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SEP PDF LINK :
| SEP 2 | SYLLABUS | BOOK |
| Learning Plan | FORMAT | MATHS |
| Learning Plan | EVS | HINDI |
| Learning Plan | ENGLISH | HINDI(6-8) |
| Action Research | FORMAT | Click Here |
| Study of Children | FORMAT | Click Here |
| Co-Scholastic | FORMAT | Click Here |
| Community Work | FORMAT | Click Here |
| _______ | _______ | _______ |
Note : All files have created with the help of AI, so its may differ from human & required some changes and correction also. Trainees can use it for overview or hint purpose.
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Teaching Practice
Teaching practice is an integral part of the process of becoming a teacher. Through it, trainee students gain knowledge about what and how to teach students in a classroom. Teaching practice helps trainees improve their teaching skills, leading to proficiency.
This is why teaching practice is an important component of the D.El.Ed. curriculum. The framework and curriculum for the two-year D.El.Ed. training, developed by the State Educational Research and Training Institute, Patna, Bihar, and approved by the Department of Education, Government of Bihar, also include teaching practice.
Through teaching practice, trainees organize their experiences in a lab school and use them in their future lives and careers. During an internship, a student-teacher creates a teaching plan and implements it with children in the lab school. If the plan is implemented correctly, their teaching is successful. If not, they change and refine their plan, make improvements, and continue to teach the children. The teaching plan helps in the learning-teaching process.
Through this, trainees develop critical thinking skills. They make their role in society effective. A teacher intervenes against the prevalent conservative beliefs in society and creates a new role. They work democratically in the classroom.
The 'Learning Plan' developed by SCERT, Patna, is a successful effort in this direction, through which trainees improve their teaching practice. The 'Learning Plan' is not merely a preparation for children's learning; it also involves making strategies for the teacher and students and their active participation in the evaluation.
A learning plan is created in the real conditions of the classroom. In this plan, the teacher prepares at three levels:
- Tasks to be done before teaching.
- Tasks to be done during teaching.
- Tasks to be done after teaching.
D.El.Ed. trainees will take suggestions for the learning plan from a lecturer-cum-supervisor, and they will demonstrate one 'Learning Plan' at the training center. They will also write an Action Research report for each subject and submit it at their training center.
Duration
- Fourteen consecutive weeks (during the second year).
- Five (05) days per week (Monday - Friday).
- Saturday - Consideration at the training center for planning, preparation, and consultation sessions.
Learning Plan
- A minimum of 75 learning plans to be created and taught in total.
- A minimum of 15 learning plans to be created and taught per subject.
- Four subjects at the primary level and one subject at the upper primary level, for a total of five subjects.
- A minimum of two learning plans per subject to be reviewed in written format by the concerned lecturer.
- Critical review of a minimum of one learning plan per subject through demonstration teaching by the trainee at the training center.
- Supervision and review of the teaching of 02 learning plans per subject in the school.
- External evaluation of the written format and classroom teaching of a minimum of one learning plan per subject.
- The creation and teaching of a minimum of 5 and a maximum of 8 learning plans per week.
Objectives
The following can be the objectives of teaching practice:
- To develop critical thinking in trainees.
- To prepare trainees for learning and teaching lessons.
- To make trainees aware of adopting appropriate teaching methods and ICT.
- To help trainees develop methods of continuous and comprehensive evaluation.
- To encourage trainees to create resources for learning.
- To develop subject-specific teaching skills in trainees.
Specific Instructions
A learning plan does not refer to a single chapter or unit; it means a teaching outline for one period. Within a single chapter or unit, multiple learning plans can be created based on its various topics and concepts.
Further, a new 'Learning Plan' has been created as an example using a topic from the 'Hindi language' subject, titled 'Desh Hamara' (Our Country). Trainees can create learning plans based on this.
Action Research
Teachers face many problems while teaching in the classroom. When they diagnose these problems while teaching, it is called Action Research. This research can be related to various subjects in the school. Its scope is also linked to the teacher's teaching style, curriculum, syllabus, and evaluation method. The teacher diagnoses these problems using a scientific method.
According to the framework and curriculum for the two-year D.El.Ed. training, developed by the State Educational Research and Training Institute, Patna, Bihar, and approved by the Department of Education, Government of Bihar, it is mandatory for trainees to conduct action research during their school experience (Lab School) in both the first and second years.
In the first year, after observing classroom teaching and activities at the Lab School, trainees must submit a research proposal (Synopsis) related to an action research topic at the training center. In the second year, trainees will submit an action research report on four primary-level subjects and one upper-primary-level subject during their teaching practice. Through this, trainees will learn to solve students' teaching-related problems at their lab school.
Objectives
- To improve the teaching methods of D.El.Ed. trainees.
- To improve the quality of work of D.El.Ed. trainees.
- To develop an understanding of Action Hypothesis in trainees.
- To develop an understanding of the educational implications of action research in trainees.
- To develop the ability to collect and analyze data in trainees.
Mark Distribution
The mark distribution for action research in the School Experience Program (SEP) 1 and 2 is as follows:
- SEP - 1: Action Research will be worth 30 marks.
- SEP - 2: Action Research will be worth 50 marks, with 25 marks for internal evaluation and 25 marks for external evaluation.
In the second year, trainees will have to conduct one action research project each on Mathematics (primary level), Hindi (primary level), English (primary level), Environmental Studies, and any one subject at the upper primary level.
Each subject is allocated 5 marks, meaning a total of 25 marks are allocated for internal evaluation for trainees doing action research in 5 subjects. This work has to be done during their teaching practice. An additional 25 marks have also been allocated for action research during the external evaluation, bringing the total for Action Research in SEP-2 to 50 marks.
Therefore, Action Research becomes mandatory and important for trainees.
Study of Children's Learning
The study of children's learning development is an important part of the School Experience Program-2 for trainees. In the initial two weeks of child practice, trainees will be able to assess the students' level of understanding and their learning difficulties. The assessment of the suitability of subjects taught in the classroom, the progress of students, and the progress of the teaching-learning process serve as the basis for knowing the class teaching. No two individuals in the world are exactly alike.
Based on this, students in a class differ in physical characteristics such as color, shape, height, weight, and health, as well as in their mental level. Due to differences in their intellectual abilities, their learning capacity also varies. From an educational perspective, the education system is planned and implemented according to the students' mental abilities.
Therefore, trainees should have knowledge about the development of children's learning, that is, the order in which they learn. By identifying the students' mental abilities, the teaching system, methods, and techniques are used according to the nature of their learning material, and students are categorized in the class based on their educational level.
Under the study of children's learning, trainees will select all the children in one class and understand their learning level on a case-by-case basis. This work will be completed in two stages. In the first stage, which will be in the initial two weeks, trainees will observe the children's learning. In the second stage, which will be in the 12th-13th week, trainees will assess the children of that class on the previously set criteria and analyze whether there have been positive changes in the children's learning. If there have been positive changes, how? And if not, why?
Trainees will perform the study of children's learning development in the prescribed lab school during the 'School Experience Program-02'.
Objectives
- To develop an understanding of children's learning in D.El.Ed. trainees.
- To develop various methods of learning and teaching in D.El.Ed. trainees.
- To develop skills related to learning plans in D.El.Ed. trainees.
- To develop various assessment skills in D.El.Ed. trainees to understand children's learning methods.
- To check the teaching proficiency and success of trainees.
Trainees should have sufficient knowledge or understanding of the order in which children learn. More intelligent (I.Q.) people learn more than their less intelligent counterparts. From this perspective, it is expected to use a teaching strategy and corresponding teaching methods and innovations.
The result of this will be positive. In terms of the study of children's learning development, it is also necessary for trainees to know various assessment and evaluation methods. The level of students can be assessed through questions of normal/average difficulty, and a report related to these tasks can be prepared based on it.
It is important to note that the class selected for preparing the report should be the same class where teaching is done by preparing a Learning Plan.
Study of Children's Co-Scholastic Development
Introduction:
In the second-year curriculum of the Diploma in Elementary Education, there is a provision for a four-month internship as a school experience program to help trainees gain practical experience and give it a tangible form in their teaching. Under this, along with teaching various subjects, they are also responsible for organizing co-scholastic activities for students to develop their complete personality. In school, the teaching of subjects develops the students' cognitive abilities, but to develop other aspects like social, physical, cultural, emotional, spiritual, and moral, various co-scholastic activities are organized.
If any of these aspects do not develop as expected, students will face difficulties in their future lives. For a teacher, activities run continuously along with academic activities, which helps in smoothly developing the students' learning process in school. On this basis, co-curricular activities are also an essential and important part of our student life, and it is absolutely necessary for trainees to be aware of their various aspects. It is only through the co-scholastic development of children in school that the path to the complete development of a person, including intellectual skills, social skills, sensitivity, and moral values, can be paved.
Through the School Experience Programs of the first and second years, trainees are fully aware of classroom teaching and activities through observation and interaction with children in the school. During this experience program, while teaching in various periods, they will also study the co-scholastic activities of students and prepare a detailed report to submit to their training institute. During this period, they will also receive necessary guidance and suggestions from their mentor or teacher.
Objectives:
The objective of studying children's co-scholastic development is to make trainees aware of the process of holistic development through education. Teachers should have such an understanding that they can encourage the development of children's co-scholastic aspects.
A teacher should be able to identify the potential for sustainable development in their students and the skills inherent in them, and then connect them with appropriate and suitable activities to motivate them. From this perspective, the objective is to develop sufficient proficiency in trainees to manage and facilitate various components of co-scholastic activities along with their subject.
Community Work
In the Diploma in Elementary Education course, a two-week period has been designated for community work as part of the School Experience Program (SEP-02) for trainees. It is to gain experience with various community stakeholders, such as the village, neighborhood, street, and a mentor, and to be sensitive toward them so that the true desired goals in the field of education can be achieved. A community generally consists of a group of individuals who live in a particular neighborhood. It is a group of people who are determined to live a normal life in a specific geographical area, where a feeling of mutual affection is awakened. The area of a community can be big or small, and its nature depends on the economic, social, political, and cultural similarities of the area. A community also informally educates students of the educational institution.
Every student is influenced by the community. With the participation of the school and the community, the academic and administrative activities of the school can be managed effectively. From this perspective, trainees must understand the nature, expectations, and challenges of the longitudinal community and also do some community work for its betterment, and submit a detailed report on it to the training center.
Objectives
- To make trainees aware of the philosophy of school and community partnership.
- To be able to understand the needs of the community as a teacher.
- To provide training to trainees on how to maintain a close relationship with the community.
- To make trainees aware of the functions of the Teacher-Parent Committee, School Education Committee, etc.
Subject Matter
Various education commissions in India, including the National Education Policy 2020, have also emphasized school and community partnership. Trainees must work with the aim of enabling students to learn in the future as teachers, and the local environment provides several mutual circumstances and opportunities to do so. Using the external environment helps connect the teaching-learning process with daily life.
Using the local community and its resources will help students solve their day-to-day problems with the concepts and ideas you have taught, and also live their lives more effectively and establish harmony. As a trainee teacher, you should also be aware of the school activities for which the cooperation of community leaders, educationists, donors, business people, skilled artisans, and social workers is necessary. Each trainee has to do some co-scholastic work in the community around their allotted school, which is in accordance with the needs there.
To complete this work, trainees can also contact the key members of the community. Under these community works, the community can be benefited by organizing one-day programs, including a cleanliness campaign (i.e., cleaning the classroom premises), tree education, literacy programs, women's education programs, adolescent education programs, tree plantation drives, alcohol prohibition/de-addiction awareness campaigns, pandemic control awareness, child marriage, child labor, road safety, water conservation, environmental protection, food security (stopping food wastage), scientific awareness programs, emotional responsibilities, and so on. The cooperation of local citizens and the suggestions and guidance of a mentor or instructor will ensure the success of these programs. Community awareness and environmental protection programs can also be conducted in an integrated manner. The necessary general resources for the program can also be fulfilled by requesting voluntary cooperation from the community.
Specific Instructions & Family Report
Trainees should have enough knowledge to understand the order in which children learn. The goal is to use appropriate teaching methods and innovations to connect with students' individual learning capacities.
For community work, trainees can use banners or posters to raise awareness. Along with this, they must select a family from their neighborhood to prepare a report analyzing their educational status. The report should include the following details:
- Name of the head of the family.
- Total number of family members.
- Number of males and females.
- Age and educational qualifications of family members.
- Occupational details.
- Educational aspirations.
- Members' interest in education.
- Educational and social environment available to them.
- Challenges they faced in getting an education.
- Educational background.
- Future plans regarding education.
- Trainee's own opinion on their educational development.
The preparation of this report should be completed in any two weeks of the fourth session. The cooperation of the school's principal, mentor, or instructor is expected for guidance and suggestions.
Learning Outcomes
After completing the School Experience Program-02, D.El.Ed. trainees will achieve the following learning outcomes:
- They will use the various stages of teaching practice in the classroom.
- They will solve educational problems through action research.
- They will assess students by studying the development of learning.
- They will engage students through the study of children's co-scholastic development.
- They will organize community activities through community work.
- They will assess and analyze the educational status of a family through community work.
