Recently as per the Regulation 2014 of NCTE, The West Bengal Government has proposed a two year uniform curriculum for B.Ed. Course in West Bengal under the supervision of WBUTTPA. The questions-answers are based on very short, short and essay type. Hopefully, this History Suggestion and answer of 3rd semester help a lot to the students for their examination.
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B.ed 3rd Sem English Version Suggestion and Answer
Pedagogy of Social Science: History
Course: 1.3.7B
Question Paper 2023
GROUP-A
1. Mention two merits of Micro-Teaching.
The merits of Micro Teaching are as follows-
- Develops Confidence: It develops confidence in the teacher trainee as he/she gets chance to improve upon his/her drawbacks.
- Self-Evaluation: By micro teaching technique the teacher trainee can go for self-evaluation by recording his/her performance in the audio, video-tape recorder which acts as feedback.
2. Write down two importance of teaching aids in History.
Teaching aids in history are crucial for:
- Enhanced Understanding: Visual aids like maps and timelines make historical events tangible, aiding students in better understanding and retention of information.
- Increased Engagement: Multimedia presentations and artifacts capture students' interest, making history more engaging and relevant, fostering active participation in the learning process.
3. Divide one unit (topic) of History for Class VII into different sub-units.
For Class VII history, a unit on "Ancient Civilizations" can be divided into sub-units:
1. Introduction to Ancient Civilizations:
- Overview of ancient civilizations
- Importance of studying ancient history
2. Mesopotamian Civilization:
- Geography and environment
- Sumerians, Babylonians, and Assyrians
- Contributions and achievements
3. Egyptian Civilization:
- Nile River and geography
- Pharaohs and pyramids
- Daily life and cultural achievements
4. Indus Valley Civilization:
- Geography and urban planning
- Harappan society and culture
- Decline and theories
5. Chinese Civilization:
- Geography and the Yellow River
- Shang and Zhou dynasties
- Achievements and innovations
4. Mention two essential qualities of a history teacher.
1. Strong Knowledge of History: A history teacher must have a deep understanding of historical events, contexts, and interpretations. This includes being well-versed in different time periods, cultures, and significant figures, as well as understanding the interconnectedness of historical developments.
2. Effective Communication Skills: The ability to convey complex historical concepts and narratives in an engaging and accessible way is crucial. A good history teacher should inspire curiosity, encourage critical thinking, and help students connect past events to contemporary issues.
5. Write the importance of text book review in History.
Importance of Textbook Review in History
1. Ensures Accuracy and Objectivity: History textbooks must present facts accurately and avoid biases. A thorough review helps identify and correct any historical inaccuracies or misrepresentations, ensuring that students receive truthful information.
2. Promotes Inclusivity: A review allows for the inclusion of diverse perspectives, such as the contributions and experiences of marginalized groups, creating a more balanced and comprehensive understanding of history.
3. Encourages Critical Thinking: A well-reviewed textbook includes thought-provoking content, questions, and activities that encourage students to analyze and evaluate historical events rather than passively memorizing facts.
GROUP-B
1. What are the main characteristics of simulated teaching? Give exemplifications from History.
Characteristics of Simulated Teaching: The characteristics of Simulated teaching are described below-
- It provides a setting in which a pupil can serve.
- Simulation in training is the provision for conditional or low threat input.
- It's conniving of the real situation and landing the essential which forms part of it.
- Simulated teaching implies an analysis of teaching act and of the teaching situation from the point of view of the pupil.
- It delivers a communication without modifying the physical or cerebral literacy climate.
- The simulation system informs the pupil what would have happed had he responded in the simulated situation.
- It's dependent upon compassionate understanding of the reality content on the part of party, the rehearsing schoolteacher.
- It has the implicit to engage scholars in" deep literacy" that empowers understanding as opposed to" face literacy" that requires only memorization.
- It delivers a communication without modifying the physical or cerebral literacy climate.
- Simulated teaching implies an analysis of teaching act and of the teaching situation from the point of view of the pupil.
- It can be used as a trial before stating real classroom teaching.
- It's a simple and easy system of practice teaching.
- It provides an immediate feedback.
- Before starting the practice teaching students should prepare micro assignment plan.
- Every pupil should get the occasion of playing the places of the schoolteacher and pupil.
- occasionally simulated teaching becomes a form of play which lacks the soberness of factual teaching.
- In this teaching preceptors play the part as a companion. They help pupil in the entire process but occasionally many preceptors do n't want to take redundant work cargo and neglect their duties.
2. Write a short note on Integrated teaching.
Meaning and description of Integrated Teaching:
An integrated approach allows scholars to explore, gather, process, upgrade and present information about motifs they want to probe without the constraints assessed by traditional subject walls"( Pigdon and Woolley, 1992). An intertwined approach allows scholars to engage in purposeful, applicable literacy. Integrated teaching encourages scholars to see the interconnectedness and nonintercourses between the class areas. Rather than fastening on learning in isolated class areas, an intertwined program is grounded on skill development around a particular theme that's applicable to the children in the class. Integrated tutoring approaches focuses on the interweaving of child- directed play and literacy, guided play and literacy and grown-up- led literacy. Integrated teaching means that early nonage professionals make openings in early nonage programs for children to interact with their terrain, both physical and social, in response to their own suppositions or curiosity about how their world works and to interact with other children and professionals to extend this literacy. purposeful teaching in this environment requires responsive engagement with professionals who assess each child's being capacities and knowledge and plan for learning gests that make these capabilities.
Successful intertwined approaches to tutoring move children from where they're in terms of their understanding and make on this using real life exemplifications to make literacy engaging and applicable( Edwards, Gandini and Forman, 2001 Murdoch and Hornsby, 1997). A common misconception about existential or play- grounded literacy is that children choose motifs to cover and that the direction of the literacy must always be mandated by the child with little or no adult guidance. This is n't the case. Content and motifs need to be negotiated and effective concession- indeed with veritably youthful children is a two way process( Copple 2003; Katz and Chard, 2000).
An integrated approach to teaching offers an approach that's different from the traditional approach of chalk- talk- schoolwork- test.
In this integrated approach we give further stress on the following ten points-
- Abstract understanding rather than only calculations.
- Relational understanding rather than just necessary understanding.
- Exploring patterns and connections rather than just learning formulas.
- Variety of pedagogical strategies rather than just chalk and talk,
- Variety ofnon-traditional assessments rather than just traditional tests examinations.
- Effective and meaningful literacy rather than just learning for test/ examinations.
- Harkening( hail, interpreting) to scholars' thinking rather than only telling( speaking, explaining).
- Cooperative learning rather than just individualistic literacy.
- Making sense of subject knowledge using real life operations rather than just explaining abstract generalities.
- Helping scholars to develop an appreciation of the power of subject knowledge rather than a negative view of subject knowledge.
According to Moore( 2012), integrated teaching system involves" strategies that impact scholars directly, laterally or by a combination of these. therefore the schoolteacher may deliver instruction by telling, showing and furnishing access to the information to be learned". In integrated teaching and literacy, rather than fastening on learning in isolated class areas, the integrated program is grounded on skill development around a particular theme that's applicable to the children in the class.
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