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

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78 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION H. Closure Skills (The art of giving the learner a sense of completeness of accomplishment by pulling together main facts and ideas taught and providing a link between past and new knowledge) • Ability to reduce anxiety in learners by helping them to arrive at solutions • Ability to arrive at several minor closures in a step-bystep approach to learning • Ability to pull together threads of a complex manyfaceted lesson or series of lessons • Ability to summarize ideas presented by a variety of means • Ability to design and set useful follow-up assignments 3. Stage III - Post-Operational (See Stage I and II under B. Lesson Presentation Skills) assessment Competence Ability to: • devise formal and informal evaluative procedures to assess the effectiveness of instruction; • ensure that evaluative devices are objective; • ensure that evaluative devices are valid; • ensure that evaluative devices are reliable; • use assessment data effectively and appropriately. REFERENCES Eggen, P., & Kauchak, D. (2004). Educational psychology: Windows on classrooms (6th ed.). Upper Saddle Rivers, NJ: Prentice Hall. Cooper, J. N. (Ed.). (2003). Classroom teaching skills (7th ed.). Boston, MA: Houghton Mifflin. CURRICULUM PROCESS COURSES EDLA5240-EDAR 5310 COURSE DESCRIPTION: Curriculum Process is critical to classroom practice. Through the examination of the theoretical issues relevant to curriculum process, teachers will derive an understanding of the theoretical underpinnings of teaching and learning. This section of the programme, therefore, helps teachers to develop a greater awareness of the nature of their curriculum areas, while providing opportunities for mastering the relevant content. Teachers are also exposed to those methodologies that would provide effective and efficient instruction, as well as those that promote learning in the particular curriculum area. ASSESSMENT A Curriculum Study (5,000 words) – 100% SYLLABUS Curriculum Process includes the teaching of a specific curriculum area and the following modules: Use of Media in Education, assessment in Education, Classroom/School-Based Research, and Electives. A. Teaching In The Curriculum Area In these sessions, which are detailed for each curriculum area, teachers are introduced to basic curriculum theory aimed at providing them with tools to design, implement, and evaluate curriculum in the context of all the factors that impact on teaching and learning. With this background, they explore methodologies and develop strategies, materials, and resources to inform and support their instructional practice. B. Assessment in Education This component of the Diploma programme is an integral part of Curriculum Process. It will be delivered primarily by curriculum tutors, within the context of their particular disciplines. It will provide learning experiences that focus on the assessment of students’ learning outcomes in specific curriculum areas. However, core issues that are common to all curriculum areas will be delivered in plenary sessions. OBJECTIVES Teachers will have an opportunity to: 1. consider issues related to the assessment of learning and learner characteristics; 2. develop competence in designing and selecting test items and constructing tests for the measurement of learning; 3. become familiar with a variety of alternative assessment strategies for assessing learning; 4. become acquainted with basic statistical techniques for the analysis and interpretation of test scores; 5. develop skills in the collection, analysis, and interpretation of a variety of non-test data for the assessment of learning and learner characteristics. CONTENT • Traditional and alternative purposes of assessment of learning and the problems of assessing the varieties of learning outcomes and learner characteristics • Techniques of assessment i. development of test items of various types ii. test construction iii. performance and product assessment (group and individual), the use of alternative data sources, e.g., portfolios, student interviews, observations, attitude measures, etc. • Statistical and other techniques for analysis and interpretation of data ASSESSMENT University attendance requirements must be met (at least 75%). In addition, students may be required to make presentations and/or submit projects in their curriculum portfolios.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION C. Classroom/School-Based Research This module is specifically designed to emphasize the role of the teacher as researcher. It will make teachers aware that classroom and school research can and should be an integral part of their day-to-day practice. OBJECTIVES Teachers will have an opportunity to: 1. become familiar with the essentials of educational research; 2. acquire the skills required to conduct classroom and school-based research. D. The Use of Media in Education The module will be delivered through lectures and practical sessions. Lecture sessions will focus on theoretical issues and will provide introductions to the practical sessions. The practical sessions will be conducted in curriculum groups where students will develop resources appropriate for use in their curriculum areas. These products will be presented in plenary sessions and submitted in the curriculum portfolio. OBJECTIVES Teachers will: 1. explore basic concepts of educational technology; 2. evaluate the attributes of print and electronic media for classroom use; 3. consider the role of media in student construction of meaning from both verbal and visual information; 4. be sensitised to learner characteristics that affect media selection and use; 5. design and develop media resources for use in classroom settings; 6. develop competence in using equipment with resources prepared for instruction. CONTENT • The nature of instructional media • Media and communication • Media and literacy • The overhead projector • Charts and posters • Slides and photographs • Videos • Information technology ASSESSMENT University attendance requirements must be met (at least 75%). In addition, students may be required to make presentations and/or submit projects in their curriculum portfolios. E. Electives In the Diploma programme, teachers are exposed to a range of teaching skills and ideas for implementing curriculum. They also become sensitized to the many ways in which personal characteristics, talents, and interests contribute to their professional practice. In recognition of the implications of these aspects of a teacher’s life, the electives will seek to engage teachers in activities that enhance personal development. OBJECTIVES Teachers will have an opportunity to 1. develop their creative resources; 2. explore new areas of interest; 3. become sensitized to factors that affect personal wellbeing; 4. understand how personal development impacts on professional practice. CONTENT Students will select from such areas as: • Art and Craft • Cooking • Counselling • Dance • Gardening Skills • Music • Photography • Public Speaking • Technology in Teaching • Yoga Electives may vary from year to year. Each student will be required to enrol in one elective. ASSESSMENT University attendance requirements must be met (at least 75%). In addition, students may be required to make presentations and/or submit projects in their curriculum portfolios. F. Arts In Education OBJECTIVES 1. Innovative learning situations by using material from the curriculum. 2. Innovative learning situations from extra-curricular material. 3. Stimulate and develop students’ creative resources. 4. Assess students’ creative development. ASSESSMENT University attendance requirements must be met (at least 75%). In addition, students may be required to make presentations and/or submit projects in their curriculum portfolios. 79
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