Faculty of Humanities and Education (Postgraduate) - The University ...

More documents

Recommendations

Info

64 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION C. Adolescents and school: Responding to needs in the classroom • Responsive curriculum • Starting where the young people are • Making the curriculum relevant to needs and real-life situations • Using empowering classroom methodologies • Incorporating life skills (rehearsal and practice for behaviour change) • Creating a safe learning environment • Psychosocial (emotionally safe; conducive to risk taking, etc.) • Connecting with students • Multiple intelligences • Inclusiveness • Differentiation • Gender issues D. Adolescents in community : Creating a supportive whole-school environment • A whole-school approach: Facilitating change • Simple framework: curriculum, teaching and learning; school organisation, ethos, and environment; and partnerships • Teachers as change agents • Creating a safe and supportive physical environment • Some factors that support social, emotional, and academic learning • Supportive relationships at all levels • Participation (democratic; open communication, etc.) Goals/Aims The course uses a three-pronged approach that aims to provide participants with the knowledge and skills to: 1. develop and model behaviours that promote and support a whole child/adolescent approach to learning; 2. address the needs of the adolescent learner in a holistic manner; and 3. become change agents in the creation of whole-school environments that challenge and support the needs of all members. General Objectives In order to achieve the course goals, the participants will: • acquire the knowledge and tools to assess and promote their own health and well-being; • use their knowledge and skills to identify and address the intellectual, emotional, and social needs of the adolescent learner; and • develop skills to promote a whole school approach to address the needs of the entire learning community. Assessment Purpose of Assessment The assessment tasks are designed with foci on assessment for learning and assessment of learning, and will provide the necessary scaffolding to support the participant in achieving the learning outcomes of the course. The assessment method s These include a blend of traditional as well as online activities, enabling the participants to use and become familiar with some of the available technologies. These include class presentations using a variety of media, and an electronic portfolio. Assignments 100% coursework. Assignments over the duration of the course will contribute to a cumulative mark. Required readings Armstrong, T. (2000). Multiple intelligences in the classroom (2 nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Gardner, H. (1993). Multiple intelligences: The theory in practice: A reader. New York, NY: Basic Books. Goleman, D. (2006). Emotional intelligence (10 th anniversary ed.). New York, NY: Bantam Books. Goleman, D. (2006). Social intelligence: The new science of human r relationships. New York, NY: Bantam Books. Page, R. M., & Page, T. S. (2003). Fostering emotional well-being in the classroom. Sudbury, MA: Jones and Bartlett Pubs. Pasi, R. J. (2001). Higher expectations: Promoting social emotional learning and academic achievement in your school. New York, NY: Teachers College Press. Weare, K. (2000). Promoting mental, emotional and social health: A whole school approach. New York, NY: Routledge. Recommended readings Darling-Hammond, L., & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. (See Chapter 10 How teachers learn and develop) Denton, P. (2009). The power of our words. In M. Scherer (Ed.), Supporting the whole child: Reflections on best practices in learning, teaching, and leadership (pp. 149–155). Alexandria, VA: Association for Supervision and Curriculum Development. Levy, S. (2009). The power of audience. In M. Scherer (Ed.), Engaging the whole child: Reflections on best practices in learning, teaching, and leadership (pp. 264–276). Alexandria, VA: Association for Supervision and Curriculum Development. Noddings, N. (2009). All our students thinking. In M. Scherer (Ed.), Engaging the whole child: Reflections on best practices in learning, teaching, and leadership (pp. 91–100). Alexandria, VA: Association for Supervision and Curriculum Development. Prensky. M. (2009). Turning on the lights. In M. Scherer (Ed.), Engaging the whole child: Reflections on best practices in learning, teaching, and leadership (pp. 210–219). Alexandria, VA: Association for Supervision and Curriculum Development.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Richardson, W. (2009). Footprints in the digital age. In M. Scherer (Ed.), Engaging the whole child: Reflections on best practices in learning, teaching, and leadership (pp. 235–241). Alexandria, VA: Association for Supervision and Curriculum Development. Sapon-Shevin, S. (2009). Learning in an inclusive community. In M. Scherer (Ed.), Supporting the whole child: Reflections on best practices in learning, teaching, and leadership (pp. 117–127). Alexandria, VA: Association for Supervision and Curriculum Development. Swartz, R. J. (2009). Energizing learning. In M. Scherer (Ed.), Engaging the whole child: Reflections on best practices in learning, teaching, and leadership (pp.113–123). Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2009). The goals of differentiation. In M. Scherer (Ed.), Supporting the whole child: Reflections on best practices in learning, teaching, and leadership (pp.3–11). Alexandria, VA: Association for Supervision and Curriculum Development. Other resources Central Public Health Unit Network. (2001). A toolbox for creating healthy places to learn, work and play. Brisbane, Australia: Author. Blank, M., & Berg, A. (2006). All together now: Sharing responsibility for the whole child. Report prepared for the Commission on the Whole Child. Alexandria, VA: Association for Supervision and Curriculum Development. Hyles, D., & Prevatt, C. (2008). Life skills workbook for teenagers and adults. Toronto, ON: Liberation Practice International. URL: http://www.wholechildeducation.org/ Handouts and web resources will be provided as required. SEMESTER: I AND II YEAR: I COURSE CODE: EDLA 5241 COURSE TITLE: DESIGNING INSTRUCTIONO FOR ADOLESCENT LEARNERS: THE TEACHING OF ENGLISH NUMBER OF CREDITS: 6 PRERREQUISTIES: NONE COURSE DESCRIPTION: This course is designed to take into consideration research into training of English teachers. Specifically, its aims and objectives are drawn from the seminal work on growth of pedagogical content knowledge in inservice English teachers undertaken by Grossman (1990), and what constitutes effective English teaching (Applebee, 1989; Applebee, Langer, Nystrand, & Gamoran, 2003; Carbonaro & Gamoran, 2002; Gamoran & Carbonaro, 2003). This body of research guides this course in English teacher preparation since it defines what declarative and procedural knowledge trainee teachers need to acquire, as well as what dispositions to teaching English they should have at the end of the period of study. The primary focus of the course is developing trainees’ proficiency in representing their formal content knowledge of English (gained through undergraduate and graduate degrees) in ways that are understandable to adolescent learners of English. Moreover, it prepares trainees to represent that content through interesting and enjoyable lessons, to deploy research-based instructional approaches that are responsive to adolescents’ language developmental needs, and to infuse teaching-learning events with perceptible love for English, whilst demonstrating a caring attitude towards students. This is particularly important given the diversity of school cultures into which course participants may eventually be placed, and the challenges they may experience in designing instruction for, and teaching, adolescents. In instructional settings, the latter can range from the highly motivated and self-directed on the one hand to the unmotivated and reluctant on the other. The course equips students with the core competencies required for negotiating these teaching-learning contexts, and guides them to reflect upon their learning in socially collaborative spaces, such as wikis, and personal spaces, such as journals. Purpose of the Course Rationale This course is intended to develop course participants’ skills in designing effective, affective lessons, and choosing appropriate pedagogical strategies for teaching English to adolescents. It seeks to prepare participants for classroom teaching in a wide variety of school contexts that will require and challenge their creativity, and disciplinary knowledge of English. Course Content There are 5 areas of focus as follows: Orientation to curriculum: this introduces prospective teachers to three core areas of focus that will inform their understanding of their future work. It takes a macro view of the teaching act and situates it within the broad context of the wider curriculum. • Principles of Instructional Design The focus here is on introductory, core concepts necessary for students to design lessons and units, such as learning outcomes, instructional objectives, instructional stimulus, taxonomies, and learning activities. • Integrating Technology in Teaching and Learning This will provide students with the analytical skills to deconstruct media products and explore ways in which technologies can be used in teaching and learning. It will sensitize educators to the theoretical and practical issues involved in the integration of computers, audio-visual equipment and other technologies used for instruction and provide training in the design and production of educational materials. 65
Page 3 and 4:
POSTGRADUATE REGULATIONS & SYLLABUS
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16: POSTGRADUATE REGULATIONS & SYLLABUS
Page 65: POSTGRADUATE REGULATIONS & SYLLABUS
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
show all

Faculty of Humanities and Education (Postgraduate) - The University ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?