B.Ed commission Viva Voce Questions and answers

 

The questions of Viva- voce of B. Ed Commission & answers

1. Tell about yourself/ introduce yourself

a. your name, b. qualification

c. name of the school for internship

d. standard taught e. subject taught by you

2. Tell me about your experience in Internship?

 a. (positive experience and negative experience how you overcome the negative experience, skills and competencies u achieved, class test, remedial teaching, curricular and extra-curricular activities u had done, etc.)

b. what motivated you to improve yourself as a teacher?

c. any initiative you took during internship in the school

d. what are the professional qualities/ skills of an effective teacher?

4. Teaching methods-

(subject specific- deduction and induction, simple to complex, experimental etc.)

5. FAQs on lesson planning

1. what is lesson plan?

2. steps in lesson plan?

3. purpose of writing lesson plan?

4. how many lesson plans did you write?

5. what are the domains of learning?

6. what are the objectives of a particular domain?

7. what is the learning outcome of a particular lesson?

8. what are the learning strategies?

9. what is learning objective?

10. what is the difference between prerequisite and previous knowledge

11. Approaches in lesson planning? (Herbatian approach)

12. Steps of constructivism

13. What is content analysis

14. What is "concept" in lesson plan?

7. Micro teaching skills

1. what is micro teaching? 2. different micro teaching skills?

3. components of particular teaching skill?

4. examples of any micro teaching skills?

5.what is macro teaching?

6. what is Mini teaching?

8. Teaching aids

1. what are the different types of teaching aids?

2. Give an example of projective teaching aid?

3. Give an example of non-projective teaching aid?

9. Action research

1. what is action research?

2. what are the steps in action research?

3. educational implication of action research?

4. how will you use action research in daily classroom situation?

10. ICT education

1. what are the different types of ICT tools used in learning teaching process?

2. what are the merits and limitations of using ICT?

3. How ICT can be used to make classroom more inclusive?

4. How to create blogger. Com

11. special/ inclusive education

1. how you manage the classroom

2. what are the different ways you use the classroom more inclusive?

3. how you tackle the situation

4. what are the activities you have done for above average and below average students?

5. what are the activities you have done for the special needs children?

12. Evaluation/ assessment process/ Different test

1. what are the different test you used in the classroom?

2. what is the difference between teacher made test and standardised test

3. difference between norm reference test and Criterion reference test

4. what is blueprint?

5. How you prepared the blueprint

6. What do you mean by achievement test?

7. What is diagnostic test and it's procedure?

8. Formula of Mean, median and mode, SD

9. Full form of CCE

10. What is formative assessment?

11. What is summative assessment?

12. Did you conduct test?

13. Did you prepare model question paper

13. Remedial Teaching

1. When & how you use the remedial teaching for the students?

(extra help through online media, extra class, evening class etc.)

2. what was the current status of student? - improve or not?

14. Curricular/ co- curricular activities

1. what are the curricular activities you had done?

2. what are the co-curricular activities you conducted?

3. How did you conduct the activities? (switch Bharat mission, celebrations, Republic Day, )

4. Any initiative you took during internship?

15. Physical Education

1. when international Yoga day?

2. Importance of Yoga? Describe any Asana with benefits?

3. Importance of First Aid, what is chocking how we can help? (What u have written in record)

4. Rules of Long jump? Its fouls, take-off board length

5. Rules of Shot put, its weight for men and women, radius, measurement

6. Aerobics

16. Drama & Arts

1. SUPW- about product and service in general description

2. Theatre practice, about script

3. Describe any local community art forms

4. Name of the interviewee (local folk artist)

5. Criteria of any art form or u have written in the record

6. Which art form class u have conducted in the class?

7. What are the national integration, brotherhood and patriotic activities u have conducted in the school?

18. Questions from option record

1. What is unit plan, how it conducted or purpose, which chapter?

2. Peer evaluation, whose class evaluated, how was it? what are the matters included in the evaluation process? Which class they taught?

3. Self-assessment- which tool used? Which chapter, What u gain from this?

4. Diagnostic test? Which chapter? How u conducted the test? What remedy u prescribed?

5. Achievement Test? How many chapters? Forms of questions and weightage? What is Blueprint?

6. What are the club activities u have performed?

7. What is improvised aid, Explain about your chart and models, its topic, other questions of chart and models related with your topic.

Some answers

1. Different tests used in the classroom can include quizzes, exams, assignments, essays, projects, presentations, and performance assessments.

2. Teacher-made tests are created by the teacher and are designed to measure specific learning outcomes for a particular lesson or unit.

3. Standardized tests are created by external organizations and are designed to measure a student's overall knowledge and skills in a particular subject area. Norm-referenced tests are designed to compare a student's performance to that of a larger group of peers, while criterion-referenced tests are designed to measure a student's performance against a specific set of learning standards.

4. A blueprint is a document that outlines the structure and content of a test, including the number and type of questions that will be included in each section. 3 dimensional form.

To prepare a blueprint, a teacher should identify the learning objectives for the test, determine the weighting of each objective, and create a plan for the number and type of questions that will assess each objective.

5. An achievement test is a test that is used to measure a student's level of knowledge and understanding in a particular subject area.

6. A diagnostic test is a test that is used to identify a student's strengths and weaknesses in a particular subject area. The procedure for a diagnostic test may include a pre-test to determine the student's baseline level of knowledge, followed by targeted assessments or activities to address specific areas of weakness.

7. The formula for mean is (sum of all values / number of values), the formula for median is the middle value of a data set when arranged in order, and the formula for mode is the most commonly occurring value in a data set.

8. The formula for standard deviation is the square root of the variance, which is the average of the squared differences from the mean.

9. CCE stands for Continuous and Comprehensive Evaluation.

10. Formative assessment is an ongoing process of gathering and using information about student learning to inform and adjust teaching. Summative assessment is a type of assessment that is used to evaluate student learning at the end of a lesson, unit, or course.

11. Remedial teaching is a type of teaching that is designed to help students who are struggling with a particular subject or skill. It involves targeted interventions and activities to help students improve their understanding and mastery of the material.

12. A unit plan is a detailed plan for a particular unit of instruction that outlines the learning objectives, teaching strategies, and assessment methods that will be used.The importance of a unit plan is that it helps teachers to organize their teaching and ensure that they cover all of the necessary material in a clear and structured way. The steps in unit planning may include identifying the learning objectives, determining the teaching strategies, developing assessment methods, and creating a timeline for the unit. The basis of unit analysis may include the learning objectives, the prerequisite knowledge and skills, the resources available, and the interests and needs of the students.

13. The objectives of peer assessment may include helping students to develop critical thinking skills, providing feedback and support for one another, and promoting collaboration and teamwork. Tools of peer assessment may include rubrics, checklists, peer feedback forms, and group evaluations.

14. The uses of self-assessment may include helping students to take ownership of their learning, promoting reflection and metacognition, and providing opportunities for goal-setting and self-improvement.

 

EDU 301. Prepare a list of terminologies having different shapes of meaning in other subjects

 

1. TERMINOLOGIES HAVING DIFFERENT SHAPES OF MEANING IN SUBJECTS

1.0. Introduction

            Language Across Curriculum (LAC) is an approach to teaching and learning that aims to improve students' language proficiency by integrating language instruction into subject area classes. The LAC approach recognizes that language is not only a subject in and of itself, but also a tool for learning and communication across all subjects.

Terminologies are words or phrases that have specific meanings within a particular subject or field. However, some terminologies can have different meanings in other subjects or fields, which can lead to confusion and miscommunication. This practicum aims to help students identify and explain terminologies that have different meanings in other subjects. By doing so, students can improve their understanding of the multiple contexts in which terminologies are used and how they can be better understood across different disciplines. Through research and presentation, students can deepen their knowledge of the diversity of meanings and contexts of terminologies, as well as develop their critical thinking and communication skills.

 

1.1. Objectives of the Study

1. Identify and explain terminologies that have different meanings in other subjects:

This objective helps students understand the different contexts in which terminologies are used across various disciplines, which is essential for effective communication and collaboration.

2. Develop research skills:

By asking students to research additional examples of terminologies that have different meanings in other subjects, this practicum can help students develop their research skills, including identifying reliable sources of information and synthesizing information from different sources.

3. Improve critical thinking skills:

By analyzing and comparing the different meanings of terminologies in different subjects, students can develop their critical thinking skills, including evaluating and synthesizing complex information and identifying connections between seemingly unrelated concepts.

4. Enhance communication skills:

By presenting their findings to the class, students can improve their communication skills, including presenting complex information in a clear and concise manner and responding to questions and feedback.

5. Foster interdisciplinary understanding:

By exploring the different meanings of terminologies in different subjects, students can develop a better understanding of how different disciplines approach and solve problems, which can lead to more effective interdisciplinary collaboration in the future.

1.2. Advantages

There are several advantages to conducting a practicum on terminologies that have different meanings in other subjects:

1. Improves interdisciplinary communication: By understanding the diverse meanings of terminologies across different subjects, students can communicate more effectively with peers from other disciplines. This can enhance interdisciplinary collaboration and facilitate better problem-solving.

2. Develops critical thinking skills: Analyzing and comparing the different meanings of terminologies in different subjects requires students to engage in critical thinking, including evaluating, synthesizing, and connecting information from multiple sources. These skills are valuable in a wide range of academic and professional contexts.

3. Enhances research skills: Conducting research on additional examples of terminologies that have different meanings in other subjects requires students to develop their research skills, including identifying reliable sources of information and synthesizing information from multiple sources.

4. Fosters appreciation for diversity: Understanding the diverse meanings of terminologies across different subjects can help students develop a broader perspective on the diversity of knowledge and ways of knowing. This can foster a greater appreciation for the value of diversity in all its forms.

5. Supports academic success: Developing a deeper understanding of the different meanings of terminologies in different subjects can support academic success by helping students to better understand complex concepts and communicate more effectively with peers and instructors.

1.3. List of Terminologies That Have Different Meanings in Other Subjects

1. Cell: In biology, a cell is the basic unit of life. In electronics, a cell is a device that converts chemical energy into electrical energy.

2. Force: In physics, force is an interaction that changes the motion of an object. In law, force refers to the use of physical coercion to compel someone to do something.

3. Power: In physics, power is the rate at which work is done. In politics, power refers to the ability to influence or control people or events.

4. Model: In science, a model is a simplified representation of a system or phenomenon. In fashion, a model is a person who displays clothing or other products.

5. Density: In science, density is the mass per unit volume of a substance. In social sciences, density refers to the number of people or things in a given area or space.

6. Experiment: In science, an experiment is a test or trial conducted to evaluate a hypothesis. In social sciences, an experiment refers to a controlled study designed to assess the effect of one or more interventions on human behavior or outcomes.

7. Theory: In science, a theory is a well-substantiated explanation of natural phenomena based on empirical evidence. In humanities and social sciences, a theory refers to a set of ideas or principles used to explain a particular phenomenon.

8. Context: In linguistics, context refers to the words or phrases that surround a particular word or sentence and provide meaning. In architecture, context refers to the physical, social, and cultural environment in which a building or structure is situated.

9. Variable: In mathematics and statistics, a variable is a symbol or value that can change. In computer programming, a variable is a named value that can be assigned and manipulated.

10. Function: In mathematics, a function is a relation between a set of inputs and a set of outputs. In biology, a function refers to the purpose or role of a particular organ or structure in an organism.

11. Structure: In mathematics, a structure is a set of elements and operations that satisfy certain axioms. In architecture, a structure refers to a building or other physical object that is designed to support or enclose something.

12. Surface: In mathematics and geometry, a surface refers to a two-dimensional object that has length and width but no depth. In material science, a surface refers to the outermost layer of a material that is in contact with its surroundings.

13. Element: In chemistry, an element is a substance that cannot be broken down into simpler substances by chemical means. In music, an element refers to a component of a musical composition, such as melody, harmony, or rhythm.

14. Wave: In physics, a wave is a disturbance that travels through space and time and can be characterized by its amplitude, wavelength, and frequency. In oceanography, a wave refers to a disturbance on the surface of a body of water, such as an ocean or a lake.

15. Design: In art and architecture, design refers to the process of creating or planning a visual or physical object. In engineering, design refers to the process of creating or planning a product or system.

16. Culture: In anthropology, culture refers to the beliefs, behaviors, and practices that characterize a particular group of people. In biology, culture refers to the process of growing microorganisms or cells in a laboratory.

17. Object: In mathematics, an object is a set of elements that satisfy certain properties or relationships. In art and design, an object refers to a physical or visual artifact that has been created for a specific purpose or function.

18. Language: In linguistics, language refers to a system of communication consisting of a set of rules and symbols. In computer programming, language refers to set of instructions that a computer can understand and execute.

19. Network: In computer science, a network is a group of interconnected computers and other devices that can share information and resources. In social sciences, a network refers to a group of individuals or organizations that are connected by social relationships or interactions.

20. Signal: In electrical engineering, a signal is a fluctuating electrical current or electromagnetic wave that can carry information. In communication studies, a signal refers to any type of message or information that is transmitted from one person or entity to another.

1.4. Conclusion

In conclusion, a practicum on terminologies that have different meanings in other subjects can provide several benefits for me. By analyzing and comparing the different meanings of terminologies across different subjects, I can develop my critical thinking and research skills, improve my communication skills, and foster interdisciplinary understanding. This can lead to better collaboration and problem-solving across disciplines, as well as a deeper appreciation for the diversity of knowledge and ways of knowing. Additionally, developing a deeper understanding of the different meanings of terminologies in different subjects can support academic success by helping students to better understand complex concepts and communicate more effectively with peers and instructors. Overall, this practicum can be a valuable tool for me helping interdisciplinary learning and preparing students for success in a wide range of academic and professional contexts.

1.5. Reflective journal

Description: As a part of B.Ed curriculum in third semester related with the subject ‘Language Across Curriculum’, I prepared a practicum on terminologies with different meanings in other subjects, and I found it to be a valuable learning experience. Throughout the practicum, I was able to identify several terminologies that have different meanings in different subjects, such as the term "experiment," which has different meanings in science and social sciences.

Feeling: It was interesting to find such words and know the meaning. It enriched my vocabulary.

Evaluation: One of the things that I appreciated about this practicum was that it required me to engage in critical thinking and research skills. I had to analyze and compare the different meanings of terminologies in different subjects, which required me to evaluate and synthesize complex information from multiple sources. This was challenging, but it also helped me to develop my critical thinking and research skills, which are essential in a wide range of academic and professional contexts.

Analysis: The benefit of this practicum was that it helped me to appreciate the value of interdisciplinary collaboration. By understanding the diverse meanings of terminologies across different subjects, I realized how important it is to communicate effectively with peers from other disciplines. This can enhance interdisciplinary collaboration and facilitate better problem-solving.

Action Plan: Overall, I found this practicum to be a valuable learning experience that helped me to develop my critical thinking, research, and communication skills. I believe that these skills will be valuable in my future academic and professional pursuits, and I appreciate the opportunity to engage in this practicum.

EDU 302.1: Case Study based on Learning Problems of school pupils

 

EDU 302.1: Case Study based on Learning Problems of school pupils

1.0. Introduction

A case study is an in-depth, detailed examination of a particular case (or cases) within a real-world context. A case study research can be single or multiple case studies, includes quantitative evidence, relies on multiple sources of evidence and benefits from the prior development of theoretical propositions.

Case studies comprise of a one on one interview, questionnaires among other data collection forms. A case study involves studying a person’s life and experience to determine the cause of certain behavior. The research may also continue for an extended period, so processes and developments can be studied as they happen. In short, it studies everything about something rather than something about everything.

1.1. Merits

1. Intensive Study: The case study method is responsible for the intensive study of a unit. It is the investigation and exploration of an event thoroughly and deeply.

2. No Sampling: It studies a social unit in its entire perspective. It means there is no sampling in the case study method.

3. Continuous Analysis: it is valuable in analysing continuously the life of a social unit to dig out the facts.

4. Comparisons: It compares different types of facts about the study of unity.

5. Increase in Knowledge: it gives the analytical power of a person to increase knowledge about a social phenomenon.

6. Generalization of Data —The case study method provides grounds for the generalization of data for illustrating statistical findings.

7. Comprehensive: t is a comprehensive method of data collection in social research.

8. Locate Deviant Cases: the deviant cases are these units that behave against the proposed hypothesis. So, it locates these deviant cases. The tendency is to ignore them but is important for scientific study.

9. Framing Questionnaire or Schedule: Through the case study method we can formulate and develop a questionnaire and schedule.

1.2. Demerits

• Difficulty in generalizing findings from one case study to other settings.
• Risk of bias, as the researcher's personal opinions and preferences may influence the research.
• Difficulty in convincing readers who are accustomed to clear-cut statistical answers.
• In-depth analysis may not be suitable for the audience.

1.3. Case Study Design

There are several basic steps when conducting case study research. Researchers who decide to use a case study design typically:

1. Articulate the research question
2. Select a case
3. Selection of tools
4. Collect data
5. Analyse data
6. Write up research findings

1.4. Statement of the problem

Through different activity, a child shows his/her behaviour traits. That behavior may be socially acceptable or maybe not. Due to different reasons most of the time a child is identified as having learning difficulties. This is the problem I had encountered in St. Joseph HS school during my internship. The student was 16 years of old girl, who have learning problems and introvert in nature.

1.5. Objectives of the study

1. To study the problems of the subject.

2. To study the subject’s interest, abilities, weakness, family background, health record etc.

3. To find out the causes of the problem.

1.6. Area of the study (About the School)

            St.Joseph’s HS School Chengal situates on the bank of the River Periyar, near kalady the birth place of Sri Sankaracharya the exponent of Advaitha philosophy. It has several decades of history to tell. There are around 2500 students are studying here from nursery to higher secondary.

            The higher secondary section consists of two bio-maths batches and two commerce batches as plus one and plus two. There are 12 teachers and two lab assistants and 240 students are studying. This school has all the facilities and keep up the name and fame by flourishing the new horizons of knowledge. The area of the study is confined to this school.

1.7. Delimitation of the study

1. The study is limited to St. Joseph HS School only.

2. The study is limited to one sample/subject only.

1.8. Methodology

For this case I have taken three methods. All the information related to subject is

based on those three methods. Those are:

1. Sociometry

2. Observation

3. Interview

1.8.1. Sociometry

            It is a technique of assessing the social relationship among members in a group through the measurement of the frequency of acceptance or non-acceptance between the individuals who constitute the group. It undertakes to define and measure the likes and dislikes of group members.

            By using this technique, we will get the idea regarding the stars, cliques, mutual and isolated of the class. By this technique, we would understand the position of the specific student under study. I collected students' relationship through the methods of sociometry and I put it in a sociogram diagram given below

1.8.2. Observation and Interview (Case Study-Diary)

Case Study aims at collecting the data regarding the Physical, Psychological and Educational development of a student over a period of time. It shows the trends of development of abilities and interests, if case study is of real value, the data should be accurate and should be based on concrete observation, interview and objective testing.

In order to get the required data, the teacher should watch the students closely at class, at play, at campus and outside, and meet their parents, friends and others who can give his/her correct picture.

In this diary, I have observed the subject in different places of school days. Here the subject was observed on those aspects. On the basis of which I have prepared a dairy where I have included the behaviour of subject in different situation. I have also included the behaviour of subject towards parents when they came to PTA.

 

Date	Place of contact	Observation Details and remarks
17/11/22	Class room	It was observed that the subject does not showing any interest in the classroom teaching and being absent minded.
18/11/22	Playground	She sits in a corner without playing with anyone.
22/12/22	Classroom	Not attentive in the classroom, biting nails, poking the students near to her.
25/11/22	Campus	Not utilize campus for friendship and sharing.
28/11/22	Classroom	Not answering the questions properly and seems angry after that pick a fight with classmate.
30/11/22	Assembly	She was not actively participating in the activities during the morning assembly.
06/12/22	Staffroom	During collection of data through interaction she was not giving the responses properly and keep looking here and there.
07/12/22	With parents	Silent
9/12/22	Classroom	Break the pencil box of the classmate and simply drawing on the desk
14/12/22	Exam Hall	Sometimes she writes something, sometimes she looks at the student writing next to her and other times lying with her head on the desk.

 

1.9. Analysis of Data

All the data about the subject were collected through participative, non-participative observation and interview method. All the collected data were analysed on the basis of previously planned objectives.

Objective No 1. To study the problem of the subject.

For this objective, I have observed the subject in different situations and interview with the teacher. Through observation, I have found that in the classroom the subject is not showing any interest to study. Aggressive with everyone, if they teasing her; the teacher also had the same opinion.

At that time of interview, it was too difficult to get the answer from the subject. I have to ask one question more than two times with a very low tone. Because the subject does not like it when someone talk to her aggressively.

After continuously asking and showing positive attitude towards her she said that she don’t like to involve with people as they make fun of her.

Objective No 2. To study the subject’s interest, abilities, weakness, family background, health record etc.

Through observation and interview with the subject, I have found the interest & abilities. She is, sometimes, interested in dance and games. But due to introvert behavior she never played in a team.

Family background

The subject’s home condition is not so good. The family is nuclear with 4 members. Her father is retired from military, now working as a security and her mother is working in KSFE. She has a sister studying in fifth standard. She was alone at home, even though the sister was there. The father is very strict to fulfil their all needs. Parents has no time to spend time with them.

Educational Record

Her educational record is poor. She often performs poorly in most of the subjects.

Social and Emotional Adjustment

She has problems in social adjustment. She behaves rudely with most of the people.

Objective No 3. To find out the causes of the problem

Through interviews with the subject, teacher and family member, I have found that the problem of the subject started when her early childhood. As some of the students used to bully her and teasing her attitudes and behaviour.

When the subject tried to give answers to those bullies she always got beaten up. After those situations, she became very aggressive and pick fights with everyone. So, no one was willing to friendship with her. She is also not getting proper love and affection from her parents and they are little concerned with her problems. Hence, she become introvert.

1.10. Findings and Suggestions

Findings

1. The feeling of inferiority complex could lead to introverted nature 

2. lack of social skills and non participation makes her inhabited around others and makes her introverted

3. Lack of communication and friendly relation with her parents and teachers makes her introverted 

4. The lack of awareness and responsibility of her parents towards her makes her introverted 

5. Mental weakness may also lead to introverted nature 

6. This introverted nature is only the reason that leads to her learning difficulties, the other sides are being good.

Suggestions for the teachers

1. The teacher should make sure that classroom environment is cooperative.

2. Teacher should not make fun of students regarding anything.

3. She should be provided individual attention regarding studies.

4. Emotional support should be provided by the teacher.

5. School can invite different counselling experts, so that students like her could be guided with proper counselling.

6. She should be given regular remedial classes.

Suggestions for the family members

1. Every family member should provide proper emotional support to her.

2. Before giving her punishment regarding her action, her reasons should be asked.

3. Spend time with her, talk with her, interact with her with friends, sending her to different camps, motivational classes etc.

1.11. Conclusion

This study is basically about a student of 16 years of age who is studying in +1 of St. Joseph HS School. Through this study, I have tried to find out the problems that the girl is dealing with. During the four months of my internship period, I have come across about her rude less and introvert nature that sets to learning problems.

From her family members I have come to know that the girl is very shy and introvert in nature from her early days. In this study, I have found out some possible reasons for her behaviour and also, I have given some suggestions and recommendations of her problem through which she can overcome from her learning problem and can achieve a better future.

Learning problems among students is not new. Parents, teachers, friends and classmates all should be very conscious regarding this problem. So that sums up our Case study of a girl with learning problems.

1.12. Report

            As an intern, we were supposed to identify a problematic student, understand the reasons behind his/her problem and try to provide remedial measures to his/her problem in order to solve and prepare a case study report

During the pre-internship phase, we had a session on how to prepare a case study wherein, it was focused on the meaning of the case study its importance, etc. As we have already done a critical study in our previous semester and also, we were well briefed during our orientation session, therefore, I hardly faced any challenges...