Lovely Professional University, Punjab

Course Code Course Title Course Planner Lectures Tutorials Practicals Credits
EDU415 PEDAGOGY OF COMPUTER SCIENCE -I 16427::Dr. Kundan Singh 3 1 0 4
Course Weightage ATT: 5 CA: 25 MTT: 20 ETT: 50
Exam Category: 14: Mid Term Exam: All MCQ – End Term Exam: MCQ +
Subjective
Course Orientation KNOWLEDGE ENHANCEMENT, PLACEMENT EXAMINATION, RESEARCH, SKILL ENHANCEMENT

TextBooks ( T )
Sr No Title Author Publisher Name
T-1 TEACHING OF COMPUTER SINGH, Y. K. AND APH PUBLISHING CORPORATION
SCIENCE NATH, RUCHIKA
Reference Books ( R )
Sr No Title Author Publisher Name
R-1 TEACHING OF COMPUTER BHATNAGAR, AMITA LOYAL BOOK DEPOT
SCIENCE
R-2 TECHNIQUES OF TEACHING HARSHITA, SONALI PUBLICATIONS
COMPUTER SCIENCE DIGUMARTHI AND
RAO, BHASKARA D.
Other Reading ( OR )

Sr No Journals articles as Compulsary reading (specific articles, complete reference)

OR-1 Computer technology as an interactive teaching system: A new trend in education, Edutracks, Vol.12, No.5 , Jan 2013 ,
OR-2 ICT in teacher education, Journal of educational research, Vol.3, No.9, April 2012 ,
OR-3 Will computer ever replace the classroom teachers, Research tandem, Vol.3, No.9, March 2012 ,
OR-4 Evolution of e-learning in the context of 3D virtual world, Electronic journal of e-learning (http://www.ejel.org/issue/current.html),Vol 11, No.2, June 2013 ,
OR-5 Teaching of physical science, (Evaluation in Physical science Ch-8), Dr. Radha Mohan, Neel kamal Publication pvt Ltd: New Delhi, 1st Edition 2010 ,

Relevant Websites ( RW )
Sr No (Web address) (only if relevant to the course) Salient Features
RW-1 www.computerbasicsguide.com Basics of Computer Science

RW-2 http://www.techlearning.com Bloom's Taxonomy

RW-3 https://castl.duq.edu/Conferences/Library03/PDF/Collab_Learn/Smith_B.pdf Collaborative Learning

RW-4 http://www.osra.org/itlpj/chenfall2003.pdf Constructive approach to teaching and learning

RW-5 https://en.wikipedia.org/wiki/Brainstorming Brainsorming

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 RW-6 wikieducator.org/Computer_Assisted_Instruction_(CAI) Computer Assisted Instruction

RW-7 https://en.wikipedia.org/wiki/Cooperative_learning Cooperative Learning

RW-8 https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education) Constructivism

RW-9 https://en.wikipedia.org/wiki/Concept_map Concept mapping

RW-10 http://changingminds.org/techniques/questioning/socratic_questions.htm Socratic Questioning Technique

LTP week distribution: (LTP Weeks)

Weeks before MTE 7
Weeks After MTE 9
Spill Over (Lecture) 7

Detailed Plan For Lectures

Week Lecture Broad Topic(Sub Topic) Chapters/Sections of Other Readings, Lecture Description Learning Outcomes Pedagogical Tool Live Examples
Number Number Text/reference Relevant Websites, Demonstration/
books Audio Visual Aids, Case Study /
software and Virtual Images /
Labs animation / ppt
etc. Planned
Week 1 Lecture 1 Foundations of computer T-1 RW-1 L1 Zero Lecture L1 The learner will Lecture cum NA
science(Meaning) R-1 L2 Concept of get oriented with the Discussion
Computer Science course structure and
evaluation procedure
L2 The Learner will
understand the
concept of computer
Science
Lecture 2 Foundations of computer T-1 RW-1 L1 Zero Lecture L1 The learner will Lecture cum NA
science(Meaning) R-1 L2 Concept of get oriented with the Discussion
Computer Science course structure and
evaluation procedure
L2 The Learner will
understand the
concept of computer
Science
Lecture 3 Foundations of computer T-1 RW-1 Nature of computer The learner will Discussion NA
science(nature) R-2 Science understand the nature
of computer science
Week 2 Lecture 4 Foundations of computer T-1 Scope of computer The learner will Discussion NA
science(scope) R-1 science understand the scope
of computer science

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 2 Lecture 5 Foundations of computer T-1 OR-3 Importance and value of The learner will be Discussion Use of computer
science(importance and R-1 teaching computer able to analye the in different
value) science in schools need of computer fields
science as subject
Lecture 6 Foundations of computer T-1 RW-1 L6 Relationship of L6 The learner will Discussion NA
science(relationship of computer science with understand the
computer science with other other school subjects- relationship of
school subjects) Math, Language and Art computer science
L7 Relationship of with math, language
computer science with and art
other school subjects- L7 The learner will
Physical science, social understand the
Science relationship of
computer science
with physical science
and social science
Week 3 Lecture 7 Foundations of computer T-1 RW-1 L6 Relationship of L6 The learner will Discussion NA
science(relationship of computer science with understand the
computer science with other other school subjects- relationship of
school subjects) Math, Language and Art computer science
L7 Relationship of with math, language
computer science with and art
other school subjects- L7 The learner will
Physical science, social understand the
Science relationship of
computer science
with physical science
and social science
Lecture 8 Aims and objectives of T-1 Meaning of aims and The learner will Discussion NA
teaching computer science R-2 objectives of education understand the
(Meaning of aims and concepts of aims and
objectives) objectives
Lecture 9 Aims and objectives of T-1 difference between aims The learner will be Brainstorming NA
teaching computer science and objectives of able to differentiate
(difference between aims education between aims and
and objectives) objectives
Week 4 Lecture 10 Aims and objectives of T-1 L10 Aims and L10 The learner will Lecture supported NA
teaching computer science R-1 objectives of teaching understand the aims with PPT
(aims and objectives of R-2 computer science at and objectives of
teaching computer science at elementary school level teaching computer
school level as per NCF L11aims and objectives science at elementary
2005, NCERT and in Indian of teaching computer school level
context) science at secondary L11 The learner will
school level understand the aims
and objectives of
teaching computer
science at secondary
school level

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 4 Lecture 11 Aims and objectives of T-1 L10 Aims and L10 The learner will Lecture supported NA
teaching computer science R-1 objectives of teaching understand the aims with PPT
(aims and objectives of R-2 computer science at and objectives of
teaching computer science at elementary school level teaching computer
school level as per NCF L11aims and objectives science at elementary
2005, NCERT and in Indian of teaching computer school level
context) science at secondary L11 The learner will
school level understand the aims
and objectives of
teaching computer
science at secondary
school level
Lecture 12 Instructional objectives T-1 L12 Concept of L12 The learner will Lecture cum NA
(Concept of instructional R-1 instructional and understand the Discussion
and behavioral objectives) behavioral objectives concept of
L13 Difference between instructional and
instructional and behavioral objectives
behavioral objectives L13 The learner will
be able to
differentiate between
instructional and
behavioral objectives
Week 5 Lecture 13 Instructional objectives T-1 L12 Concept of L12 The learner will Lecture cum NA
(Concept of instructional R-1 instructional and understand the Discussion
and behavioral objectives) behavioral objectives concept of
L13 Difference between instructional and
instructional and behavioral objectives
behavioral objectives L13 The learner will
be able to
differentiate between
instructional and
behavioral objectives
Lecture 14 Test

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 5 Lecture 15 Instructional objectives T-1 RW-2 L15 Classification of L15 The learner will Lecture cum NA
(formulating instructional R-1 Blooms Taxonomy understand the discussion
objectives in behavioral R-2 L16 Framing of classification of
terms according to Blooms instructional objective in Bloom's Taxonomy
taxonomy and Robert behavioral term from L16 The learner will
Mager's approach) cognitive domain be able to frame
L17 Framing of instructional
instructional objective in objectives in
behavioral term from behavioral term in
affective domain cognitive domain
L18 Robert Mager's L17 The learner will
approach to instructional be able to frame
objectives instructional
L19 Framing objectives in
instructional objectives behavioral term in
in behavioral term affective domain
according to Mager's L18 The learner will
approach get oriented with
Mager's approach
L19 The learner will
be able to frame
instructional
objectives in
behavioral term
according to Mager's
approach

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 6 Lecture 16 Instructional objectives T-1 RW-2 L15 Classification of L15 The learner will Lecture cum NA
(formulating instructional R-1 Blooms Taxonomy understand the discussion
objectives in behavioral R-2 L16 Framing of classification of
terms according to Blooms instructional objective in Bloom's Taxonomy
taxonomy and Robert behavioral term from L16 The learner will
Mager's approach) cognitive domain be able to frame
L17 Framing of instructional
instructional objective in objectives in
behavioral term from behavioral term in
affective domain cognitive domain
L18 Robert Mager's L17 The learner will
approach to instructional be able to frame
objectives instructional
L19 Framing objectives in
instructional objectives behavioral term in
in behavioral term affective domain
according to Mager's L18 The learner will
approach get oriented with
Mager's approach
L19 The learner will
be able to frame
instructional
objectives in
behavioral term
according to Mager's
approach

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 6 Lecture 17 Instructional objectives T-1 RW-2 L15 Classification of L15 The learner will Lecture cum NA
(formulating instructional R-1 Blooms Taxonomy understand the discussion
objectives in behavioral R-2 L16 Framing of classification of
terms according to Blooms instructional objective in Bloom's Taxonomy
taxonomy and Robert behavioral term from L16 The learner will
Mager's approach) cognitive domain be able to frame
L17 Framing of instructional
instructional objective in objectives in
behavioral term from behavioral term in
affective domain cognitive domain
L18 Robert Mager's L17 The learner will
approach to instructional be able to frame
objectives instructional
L19 Framing objectives in
instructional objectives behavioral term in
in behavioral term affective domain
according to Mager's L18 The learner will
approach get oriented with
Mager's approach
L19 The learner will
be able to frame
instructional
objectives in
behavioral term
according to Mager's
approach

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 6 Lecture 18 Instructional objectives T-1 RW-2 L15 Classification of L15 The learner will Lecture cum NA
(formulating instructional R-1 Blooms Taxonomy understand the discussion
objectives in behavioral R-2 L16 Framing of classification of
terms according to Blooms instructional objective in Bloom's Taxonomy
taxonomy and Robert behavioral term from L16 The learner will
Mager's approach) cognitive domain be able to frame
L17 Framing of instructional
instructional objective in objectives in
behavioral term from behavioral term in
affective domain cognitive domain
L18 Robert Mager's L17 The learner will
approach to instructional be able to frame
objectives instructional
L19 Framing objectives in
instructional objectives behavioral term in
in behavioral term affective domain
according to Mager's L18 The learner will
approach get oriented with
Mager's approach
L19 The learner will
be able to frame
instructional
objectives in
behavioral term
according to Mager's
approach

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 7 Lecture 19 Instructional objectives T-1 RW-2 L15 Classification of L15 The learner will Lecture cum NA
(formulating instructional R-1 Blooms Taxonomy understand the discussion
objectives in behavioral R-2 L16 Framing of classification of
terms according to Blooms instructional objective in Bloom's Taxonomy
taxonomy and Robert behavioral term from L16 The learner will
Mager's approach) cognitive domain be able to frame
L17 Framing of instructional
instructional objective in objectives in
behavioral term from behavioral term in
affective domain cognitive domain
L18 Robert Mager's L17 The learner will
approach to instructional be able to frame
objectives instructional
L19 Framing objectives in
instructional objectives behavioral term in
in behavioral term affective domain
according to Mager's L18 The learner will
approach get oriented with
Mager's approach
L19 The learner will
be able to frame
instructional
objectives in
behavioral term
according to Mager's
approach

SPILL OVER
Week 7 Lecture 20 Spill Over
Lecture 21 Spill Over

MID-TERM
Week 8 Lecture 22 Strategies of teaching T-1 OR-1 Concept of teaching The learner will Lecture cum
computer science(Concept R-1 strategies and types of understand the Discussion
and types of teaching teaching strategies concept of strategies
strategies) and enlist different
teaching strategies
Lecture 23 Strategies of teaching T-1 OR-2 procedure, advantages The learner will Lecture supported NA
computer science(procedure, RW-6 and limitations of understand the with PPT
advantages and limitations computer assisted procedure,
of computer assisted instruction advantages and uses
instruction) of CAI
Lecture 24 Strategies of teaching T-1 RW-3 procedure, advantages The learner will Lecture cum
computer science R-1 and uses of collaborative understand the Discussion
(collaborative learning) learning procedure,
advantages and uses
of collaborative
learning

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 9 Lecture 25 Strategies of teaching T-1 RW-5 procedure, advantages The learner will Group discussion
computer science(brain and uses of understand the
storming) brainstorming procedure,
advantages and uses
of brainstorming
Lecture 26 Strategies of teaching T-1 OR-5 procedure, advantages The learner will Lecture cum
computer science(supervised and uses of supervised understand the discussion
study) study procedure,
advantages and uses
of supervised study
Lecture 27 Methods of teaching T-1 Concept, examples of The learner will Discussion
computer science(Concept R-2 teaching methods and understand the
and types of teaching types of teaching concept and enlist
methods) methods different types of
teaching methods
Week 10 Lecture 28 Methods of teaching T-1 differences between The learner will be Discussion NA
computer science R-1 teaching methods and able to differentiate
(differences between teaching strategies between teaching
teaching methods and methods and teaching
teaching strategies) strategies
Lecture 29 Methods of teaching T-1 L29 Procedure and L29 The learner will Lecture cum NA
computer science(procedure, R-2 advantages and understand the Discussion
advantages and limitations limitations of lecture concept and
of lecture) lecture metohd advantages of lecture
L30 Limitations of method of teaching
lecture method L30 The learner will
able to identify
limitations of lecture
method
Lecture 30 Methods of teaching T-1 L29 Procedure and L29 The learner will Lecture cum NA
computer science(procedure, R-2 advantages and understand the Discussion
advantages and limitations limitations of lecture concept and
of lecture) lecture metohd advantages of lecture
L30 Limitations of method of teaching
lecture method L30 The learner will
able to identify
limitations of lecture
method
Week 11 Lecture 31 Methods of teaching T-1 OR-4 procedure, advantages The learner will Discussion
computer science(lecture R-1 and limitations of understand the
cum demonstration) lecture cum procedure,
demonstrations advantages and
limitations of lecture
cum demonstrations

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 11 Lecture 32 Methods of teaching T-1 L32 Procedure and L32 The learner will Lecture cum NA
computer science(problem- R-1 advantages of problem understand the Discussion
solving method) solving procedure, and
L33 Limitations of advantages of
problem solving problem solving
L33 The learner will
understand the
limitations of
problem solving
Lecture 33 Methods of teaching T-1 L32 Procedure and L32 The learner will Lecture cum NA
computer science(problem- R-1 advantages of problem understand the Discussion
solving method) solving procedure, and
L33 Limitations of advantages of
problem solving problem solving
L33 The learner will
understand the
limitations of
problem solving
Week 12 Lecture 34 Methods of teaching T-1 procedure, advantages The learner will Discussion
computer science R-1 and limitations of understand the
(laboratory) laboratory method procedure,
advantages and
limitations of
laboratory method
Lecture 35 Methods of teaching T-1 procedure, advantages The learner will Group Work
computer science(project) and limitations of understand the
project method procedure,
advantages and
limitations of project
method
Lecture 36 Approaches to learning T-1 RW-7 procedure, advantages The learner will Discussion
computer science(Procedure, and limitations of understand the
advantages and limitations cooperative learning procedure,
of cooperative learning) advantages and
limitations of
cooperative learning
Week 13 Lecture 37 Approaches to learning T-1 RW-7 procedure, advantages The learner will Discussion
computer science(Procedure, and limitations of understand the
advantages and limitations cooperative learning procedure,
of cooperative learning) advantages and
limitations of
cooperative learning
Lecture 38 Approaches to learning T-1 RW-4 procedure, advantages The learner will Lecture supported
computer science R-1 RW-8 and limitations of understand the with PPT
(constructivist approach) constructivist approach procedure,
advantages and
limitations of
constructivist
approach

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 13 Lecture 39 Approaches to learning T-1 procedure, advantages The learner will Lecture cum
computer science(inquiry- R-1 and limitations of understand the discussion
based learning) inquiry-based learning procedure,
advantages and
limitations of
inquiry-based
learning
Week 14 Lecture 40 Approaches to learning T-1 RW-9 L40 procedure, The learner will Lecture supported
computer science(concept advantages and understand the with discussion
mapping) limitations of concept procedure,
mapping advantages and
limitations of concept
mapping

Lecture 41 Assignment - Field /

industrial visit based
Lecture 42 Approaches to learning T-1 RW-10 L42 Socratic
computer science(Socratic questioning technique:
questioning technique) meaning, importance in
thinking, teaching and
learning
L43-L46 School/Field
Based Engagement
Week 15 Lecture 43 Approaches to learning T-1 RW-10 L42 Socratic
computer science(Socratic questioning technique:
questioning technique) meaning, importance in
thinking, teaching and
learning
L43-L46 School/Field
Based Engagement
Lecture 44 Approaches to learning T-1 RW-10 L42 Socratic
computer science(Socratic questioning technique:
questioning technique) meaning, importance in
thinking, teaching and
learning
L43-L46 School/Field
Based Engagement
L42 The learner will Lecture supported
develop Socratic with discussion +
questioning skills to Field Work
stimulate thinking
among students
L43-L46 The learner
will understand the
functioning and
administration of an
educational
institution
L42 The learner will Lecture supported
develop Socratic with discussion +
questioning skills to Field Work
stimulate thinking
among students
L43-L46 The learner
will understand the
functioning and
administration of an
educational
institution
L42 The learner will Lecture supported
develop Socratic with discussion +
questioning skills to Field Work
stimulate thinking
among students
L43-L46 The learner
will understand the
functioning and
administration of an
educational
institution

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 15 Lecture 45 Approaches to learning T-1 RW-10 L42 Socratic
computer science(Socratic questioning technique:
questioning technique) meaning, importance in
thinking, teaching and
learning
L43-L46 School/Field
Based Engagement
Week 16 Lecture 46 Approaches to learning T-1 RW-10 L42 Socratic
computer science(Socratic questioning technique:
questioning technique) meaning, importance in
thinking, teaching and
learning
L43-L46 School/Field
Based Engagement
L42 The learner will Lecture supported
develop Socratic with discussion +
questioning skills to Field Work
stimulate thinking
among students
L43-L46 The learner
will understand the
functioning and
administration of an
educational
institution
L42 The learner will Lecture supported
develop Socratic with discussion +
questioning skills to Field Work
stimulate thinking
among students
L43-L46 The learner
will understand the
functioning and
administration of an
educational
institution

SPILL OVER
Week 16 Lecture 47 Spill Over
Lecture 48 Spill Over
Week 17 Lecture 49 Spill Over
Lecture 50 Spill Over
Lecture 51 Spill Over

Scheme for CA:

CA Category of this Course Code is:A0102 (1 best out of 2)

Component Weightage (%)

Assignment - Field / industrial 100
visit based
Test 100

Details of Academic Task(s)

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Academic Task Objective Detail of Academic Task Nature of Academic Academic Task Marks Allottment /
Task Mode submission
(group/individuals) Week
Assignment - Field To develop the Analytical filed-based assignment from the syllabus Individual Offline 30 14 / 16
/ industrial visit understanding, Evaluation Parameters: Originality-5 marks,
based analytical and Quality of Report writing-5 marks,
problem solving Data Analysis-5 marks, Interpretation-5 marks, References-5
ability of the learner marks, Evidences-5 marks
in the subject
Test To enable the Unit I Individual Offline 30 4/5
learner familiar with Foundations of computer science :Meaning, nature, scope,
foundations, aims importance and value,
and objectives in relationship of computer science with other school subjects
teaching of Unit II
computer science Aims and objectives of teaching computer science : Meaning
of aims and objectives, difference between aims and
objectives, aims and objectives of teaching computer science

Plan for Tutorial: (Please do not use these time slots for syllabus coverage)
Tutorial No. Lecture Topic Type of pedagogical tool(s) planned
(case analysis,problem solving test,role play,business game etc)

Tutorial1 Dimensions and scope of computer science Group Discussion

Tutorial2 Applications of computer in day to day life Brainstorming
Tutorial3 Computer as an Effective Learning Resource Group Discussion
Tutorial4 Objectives of teaching computer schence at school level Group Discussion
Tutorial5 Framing instructional objectives in behavioral terms in cognitive Problem Solving
domain
Tutorial6 Framing instructional objectives in behavioral terms in affective Problem Solving
domain
Tutorial7 Framing instructional objectives in behavioral terms according to Problem Solving
Mager's approach
After Mid-Term
Tutorial8 How to make lecture cum demonstration method effective? Discussion followed by lecture cum demonstration
Teacher trainees will demonstrate their ideas using lecture cum
demonstration
Tutorial9 How problem solving is different than project method? Group Discussion
Tutorial10 Use of CAI packages to make computer science interesting and Lecture cum demonstration followed by Group Discussion
interactive: teacher trainees will bring downloaded packages and
demonstrate in the tutorial followed by a discussion on its suitability
An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Tutorial11 Preparation of list of 10 projects in computer science followed by Group Discussion
discussion on their usefulness
Tutorial12 Relevance of Constructivism in Teaching of Computer Science Brainstorming
Tutorial13 Application of Concept Mapping on a topic of choice from computer Role Playing
science
Tutorial14 Use of ICT in Collaborative Learning Group Discussion
Tutorial15 School/Field Based Engagement Field Work
Tutorial16 School/Field Based Engagement Field Work

An instruction plan is only a tentative plan. The teacher may make some changes in his/her teaching plan. The students are advised to use syllabus for preparation of all examinations. The students are expected to keep themselves
updated on the contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.