assignment method of teaching b.ed notes

Methods of Teaching B.Ed Notes

Teaching refers to those activities which are designed mainly to bring behavioural changes in students in a desired manner. A good teaching requires skills, techniques and effective teaching strategies. In modern day, a teacher’s responsibility is not only to provide knowledge to the students but also guide them through the variety of experiences. For this, the teacher has to use different methods of teaching. In this article, effective teaching methods, teaching strategies, and styles of teaching will be discuss for various exams.

What is Teaching Methods and Strategies?

`For an effective teaching, it is necessary to choose an appropriate method of teaching. As there are many different methods of teaching that a teacher can use in teaching learning process. However, The specific goals, purpose and the nature of the content which determine the method of teaching. But a suitable method is important to choose for achieving comprehensive objectives of teaching.

Important Methods of Teaching

Direct Method of Teaching
Team Teaching method steps
Bilingual Method
Grammar Translation Method
Project method of teaching
Lecture method of teaching
Brainstorming method
Demonstration method of teaching
Tutorial Method of Teaching

What is Teaching strategy

Teaching strategy is a purposefully conceived and determined plan of action by a teacher. And the teacher uses the strategy to attain certain outcomes. It is dynamic because the teaching strategies differ from teacher to teacher.

Stones and Morris , “ Teaching strategy is a generalised plan for a lesson which includes structure, desired learners behaviour in terms of goals, instruction and an outline of planned tactics necessary to implement the strategy.”

Autocratic / Teacher Centred Method

The autocratic style of teaching is completely teacher centred where the teacher dominate the learning situation. The students are just a passive listener because the teacher controls the classrom. The student does not get any freedom to express themselves. For example, Lecture method is a teacher centered method or autocratic style of teaching. It is a traditional style of teaching. Autocratic style of teaching does not take into consideration the abilities and interest of the learners.

Democratic / Learner Centred Method

On the other hand democratic style of teaching is an opposite approach to Teacher centred education. It is totally child centred approach. In this learner centred method, the teacher teaches as per the ability, interest and aptitude of the learners. Here the learners are the centre of teaching learning process and they are free to express themselves. Because the child is the active participant and the teachers are passive. The modern education system is totally child centric.

Teaching as a Profession b.ed notes | Teaching and Learning
Principles of Teaching and learning | Bed notes
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Lecture Method of Teaching | merits and demerits |…

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Assignment Method of Teaching

Assignment method.

Assignment method as the name suggests students are assigned some tasks-theoretical as well as practical nature for being performed at their parts in the school, at the workshop or laboratory, library or at their home. They are provided necessary guidance instruction and also the specific outlines for completing their assignments in time.

Assignment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments.

Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong, and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

Features of the Assignment Method

More emphasis is given on practical work.
In this method all aspects of the subject matter are included.
The teacher has to provide adequate guidance.
Students get used to doing work on their own.
Each student works according to his capacity.
Students develop the habit of fulfilling their responsibilities.

Importance of Assignments

Homework acts as a motivator of the students. This motivates the student to make maximum use of the acquired knowledge.
Homework also saves time as it eliminates the need to re-read the lesson in class.
Homework gives students opportunities to express their ideas through self-activity.
Apart from the school, the home environment is also necessary to make the knowledge permanent, otherwise the ignorant will be unable to remember the absorbed knowledge.
Properly planned homework helps in guidance.
Through homework, students have to write their own answers to the questions. They bring books on various subjects from the library to read at home. This develops the habits of self-study in them.

Types of assignment method

1. page-by-page assignment.

This type is sometimes called the textbook assignment. It designates the number of pages to be covered. Page-by-page assignment is unsatisfactory, but recent studies have revealed that this type is still widely used in the elementary grades.

2. Problem assignment

This type of assignment gets away from the basic textbook idea. It encourages the use of references and stimulates reflective thinking. In this type the problem to be solved is the prime consideration. Special directions and suggestions are important in this type of assignment.

3. Topical assignment

In this kind of assignment the topic to be developed is the prime consideration. This is also a form of textbook assignment which is often given in social and natural science subjects.

4. Project assignment

This is a special type of assignment which is best adapted to vocational courses, to natural science subjects, and in some measure to social science subjects and other content subjects. In this type of assignment a project is considered a unit.

5. Contract assignment

This form of assignment is extensively used in individualized types of instruction with the main purpose of adjusting the task to the ability and interest of the individual.

6. Unit assignment

This type is associated with the Mastery Plan and the Cycle Plan of instruction. It is best adapted to the subjects which are divided into units. The so-called flexible assignment is used with the unit assignment plan.

7. Cooperative or group assignment

Cooperative assignment is most frequently utilized in a socialized type of recitation, or in a project method of instruction. Assignment of this type stimulates pupils to do their own thinking and to organize their materials. Here pupils also participate in determining desirable objectives and in deciding what should be done to attain them. Cooperative assignment can be utilized to advantage in many high school classes.

8. Syllabus assignment

Syllabus assignment is often utilized in the college or university. In this type of assignment, questions and references are given to guide the students. Here again guide questions and other suggestions are given to insure attention to the important points of the lesson.

9. Drill assignment

It is the purpose of this assignment to strengthen the connections formed in the process of growth in mental motor skills. Memorizing a poem or mastery of facts or simple combination facts in Arithmetic are good examples of this type of assignment. Drill assignment, like other type of assignment, should be motivated.

Merits of Assignment Method

1. Development of useful habit:- Assignment method helps in imbibing useful habits like below:

(a) A sense of responsibility of finishing the task in hand.
(b) Habit of self study and confidence in one's abilities.
(c) Self dependency in action and thought.

2. Recognition of individual differences:- The assignment are alloted to the students on the basis of their mental abilities, capacities, interests and aptitudes. They are also allowed to execute their assignments according to their own pace. The brighter ones have not to wait for the slow learners as they can undertake next higher assignments after finishing the one in hand.

3. Provides freedom to work:- There is no restrictions of time both in term of starting and finishing with the assignment. The duration for the execution of the assignment depends upon the mental and physical stamina of the pupil. They may go to the library or work in the laboratory. according to their convenience.

Demerits of Assignment Method

1. Strain on the teacher:- The teacher is expected to work hard in the method for preparing the assignments, assigning these to the students individually or in groups, guiding the students at the proper time in a proper way and evaluating their work.

2. Not suitable to all types of learners:- This method does not suit student of low intelligence and also those having average capacities. Similarly, it cannot also work with the students who are irresponsible or careless and thus cannot be relied to finish their assignment properly in a specified time.

3. Provides stimulation for cheating:- Assignment method may provide temptation or compulsion to a number of students for copying the answers of the questions and results of the experiments from the readily available source or note book of their classmates. If it happens, the very purpose of these assignments is completely lost.

Precautions in the Planning of Assignments

The selection of homework should be done keeping in view the prior knowledge of the students.
Homework should be inspirational.
In the planning of homework, the interests and respects of the students should be taken care of. 4. Homework should be definite and clear.
Homework should be based on the teaching formula of 'from simple to complex'.
There should be mutual harmony in homework.
There should be variety in homework.
Homework should be useful.
Buzz Group Teaching Method
Demonstration Method of Teaching
Discussion Method of Teaching

General Methods of Teaching (EDUC-6401) B.Ed (1.5) Regular 1st Semester

assignment method of teaching b.ed notes

The effective delivery of content is possible only through the implementation of appropriate teaching methods. Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies while teaching method is a style of presentation of content in the classroom. Hence the awareness about different teaching strategies and methods not only broadens the vision of teachers but it also makes the teaching learning process more efficient and meaningful. This course has been designed to bring out important aspects of teaching strategies and their potential role.

This course highlights the essential attributes of the teacher, the importance and types of teacher planning practice related to different teaching methods. Knowledge of Teaching Methods gives a broader perspective of teaching to prospective teachers. Teaching methods are often divided into two broad categories: teacher-centered methods (also called direct instruction) and learner-centered methods (also called indirect instruction or inquiry-based learning). An effective teacher knows several methods, some teacher-directed and others learner-directed. From among these methods, a teacher selects the one method or combination of methods most likely to achieve a particular lesson’s objectives with a particular group of students. The course focuses on the development of abilities among prospective teachers to explain the basic concepts of teaching, describe-the-importance, and types-of teacher planning, prepare lesson plans according to individual needs, apply teaching skills on identifying learning difficulties in the classroom, and select, prepare and use appropriate teaching materials. It will also focus on how to relate facts, concepts, and theories to everyday teaching learning experiences.

Learning Outcomes:

After completion of this course students will be able to:

Explain the basic concepts of teaching.
Demonstrate the essential attributes of the effective teacher.
Describe-the-importance and types-of teacher planning
Practice different teaching methods in classroom.
Organize classroom discussion and demonstrate its appropriate use.
Apply various techniques to motivate students.
Select appropriate audio-visual aids in classroom teaching.
Prepare lesson plans according to Individual Needs.
Apply teaching skills on identifying learning difficulties in the classroom
Select, prepare and use appropriate teaching materials

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Assessment Criteria

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Revision Notes: Methods of Teaching | Teaching Aptitude for Teaching Exam - B.Ed Entrance PDF Download

Introduction.

Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the “amount learned” in the course and their overall ratings of the teacher and the course.

There are different types of teaching methods that can be categorized into four broad types.

Teacher-centered methods,
Learner-centered methods,
Content-focused methods; and
Interactive/participative methods.

1. Instructor/Teacher Centred Methods

Here the teacher casts himself/herself in the role of being a master of the subject matter. The teacher is looked upon by the learners as an expert or an authority. Learners, on the other hand, are presumed to be passive and copious recipients of knowledge from the teacher.
Examples of such methods are expository or lecture methods – which require little or no involvement of learners in the teaching process. It is also for this lack of involvement of the learners in what they are taught, that such methods are called “closed-ended”.

2. Learner-Centred Methods

In learner-centered methods, the teacher/instructor is both a teacher and a learner at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well “so that in his classroom extends rather than constricts his intellectual horizons”.
The teacher also learns new things every day which he/she didn’t know in the process of teaching. The teacher “becomes a resource rather than an authority”. Examples of learner-centered methods are the discussion method, the discovery or inquiry-based approach, and Hill’s model of learning through discussion (LTD).

3. Content-Focused Methods

In this category of methods, both the teacher and the learners have to fit into the content that is taught. Generally, this means the information and skills to be taught are regarded as sacrosanct or very important.
A lot of emphasis is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot alter or become critical of anything to do with the content. An example of a method that subordinates the interests of the teacher and learners to the content is the programmed learning approach.

4. Interactive/Participative Methods

This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content, or teacher. These methods are driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher.
They require a participatory understanding of varied domains and factors.

The Lecture Method

A formal or semi-formal discourse in which the instructor presents a series of events, facts, or principles, explores a problem or explains relationships
It creates new ideas.
It is good for a large class.
The teacher is experienced and has mastery of the subject, explains all points, and can answer all questions raised by students.
Students can ask if they need any clarification.
Learn through listening
The teacher explains all the points.
Students give their input
The teacher discusses the whole topic in the class in easy language students can easily understand the topic.
The teacher provides all knowledge related to the topic.
Time-saving as a teacher is supposed to finish the lecture on time.
Students give their views at the end of the lecture.
Students can ask the question if they have any problem understanding the lecture.
Students attentively listen to a lecture and take notes as the teacher ask questions at the end of the lecture.
Students know and understand basic concepts.
The teacher knows all the students so he/she can use suitable strategies for the class to make them understand.
The teacher is experienced and has mastery of a subject and can answer all questions by students.
Teachers share information with students so it creates interest in students.
Students are more involved and participate when the teacher asks the question.
The teacher provides notes.
Students easily understand every point.
Students share knowledge with the teacher.
The teacher is a role model for students.
To orient students.
To introduce a subject.
To give directions on procedures.
To present basic material.
To introduce a demonstration, discussion, or performance.
To illustrate the application of rules, principles, or concepts.
To review, clarify, emphasize or summarise.
Saves time.
Permits flexibility.
Requires less rigid space requirement.
Permits adaptability.
Permits versatility.
Permits better center over contact and sequence.

Disadvantages

Involves one-way communication.
Poses problems in skill teaching.
Encourages student passiveness.
Poses difficulty in gauging student reaction.
Require highly skilled instructors.

The Discussion Method

A method in which group discussion techniques are used to reach instructional objectives.

Students listen to other’s opinions & express their opinion.
Discuss with teachers the points that were missed during the discussion.
Students learn on their own & find out key points.
Students exchange their ideas.
Students get point of view of all and not only those who always speak.
After discussion when students give their presentation, the teacher corrects their mistakes.
Students can make their own notes.
The learning is more effective.
They don’t have to rely on rote learning.
Develops creativity among students.
It evokes thinking among students.
Students have time for the preparation of the topic.
Students should have material and knowledge before the discussion.
To develop imaginative solutions to problems.
To stimulate thinking and interest and to secure student participation.
To emphasize main teaching points.
To supplement lectures, reading & laboratory exercises.
To determine how well the student understands concepts and principle
Increase students interest
Increases student’s acceptance and commitments.
Utilizes student knowledge and experience.
Results in more permanent learning because of the high degree of student participation.
Require highly skilled instructor.
Requires preparation by the student.
Limits content.
Consumes time.
Restricts the size of groups.

The Programmed Instruction Method

A method of self-instruction

To provide remedial instruction.
To provide make-up instruction for late arrivals, absentees, or translents.
To maintain previously learned skills that are not performed frequently enough.
To provide retraining on equipment and procedures which have become obsolete.
To upgrade production.
To accelerate capable students.
To provide enough common background among students.
To provide the review and practice of knowledge and skills.

Uses/Advantages

Reduce failure rate.
Improves end-of-course proficiency.
Provides for self-instruction.
Require local or commercial preparation.
Requires lengthy programmer training.
Increases expenses.
Requires considerable lead time.

The Study Assignment Method

A method in which the instructor assigns reading to books, periodicals, project,s or research papers or exercises for the practice.

To orient students to a topic prior to classroom or Laboratory work.
It enhances the ability of research on any topic as the student’s search topic from different books, websites, etc.
Active learning
To set the stage for a lecture-demonstration or discussion.
To provide for or capitalize on individual differences in ability, background, or experience through differentiated assignments.
To provide for the review of material covered in class or to give practice.
To provide enrichment material.
Increase coverage of material.
Reduce classroom time.
Permits individual attention.
Require careful planning and follow-up.
Poses an evaluation problem.
Produce non-standard results.

The Tutorial Method

To reach highly complicated skills operations or operations involving danger or expensive equipment.
To provide individualized remedial assistance
Permits adaptive instruction.
Stimulates active participation.
Promotes safety.
Requires a highly competent instructor.
Demands time and money.

The Seminar Method

A tutorial arrangement involving the instructor and groups, rather than instructor and individual.

To provide general guidance for a group working on an advanced study or research project.
To exchange information on techniques and approaches being explored by members of a study or research group.
To develop new and imaginative solutions to problems under study by the group.
Provides motivation and report.
Poses evaluation problems.
Is more costly than most other methods.

T he Demonstration Method

A method of instruction where the instructor by actually performing an operation or doing a job shows the students what to do, how to do it, and through explanations brings out why, where, and when it is done.

To teach manipulative operations or procedures.
To teach troubleshooting.
To illustrate principles.
To teach operation or functioning of equipment.
To teach teamwork.
To set standards of workmanship.
To teach safety procedures.
Minimize damage and waste
Can be presented to large groups.
Enable learning evaluation.
Require careful preparation and rehearsal.
Requires special classroom arrangements.
Requires tools and equipment.
Requires more instructors.

Few Other Teaching Technique

Brainstorming

More interesting
More informative
Gain knowledge
Learning is effective
More participation of students
Students give their opinion
Creative thinking is encouraged.
Students think beyond their knowledge.
Everyone gets the chance to express their thoughts.
Simple topics can be learned from different angles.
Interesting method
Students enjoy the situation
Easy to learn

Off-line vs. On-line methods Differences Between Online Learning and Offline Learning The main difference between online and offline learning is location. With offline learning, participants are required to travel to the training location, typically a lecture hall, college, or classroom. With online learning, on the other hand, the training can be conducted from practically anywhere in the world. Participants simply need to log on to the internet from their home, work or even their local coffee shop. Another difference is the flexibility offered. Online learning usually has a more flexible timescale. As a trainer, you can offer your support via email or through an online chat system. With offline learning, it is typically carried out between office hours and doesn’t offer as much flexibility to the learner or the trainer. What are the benefits of online vs offline learning? Although online learning has become the preferred method for the majority of learners, it’s important not to dismiss the benefits of offline training too. With online training courses, you and the course attendees benefit from a more casual, flexible approach. Being unrestricted in regard to location and times means every learner can benefit from the courses. With offline learning, it’s easier to ensure attendees are paying attention to the training. Some learners also find it easier to retain the knowledge and skills they’ve learned through offline training than they do with online training. As there are benefits to both learning options, it makes sense to offer a combined online and offline learning approach as a trainer.

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Concept and Principles of Teaching-B.Ed. Notes

In this article, we are going to explain the concept and principles of teaching. Teaching is a process that facilitates learning. Teaching is the specialized application of knowledge, skills and attitudes designed to provide unique service to meet the educational needs of the individual and of society. Although the work of teachers typically takes place in a classroom setting, the direct interaction between teachers and students is the single most important element in teaching.

Concept and Principles of Teaching

Concept of teaching.

The concept of teaching will be more clear through the definition of teaching given by different scholars-

According to H.C Marrison (1943 ), “ Teaching is an intimate contact between a more mature personality and a less mature, one which is designed to further the education of the latter”

According to John Broubacher (1939), “Teaching is an arrangement and manipulation of a situation in which there are gaps and obstructions which an individual with seeking to overcome and from which he will learn in course of doing so”

According to B.O Smith(1960), “ Teaching is a system of action intended to produce learning”

According to Burton (1963), “Teaching is the stimulation, guidance, direction and encouragement of learning”

Characteristics/ Nature of Teaching

Teaching is a complex social phenomenon. It is greatly influenced by social factors. The social and human factors are dynamic, not static and therefore teaching is not a fundamental concept.
Teaching is both art as well as signs. Art is called for exercises of talent and creativity signs because it is a collection of techniques, procedures and skills that can be systematically studied and described and improved.
Teaching is a professional activity involving the teacher and the students and results in the development of the student.
Teaching is what a teacher does with his student for focusing the letter to learn something.
Teaching is a system of actions which are varied in form and are related to content and pupil’s behaviour in context with the prevailing physical and social conditions.
Teaching can be observed, analysed and assessed through teacher behaviour, pupil-teacher interaction and the changes brought in the behaviour of the pupils.
Teaching is highly dominated by communication skills.
Teaching is an interactive process carried out for the attainment of some specific progress objectives.
Teaching may have various forms like formal and informal teaching, showing or doing descriptive or remedial , formational or informational.
Teaching is a specialized task and may be taken as a set of competent skills for the realization of a specified set of instructional objectives.

Principles of Teaching

General principles of teaching.

Principle of definiteness of goals or objectives : Teaching should start with defining aim and objective. The teacher and students must be clear about the goals of teaching-learning. It helps them to be on the track. When the goals and objectives of the lesson are determined properly it will help the teacher to plan, execute and evaluate the phase of the teaching-learning process.
Principle of Planning: Planning in teaching is a very important step, teachers must plan properly before coming to actual classroom teaching. The successful teaching-learning process highly depends on teachers’ planning and execution in the class. The planning includes a lesson plan, Teaching aids, Strategy and Methods of teaching.
Principle of flexibility and elasticity: The teaching strategy must be flexible. It needs to be changed according to the classroom situations and the needs of students. Teachers should be imaginative and resourceful people so that they can adapt strategies according to the needs of the classroom environment.
Principle of utilization past experience: In effective teaching, the teacher must start a lesson with questions to know about the student’s previous knowledge. Prior knowledge could reduce the cognitive load leading to better learning engagement.
Principle of child centeredness: The modern education system is child centeredness. According to the National Curriculum Framework (NCF), the students are the active participant and the teacher are the facilitator. So the teaching should be according to the child’s needs, abilities and interests and teaching should be activity-based so that students can be learned with the active participants.
Principle of making provision for individual differences: As we know every child is different from each other. The teacher should be kept in mind Individual differences while teaching and he should teach according to the children’s abilities and interests.
Principle of linking with actual life : According to the NCF-2005 the learning should go beyond the four walls of the school. Teaching should be linked with real-life experiences of everyday life. It not only motivates students but also makes them easy to learn a lesson. In teaching, lesson teacher should give an appropriate examples with the students day to day life activities
Principle of correlating with other subjects: The correlating of one subject with another subject is very important in order to create interest in the subject. In effective teaching, the teacher gives correlates one subject with another to the overall development of the students.
Principle of effective strategies and instructional materials: Effective strategies in teaching are very important. The teacher should adopt effective teaching methods so that students can gain maximum knowledge and the teaching aids and other instructional materials should be used effectively.
Principle of active participation and involvement: In modern-day education, teaching and learning must be child centredness so that children can actively participate in learning. The teacher should use the activity-based teaching method so that the maximum number of students can be involved and active participants in the teaching-learning process.
Principle of conducive environment and proper control : The teacher should create such a conducive environment so that it becomes a motivating factor for learning. There must be proper arrangement of light, furniture and other needful resources. The teacher should maintain proper order and discipline by being sympathetic but at the same time, he must be firm.

Psychological principles of teaching

Principle of motivation and interest
Principle of repetition and exercise
Principle of change, rest and recreation
Principle of feedback and reinforcement
Principle of sympathy and cooperation
Principle of providing training and senses
Principle of utilizing group dynamics
Principle of encouraging self-learning
Principle of fostering creativity and self-expression
Principle of remedial teaching

We can conclude from the above points, that principles of teaching are very important to make the classroom interesting, every teacher must have knowledge about the above principles of teaching. Principles of teaching help teaching in every step of teaching including teaching strategy, methods of teaching, and the use of appropriate teaching aids. If teachers follow all the principles students can be motivated and learn easily.

https://files.eric.ed.gov/fulltext/EJ1245288.pdf
https://www.pblishing.com/ESSENTIALS-OF-INSTRUCTIONAL-TECHNOLOGY-book/chapter-318-Chapter-1-TEACHING-AND-ITS-PHASES

B.Ed Books & Notes 2024 – All Semesters in PDF – 1st, 2nd Year

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Download B.Ed Books & Notes 2024 For All Semesters in PDF – 1st, 2nd Year . B.Ed. the full form is Bachelor of Education stands for an undergraduate academic course. National Council for Teacher Education is a statutory body that regulates courses in teaching in India. Download B.Ed 1st year, 2nd-year Final year notes from below provided links. In this article, we will discuss some important B.Ed books and notes that are available in PDF format, in English and Hindi languages, and for 1st and 2nd-year students.

B.Ed Books & Notes 2024 in PDF Format

B.Ed PDF format books are convenient for students as they can easily access them on their devices and study them anywhere, anytime. Some popular B.Ed books that are available in PDF format include:

Perspectives in Education by Aggarwal J.C.
Educational Psychology by Mangal S.K.
Teaching of Social Studies by Aggarwal J.C.
Essentials of Educational Technology by Sharma R.C.
Principles and Techniques of Guidance by Singh Y.K.

Also, Check the following Links:

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B.Ed. Full Form is Bachelor of Education

B.Ed Books & Notes in PDF Download

Candidate can Download Books and Notes of B.Ed Course through the Individual Program by the links Download in Pdf Format

B.Ed Course Structure and Syllabus for 2-Years

B.Ed or Bachelor of Education is a 2-year undergraduate program that prepares students to become teachers. The program focuses on developing the skills and knowledge required to excel in teaching and education-related fields. B.Ed students are required to study various subjects and topics, and they need to refer to a wide range of books and notes to learn and prepare for exams.

Subjects or Topics studied in B.Ed.

Education, Culture, and Human Values
Educational Evaluation and Assessment
Educational Psychology
Guidance and Counselling
Holistic Education
Philosophy of Education

List of B.Ed Courses

B.Ed. (Accounts) B.Ed. (Arabic) B.Ed. (Biological Sciences) B.Ed. (Business Studies) B.Ed. (Child Development) B.Ed. (Commerce) B.Ed. (Computer Science) B.Ed. (Economics) B.Ed. (Education of Handicapped) B.Ed. (English) B.Ed. (Geography) B.Ed. (Home Science) B.Ed. (Information Technology) B.Ed. (Malayalam) B.Ed. (Maths) B.Ed. (Natural Science) B.Ed. (Physical Science) B.Ed. (Sanskrit) B.Ed. (Social Science) B.Ed. (Special Education – Locomotor and Neurological Disorder) B.Ed. (Special Education) B.Ed. (Special Education) (Learning Disability) B.Ed. (Special Education) (Mental Retardation) B.Ed. (Special Education) (Visually Impaired) B.Ed. (Tamil) B.Ed. (Vocational)

B.Ed Reference Books & Authors for All Semesters

We have Provide some Reference Books of the B.ED Course for candidates Preparation.

Rusk: The Philosophical Bases of education.
Oad.L.K.: Shiksha K; Darshanik Evam Samaj Shastriya Pristhabhoomi.
Pandey R.S.: Shiksha Darshan.
Ruhela S.P.: Shikhsa ka Samajshastra.
Singh. A.K.: Shiksha Manovigyan.
Dandapani S.: A Textbook of Advanced Educational
Psychology: Anmol Publishers.
Mishra K.S.: Shiksha Manovigyan ke Naye Kshitig.
Pandey R.S. Shiksha Manovigyan.
Hurlock E.P.: Child Development.
Gary, K. & Kingsley, H. L.: Nature & Conditions of Learning
Misra, K.S.: Shiksha Manovigyan Ke Naye Kshitij
Agarniai, J.C.: Principles & Methods of Teaching.
Agarwal, J.C.: Essentials of Educational Technology.
Kochhar, S.K.: Methods & Techniques of teaching.
Russel, J., (2004), Teaching of Mathematics, Campus Book International, New Delhi.
Sidhu, K.S. (1982), Teaching of Mathematics, Sterling Publisher Pvt. Ltd. New Delhi.

B.Ed Notes in English

English is a common language used in teaching and learning in many parts of the world. There are several B.Ed notes available in English that students can refer to. Some important B.Ed notes in English include:

Educational Psychology Notes
Child Development and Pedagogy Notes
Teaching of Social Science Notes
Teaching of Science Notes
Teaching of Mathematics Notes

B.Ed Notes in Hindi

Hindi is an official language of India and is widely spoken and understood by many people. For students who prefer to study in Hindi, there are several B.Ed notes available in this language. Some popular B.Ed notes in Hindi include:

Bal Vikas aur Shiksha Shastra Notes
Samajik Vigyan Shikshan Notes
Hindi Sikshan Notes
Ganit Sikshan Notes
Vigyan Sikshan Notes

B.Ed 1st-Year Books

In the first year of B.Ed, students are introduced to various teaching-related topics and concepts. Some important B.Ed 1st-year books that students should refer to include:

Education and Society by Sharma R.N.
Curriculum and Instruction by Mangal S.K.
Teacher and School by Sharma S.R.
Educational Evaluation and Measurement by Sharma A.K.

B.Ed 2nd-Year Books

In the second year of B.Ed, students focus on practical aspects of teaching and education. Some important B.Ed 2nd-year books that students should refer to include:

Educational Management by Mangal S.K.
Computer Education by Rana R.C.
Guidance and Counselling by Chauhan S.S.
Distance Education by Singh P.S.

B.Ed Exam Preparation Books

To prepare for exams, students need to refer to exam preparation books that provide practice questions and test papers. Some important B.Ed exam preparation books that students can refer to include:

B.Ed Entrance Exam Guide by RPH Editorial Board
B.Ed Entrance Exam Guide by Arihant Experts
B.Ed Entrance Exam Guide by Upkar Prakashan

B.Ed Teaching Notes

Teaching notes are important for students who want to pursue a career in teaching. Some important B.Ed teaching notes that students can refer to include:

Teaching of Environmental Studies Notes
Teaching of Hindi Language Notes
Teaching of English Language Notes

B.Ed. Top Colleges List

Annamalai University, Cuddalore
Amity Institute of Education, New Delhi
Bangalore University, Bangalore
Indira Gandhi National Open University – IGNOU, Delhi
Panjab University – PU, Chandigarh

B.Ed Books Buy Online at Amazon

Here you can get the Books of B.Ed Course for References. There are Plenty Books for the B.Ed Programs according to their Specialization Courses. So We Provide Some Books of B.Ed program for Candidate Reference. Students can Get the Preparation Books on Sites like Amazon. Candidates can Refer the Amazon and buy through Online.

Check the Following Links for more information,

B.Arch Books & Notes For All Semesters in PDF – 1st, 2nd, 3rd, 4th, 5th Year
BA Books & Notes For All Semesters in PDF – 1st, 2nd, 3rd Year

We’ve provided B.Ed Books & Notes in PDF for all Semesters. Any University student can download given B.Ed Notes and Study material or you can buy B.Ed Books at Amazon also. Share this article with to other B.Ed students who are searching for B.Ed Books for all years and help them to download B.Ed Notes in PDF Format.

What is B.Ed?

B.Ed stands for Bachelor of Education, which is an undergraduate professional degree program that trains students to become teachers.

What are B.Ed books?

B.Ed books are textbooks or reference books that are used by B.Ed students to learn about different aspects of education, teaching methods, and other related topics.

Are B.Ed books available in PDF format?

Yes, many B.Ed books are available in PDF format, which can be downloaded and accessed easily.

Are B.Ed notes available in English and Hindi?

Yes, B.Ed notes are available in both English and Hindi, depending on the medium of instruction in the college or university.

What are B.Ed reference books?

B.Ed reference books are books that provide additional information or alternative perspectives on the topics covered in B.Ed textbooks. These books are useful for students who want to gain a deeper understanding of the subject.

What are B.Ed teaching notes?

B.Ed teaching notes are notes that are designed for future teachers, and cover topics such as classroom management, lesson planning, and teaching strategies.

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Assessment for learning B.Ed notes | Types of Assessment | Target B.Ed

Assessment for learning is a subject of B.Ed 2nd year. In this article you will get information related to “Assessment for learning” B.Ed notes. This article includes Assessment, purpose of learning, Types of Assessment.

During B.Ed course and after it is very important to have the knowledge of Assessment. Assessment knowledge is required to asses self and others, to get an idea that how things are working and what to do to improve further.

What is Assessment

In Assessment teacher gather, summarize, and interpret data to determine which strategies to implement to further enhance the learning experience.

Assessment are an integral part of teaching and learning.

It requires planning specific ways to use assignments and discussions to discover what students do and do not understand.

The insights we gain by making assessment a regular part of instruction enable us to meet the needs of the students who are eager for more challenges and to provide intervention for those who are struggling.

Purpose of Assessment in Learning

Assessment of learning
Assessment for learning

Assessment as learning

Assessment of learning/summative assessment.

Assessment of learning lets the teacher, students and their parents know how well each student has completed the learning tasks and activities.

It provides information about student achievement at the end of a particular task or activity

On that basis teacher plans the further activity.

Assessment for learning/Formative Assessment

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful.

This assessment provides students with the timely, specific feedback that they need to make adjustments to their learning.

Students develop a sense of ownership
They use self-assessment feedback to make adjustments, improvements and changes to what they understand.
As students engage in peer and self-assessment, they learn to make sense of information, relate it to prior knowledge and use it for new learning.

Assessment for learning B.Ed notes/ Types of Assessment

Diagnostic assessment.

It is a kind of pre-assessment which is done before starting a lesson to understand what students already know about the topic.
It helps in understanding the students’ knowledge, skills, strengths and weaknesses.
Based on the information collected teacher makes the plan of teaching-learning process.
Before starting any lesson teacher evaluate the students that how much knowledge students have by asking questions related to topic.

Tools of Diagnostic Assessment

Oral questions involve the direct verbal interaction between the assessor and the student. The assessor poses questions, and the student responds verbally.
Oral questions are useful for quickly gauging a student’s understanding, communication skills, and ability to articulate thoughts and ideas.
Written subjective questions require students to provide detailed, open-ended responses in writing. These questions often involve explanations, opinions, or reflections.
These questions assess a student’s depth of understanding, critical thinking skills, and ability to express ideas in a written format.
Written objective questions include formats like multiple-choice, true/false, or matching questions. They have clear and specific correct answers.
Objective questions are effective for assessing a student’s knowledge, recall abilities, and understanding of specific facts or concepts. They are often used to measure a broad range of content quickly.
Discussions or debates involve interactive sessions where students engage in a conversation or argument about a specific topic. This can be conducted individually or in groups.
Discussions and debates assess a student’s ability to analyze, synthesize, and present information. They also evaluate communication skills, critical thinking, and the capacity to articulate and defend opinions.

Formative assessment

Formative assessments help teachers understand student learning while they teach, and adjust their teaching strategies accordingly. The motive behind formative assessments is to screen students learning and give progressing input to teachers and students. It is assessment for learning. If designed appropriately, it helps students identify their strengths and weaknesses, can enable students to improve their self-regulatory skills so that they manage their education in a less haphazard fashion than is commonly found.

It is an ongoing process. It helps in giving feedback to both teachers and students so that they know their mistakes and rectify it. It also provides information to the faculty about the areas students are struggling with so that sufficient support can be put in place.

Formative assessments help you track how student knowledge is growing and changing in your classroom in real-time.

Tools of Formative assessment

A questionnaire is a set of written or electronic questions designed to gather information, opinions, or feedback from students. It can be used to assess their understanding, preferences, or perceptions.
Questionnaires in formative assessment provide valuable insights into students’ perspectives, attitudes, and areas where they may need additional support.
Quizzes are short assessments, often with multiple-choice or short-answer questions, administered during the learning process. They aim to check students’ comprehension of recent material.
Quizzes in formative assessment help teachers gauge students’ grasp of ongoing lessons, enabling timely adjustments to teaching methods and content.
A debate involves a structured discussion where students present arguments, counterarguments, and engage in a deliberative exchange of ideas on a specific topic.
Debates in formative assessment promote critical thinking, public speaking, and the development of persuasive skills. They offer insights into students’ ability to analyze and articulate their viewpoints.
Essays require students to compose extended written responses, expressing their thoughts, arguments, or reflections on a given topic.
Essays in formative assessment assess students’ ability to organize and communicate ideas coherently, analyze information, and demonstrate a deep understanding of the subject matter.
Worksheets are structured activities or exercises that students complete, often involving problems, questions, or tasks related to the lesson.
Worksheets in formative assessment serve as practical tools to evaluate students’ grasp of concepts and skills. They can offer insights into individual learning progress.
Lab research involves hands-on experiments or investigations conducted in a laboratory setting, allowing students to apply theoretical knowledge.
Lab research in formative assessment evaluates students’ practical application of scientific principles, problem-solving abilities, and understanding of experimental procedures.

Summative assessment

Summative assessments measure student progress as an assessment of learning and provide data for you and parents on which you further plan your future strategies.

Summative assessments are given to students toward the finish of an educational period. They are evaluative as opposed to indicative and are utilized to gauge whether a course’s learning goals were met. In contrast to formative appraisals, summative assessments are formal and include clear directions, assumptions and grading to assess student’s learning.

It used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.

Types of Summative assessment

Standardized tests

Exams created by examiner

End-of-term or midterm exams

Final projects

Final presentations

Ipsative assessments

Ipsative assessments are one of the types of assessment as learning that compares previous results with a second try, motivating students to set goals and improve their skills.

A two-stage assessment framework helps students learn from their mistakes and motivates them to do better.

In this students evaluate their own work and tries to rectify their errors so that they would not repeat it again. It is a self motivating assessment.

Norm-referenced assessments

Norm-referenced assessments are tests designed to compare an individual to a group of their peers.

It assesses their performance and measures their behavior. This identifies students test is better or worse than others.

It ranks students by comparing with other students of similar group. It determines the lowest and highest performing students.

It also helps in comparing students data with previous year students data to analyze the results.

Criterion-referenced assessments

Criterion-referenced assessments compare the score of an individual student to a learning standard and performance level, independent of other students around them.

In this students performance is evaluated on the basis of some fixed pre-defined criterion. It is not affected by the performance of other students.

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Theories Of Teaching Notes Assignment for B.Ed

Theories Of Teaching Notes for B.Ed : I n this article, we have provided Theories Of Teaching Notes Assignment . You can read the notes and can download the pdf from our Telegram channel.

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In the article, we have provided noes handed over by Sonika Singh .

Meaning Of Teaching

Education means learning and teaching. In the broad sense, education is an ever going process in a society which is essential for the all round development of human beings.

Definition of education according to Aristot le: “Education develops the powers of the individual and especially the mental powers from which one can enjoy the ultimate truth and contemplation.”

Education can be successful only when teaching is done properly. Teaching is also called a three-dimensional process which involves the following three things-

Through teaching, there is an interaction between the teacher and the learner, in which the teacher tries to bring about a change in the behavior of the student with the help of the curriculum. Teaching is an art and teacher an artist. Every art has some principles and those become the principles of the teacher.

Meaning Of Theories Of Teaching

The principles or theories of teaching means that the ideas about the subject area or process should be organized, organized, and in a definite sequence in such a way that that process is clearly displayed in the understanding.sed to the system propogated by behaviorism.

Before understanding the theory of teaching, it is necessary to know the meaning of the word theory. Siddhanta means “tradition or philosophy” in the Indian tradition. Principles are some rules or a specific system or practice.

According to Gain e: “Generalizations and rules are also called principles. These generalized rules are called teaching principles. By following these teaching principles, the teacher can make his teaching effective and successful.

Definitions of Theory of Teaching

According to Carlinger , “arranges teaching options and related variables. In which the teaching concept is presented in an ordered form.”

According to Tavers , “Teaching theory is a set of highly reasoned sentences that are used to explain the interrelationships between the results of education on the one hand and the characteristics of the students on the other.”

According to B.O. Smith : “Teaching is a method of stimulating learning.

According to Raeburn : “Teaching is a kind of relationship which helps the child to develop his inherent abilities.

Theories Of Teaching

Page 1 (meaning of theory).

Page 2 (Need For Theories of Teaching)

Pg 3 (Types Of Teaching Theories)

See all B.Ed Assignment Notes here

We hope that this article has been beneficial for you. If you have any quarry or questions regarding the content on our website, feel free to contact us here .

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Useful books

Best CTET books for paper 1 and paper 2
First-year books
Second-year books
CTET Cracker books

B.Ed Project Files

ICT File [Computerized]
ICT Notes English
Information and Communication Technology File Punjabi
ICT File PDF Hindi
Drama and Art in Education File [ENGLISH]
Drama and Art in Education File [Hindi]
Sessional Work [Drama and Art]
Reading and Reflecting on Texts File [ENGLISH]
Reading and Reflecting on Texts file [HINDI]
Understanding the Self file [English]
Understanding the Self file [HINDI]
Slideshare App Review project work for B.Ed

Lesson Plans

English Lesson Plans
Biology Lesson Plans
Chemistry Lesson Plans
Commerce Lesson Plans
Social Science Lesson Plans
Mathematics Lesson Plans
Physical Science Lesson Plans
Hindi Lesson Plans
Economics Lesson Plans
Accountancy Lesson Plans
Accounts Lesson Plan 2
Business Studies Lesson Plans HINDI
Biology Lesson Plans Bengali