Normas Internaciones de Información Financiera

• Education in the environment; Education about the environment, and Education for the environment

• Various methods and techniques of transaction– classroom based, outdoor and creative expressions – Arts and Crafts. (Draw reference to Nali-Kali, Kali-Nali and Chaitanya methodologies)

• Planning and Facilitating outside classroom experiences • Evaluating EVS learning outcomes - techniques and tools

(with reference to CCE) Practical – 15 hours

Observation of EVS class at elementary school, discussion with resource persons, environmentalists, teacher educators, peers…preparing charts, maps, study of elementary EVS text books, graphs.

Unit 5: Resources and Materials for transacting EVS

Theory-12

locally available resources – human and material – and using them for transaction

• Identification, Collection, Creation and Maintenance of teaching learning resources – Print, non-print and A-V materials in EVS

• Developing contextualized Teaching Learning Materials in EVS and creating Environmental Resource Corners

Practical - 12 hours

• Study of local plants, animals and birds. Visit to sites of environmental significance Study of eco-systems in the immediate environment;

• Collection of specimens & mounting them;

Discussion with scientists, resource persons, teacher educators, peers, Use of AV aids; project work, Field trip, ART work

• Preparing posters, drawings, news paper clippings, use of display board, Watching educational channels, making CD’s, video coverage, photography, recording bird and animal calls

• Visit to paper recycling plants, gobar gas plants, sewage water treatment plant, and arboretum;

• Creative expressions through puppetry shows, songs, stories, rhymes, comics, essays, slogans, writing articles for news papers and magazines, creating stage plays. Use of multi media packages,

• Listening to environmental programme broadcast in radio, etc.

Mode of transaction

EVS involves organizing learning experiences in, about and for the environment, in trying to achieve its various objectives. Thus, EVS deals with education that is intimately connected with the environment. These three approaches have been commonly referred to as: Education in the environment, Education about the environment and Education for the environment. Books and references on pedagogy provide a host of teaching and communication methods to reach out to students effectively. Various teaching-learning methods are used in EVS. These include classroom-based, outdoor or field oriented and creativity and action based. The several objectives of EVS at school level call for a paradigm shift from conventional transmitting teaching strategies to contemporary transformational strategies of teaching –learning including non-formal, interactive ICT and cooperative methods. Some examples are given below. Classroom based methods- Lecture session, Concept mapping, Group Discussion Problem solving, Brain storming.

Outdoor methods- Observation, Critical thinking, Demonstration, Experimentation, Inquiry, Resource mapping, Games, Survey and interview, Field visits, Nature Trail, EE Action Projects.

Creative expressions - Debate, Arts and Crafts, Play building, Creative writing, Story telling, Role play, Puppet show, Teaching media and materials.

What is to be considered is the choice of the method/s, however, is always guided by such factors as the specific learning objectives to be achieved, characteristics of the

content, entry behaviours of the learners, potentials of the pedagogical method/s, etc., and also the combined effect of these methods in a teaching-learning strategy.

Evaluating Learning in EVS

EVS has a uniqueness of its own due to the inter-disciplinary and transdisciplinary nature of its content. As mentioned earlier, EVS draws its insights from several of the school subjects. It encourages an activity and experiential learning methodology and aims at developing positive attitudes and values towards the environment and skills of analyzing and understanding environmental problems and issues and work for solving them.

The locale specific nature of environment is yet another peculiarity, which brings in a variety of approaches suited to understanding that locale; the locale could be a school neighborhood, village, town or city. These characteristics of EVS emphasize the development and measurement of both cognitive and non-cognitive learning outcomes. Hence, EVS necessitate teachers to give importance for both the learning process and outcomes while evaluating students. Student teachers could use the variety of evaluation tools and techniques studied under

Assessment during the course for evaluating EVS. Suggested Reading and References:

• Ecology and Environment, P.D.Sharma, Rastogi Publications, Meerut

• Elementary school Science & How to teach it By Blough & Schwartz

• Environmental science By Jyothi Sinha & Avdesh Bharadwaj

• Environmental Science Education By Panneds, A. Pannerselvam, Sterling publishers, pvt. Ltd.1996

• Environmentalism – Politics, Ecology and Development, by Pravin Sheth, Rawat Publications, New Delhi

• NCERT Textbooks of std.s 1 to 5 for EVS contents. Website: ncert.nic.in/ncerts/textbook/textbook.htm

• Parisara Mattu Manava Hakkugalu By H.C. Lohitashwa • Source book on Environmental Education for secondary school

teachers, UNESCO1990

• Training modules in EE for DIETS by M.J.Ravindranath, Centre for Environment Education, DPEP, Govt of Karnataka, Bangalore

Important Websites: http://www.ceeindia.org http://www.unesco.org/esd

1.3 Communication Skills in English

Time Allocation : 120 hours Total Marks: 50

Theory : 50 hours Internal : 20

Practical : 70 hours External: 30

I. Rationale

The purpose of this course is to enhance the language proficiency of student-teachers and also to develop their language knowledge - knowledge about grammatical structures, lexical items and segmental and supra-segmental features of articulation. This course should also help them to develop their communication skills i.e. to use English for a variety of communicative (both spoken and written) purposes.

Student-teachers can gain good mastery over language if they are exposed to communicative environment in the D Ed classroom. The Student-teachers as well as their educators should see language as a set of skills to be acquired rather than as content subject to be taught or learnt through rote methods.

II. Objectives

The course facilitates student teachers in:

• Listening to a stretch of discourse and comprehend, interpret and respond appropriately.

• Decoding, interpreting and evaluating written texts.

• Using grammatically acceptable language for effective communication.

• Choosing and using the appropriate lexical items and language expressions in speech and writing.

• Using appropriate learning resources to strengthen their language skills.

• Acquiring reference skills and dictionary skills. III. Units

Unit 1 : Spoken Skills – Listening and Speaking