Guidance and Counselling

COURSE CODE

COURSE NAME

L

T

P

C

EDU206

GUIDANCE AND COUNSELING

3

0

0

3

 

COURSE OUTCOMES

CO1.   Understanding necessity of guidance service in school based on examples.

CO2.   Describing the need of contemporary education and psychological counselling and guidance.

CO3.   Analyzing the importance of school guidance service.

CO4.   Applying the guidance service for families.

 

COURSE CONTENT

 

Unit I-Guidance- An Introduction

(i) Guidance Concept and Principles.

(ii) Meaning, Need & Importance of Educational Guidance

(iii) Meaning, Need & Importance of Vocational Guidance

(iv) Meaning, Need & Importance of Personal Guidance

(v) Group Guidance: Techniques

 

Unit II-Counseling-An Introduction

(i) Concept of Counseling

(ii) Need of counseling

(iii) Difference between Guidance and counseling

(iv) Counseling process

(v) Counseling Approaches-Directive, non-directive and eclectic.

 

Unit III-Organization of Guidance Services

(i) Concept of Organization of guidance services

(ii) Organization of guidance services at school level

(iii) Role of teacher in organization of guidance services

(iv) Problem in setting up guidance services and measures of improvement

(v) Professional ethics of counselor.

 

Unit IV-Techniques of Guidance Services

(i) Interview

(ii) Observation

(iii) Questionnaire

(iv) Cumulative record

(v) Rating Scale

 

 

 

Unit V-Skills in guidance & Counseling

(i) Skill in counseling (Listening, Questioning Responding, Commutating)

(ii) Role of teacher as a counselor and professional ethics associated with it.

(iii) Career counseling and dissemination of occupational information.

(iv) Planning of guidance in school.

 

Practical Assignments/Field Engagement (Any one):

  • Group Guidance – One Career Talk
  • Design a Questionnaire to collect information on Students ‘Educational, Psychological or Social problems.
  • Detailed study of the Guidance and Counselling Services available in a given School
  • Prepare a list of the online Guidance and Counselling Services available for students and Teachers in India.
  • Enrichment Lectures, Seminars, Workshops, Demonstrations by Experts workingas Guidance and Counsellors in Schools or Organizations working specially in the area of Adolescent Psychology.
  • Self-Study and Reflective sessions: Field visits to explore the working of Guidance Institutions School Counsellors, Career Counsellors etc.

 

References-

• Agarwal J.C. (2004) Educational vocational guidance and counseling Delhi Doabahouse.

• Chauhan S.S. (1982) Principles and techniques of guidance, New Delhi Vikas Publishing House.

• Crow, Lester, D & Crow. A (1960) An introduction to guidance, American Book Co.

• Downing Lester N (1968) Guidance and counseling services Springer Berlin Heidelberg.

• Erolock Clifford P. (1968) Guidance services in schools, New York : McGraw Hill.

• Jones, A.J. (1970) Principal of guidance, Bombay: Tata, New York: Megraw Hill.


Knowledge and Curriculum

COURSE CODE

COURSE NAME

L

T

P

C

EDU 202

KNOWLEDGE AND CURRICULLUM

3

1

0

4

 

COURSE OUTCOMES

CO1.   Understanding the approaches of curriculum Development.

CO2.   Analyzing the importance of curriculum change.

CO3.   Evaluating and synthesizing the epistemology of different philosophies.

CO4.   Applying the facets of knowledge.

 

COURSE CONTENT

UNIT 1 Knowledge: Key Concepts

· Meaning of Knowledge and Knowing, Kinds of knowledge and Sources of knowledge

· Methods of acquiring Knowledge

·Distinction Between Information and Knowledge, Belief and truth, Reasoning and Analysis Different Ways of Knowing

· Relative roles of the knower and the known in knowledge transmission and construction

· Contribution of the teachers in assimilation and dissemination of information and knowledge

 

UNIT-2

 Different facets of knowledge and relationship, such as:

· Local and University

· Concrete and Absolute

· Theoretical and Practical

· Contextual and Textual

· School and Out of School Culture and Knowledge

· Role of culture in knowing

· Ways of knowledge rendered in to action

· Emerging problems relating to knowledge

 

UNIT-3 Conceptual Framework of Curriculum

· Curriculum – Meaning, nature and its organizing curriculum components

· Principles of curriculum construction

· Bases of curriculum Different Approaches to Curriculum Theory

· Traditional approach

· Learner driven approach

· Critical approach Curriculum Process and Different ways of Approaching Curriculum Theory

· Curriculum as product

 · Curriculum as process

· Participatory approach

 

 

UNIT-4 Curriculum Design Models

· Discipline Centered Design, Learner Centered Design & Problem Centered Design

· Components required in Curriculum Development

· Curriculum Change: Meaning, Need and Factors affecting Curriculum Change

·Critical study of curriculum framework 2005 to 2009.

 

Tasks & Assignments:

· Evaluation of curriculum of 9th or 10th standard and submission of report

·Any other project given by the institution.

 

SUGGESTED READINGS

·         Agarwal, V. & Bhatnagar, R. P. (1997). Educational Administration. Meerut: R. Lall Book Depot.

·         Aggarwal, J. C. (2003). Hnadbook of Curriculum and Instruction. Delhi: Doaba Book House.

·         Aggarwal J. C. Curriculum Development 2005: Towards Learning without Burden and Quality of Education - An Evaluation.

·         Awad, E. M., Ghaziri, H. M. Knowledge Management. PHI Learning

·         Bhatia, K. K. &Chadda D. P. C. (1980). Modern Indian Education and its problems. Ludhiana: Prakash Brothers

·         Nicholls, H. (1978). Developing Curriculum- A Practical Guide, London: George Aleen and Unwin.

·         NCTE (2009). National Curricular Framework for Teacher Education. NCERT, New Delhi.

·         NCERT(2005). National Curricular Framework for School Education. NCERT, New Delhi.

·         Singh, R. P. (1990). Studies in Teacher Education. New Delhi: Bahri Publication.

·         Singh, L. C. and Sharma, P. C. (1995).Teacher Education and the Teacher. New Delhi: Vikas Publishing House.

·         Siddiqi, M. A. (1993). In Service Education of Teachers. New Delhi: NCERT.


Current Trends in School Education

EDU204

CURRENT TRENDS IN SCHOOL EDUCATION

4

0

0

4

 

COURSE OUTCOMES:

CO1.       Understanding and discussing emerging trends in school education.

CO2.       Describing the concepts, principles, theories, and best practices in school education from around the world       

CO3.       Analyzing and transform the quality of school education to improve the learning outcomes of students.

CO4.       Applying new ideas and approaches in reflective practice in their teaching and learning context

COURSE CONTENT

Unit I: Learning Philosophies

· Learning styles: aural, kinesthetic, logical, social, solitary

· Strategies for learning: Personalized learning, collaborative learning, experiential learning, active learning, lifelong learning, Project-Based Learning, Social-Emotional Learning

· Purpose of learning: learning for economic gains, learning for social gains, learning for self-fulfillment and joy

 

Unit II: Life Skills Education

· Education and life skills: The four pillars of education- learning to know, learning to do, learning to live together, learning to be; Life skills-generic, problem-specific, area-specific

· 4 C's of life skills: critical thinking, creative thinking, communicating, collaborating

· Self-managing skills: Types of self, self-concept, body image, self-esteem, techniques used for self-awareness: Johari Window, SWOT analysis, coping with emotions and stress

Unit III: Digital Education

· Digital technologies: Defining and identifying locally available digital technologies, concepts, principles, and theories behind using digital technologies in education, the significance of digital technologies for students, teachers, and schools

· Digital technologies and teaching: Role of teachers in using and recommending technologies, planning, prepare and teach by using digital technologies to promote learning, Assessing the effect of using digital technologies on students' learning by using appropriate formative assessment methods.

· Digital education initiatives in the schooling sector: DIKSHA (Digital Infrastructure for Knowledge Sharing), SWAYAM, Swayam Prabha TV Channels, National Repository of Open Educational Resources (NROER), National Digital Library (NDL)

Unit IV: Reimagining Schools

· Classrooms: Student-centered classrooms, flipped classrooms, Flexi classrooms

· Learning environment: Personalized learning environments, blended learning, game-based learning, inclusive learning

· Social connect: Connecting guardians and schools, connecting social organizations and schools, education for social causes, education for sustainable development

 

Tasks and assignments: The students will be required to:

·Survey to assess the learning styles of their peers.

· Organize a workshop on the theme 'Promoting Life Skills Education in Schools', prepare a report, and share it on social media platforms.

· Practice enrolling students in any virtual classroom of their choice and teaching them for a week in virtual mode

· Visit at least two social organizations of their choice, and looking for the possibilities to contribute to their social activities.

SUGGESTED READINGS:

·Delors, J. (1997). Learning: The treasure within. Paris: UNESCO.

·MHRD.(2020). Digital education report. New Delhi: MHRD.

· Nair, V. R. (2010). Life skills, personality and leadership. Tamil Nadu: Rajiv Gandhi National Institute of Youth Development.

·UNESCO. (2005). Quality education and life skills: Darkar goals. Paris: UNESCO.