BU-COMMUNITY COLLEGE CONSULTANCY CENTRE

REVISED SYLLABUS – 2021-22

FOR
DIPLOMA IN TEACHING AND LEARNING

BHARATHIAR UNIVERSITY
COIMBATORE-641046
Diploma in Teaching and Learning (Community College)–2021-2022 onwards
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BHARATHIAR UNIVERSITY: COIMBATORE

DIPLOMA IN TEACHING AND LEARNING
(Community College)

(for the candidates admitted from the academic year 2021-2022 onwards)

Minimum qualification for admission to Diploma Course in Teaching and Learning

is a pass in Standard X.

SCHEME OF EXAMINATIONS

Maximum
S.No Title of the Course Credits
Marks
1 Principles of Teaching 4 100
2 Understanding Children 4 100
3 Learning Theories 4 100
4 Teaching, Learning and Assessment 4 100
5 Managing Learning 4 100
6 Classroom Management 4 100
7 Understanding the Individual 4 100
8 Internship 4 100
Total 32 800
Diploma in Teaching and Learning –2021-2022 onwards
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Question Paper Pattern

Section A: (10 x 2=20 Marks)

Answer ALL the questions

Section B: (5 x 6 = 30 Marks)

Answer ALL the questions either (a) or (b)

Section C: (5 x 10 = 50)

Answer ALL the questions either (a) or (b)

Duration of examinations for all papers is three hours.

*Minimum Pass Mark: 40 Marks
Diploma in Teaching and Learning –2021-2022 onwards
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PAPER I

PRINCIPLES OF TEACHING

Unit:1 Introduction to Education

Introduction to education- definitions of education-purpose of education- impact of
definition on role of the teacher -Definitions of teaching – role of a teacher- classroom
teaching impact

Unit:2 Teaching Methods

Categorize the teaching methods- Lecturer/ Instructor-Demonstrator-Listener-
Empowerer/ Delegator -application of the methods – developing knowledge transfer
through the teaching methods – Recent Trends in Teaching Methods – online learning
– e learning

Unit:3 Building Positive Attitudes

Developing trusting relationships- creating a supportive environment for children to
learn- developing positive student attitude- school values- obstacles to developing
values- envoi mental influences- self-confidence – self-esteem – self attitude

Unit:4 Generating Skills

Need to generate skills-identifying important skills-life long and academic skills
developing the skills- application of the teaching skills- ICT usage in teaching

Unit:5 Classroom Management

Teacher as a manager- qualities and skills of a manager- managing the children-
managing the behaviour -WRAP strategies- Work ethos – Role models- Rules and
Routines- Attitudes –Planning lessons

Reference Books
1 Geoff Petty, (2006). Evidence based teaching. Nelson Thornes:UK
2 Paul Ginnis, (2002). The Teacher’s toolkit. Crown House Publishing:UK
3 Ruth M Beard, (1960). An outline of Piaget’s developmental Psychology.
Routledge and Kegan Paul: UK
4 Dennis Child, (1973).Psychology and the teacher. Holt, Reinhart and Winston:
UK
5 Julia Evetts, (1973). Sociology of Educational Ideas. Routledge and Kegan
Paul: UK
Diploma in Teaching and Learning –2021-2022 onwards
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PAPER II
UNDERSTANDING CHILDREN

Unit:1 Child Development

Development of the children – Stages of development- Comparison of the theories
of stages of development-Historical Theories of Development- Cyril Burt- John
Locke- Jean Jacques Rousseau- Stage Theories- Sigmund Freud- Jean Piaget-
Flavell-Comparison of stages of development tchart – Any two learning theories

Unit:2 Individuality
Observation of the child in the classroom- Identifying the differences in the theories-
Understanding a child’s background and recognizing a child’s individual needs
through their background – Family situation – single parent – no parent – economic
condition

Unit:3 Supportive Environments

Cultivating a supportive – physical- emotional and social environment-rules and
routines for emotional environment – furniture and features and facilities for physical
and social environment- Applying in the classroom – case study for analyzing student
environment

Unit:4 Experiences
Need for positive experiences to develop language skills- balanced emotions- Effects
of external influences family – nuclear family- examination of the effects and
changes in a student following impact of media- Maslow’s hierarchy of Needs-
develop positive attitudes- Dale’s Cone of Learning Experience

Unit:5 Lifeskills
Introduction to life skills – importance of life skills- life skills for 21st century -
equipping life skill as a tool- developing positive life skills- teaching children to
interact with individuals and groups– application of life skills - Understanding the
self

Reference Books
1 Geoffrey Brown, (1977). Child Development. Open Books publishing:UK

2 Geoff Petty, (2006). Evidence based teaching. Nelson Thornes:UK

3 Paul Ginnis, (2002). The Teacher’s toolkit. Crown House Publishing:UK

4 Dennis Child, (1973).Psychology and the teacher. Holt, Reinhart and Winston:
UK
Diploma in Teaching and Learning –2021-2022 onwards
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PAPER III

METHODS OF LEARNING

Unit:1 Learning Theories

Introduction to learning theories- Definition of the learning theories-
Understanding Constructivist, Behaviourist and Cognitivist philosophies-
Characteristics of the learning theories- Range of learning theories.

Unit:2 Learning Styles

Identifying learning styles- impact of teacher’s personal learning style on their
teaching- application of the learning style.

Unit:3 Multiple Intelligence

Introduction to theory of Multiple Intelligence- understanding of importance of
Gardner’s MI theory- - application of Gardner’s MI theory.

Unit:4 Lesson Planning

Introduction to lesson planning – purpose – objectives of the lesson – presentation
-types of presentation – lecturer-listener- demonstrator-empowerer – introduction
to process- learning practice- individual-group- whole class-Introduction to
Product- methods of assessments.

Unit:5 Learning In and Out of School

Purpose of learning in and out of school- Importance of observation learning out of
school- Out of school learning: extending curriculum learning to the local area -
approaches to learning outside the class room- advantages of learning outside the
classroom.

Reference Books
1 Dennis Child, (1973). Psychology and the teacher. Holt, Reinhart and
Winston: UK
2 Geoff Petty, (2006). Evidence based teaching. Nelson Thornes:UK
3 Paul Ginnis, (2002). The Teacher’s toolkit. Crown House Publishing:UK
Diploma in Teaching and Learning –2021-2022 onwards
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PAPER IV
TEACHING, LEARNING AND ASSESSMENT

Unit:1 Assessment, Evaluation And Revised

Taxonomy
Concept of Assessment, Evaluation and Examination – Importance and Principles of
Assessment – Assessment in Constructivist approach - Difference between Assessment
and Evaluation – Examination as a tool for Assessment – NCF’S 2005 vision of
assessment for teaching and learning – Revised Bloom’s taxonomy (2000) for
instructional objectives – Teacher as a facilitator in assessment for learning.

Unit:2 Tools and Techniques

Characteristics of a good assessment tool – Assessment approaches: Formative and
Summative Assessment, Quantitative and Qualitative Assessment – Continuous and
Comprehensive Evaluation -Tools for Evaluation: Observation, Interview,
Questionnaire, Rating scale, Checklist and Cumulative record – Self -assessment and
Feedback

Unit:3 New trends and Issues in Assessment

Semester System, Grading System, Credit System – Online Examination System,
Question Bank, Open Book System – Flexibility in Examination, Exam on Demand –
Diagnostic and Remedial Teaching for Qualitative Assessment – Using ICT for
Innovation on Examination: Administration and Execution – Issues in Assessment.

Unit:4 Assessment in Inclusive Practices

Differentiated Assessment – Assessing the disabled/ to identify special educational
needs – Assessment approaches and methods – Philosophical and Educational
underpinnings of Assessment – Prevalent practices of assessment

Unit:5 Statistical methods and Interpretation

Meaning, Need and Importance of Statistics in Educational Assessment – Organization
and Graphical representation of data – Scales of measurement – Measures of Central
Tendency: Mean, Median and Mode – Measures of Variability: Range, Quartile
Deviation and Standard Deviation – Normal Probability Curve: Concept and
Characteristics.

Reference Books
1 Aggarwal, Y.P. (202). Statistical Methods: Concepts, Applications and
Computation. New Delhi: Streling Publishers Pvt. Limited.
2 Asthana, B. (2008). Measurement and Evaluation in Psychology and
Education. Agra: Agrawal Publications.
3 Mangal, S.K. (2002). Statistics in Psychology and Edcuation. New Delhi:
Prentice-Hall of India.
Diploma in Teaching and Learning –2021-2022 onwards
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PAPER V
PRACTICAL I
MANAGING THE LEARNING

1 Lesson plan preparation using PPPP (Purpose Presentation Process Product)

format
2 Demonstrating how the lesson plan helps a teacher manage the class
3 Application of PPPP format
4 Cooperative learning activities
5 Importance of a stimulating physical environment

PAPER VI
PRACTICAL II
CLASSROOM MANAGEMENT
1 Classroom display
2 Bulletin boards
3 Creating strategies for managing behaviour
4 Discipline without Punishment
5 Demonstration of WRAP strategy

PAPER VII
PRACTICAL III
UNDERSTANDING THE INDIVIDUAL

1 Case Study on the basis of maladjusted behavior

2 Developmental Chart for the Children and Give the report with the comparison of
Jean Piaget
3 Preparation of a SWOC analysis of the Supportive Environments
Note: Each student undergo practical in the given practical components of Paper
I, II & III and submit report in the form of record on the completion of the
practical.
Diploma in Teaching and Learning –2021-2022 onwards
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PAPER VIII
PRACTICAL IV
INTERNSHIP
Visit to School
Each student has to undergo internship in selected educational institution for a
period of 6 working days. He/ She have to observe the overall activities i.e.,
administration, curricular and co-curricular activities, teaching – learning method,
structure of the classroom, available resources etc., of the educational institution and
submit it in the form of report on the completion of internship training. Hundred marks
will be awarded for both record submission (40 marks) and evaluation (60 marks.
Evaluation procedure for Practical and Internship
The following break up of marks will be followed for assessment of practical papers
and Internship.
1. Submission of Report 40 Mark
2 Valuation by Internal Examiner 60 Mark
Total 100