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

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.
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