CENTRAL UNIVERSITY OF KARNATAKA:: KALABURAGI
B.Ed. First Semester: 1) POSS-1
Hands-on Activities:
2) How Good are Your Creative Thinking Skills
M.Ed. First Semester: 1) Philosophy of Education
2) Introduction to Research Methodology
LLM Third Semester: 1) Fundamentals of Teaching
Fundamentals of Teaching Syllabus
Hands-on Activities
This unit provides a foundational understanding of how to identify, define, and prepare a research problem. It covers key components like variables, data sources, and hypotheses, which are essential for conducting a successful research project.
Identifying a research problem is the first and most critical step in the research process. It's about selecting a specific issue or question to investigate.
A research problem can come from various sources:
Personal Experience: Issues you've encountered in daily life or work can spark a research question.
Literature Review: Gaps or inconsistencies in existing research often point to new areas for investigation.
Theory: Unexplained phenomena within established theories can be a source of research.
Practical Issues: Problems in a professional setting or society at large can lead to applied research.
The statement of a research topic is a clear, concise declaration of the area you intend to study. It's typically phrased as a question or a declarative statement. It should be specific enough to guide the research but broad enough to allow for exploration.
Research Objectives: These are specific, measurable goals that your research aims to achieve. They break down the main research question into manageable parts.
Operationalization: This process defines how you will measure or observe a key term or variable in your study. For example, if your research uses the term "academic success," you must operationalize it by defining how you'll measure it, such as "grade point average" or "completion of degree."
A literature review is a critical summary of what has already been written on your research topic.
Meaning: It's not just a list of books and articles; it's a critical analysis of existing research to identify what's known, what's not, and where your study fits in.
Importance: It helps you avoid duplicating previous work, provides context for your study, and helps you identify gaps and controversies in the field.
Sources: You can find related literature in academic journals, books, dissertations, and conference proceedings.
Data is the information you collect to answer your research question. There are three main types:
Primary Data: This is data you collect yourself for a specific purpose. Examples include data from surveys, interviews, and experiments.
Secondary Data: This is data that has already been collected by someone else for another purpose. Examples include government reports, company records, and previously published research.
E-resources: These are digital sources of data, including online databases, digital libraries, and internet archives.
A variable is anything that can change or vary in a research study. They are the core components of a research problem and are essential for formulating a hypothesis.
Variables are the building blocks of research. They help us understand the relationships between different concepts. For example, to study the effect of exercise on mood, "exercise" and "mood" would be the variables.
Independent Variable (IV): The variable that is changed or manipulated by the researcher. It's the "cause" in a cause-and-effect relationship. * Dependent Variable (DV): The variable that is measured. It's the "effect" that is influenced by the independent variable. For example, if you study how a new teaching method affects test scores, the teaching method is the IV and the test scores are the DV.
Moderating Variable: This variable influences the relationship between the IV and DV. For instance, in the study of a teaching method, student motivation could be a moderator. The teaching method might be more effective for highly motivated students than for those who aren't motivated.
Intervening Variable: This variable explains the relationship between the IV and DV. It acts as a link or mediator. For example, if you study the relationship between studying for an exam (IV) and a high test score (DV), an intervening variable could be "retention of information." The studying leads to better retention, which in turn leads to a high score.
Extraneous Variable: These are any other variables that might affect the DV but are not being studied. They can be a source of error and need to be controlled or accounted for. For example, in a study on the effects of a new medication, the patient's diet and exercise habits could be extraneous variables.
A hypothesis is a testable statement about the relationship between two or more variables. It's an educated guess or a proposed explanation for an observation.
Meaning: It's a statement that you can test to see if it's supported by your data. It must be specific and measurable.
Importance: A hypothesis provides a clear direction for your research and defines what you will measure and what you will observe.
Characteristics: A good hypothesis is testable (can be supported or refuted), specific (not vague), simple (easy to understand), and related to the research problem.
Null Hypothesis (): This hypothesis states there is no relationship or difference between the variables being studied. Researchers often try to disprove or "nullify" this hypothesis.
Alternative Hypothesis ( or ): This hypothesis states there is a relationship between the variables. This is the statement the researcher is trying to prove.
Directional Hypothesis: Specifies the direction of the relationship. For example, "A positive correlation exists between study hours and exam scores."
Non-directional Hypothesis: States that a relationship exists, but doesn't specify the direction. For example, "There is a relationship between study hours and exam scores."
Formulation: A hypothesis is typically formulated after a review of the literature and an understanding of the research problem. It should be written in a clear, concise statement.
Testing: This is the process of collecting data and using statistical analysis to determine whether the data supports or refutes the null hypothesis. The goal is to see if the observed relationship is statistically significant, or likely to have occurred by chance.
Concept: What general topic interests you?
Keywords: Curiosity, Interest, Field of Study
Visual Idea: A magnifying glass over a wide subject.
Example: "The impact of technology on education."
Concept: What has already been studied? What are the gaps? What are the controversies?
Keywords: Gaps, Contradictions, Theories, Previous Research
Visual Idea: Books/journals with arrows pointing to empty spaces or question marks.
Example: "While technology integration is studied, its specific impact on critical thinking in blended learning is unclear."
Concept: A clear, concise statement of the issue that needs to be addressed.
Keywords: Specific, Concise, Unanswered Question, Issue
Visual Idea: A bullseye with a question mark in the center.
Example: "There is a lack of understanding regarding how interactive digital tools influence critical thinking skills in postgraduate students within a blended learning environment."
Concept: Breaking down the problem into testable questions or achievable goals.
Keywords: What, How, Why, Measurable, Specific Goals
Visual Idea: A main question branching into smaller, numbered questions.
Example:
"What is the effect of interactive digital tools on critical thinking skills?"
"How do different types of digital tools compare in enhancing critical thinking?"
Concept: Clearly defining how abstract concepts will be measured or observed in your study.
Keywords: Measurement, Observable, Specific Definitions
Visual Idea: A dictionary icon or a definition box for a complex word.
Example:
"Interactive digital tools will be defined as educational applications requiring user input (e.g., simulations, collaborative wikis)."
"Critical thinking skills will be measured using scores from the Watson-Glaser Critical Thinking Appraisal."
Concept: Can this research realistically be done?
Keywords: Time, Resources, Skills, Access, Ethics
Visual Idea: A checklist with tick marks.
Example: "Do I have access to postgraduate students and the necessary digital tools? Is the timeline realistic?"
Concept: Why is this research important? Who will benefit?
Keywords: Contribution, Impact, Novelty, Relevance
Visual Idea: A lightbulb radiating ideas, or people benefiting from the research.
Example: "This research will inform educators on effective technology integration for developing critical thinking, improving pedagogical practices."
My Family Expectations from Me (ppt)
Hands-on Activities
1. Preferred Learning Styles (VAK)
2. Preferred Learning Styles (VARK)
3. The Learn to Learn Competency (Self Assessment)
4. Leadership Style (MindTools)
5. How Good Are Your Communication Skills?
6. Interpersonal Skills (Self-Assessment)
9. Guide to Everything (Digital A-Z)
10. 10 Best Teaching Practices (e-book)
12. Blended Learning
13. Online Learning Self-Assessment Tool
Syllabus: Fundamentals of Teaching (PLWCA30105)
Study Material
Unit-1: Teaching and Its Methodology
Unit-2: Assessment and Evaluation
Unit-3: Role of a Reflective Teacher and ICT in Teaching
Additional Information
1. Ten Best Teaching Practices (e-book)
3. Learning: Nature and Theories
4. Meaning, Nature, Types and Theories of Learning
5. Educational Excellence: A Zillion Possibilities (Article)
Hands-on Activities
1. Preferred Learning Styles (VAK)
2. Preferred Learning Styles (VARK)
3. The Learn to Learn Competency (Self Assessment)
4. Leadership Style (MindTools)
5. How Good Are Your Communication Skills?
6. Interpersonal Skills (Self-Assessment)
9. Guide to Everything (Digital A-Z)
11. Blended Learning
12. Online Learning Self-Assessment Tool
13. Mental Health America Tools
1. Beyond the Law: Digital Competencies for Tomorrow's Lawyers (article
2. Applications of AI in Learning, Teaching, Research, and Extension
A. School Internship Syllabus (CUK)
B. School Internship Orientation Programme Schedule (CUK)
1. NCTE Regulation 2014 (School Internship)
2. B.Ed. Internship: What to Expect and How to Practice
3. Internship Handbook (RIE Bhubaneswar)
5. BMD College of Education (School Intership)
6. National Professional Standards of Teachers (NCTE)
SCHOOL INTERNSHIP
A school internship is a fantastic opportunity to gain real-world experience, explore potential career paths, and build valuable connections. To make the most of your school internship, consider these tips:
Before the Internship:
During the Internship:
After the Internship:
By following these tips, you can maximize your school internship experience, gain valuable insights, and lay a strong foundation for your future career.
Here are some valuable tips to make the most of your school internship and leave a positive impression:
Research the school’s culture, policies, and teaching methods.
Dress professionally (follow the school’s dress code).
Bring necessary supplies (notebook, pen, laptop if needed).
Arrive early and stay until your scheduled time.
Follow school rules and respect hierarchies (principal, teachers, staff).
Maintain a positive attitude, even in challenging situations.
Pay attention to how teachers manage classrooms.
Take notes on effective teaching strategies and student engagement techniques.
Ask thoughtful questions (but avoid interrupting classes).
Introduce yourself to teachers, staff, and students politely.
Show initiative—ask if you can assist with tasks (grading, setting up activities, etc.).
Be respectful and open to feedback.
Be approachable but maintain professionalism.
Assist students patiently and encourage their learning.
Avoid overstepping boundaries—follow the supervising teacher’s lead.
Volunteer for tasks like lesson planning, organizing materials, or supervising small groups.
Suggest creative ideas (if appropriate) but respect the teacher’s authority.
Keep a journal of what worked well and what didn’t.
Seek feedback from mentors and apply it.
Identify areas for improvement (e.g., classroom management, communication).
If students misbehave, follow the teacher’s discipline approach.
Stay calm and composed in unexpected situations.
Discuss difficulties with your mentor privately, not in front of students.
Thank your mentors and colleagues before leaving.
Ask for a recommendation letter if you performed well.
Connect professionally (LinkedIn/email) for future opportunities.
Send a thank-you email to express gratitude.
Update your resume/CV with the experience and skills gained.
Be adaptable—school environments can be unpredictable.
Stay enthusiastic—your energy can inspire students!
Bachelor of Education (B.Ed.) Curriculum
Bachelor of Education (B.Ed.) Study Material
1. Language Across the Curriculum
2. School Organization and Management
Master of Education (M.Ed.) Curriculum
Master of Education (M.Ed.) Study Material
1. Educational Entrepreneurship (EE)
Activities
1. Do Men and Women Find and Apply for Jobs Differently
2. Intercultural Quiz (The London School of English)
3. India Culture Quiz (The London School of English)
4. How to Think Clearly and Make Better Decisions (Audio Book)
5. Live for Yourself, LEARN TO LIVE WITHOUT ANYONE (Audio Book)
Semester-IV
1. Unit-1 @ Language Across the Curriculum
Additional Information @ Unit-1 (Communication Skills)
Prep with Harshita (WhatsApp Group for B.Ed. and M.Ed.)
UNIT-III
Practicals
* National Constitution Day of India-2024
0. How Good Are Your Communication Skills?
1. Language Proficiency Self Assessment
2. Self Evaluate Your Language Skills
3. Interpersonal Skills - Self Assessment
