48. WHY?
 Contemporary India and Education
 The course will enable the student teachers to study the
unique and diversified nature of Indian Society and
Education.
 the diversity, inequality and marginalization in the
society and its implication for education.
 Learn to respect diversity
 Co existence --peaceful

49. WHY?
 Contemporary India and Education
• Policy frame work for public education in India
• Shaping of school education through interaction
of various policy imperatives, financial
allocations, field conditions and pressures
exerted by diverse social groups.
Group work : Prepare a short film/presentation of five minutes duration
for combating any of the social evils in our society

50. WHY?
LANGUAGE ACROSS THE CURRICULUM
This paper has been included to help you to
improve your communication skill in English.
 Global standard.

51. WHY?
LANGUAGE ACROSS THE CURRICULUM
• Language plays a central role in learning.
No matter what the subject area, students
assimilate new concepts when they listen,
• talk,
• read and write about what they are
learning.

52. • Language is a tool for conceptualizing
content and knowledge and expressing
oneself accordingly in a rational,
“academic” style, based on subject-
specific conventions and registers.
• In every institution of learning, the
language of learning and teaching,
LoLT, should be developed, not only by
the English teacher, but by all teachers
while disseminating knowledge

53. WHY?
 LANGUAGE ACROSS THE CURRICULUM
 content subjects provide context for language
learning while effective language development
facilitates learning of content subjects.
 Improve language proficiency and
understanding of academic content

54.  Develop strategies for using oral language in the
class room.
 Know the function of Language, the language
background of children and how children use
language as a tool.
 Communication skill in both regional and global
language.
Global standard

55. Units of Study
• Unit 1: Language Across the
Curriculum: A Conceptual Discussion
• Unit 2: Language and Teacher
• Unit 3: Language and Children
• Unit 4: Language Development and
Reading
• Unit 5: Language and Writing

56. Elements contributing to
good teacher language
1. Speed -
2. Vocabulary
3. Language structures
4. Content
5. Flexibility
-

57. Teacher and Classroom Language
General Classroom Language
1.Praising students

58. 2. Saying a student is wrong

59. 3. Encouraging students after they have
given an answer

60. 4. Encouraging students to speak

61. Beginning of a lesson
• Good morning / afternoon.
• How are you today?
• Did you have a nice weekend?

62. 6. Ending a lesson

63. Deficit theory
• The Deficit Theory of Linguistic
Deprivation
• In an attempt to explain deficiencies in
lower socioeconomic students’ success
rate, some researchers in the 1990s
began to postulate that failure among
those students occurred because there
was not sufficient verbal foundation in
the home for success (Eller, 1989, p.
670).

64. This paper should go hand in
hand with R & R.
• Practical sessions/modules for improving
your oral communication skills---

65. Poor reading and writing skills among teacher educators
prospective teachers!
 Thomas Arnold
“My students wouldn’t like to drink
water from a stagnant pool, but from
a running stream!”

66. EPC 1:
Reading and Reflecting on Texts
• Forty contact hours
• Under the leadership of Language faculty
members of the college.
• Poor reading--

67. EPC 01-- 5 Themes
Reading and Writing Tasks on:
1. Narrative Writing
2. Expository Writing
3. Journalistic Writing
4. Educational Writing
5. Subject-related Reference Books

68. EPC 01 Criteria for awarding Marks
1. Test : 10 Marks
2. Tasks on Narrative Writing : 10 Marks
3. Tasks on Expository Writing : 10 Marks
4. Tasks on Journalistic Writing : 5 Marks
5. Tasks on Educational Writing : 5 Marks
6. Tasks on Subject-related Reference Books: :10 Marks

69. EPC 2: Drama and Art in Education
 Workshop mode (minimum five days,
preferably in two phases of 2 and 3 days)
by professionals trained in drama, theatre,
folk arts, music, and fine arts and co-
ordinated by faculty members.

70. Albert Mehrabian
• 93% communication is non-verbal.
• Total feeling =
55% facial + 38% vocal +
7% verbal.
• Total interpersonal message is the
combined effect of the spoken
word, the vocal expression and the
facial expression.

71. Criteria for awarding Marks
1. Workshop involvement : 10 Marks
2. Skill in Dramatization/Role Play : 10 Marks
3. Individual performance in arts (two items) : 10 Marks
4. Group performance in arts (two items) : 10 Marks
5. Documentation : 10 Marks

72. “ASK” Principles of Success
1.Attitude Dimension
2.Skill Dimension
3.Knowledge Dimension

73. Conclusion
New curriculum
• Activities for Physical development
• Improving Reading and writing skill
• Oral communication skills
• ICT Skills
• Intellectual development/ knowledge
• Personality development
• Realize your self/strength
• Competent, versatile, reflective teacher!