Creating well-prepared individuals, cognitively and behaviorally while focusing on developing psychomotor skills
Dr.Mohamed Attia
2015-2016
Professional development training course How Adolescents and children Learn Mathematics & Science & humanities
Mr.Mohamed Attia
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2015-2016
2015-2016
Table of content
Description
Page
Course description
1
Course objectives and outcomes
2
Course outline
3
Attendance policy
1
Assignments procedures
1
Plagiarism
2
Grade distributions
4
Final grades scale
4
Links
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Professional development training course How Adolescents and children Learn Mathematics & Science & humanities 2015-2016 Course Schedule: 3 hours a day Course Location: appropriated Avenue Office Hours: 36 hours- Couse Instructor: Mohamed Attia Mohamed +966531917236 or Whats App: +201006489894 Email:
[email protected] or
[email protected] Course Description: This course provides the foundational knowledge for other courses in Teaching and Learning track. The course designed into modules, though each module covers a different topic they all integrate at the end of the course to form one coherent unit. The overall goal of these modules is to help science & math and humanities educators understand how adolescents learn mathematics and science& humanities in an integrated approach. In this course, we will discuss and learn how to design and implement inquiry-based lessons in our classrooms. We will also learn about the nature of each discipline, adolescents’ cognitive development stages, the different abilities of the multiple types of learners, the various approaches of teaching math , humanities and science, as well as modes of assessment to help monitor and improve student thinking & learning. The main objective of this course is to reflect the theories learnt on the participants’ classroom practices and modify their application according to their context. Course Objectives: By the end of this course, participants will be able to: 1. Demonstrate a thorough understanding of the nature of mathematics and science and humanities 2. Demonstrate their understanding of constructivist theories of learning and human development as per Piaget and Vygotsky and their relation to science and math learning. 3. Recognize the different kinds of learners and their learning styles, and how to include them in planning and delivering the lesson. 4. Apply the various approaches to teaching mathematics and science, humanities and identify the appropriate use of each method including the use of inquiry based and project based learning. 5. Demonstrate an understanding of science and humanities teaching through various perspectives on science education, sociology of education, and multiculturalism in classrooms. 6. Apply the findings of brain research in designing class activities, assignments and lesson plans. 7. Reflect on one’s own educational experiences in context to current course content 8. Design integrated units and lesson plans. 9. Shows clear evidence of the impact of professional growth activities on instructional effectiveness.
10. Determine learners’ misconceptions and work on modifying them.
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Course Outline: Unit Zero: Introduction to Bloom’s taxonomy and Revised BT. Unit One: Inquiry- Based Learning (IBL) and classroom management Unit Two: Follow classroom management Unit Three: Adolescents Cognitive and Psychosocial Development In Relation To Learning Mathematics, humanities and Science. Unit Four: Constructivism. Unit Five: Brain – based learning. Unit Six: Creative teaching strategies. Mini- challenge. Unit Seven: Behaviorism. Unit Eight: Multi – intelligence theory. Unit Nine: progressive learning. Unit Ten: Theories of learning. Unit Eleven: working with lesson plan. Grand challenge. Teaching Aptitude Test1. High expectations (If time) Unit Twelve; 21st century learning skills (10/12/2015) Unit Thirteen: Assessment methods (17/12/2015) Unit Fourteen: Teaching Aptitude test2 (24/12/2015) Attendance Policy: - Educators must attend every class since the materials are building up on each other, and the interactive nature of the course necessitates attendance & active participation. In order to receive a grade for the course, Teacher shall not miss more than two classes. - If a Teacher is ill or has an emergency, (s) he shall inform the instructor prior to class time. - If the instructor has an emergency and can not make it to class, he will inform the students prior to class time and will ask for a makeup class either face to face or virtually. Assignments: The aim of this course is to link theory to practice; thus the assignments play a vital role in this class. Participants will be asked to apply the knowledge and skills acquired in their classroom context and to submit a lesson plan or short report describing their experience applying the concepts learnt. Rubrics for each assignment/report will be handed in before the assignment Plagiarism: According to Mois policy, all submitted assignments will be checked for plagiarism. The submitted work shall be original and not copied from any other resource. In cases of plagiarism, the submitted work will NOT be accepted and the student will lose their mark. 3|Page
Grades Distribution: Component
Percentage of Total Grade
Weekly Assignments
10%
Mini-Challenge
10%
Final presentation (Grand Challenge)
15%
Attendance & participation
10%
Self-evaluation
5%
Teaching Aptitude test
50%
Final Grading Scale: A (93-100) 80)
A- (90-92)
B+ (87-89)
B (83-86)
B- (80-82)
The syllabus may change at any time based on class agreement.
For further information
[email protected] [email protected] skype: mohamedattia12000200 linkedin : mohamedattia120002000 www.facebook.com/mohamedattia120002000 www.twitter.com/mohamedattia12000 www.mohamedattia120002005.blogspot.com
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