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66 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION • Managing diverse classroom environments The focus is on preparing students to manage the wide diversity of adolescent learners, learner behaviours, and physical settings they are likely to encounter across a range of school types. Topics to be taught include planning differentiated instruction, using sociometric data, and selecting classroom management strategies. • Teaching disciplinary content The focus will be on discipline-specific issues and how they may be conceptualised and approached pedagogically. Detailed listing of topics Orientation to curriculum • The teacher and the teaching act • Understanding the curriculum • Curriculum interface. Principles of instructional design • Conceptualizing and planning units of instruction • Analyzing adolescent students’ instructional needs [e.g. in writing instruction] • Defining broad unit purposes • Defining constituent lessons for a unit • Sequencing lessons in a unit • Using instructional taxonomies • Setting instructional objectives • Planning for affective outcomes • Assessing learning • Infusing visual and performing arts in the curriculum. • Planning lessons • Defining an instructional purpose for a lesson • Matching instructional purposes to instructional objectives • Selecting stimulus materials • Sequencing instructional events within lessons • Creating coherence within lessons • Choosing assessment strategies. • Selecting appropriate pedagogical strategies • Direct instruction,lectures,group work,individual work, experiential learning • Choosing pedagogy for differentiated classes • Selecting strategies that cater for multiple intelligences and learning styles (e.g. role playing, drama, hot seating, debating) • Questioning and listening skills, motivational skills, interpersonal skills. Integrating technology in teaching and learning • Principles of technology integration • Policy, pedagogy and practice • Creating wikis, blogs, podcasts, websites • Creating webpages and other virtual spaces to facilitate differentiated teaching & learning • Understanding legal and ethical issues:copyright,plagiarism, access and other legal issues. Managing diverse classroom environments • Core principles of differentiated instruction: differentiating instruction for variations in student readiness and interests • Differentiatinginstructionforvariationsinstudents’preferred ways of learning • Issues in classroom management • Learner behaviours, student subcultures, gendered behaviours. Teaching disciplinary content [English] • General orientation to curriculum • The notion of curriculum • Where disciplinary knowledge comes from • Teachers’ work, the nature of teaching, the teaching self • Nature of the linguistic environment • Brief historical account • Creole language and its impact on SE learning • Creole structures • Instructional strategies • Teaching concepts in English (for e.g. irony, symbolism, metaphor, concepts) personification, hyperbole, grammatical • Principles of teaching concepts and skills • Preparing examples and non-examples • Selecting suitable learning activities • Selecting appropriate technology tools • Reading Skills • Comprehension instruction strategies (DRTA, KWL, • SQ3R, Anticipation guide), inferencing Critical literacy • Vocabulary acquisition • Writing Skills • Spelling • Diagnosis of student writing • Teaching strategies • Genres of writing • Grammar • SE and Creole structures • Parts of speech • Instructional issues and teaching strategies • Creative approaches to teaching grammar • Oracy • Listening skills • Speaking Standard English – register, code switching • Literature • Narrative techniques/author’s intention – point of view, setting, characterization, literary devices • Models for teaching literature • Challenges in teaching literature • Nature of genres • Teaching strategies.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Aims/Goals The major aims of this course are to develop teachers who can expertly diagnose, plan, and assess instruction for different types of learner in a variety of contexts. General objectives To achieve these aims, course participants will have the opportunity to: • Demonstrate knowledge of, and a disposition to use, instructional methods appropriate for teaching English in diverse contexts • Plan lessons that motivate their students to learn about and use language accurately and creatively • Make appropriate use of technology to meet instructional objectives • Demonstrate a positive disposition to the instructional and motivational possibilities afforded by educational technology • Demonstrate knowledge of, and disposition to apply, appropriate learning management, including classroom management, strategies for diverse contexts • Engage in continuous reflection on pedagogical issues applied to teaching of English. The tools provided by the MyElearning platform will be a major teaching/learning resource. Assessment Coursework 100% Assessment Methods This course uses both formative and summative assessment methods. Each student will be required to create individual projects (75%) and submit a sample of their reflective journal entries (25%). The projects are designed to assess course participants’ understanding and assimilation of core content. Journal entries will offer evidence of course participants’ evolving understandings of course content. Resources: • Multimedia classroom equipment • Access to computer lab • The Internet • MyElearning MOODLE course shell Recommended texts Gronlund, N.E., & Brookhart, S.M. (2009). Gronlund’s writing instructional objectives (8 th ed.). New Jersey: Pearson. Nippold, M.A. (1998). Later language development. The school age and adolescent years. (2 nd ed.). Austin, Texas: Pro. Ed. Selected Readings Cheng, Y., & Yeh, H. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40(4), 597-605. doi:10.1111/j.1467-8535.2008.00857.x. Christenberry, L., Bomer, R., & Smagorinsky, P. (Eds.) (2009). Handbook of adolescent literacy research. NY: Guilford Press. Cosset Lent, R. (2006). Engaging adolescent learners: A guide for content area teachers. London: Heinemann. Craig, D. (2006). Teaching language and literacy to Caribbean students. From vernacular to Standard English. Kingston, Jamaica: Ian Randle. Grant, J., & Hollas, B. (2002). Differentiated instruction: Different strategies for different learners. Peterborough, New Hampshire: Crystal Springs Books. Green, T.D., Brown, A.H., & Robinson, L.K. (2007). Making the most of the web in your classroom: A teacher’s guide to blogs, podcasts, wikis, pages, and sites. Thousand Oaks, CA: Corwin Press. Gregory, G.H. & Chapman, C.M. (Eds.). (2006). Differentiated instructional strategies: One size doesn’t fit all. Thousand Oaks, CA: Corwin Press. Hinchman, K., & Sheridan-Thomas, H. K. (2008). Best practices in adolescent literacy instruction. NY: Guilford Press. Karten, T.J. (2009). Inclusion strategies that work for adolescent learners! Thousand Oaks, CA: Corwin Press. Orlich, D.C., Harder, R.J., Callahan, R.C., Trevisan, M.S., & Brown, A.H. (2009). Teaching strategies: A guide to effective instruction. (9 th ed.). Belmont, CA: Wadsworth. Additional References Applebee, A.N. (1989). The teaching of literature in programs with reputations for excellence in English. State University of New York, Albany. Applebee, A. N., Langer, J.A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730. Carbonaro, W.J., & Gamoran, A. (2002). The production of achievement inequality in high school English. American Educational Research Journal, 39(4), 801-827. Gamoran, A., & William C. (2002-2003). High school English: A national portrait. The High School Journal 86, 1-13. Grossman, P. L. (1990). A study in contrast: Sources of pedagogical content knowledge for secondary English. Journal of Teacher Education, 40 (5), 24-31. Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. NY: Teachers College Press. CA: Wadsworth. 67
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