Here get the B.Ed syllabus and B.Ed 1st year Notes and also a pdf of every special Topic.B.Ed Notes, Study Material, and Books for all years & semesters of 1st & 2nd free download. According to the Professional B.Ed teaching notes notes that are designed for future teachers, and cover topics such as classroom management, and lesson planning.
1st Year B.ed Notes Semester Study syllabus
| Sl.No | Contents |
| Unit-1: Introduction to Philosophy and Education | |
| 1 | Concept and Scope of Philosophy |
| 2 | Concept and Scope of Education |
| 3 | Types and Functions of Education |
| 4 | Relationship between Philosophy and Education. |
| 5 | Philosophy and aims of Education |
| Unit-2: Indian Education: Historical Perspective | |
| 6 | Vedic Education |
| 7 | Buddhist Education |
| 8 | Jains |
| 9 | Education during the Medieval Period (Including Islamic Education) |
| 10 | i. Rabindranath Tagore |
| 11 | ii. Sri Aurobindo Gosh |
| 12 | iii. Mohandas Karamchand Gandhi |
| 13 | iv. Jiddu Krishna Murthy |
| 14 | v. Dr.BR.Ambedkar vi Moulana Abdul Kalam Azad |
| Unit-3: Eastern Systems and Western Schools of Philosophy | |
| 15 | Eastern Systems of Philosophy |
| 16 | i. Sankhya ii. Yoga iii. Nyaya iv. Vedanta |
| 17 | Western Schools of Philosophy |
| 18 | i. Idealism ii. Naturalism iii. Pragmatism iv. Existentialism |
| Unit-4: Value Education | |
| 19 | Concept of Value |
| 20 | Classification of Values |
| 21 | Value Crisis |
| 22 | Approaches to inculcate Values |
| 23 | Values and Harmonious Life |
| Unit-5: Teaching as a Profession | |
| 24 | Teacher: Professional Competencies and Commitments |
| 25 | Teacher as a Nation Builder |
| 26 | Teacher as a Creator and Facilitator of Knowledge |
| 27 | Professional ethics of teachers |
| 28 | Teacher and the Future Society |
| Sl.No | Contents |
| Unit-1: Approaches of Human Development | |
| 1 | Concept of Growth, Development, and Maturation |
| 2 | Principles of Development |
| 3 | Stages of Growth and Development (Infancy Childhood, Adolescence) |
| 4 | Dimensions of Growth and Development (Physical, Cognitive, Emotional, Social, Moral, language) |
| 5 | Longitudinal and cross-sectional approaches of understanding development |
| Unit-2: Theories of Development | |
| 6 | Cognitive theory of Development (Piaget‟s) |
| 7 | Psycho-social theory of development (Erikson). |
| 8 | Theory of Moral Development (Kohlberg‟s). |
| 9 | Theory of psycho- sexual development (Freud). |
| 10 | Theory of Emotional Development (Goleman). |
| Unit-3: Childhood as a period of Socialization | |
| 11 | Characteristics of childhood – developmental tasks |
| 12 | Child development – Physical, cognitive, social, emotional, moral and language development during childhood |
| 13 | Child in different socio-cultural contexts. |
| 14 | Process of socialization – conflicts resolution and social development |
| 15 | Stages of Social development – Isolated play, parallel play and social play. Characteristics of socially matured person. |
| Unit-4: Adolescence as a period of transition | |
| 16 | Characteristics and needs in Adolescence |
| 17 | Genesis of problems during adolescence-Physical, cognitive, emotional, social, moral and language development |
| 18 | Adolescent Groups – Gangs |
| 19 | Mechanisms of adjustment with special reference to defense mechanisms and holistic development |
| 20 | Leadership: Types of Leadership, Development of Leadership qualities in adolescents and its educational implications. |
| Unit-5: Individual Differences | |
| 21 | Dimensions of Individual differences-cognitive abilities, interests, aptitude, creativity, personality and values |
| 22 | Theory of multiple intelligence ( Gardner) – Implications for understanding differences in children |
| 23 | Difference in children based on learning styles and socio cultural context (home language and Instructional language) |
| 24 | Individual differences based on cognitive abilities – |
| 25 | Fostering creativity among children. |
| Sl.No | Contents |
| Unit-1: Information and Communication Technology (ICT) | |
| 1 | Educational Technology – Concept, Growth, Objectives, Characteristics, Advantages, Challenges, and Impact |
| 2 | Information Technology – Knowledge Explosion, Preservation and Retrieval |
| 3 | Communication – Concept, Elements, Process, Barriers & Types – Teaching as Communication – Communication Technology – Its application in Education |
| 4 | Instructional Media and Aids – Aural, Print, Visual and multimedia |
| 5 | Concept, Importance, Characteristics, and Scope of Information and Communication Technology (ICT) |
| Unit-2: ICT in Education | |
| 6 | Knowledge Acquisition and Multi-sensory approach |
| 7 | Classroom Communication and Communicative Skills for Teachers and Students – Flander‟s Interaction Analysis Category System |
| 8 | Individualised Instruction – Concept, Need, Principles and Techniques |
| 9 | Programmed Learning – Principles, Types, modes of presentation, development, application, and role of teacher. |
| 10 | Changing roles of the learner and the teacher in ICT-Integration and Challenges. |
| Unit-3: Computer Fundamentals and Applications | |
| 11 | Types, Characteristics, and features of Computers |
| 12 | Components of Computers – Hardware, Software, Memory, and Maintenance of computers |
| 13 | Operating Systems – DOS, Windows and Macintosh and Mobile Apps for Teaching. |
| 14 | Software for Word Processing, Presentation, Statistical & Graphical, Page Layout, multimedia, and webpage creator |
| 15 | Concept, Applications, and Challenges of Computer networks, Internet, E-mail and Digital Space |
| Unit-4: ICT Enriched Learning Experiences | |
| 16 | Application of ICT for Enriching Classroom Experiences. |
| 17 | Application and use of Multimedia Educational Software for classroom situations |
| 18 | Use of Internet-based media for teaching and learning enrichment – Acknowledgement |
| 19 | Project-based learning using computers, Internet, and Activities |
| 20 | Collaborative learning using group discussion, projects, field visits, blogs, etc |
| Unit-5: Application of Computers in Education | |
| 21 | Computer as a learning tool – Concept of E-learning |
| 22 | Web 2.0 Technologies-characteristics, types, and examples |
| 23 | Virtual Classroom, Smart Boards, Tools, and Opportunities |
| 24 | Open Educational Resources – Concept and Significance |
| 25 | Critical issues in Internet usage – Authenticity, Addiction, Plagiarism, Ethical and Legal Standards |
| Sl.No | Contents |
| Unit-1: Social Sciences as an integrated area of Study | |
| 1 | Meaning, Nature and Scope of Natural and Social Sciences |
| 2 | Distinction between Natural and Social Sciences |
| 3 | Meaning, History, Nature, Scope and Development of Social Studies |
| 4 | Distinction between social sciences and social studies |
| 5 | Understanding society through various social sciences |
| Unit-2: Aims Objectives and Academic Standards of Social Sciences | |
| 6 | Major aims and objectives of teaching Social Sciences |
| 7 | Bloom‟s taxonomy of Educational Objectives |
| 8 | Academic Standards and Learning outcomes of teaching Social Sciences |
| 9 | Recommendations of NPE 1986, NCF 2005, APSCF 2011 |
| 10 | Values of Teaching Social Sciences |
| Unit-3: Approaches, Methods, Strategies and Techniques of Teaching Social Sciences | |
| 11 | Meaning, need and significance of various approaches, methods, strategies and techniques of Teaching Social Sciences |
| 12 | Teacher Centred Approaches – Lecture, Lecture-demonstration, Source and Supervisory Study |
| 13 | Learner centered approaches –Project, Problem Solving, Discussion, Inductive and Deductive, Observation, Constructivistic Approach |
| 14 | Strategies / Techniques – Brain Storming, Team Teaching, Mind Mapping, Questioning |
| 15 | Activities – Dramatisation, Role play, Field Trips, Social Science Clubs,Exhibitions |
| Unit-4: Planning in Teaching Social Sciences | |
| 16 | Microteaching – Meaning, Concept and Steps |
| 17 | Microteaching Skills – Introduction, Explanation, Questioning, Reinforcement,Stimulus Variation |
| 18 | Year Plan and Unit Plan |
| 19 | Need and Importance of Lesson Planning (Period Planning) |
| 20 | Technology Integrated Lesson Planning |
| Unit-5: Teaching Learning Resources in Social Sciences 5.1 | |
| 21 | Community Resources – Human and Material |
| 22 | Social Science Library, Laboratory and Museum |
| 23 | Need and Significance of Current and Controversial issues in teaching social sciences |
| 24 | Handling hurdles in utilizing resources |
| 25 | Professional Development of Social Sciences Teacher |
| Sl.No | Contents |
| Unit-1: Introduction to ELT | |
| 1 | Meaning, nature and scope of ELT |
| 2 | Status of English Language in the global and Indian contexts |
| 3 | Aims and Objectives of Teaching English in India |
| 4 | Language and Education Policy in India |
| 5 | Teaching English in Bilingual/Multi-lingual contexts |
| Unit-2: Methods and Approaches in ELT | |
| 6 | Method, Approach and Technique |
| 7 | Grammar Translation Method, Direct Method, Bilingual Method and Dr. West‟s Method |
| 8 | Oral, Situational and |
| 9 | Communicative Language Teaching |
| 10 | Micro skills in ELT |
| Unit-3: Listening and Speaking Skills | |
| 11 | Types and Sub-skills of Listening |
| 12 | Techniques of and materials for teaching Listening |
| 13 | Sub-skills of Speaking+ |
| 14 | Techniques of and materials for teaching Speaking |
| 15 | Activities to develop Listening and Speaking skills. |
| Unit-4: Reading and Writing Skills | |
| 16 | Types and Sub-skills of Reading; Methods of Teaching Reading |
| 17 | Reading and Reflecting on text. |
| 18 | Mechanics of Writing |
| 19 | Sub-skills and techniques of Writing |
| 20 | Activities to develop Reading and Writing skills |
| Unit-5: Developing integrated skills and use of ICT in English Language Teaching | |
| 21 | Teaching of Prose |
| 22 | Teaching of Poetry |
| 23 | Use of Multi-media in ELT |
| 24 | Online resources for ELT |
| 25 | ELT and Social Networking |
| Sl.No | Contents |
| Unit-1: Meaning, Nature, and Scope of Mathematics | |
| 1 | Meaning, Nature, and scope of mathematics. |
| 2 | History of Mathematics with special emphasis on teaching of mathematics. |
| 3 | Contributions of Indian Mathematicians |
| 4 | Contributions of Western Mathematicians |
| 5 | Correlation of Mathematics with other school subjects and with other branches of mathematics. |
| Unit-2: Aims and objectives of Teaching Mathematics | |
| 6 | Need for establishing general objectives for teaching mathematics |
| 7 | Aims, Values and general objectives of teaching mathematics. |
| 8 | Specific objectives and teaching points of various content areas in different branches of secondary school mathematics. |
| 9 | Recommendations of various Educational Committees and Commissions as regards to Aims and Objectives of Teaching Mathematics. |
| 10 | Meaning and Concept of Academic Standards of CCE. |
| 11 | Linking Blooms Taxonomy with Academic Stands. |
| Unit-3: Methods, Approaches and Strategies in Teaching and Learning of Mathematical Concepts | |
| 12 | Nature of Concepts, types of Concepts, Concept Formation and concept assimilation; |
| 13 | Creating awareness among student teachers on various concepts of Arithmetic,Algebra, Geometry, Trigonometry and Probability and Statistics from classics VI to X. |
| 14 | Methods of Teaching Mathematics: Inductive and Deductive : Analytic and Synthetic: Laboratory. Heuristic, Project Method and Activity Based Teaching. |
| 15 | Problem solving- Stages and Steps in problem solving; Discovering orExploring various options for solving a given problem in Algebra, Arithmetic,Geometry, Trigonometry, Probability and Statistics. |
| 16 | Concept Attainment Model of Jerome Bruner. |
| Unit-4: Planning for Teaching – Learning Mathematics | |
| 17 | Microteaching: Concept, Definition, Microteaching cycle, Components of Microteaching, Merits and Limitations |
| 18 | Microteaching Skills: Introducing a lesson, Explaining a Concept, Stimulus Variation, Illustrating with Examples, Probing Questioning, Reinforcement, Structuring Classroom Questions, and Blackboard writing |
| 19 | Planning of Instruction: Unit plan, Period plan based on Blooms Taxonomy and academic standards. |
| 20 | Technology Integrated Lesson-Planning the Lesson by digital technology. |
| Unit-5: Learning Resources in Mathematics | |
| 21 | Mathematics Text Book – Importance and Criteria of good Mathematics text book. |
| 22 | A Critical Analysis of existing Secondary School Mathematics Text Books. |
| 23 | Audio, Visual and Multimedia resources – Selection and designing. |
| 24 | On line Resources – ICT based Pedagogical tools. |
| 25 | Using community resources for mathematics learning. Visits, mathematical field trips and excursions |
| 26 | Handling hurdles in utilizing resources. |
| Sl.No | Contents |
| Unit-1: Introduction to Science | |
| 1 | Meaning and Functions of Science |
| 2 | Nature and Scope of Science |
| 3 | Structure of Science |
| 4 | Branches of Science |
| 5 | History of Biological Science |
| Unit-2: Aims and Values of Biological Science | |
| 6 | Aims of Teaching Biological Science |
| 7 | Values of Teaching Biological Science |
| 8 | Competences of a Biological Science Teacher |
| 9 | Correlation of Biological Science with other school Subjects |
| Unit-3: Objectives of Teaching Biological Science | |
| 10 | Meaning and Importance of objectives |
| 11 | Revised Blooms Taxonomy of Educational Objectives |
| 12 | Instructional Objectives and specifications with examples |
| 13 | Academics Standards mentioned in the school biological science text Book published by government of Andhra Pradesh |
| Unit-4: Methods and Techniques of Teaching Biological Science | |
| 14 | Micro Teaching Techniques |
| 15 | Lecture Method, lecture Demonstration Method, and Laboratory Method |
| 16 | Scientific Method (Inductive and Deductive Method) |
| 17 | Project Method |
| Unit-5: Planning for Teaching Biological Science | |
| 18 | Year Plan |
| 19 | Lesson Plan |
| 20 | Period Plan (Herbartian and Constructivist approach and CCE Model) |
| 21 | Learning Experiences |
| 22 | Planning ICT Applications in Learning Biology |
| Sl.No | Contents |
| Unit-1: Introduction to Science and Physical Sciences | |
| 1 | Science and Physical Sciences – Meaning, Nature, Scope and Importance |
| 2 | Structure of Science – Syntactic Structure |
| 3 | Values of Learning Physical Sciences |
| 4 | Correlation of Physical Sciences with Mathematics, Biological Sciences, Social Studies, Languages, Fine Arts, Environment, Health, Development, Peace and Equity |
| 5 | Analysis of selected concepts of Physics and Chemistry from 6-10 classes |
| Unit-2: Development of Science – Physical Sciences | |
| 6 | Milestones in the Development of Sciences – Physics and Chemistry |
| 7 | Contributions of Western and Indian Scientists |
| 8 | Landmarks, Status and Development Indian Science and Technology |
| 9 | Physical Science and Human Life |
| 10 | Rationale in Inspiring Students to study Physical Science |
| Unit-3: Aims. Objectives and competencies of Teaching Physical Sciences | |
| 11 | Aims and Objectives of Teaching Physical Sciences |
| 12 | Taxonomy of Educational Objectives – |
| 13 | Instructional Objectives of Teaching Physical Sciences |
| 14 | Behavioural or Specific Objectives of Teaching Physical Sciences |
| 15 | Competencies for Teaching of Physical Sciences |
| Unit-4: Approaches, Methods and Techniques of Teaching Physical Sciences | |
| 16 | Concept of Teaching with special reference to Physical Science – Approaches and Methods – Student Participation in Learning |
| 17 | Teacher-centred Methods – Lecture, Lecture-cum-Demonstration, Historical |
| 18 | Student-centred Methods – Heuristic, Project, Scientific and Laboratory |
| 19 | Modern Teaching Techniques – Brainstorming, Team Teaching and Models of Teaching – Concept Attainment Model and Enquiry Training Model |
| 20 | Microteaching – Concept and Meaning, Skills of Microteaching, Practice of Microteaching Skills |
| Unit-5: Planning for Teaching Physical Sciences | |
| 21 | Importance of Planning for Teaching |
| 22 | Year Plan |
| 23 | Unit Pla |
| 24 | Period Plan (Lesson Plan) – Herbertian Steps vs. Constructivist Approach |
| 25 | Teaching Strategies and Academic Standards, CCE model period plan for classroom teaching |