The 3 Dimensions of Engaging Instruction (Teacher Certification Program)
- Description
- Curriculum
- Reviews
COURSE DESCRIPTION
This course is a teacher development and certification training benchmarking teaching standards in the United Kingdom. It has been designed and moderated by advanced teaching practitioners and senior school leaders in the UK. It aims to enable participants to understand the fundamentals of effective teaching. These are the foundations upon which learning is guaranteed to take place in every teachers’ classroom.
This has been explained in this course as the 3 dimensions of engaging instruction. This is because effective teaching is instruction that engages and challenges the student. The 3 dimensions of engaging instruction as explained in this course are underpinned by recent research in neurosciences and theories in education. It explores the fundamentals of teaching and learning encapsulated in the teaching cycle pivotal for effective teaching. The aim of this course is to enhance the participant’s knowledge and skills which would increase their level of effectiveness in the classroom.
This course is intended as a practical course as the strategies taught can be applied immediately to enhance classroom delivery. Therefore, to get the best out of this course each participant is required to have a reflective journal to take notes. Also, there are assignments that are intended to enable participants integrate the strategies being learnt into their everyday practice. Participants are advised to inform their manager and a colleague that they would require their help as accountability partners.
COURSE LEARNING OUTCOMES
- To explore the essence of lesson planning and the theories underpinning it.
- To identify the fundamentals of designing and delivering effective instruction in the classroom.
- To understand the strategies that can be used to enable students’ transition into critical and high order thinkers.
- To gain mastery of the types of teaching methods and their practical implications.
- To recognize different methods of assessment and their application in the classroom.
COURSE PACKAGE
- This course comprises of over 21 lectures embedded in 6 modules
- Practical assignments at the end of various sessions
- A certificate
- Technical support and a forum to benefit from knowledge of other participants on the course
CERTIFICATION
This training is certified by The British Education Council. Upon completing the full training program participants will be awarded a certificate of completion.
WHO IS THIS FOR
- For school leaders who want to further or refresh their knowledge of effective teaching and take their place as instructional leaders
- Any teacher who is keen on investing into their professional development and functioning as an advanced practitioner.
SECTION- CURRICULUM
| Module 1 | Introduction to Engaging Instruction |
| 1.1 | Course Overview |
| 1.2 | Introduction |
| 1.3 | The Teaching Cycle |
| 1.4 | Activity |
| 1.5 | Identifying Learners Needs |
| 1.6 | Importance of Identifying Learners Needs |
| 1.7 | Strategies for Supporting Students with Learning Difficulty |
| 1.8 | End of Module Quiz |
| Module 2 | Lesson Planning as a Dimension of Engaging Instruction |
| 2.1 | Introduction |
| 2.2 | Learning Theories |
| 2.3 | The Constructivist Theory |
| 2.4 | Overview of Lesson Planning |
| 2.5 | The Rationale and Main Ingredients of a Lesson Plan |
| 2.6 | Differentiation |
| 2.7 | British Teaching Standards |
| 2.8 | End of Module Quiz |
| Module 3 | Lesson Delivery as a Dimension of Engaging Instruction |
| 3.1 | Introduction |
| 3.2 | Activity |
| 3.3 | How the Brain Learns |
| 3.4 | Learning Pyramid Quiz |
| 3.5 | Learning Pyramid |
| 3.6 | Formatting Information in the Brain |
| 3.7 | End of Module Assignment |
| Module 4 | Strategies for Delivering Engaging Instruction |
| 4.1 | Introduction |
| 4.2 | Structure for Delivering Engaging Instruction |
| 4.3 | Icebreakers |
| 4.4 | Aims & Objectives |
| 4.5 | Using the S.M.A.R.T rule |
| 4.6 | Multi-Sensory Instruction |
| 4.7 | Strategies to achieve Multi-Sensory Instruction |
| 4.8 | The Principle Underpinning Multi-Sensory Instruction |
| 4.9 | Resources to achieve Multi-Sensory Instruction beyond the Classroom |
| Module 5 | Assessment as a Dimension of Engaging Instruction |
| 5.1 | Introduction |
| 5.2 | Types of Assessment |
| 5.1 | Quiz |
| 5.3 | Using Data to inform Assessment |
| 5.4 | Assessment tools |
| 5.5 | Class Assignment |
| Module 6 | Assessment and Feedback- Theory & Practice |
| 6.1 | Introduction |
| 6.2 | Bloom’s Taxonomy |
| 6.3 | Class Activity |
| 6.4 | Bloom’s Taxonomy in Action |
| 6.5 | The Importance of Feedback |
| 6.6 | Delivering Feedback |
| 6.7 | Principles of Good Feedback |
| 6.8 | End of Course Quiz |
| 6.9 | Course Conclusion |
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1
Course Overview (TCP) -
2
M1:INTRODUCTION (TCP) -
3
The Teaching Cycle- The Challenge of the 21st Century (TCP)
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4
M1: CLASS ACTIVITY (TCP)
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5
Identifying Learners Needs (TCP)
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6
Importance of Identifying Learners Needs (TCP)
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7
Strategies for Supporting Students with Learning Difficulty (TCP)
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8
Identifying needs in Early Years
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9
M1: CLASS ACTIVITY 2 (TCP)
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10
End of Module 1 Quiz (TCP)..
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11
M2:INTRODUCTION (TCP)
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12
LEARNING THEORIES (TCP)
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13
THE CONSTRUCTIVIST THEORY (TCP)
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14
OVERVIEW OF LESSON PLANNING (TCP)
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15
THE RATIONALE AND MAIN INGREDIENTS OF A LESSON PLAN (TCP)
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16
LESSON PLANNING IN EARLY YEARS
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17
DIFFERENTIATION (TCP)
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18
BRITISH TEACHING STANDARDS AND HOW THAT INFORMS LESSON PLANNING (TCP)
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26
M4:INTRODUCTION (TCP)
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27
STRUCTURE FOR DELIVERING ENGAGING INSTRUCTION (TCP)
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28
Icebreakers
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29
Aims & Objectives
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30
USING THE S.M.A.R.T RULE (TCP)
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31
MULTI-SENSORY INSTRUCTION (TCP)
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32
Strategies to achieve Multi-Sensory Instruction
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33
Resources to achieve Multi-Sensory Instruction beyond the Classroom
