All Units Outline_150110

(Tentative)

Post Graduate Diploma of Education in Teaching Science and Mathematics (TeSMe)

1 March 20 August 2010, SEAMEO RECSAM

(I) ADVANCED COMMUNICATION SKILLSUNIT CODE AND TITLE PDA101 : Advanced Communication Skills

DIVISION/INSTITUTIONTraining Programme Division, SEAMEO RECSAM

VENUESEAMEO RECSAM, Penang, Malaysia

MODE OF OFFER: In-campus, full time

DATES & DURATION1 March 20 August 2010

YEAR(S) OF OFFER Yearly, commencement 2010

CREDIT POINTS1 credit point

UNIT CO-ORDINATOR

Name (qualification & university):Ms Jillian Estrop Dip. TESOL, LTTC (London Teachers Training College)

PositionHead of Centre cum Trainer

Division-

InstitutionInternexia College Sdn Bhd

Addressc/o SEAMEO RECSAM, Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia

ASSESSMENT PANEL MEMBERS Ms Jillian Estrop ( Tutor Trainer Internexia Sdn Bhd )Ms Foo Lay Kuan (HoD, TPD, SEAMEO RECSAM)

Mr Lee Shok Mee (Specialist cum Programme Manager, TPD, SEAMEO RECSAM)and any other lecturers nominated

CONTACT (Unit Coordinator): Tel: 604 657 3404H/P: 017 434 5993Fax: 604 657 3404Email: [email protected]

PREREQUISITES & CO-REQUISITES Preferably, Unit Coordinator and assessment panel members are also lecturers of the unit, except HoD & PM.

INCOMPATIBLES (if any)-

COHORT RULE (if any): -

ON-LINE STATUS (if available):

CONTACT HOURS50

2 AIMS The two major components of this unit are speaking (oral presentation) and writing (academic writing).It aims to enhance the participants English proficiency specifically in the area of advanced communication, which will escalate the learners confidence in their oral and written skills. Participants will have many opportunities to engage in active listening, speaking, writing, and effective presentation so as to contribute to the general improvement as grammar components will be included in all sessions. Familiarisation with technical writing techniques will further assist the participants in their course study. 3 OBJECTIVES Upon completion of this unit participants should be able to:3.1 Communicate clearly and correctly using simple English both written and spoken, particularly in oral presentation.

3.2 Distinguish between formal and informal writing.

3.3 Demonstrate grammatical accuracy and the ability to extract key points

3.4 Write simple academic papers of different lengths and forms for various purposes.

3.5 Present research proposals and findings clearly & accurately 3.6 Enhance their language proficiency and extend their understanding of contemporary issues in the learning of science and mathematics

3.7 Express opinions and critiques cogently. 4 CONTENT

Topics to be addressed in the unit include:TopicsBrief descriptionContact hour

4.1Academic Writing Styles

- Understanding academic writing styles

- The academic writing process

- Planning, editing and reviewing5

4.2Report Writing

- Structuring and planning a report

- Analytical and practical reports

- Signaling words and paragraphing6

4.3Technical Report Writing

- Fundamentals

- Selecting and organizing information

- Visual material

- Plagiarism10

4.4.Essay Writing

- Structuring and planning a good essay

- Opinion writing

- Summary writing

6

4.5Editing & Reviewing

- How do I plan editing and reviewing?

- What should I check for?

2

4.6.Academic Posters

- Using posters in presentation

- Designing, use of graphics, visual impact and layout.

6

4.7.Oral Presentation

- Planning a presentation: content, structure and group presentation

- Designing a presentation: layout and formatting, visual variety

- Effective delivery 15

Total:50

5 ASSESSMENT

Assessment WeightBrief description

5.1

40%Oral presentation: Individual 20% Group 20%Individual presentation on a topic of choice.

Group presentations (in groups of 5). Topics to be chosen from a list given.

5.260%Portfolio of work

(exercises and tasks)A portfolio of work on simple tasks and assignments given during

the classes during the duration of the course.

6. PRESCRIBED TEXTS

Deller, S. & Price, C. (2007). Teaching other subjects through English. Oxford University Press. Larsen Freeman, D. (2003). Teaching language from Grammar to Grammaring. James W. Brown-Thomson Heinle

Hill, M.G. (2003). Integrated Skills Edition. McGraw-Hill/Contemporary.Timm, P.R. (2000). Speech Communication. South-Western Educational PublishingGentzler, Y.S. (2000). Speaking & Presenting. South-Western Educational PublishingRiggenbach, H. & Samuda, V. (2000). Grammar Dimensions Form, Meaning and Use. Heinle & Heinle 2000

Azar, B.S. (1999). Understanding and Using English Grammar (3rd Edition). Mary Jane Peluso. Longman

Hughes, R. & Heah, C. (2006). Common Errors In English (3rd Edition). Oxford Fajar.Brookes, A. & Grundy, P. (1991/2002). Beginning to Write. Cambridge University Press.Ingre, D. (2003). Survivors Guide to Technical Writing. South-Western Educational Publishing/Thomson LearningKrizan, A.C. & Logan, J.P. (2000). Writing. South-Western Educational Publishing/Thomson Learning Cambridge IELTS exam papers (2007/2008). Cambridge University Press Hogue, A. & Oshima, A. (1997). Introduction to Academic Writing (2nd Edition). LongmanHogue, A. (1997). First Steps in Academic Writing. Longman Jordan, R.R. (2002). Academic Writing Course: Study skills in English. Longman(II) ICT INTEGRATION

UNIT CODE AND TITLE PDA102 : ICT Integration



MDE OF OFFER In-campus, full time




UNIT CO-ORDINATOR

Name (qualification & university)Annamalai C. (MSc-IT+ALU, India)

PositionICT Education Specialist

DivisionTraining Programme Division

InstitutionSEAMEO RECSAM

AddressJalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia

ASSESSMENT PANEL MEMBERS Mr Annamalai C. Ms Foo Lay Kuan (HoD, TPD, RECSAM)

Mr Lee Shok Mee (Specialist cum PM, TPD, RECSAM)

[at least 2 other persons]

CONTACT (Unit Coordinator) Tel:04-6522750

H/P:016 451 9472

Fax:04-6522738Email: [email protected]


INCOMPATIBLES (if any)-

COHORT RULE (if any) -

ON-LINE STATUS (if available)-

CONTACT HOURS50

2 AIMS

This unit explores the various ways ICT is used for instruction. Apart from critically examining the literature on how ICT has been successful or unsuccessful in enhancing instruction, participants will get a lot of hands-on opportunity in exploring the Internet and Multimedia technologies and its use in instruction. Participants will also explore how ICT can be successfully implemented for instruction in their school.

3 OBJECTIVES

Upon completion of this unit participants should be able to:

4.1 develop and extend their understandings of ICT and its effectiveness in science instruction

4.2 develop and extend their understandings of various multimedia approaches and suggestions for review of programmes in science instruction

4.3 extending their understandings through various ICT literatures on how ICT has been successful or unsuccessful in enhancing science instruction

4.4 evaluate and explore how ICT can successfully implemented for the science instruction with the emerging technologies

4 CONTENT

Topics to be addressed in the unit include:

No.TopicHours

4.1RECSAMs ICT familiarization2

4.2Instructional software and multimedia for Science/Maths learning10

4.3eLearning 10

4.4Review of programmes like schoolnet and Intel Teach to the Future6

4.5Current Technologies (e.g. Geogebra, GSP, etc)8

4.6Emerging Technologies (e.g. WEB2.0, SECONDLIFE, etc)8

4.7ICT effectiveness in instruction6

5 ASSESSMENT

Assessment WeightBrief descriptionLinked learning objectives

5.130%

Three tests/Quizzes (3 x 10%)

Current Technologies

Emerging Technologies

e-Learning 3.4

5.270%

Group Project (4 participants/group): 50% & Presentation (20%)Based on the following topics:

Instructional software and multimedia for Science/Maths learning Review of programmes like schoolnet and

Intel Teach to the Future

ICT effectiveness in instruction3.1, 3.2, 3.3

7 REPRESENTATIVE REFERENCEShttp://www.teachernet.gov.uk/teachingandlearning/subjects/science/science_teaching_resources/http://www.singularityonline.com/http://www.sci-journal.org/index.php?link=reports.php&c_check=1http://home.earthlink.net/~adnil301/wsnjour.htmlhttp://www.asta.edu.au/resources/teachingscience/581http://www.lessonplanspage.com/SciExperiments.htmhttp://www.educationworld.com/science/Books

Frost, R. (2001 revised) Data logging in Practice Hatfield: ASE ISBN 0952025744.

D. Sang & Frost, R. (2005) Teaching Secondary Science using ICT London: Hodder Murray

Newton, L R and Rogers, L (2001) Teaching Science with ICT. London: Continuum

Leonard Newton; Laurence Rogers (2001), Teaching science with ICT, ISBN: 0826455182 9780826455185You already recently rated this item.

Would you also like to submit a review for this item?

Yes No

Your rating has been recorded

(III) CURRENT TRENDS IN MATHEMATICS EDUCATION

UNIT CODE AND TITLE PDM103 : Current Trends and Issues in Mathematics Education



MODE OF OFFERIn-campus, full time




UNIT CO-ORDINATOR

Name ( qualification & university)Leong Chee Kin (PhD, USM)

PositionMathematics Education Specialist


Institution:SEAMEO RECSAM


ASSESSMENT PANEL MEMBERS Dr. Leong Chee Kin

Ms Foo Lay Kuan (HoD, TPD, RECSAM)

Mr Lee Shok Mee (Specialist cum PM, TPD, RECSAM[at least 2 other persons]

CONTACT (Unit Coordinator): Tel: 604-6522746

H/P: 016-4530034

Fax: 604-6522737Email: [email protected]


INCOMPATIBLES (if any)

COHORT RULE (if any)Science and Mathematics participants will separately attending parallel sessions. They shall meet in common topics.

ON-LINE STATUS (if available) -

CONTACT HOURS50

2 AIMS

This unit is designed to assist participants to develop knowledge and deeper understanding of the current trends and issues in mathematics education. It explores the various trends, contemporary issues and problems of practice related to the context of the teaching and learning mathematics and its learning theories. Various dimensions will be discussed including the implications of research for teaching, learning, curriculum, assessment, problem solving, individual differences, and other current issues related to school mathematics. Candidates will focus on classroom practices and take a look at the diversity of mathematics education research and international issues and trends in mathematics education.

3 OBJECTIVES

Upon completion of this unit participants should be able to:3.1 develop an awareness of the current trends and issues in mathematics education in the teaching and learning of mathematics.

3.2 develop and extend their understanding of the implications of contemporary learning theories in mathematics education.

3.3 develop and extend their understanding of the current trends in teaching strategies / approaches and assessment in mathematics education.

3.4 to identify and discuss problems associated with the contemporary learning theories in mathematics education;

3.5 describe areas of research most useful to advancing the teaching and learning of mathematics

3.6 demonstrate understanding of the use of technology as a catalyst for teaching and learning in the classroom.4 CONTENT

Topics to be addressed in the unit include:No.TopicContact hour

4.1Learning Theories

Objectives and functions

Historical background

Impact on the teaching and learning

Implication of contemporary learning theories

Core issues on which learning theories differ16

4.2Professional Growth

Lesson Study: Reflection on teaching

Using mathematics Education research to inform best practice

Life-long education and continual professional development6

4.3Mathematics Education

Nature of mathematics

Philosophy of Mathematics and Mathematics Education

Review of Standards and principles for school mathematics

Personal beliefs and historical perspective

Historical overview of mathematics education and recommendation for change

Shifting goals in mathematics education

Research issues and practices in Mathematics education

International issues and trends in Mathematics education10

4.4Curriculum Development

Past, present & future issues influencing mathematics curriculum in schools

Teachers role in curriculum development and implementation

Different perspective of the Mathematics curriculum

Rationale for curriculum decision

Various dimensions of mathematics curriculum

Recent trends in curriculum reform10

4.6Pedagogy/approaches

Knowledge of learners & the learning process

Teaching strategies and tools

The role of technology in education

Trends in classroom technologies

Issues in using technology8

Total:50

5 ASSESSMENT


5.145%

The average mark derive from the accumulation of at least three individual or group

activities/ coursework/assignments/tests

5.255%

Group project work

6 REPRESENTATIVE REFERENCESAthanasou, J. & Iasonas, L. (2002). A teachers guide to assessment. NSW: Social Science.

Chandler, D. (1992). The purpose of the computer in the classroom. In J. Beynon & H Mackay (Eds.), Technological literacy and the curriculum (pp. 171-196). London: Falmer Press.

Commissioner on Standards for School Mathematics (1989). Curriculum and Evaluation Standardsfor School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Desimone, L. (2001). The Role of Teachers in Urban School Reform. ERIC Digest. Retrieved 21 Feb 2009 from http://www.ericdigests.org/2001-1/reform.htmlDietel, R. J., J. L. Herman, and R. A. Knuth (1991). What does research say about assessment? Oak Brook: North Central Regional Educational Laboratory. Retrieved 14 Jan 2008 from http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm.

Grabe, M. & Grabe, C. (2006). Integrating technology for meaningful learning. 4th Ed. Boston: Houghton Mifflin College Div.

Gardner, H. (2004). Frames of mind: the theory of multiple intelligences. 2nd ed., New York: Basic Books.

Leonard, D. (2002). Learning theories, a to z. Westport : Oryx Press. Retrieved 21 Feb 2008 from http://www.questia.com/read/101312860#Mullis, I.V.S., Martin, M.O., & Foy, P. (with Olson, J.F., Preuschoff, C., Erberber,E., Arora, A., & Galia, J.). (2008). TIMSS 2007 International Mathematics Report: Findings from IEAs Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. PIRLS International Study Center, Boston College. Retrieved 20 Feb 2009 from http://timss.bc.edu/TIMSS2007/PDF/TIMSS2007_InternationalMathematicsReport.pdf

Multiple intelligence test. Retrieved 21 Nov 2007 from http://www.accelerated learning.net/learning_test.html

NCTM. (1991). Curriculum and evaluation standards. Reston, VA: NCTM. New Zealand Maths. Retrieved 10 June 2007 from http://www.nzmaths.co.nz

Pimm, D. (1987). Speaking mathematically: communication in mathematics classrooms. London: Routledge & Kegan Paul.

Polya, G. (1945). How to solve it: a new aspect of mathematical method. Princeton, NJ: Princeton University Press.

Pritchard, A. (2005). Ways of Learning: Learning Theories and learnin Styles in the Classroom. Great Britain.:David Fulton Publishes

Raizen, S. (1998). Standards for science education. Teachers College Record 100(1), 66-121

Romberg, T.A. (1998). Comments: NCTM's curriculum and evaluation standards. Teachers College Record 100(1), 8-21.

Sakai: collaboration and learning environment for education. Retrieved 12 Dec 2007 from http://www.sakaiproject.org

Santrock,J.W.(2008).Educational Psychology.(3rd Ed.). Singapore: Mcgraw-Hill International Edition.

Shelly, G. B., et al (2004). Integrating technology in the classroom, 3rd ed. Boston, MA: Course Technology.

Steffe, L., et at (1996). Theories of mathematical learning. International Congress on Mathematical Education. NJ: Lawrence Erlbaum Associates. Retrieved 21 Feb 2008 from http://www.questia.com/read/37042395#

TIMMS May 21 Robitaille, D.F., Taylor, A.R. & Orpwood, G. (1996). The TIMMS-Canada report. Volume 1: Grade 8. Vancouver: University of British Columbia.

Woolfolk, A. E.(2004). Educational Psychology. (9th Ed.). USA:Pearson International Edition.(IV) CURRENT TRENDS IN SCIENCE EDUCATION

UNIT CODE AND TITLE PDS103 : Current Trends and Issues in Science Education







UNIT CO-ORDINATOR

Name ( qualification & university)Marmon A Pagunsan

PositionScience Education Specialist




ASSESSMENT PANEL MEMBERS Mr Lee Shok MeeMs Foo Lay Kuan (HoD, TPD, SEAMEO RECSAM)


CONTACT (Unit Coordinator): Tel: 604-6522700H/P: Fax: 604-6522737Email: [email protected]

PREREQUISITES & CO-REQUISITES

Preferably, Unit Coordinator and assessment panel members are also lecturers of the unit, except HoD .


COHORT RULE (if any)Science and Mathematics participants will separately attending parallel sessions. However they shall meet in common topics.

ON-LINE STATUS (if available) -

CONTACT HOURS50

2 AIMS

This unit is designed to assist participants to develop knowledge and deeper understanding of the current trends and issues in science education. It explores the various trends, contemporary issues and problems of practice related to the context of the teaching and learning science/mathematics and its learning theories. Various dimensions will be discussed including the implications of research for teaching, learning, curriculum, assessment, problem solving, individual differences, and other current issues related to school science and mathematics. Candidates will focus on classroom practices and take a look at the diversity of science education research and international issues and trends in science education.

3 OBJECTIVES

Upon completion of this unit participants should be able to:

3.1 develop an awareness of the current trends and issues in science education in the teaching and learning of science

3.2 develop and extend their understanding of the implications of contemporary learning theories in science education.

3.3 develop and extend their understanding of the current trends in teaching strategies / approaches and assessment in science education.

3.4 to identify and discuss problems associated with the contemporary learning theories in science education;

3.5 describe areas of research most useful to advancing the teaching and learning of science

3.6 demonstrate understanding of the use of technology as a catalyst for teaching and learning in the classroom.

4 CONTENT

No.TopicContact hour

4.1Learning Theories

Behaviourist, Cognitive and Constructivist learning theories

Core issues on which learning theories differ

Implication of contemporary learning theories in science education

Multiple intelligences and learning styles16

4.2Professional Growth

Teachers as reflective practitioners

Teachers as researches: action research and lesson study

Using science research to inform best practices

Life-long education and continual professional development

(Academic discourse : Seminar, workshops, conferences, books and journals. Academic bodies : Science/Mathematics Teachers Association, etc ) 6

4.3Science Education

Nature of science

Goals, policy and standards for school science education

Historical overview of science education and recommendation for change

Scientific and technological literacy (STL)

Science, technology, society and environment

Science education for human and sustainable development

Relating theory to practice: What can we learn from research 10

4.4Curriculum Development

Past, present & future issues influencing science curriculum in schools

Teachers role in curriculum development and implementation

Different perspective of the science curriculum

Rationale for curriculum decision

Various dimensions of science curriculum

Recent trends in curriculum reform10

4.5Pedagogy/approaches

Knowledge of learners & the learning process

Teaching strategies and tools

The role of technology in education

Trends in classroom technologies

Issues in using technology8

Total:50

5 ASSESSMENT


5.145%

The average mark derive from the accumulation of at least three individual or group

activities/ coursework/assignments/tests

5.255%

Group project work

6 REPRESENTATIVE REFERENCESJohn W. Santrock (2008). Educational Psychology (3rd Edition), Magraw Hill international edution, Singapore (ISBN 978-007-126097-8)

Alan Pritchard (2005). Ways of Learning- Learning theories and Learning Styles in the classroom, David Fulton Publisher Ltd., Great Britain (ISBN 1098-7654-32)

Yap, K.C. et.al. (Ed) (2004). Teaching Primary Science.Prentice Hall, Singapore (ISBN 981-244-641-9)

Jeffery Weld (Ed) (2004). The Game of Science Education. Pearson Education, US. (ISBN 0-205-376304) UNESCO & RECSAM (2008). The training of Trainers Manual for Promoting Scientific and Technological literacy (STL) for All. SEAMEO RECSAM, Penang, Malaysia

(ISBN 967-930-013-7)(V) EDUCATIONAL RESEARCH METHODOLOGY

UNIT CODE AND TITLE PDA104 : Educational Research Methodology




DATES & DURATION1 March 20 August2010



UNIT CO-ORDINATOR

Name (qualification & university)Warabhorn Preechaporn

PositionMathematics Education Specialist


InstitutionSEAMEO RECSAM


ASSESSMENT PANEL MEMBERS Dr. Warabhorn PreechapornMs Foo Lay Kuan (HoD, TPD, RECSAM)


[plus at least 2 other persons]

CONTACT (Unit Coordinator) Dr. Warabhorn Preechaporn

Tel: 604-6522795

H/P: 014-904-1840

Fax: 604-6522-737

Email: [email protected] [email protected]

PREREQUISITES & CO-REQUISITES :Preferably students already familiar with MS Excel and SPSS program

INCOMPATIBLES (if any):-

COHORT RULE (if any): -


CONTACT HOURS50

2 AIMS The course is designed to enable participants to understand the fundamental principles of educational research. A major part of the course work involves writing an educational research proposal. The aim of this course will engage the participants in systematic inquiry into their own practice; framing appropriate questions, gathering and interpreting data, and analyzing data.

Participants will be exposed to the fundamentals of research methodology. Issues involved in formulating research questions, conducting literature review, selecting research methodologies, and report writing will be introduced. Different types of research methodologies, designed for the collection of both qualitative and quantitative data, will be also introduced. At the end of this course, participants are expected to have better understanding of processes involved in generating and interpreting research data and be able to develop educational research proposal. Students also will learn about educational research by doing it and by reading examples of educational research.3 OBJECTIVES Upon completion of this unit participants should be able to:

3.1 Gain knowledge about research methodology in education;

3.2 Evaluate research methodology and design;

3.3 Understand the scientific method and acquire the ability to formulate research questions;

3.4 Develop critical reading, writing, and presentational skills through reading assignments, writing assignments, group discussions of reading material, and class discussions of current research approaches and perspectives;

3.5 Understand the publication process and statistical reasoning;

3.6 Learn about research ethics and APA-approved research practices;

3.7 Formulate research questions, hypotheses and accompanying study designs; 3.8 Understand assumptions and issues of validity and reliability underpinning quantitative research;3.9 Understand the uses of basic descriptive and inferential statistics;3.10 Iinterpret and critically evaluate reports of qualitative and quantitative research; and3.11 Design educational research proposal.4 CONTENT

Topics to be addressed in the unit include:No.TopicContact hourFacilitator

4.1Educational research

What is educational research? What do reviews of the literature tell us?

Approaches to educational research design Conceptualizing a research project6Warabhorn

4.2Statistics methods (3.10;

Descriptive Statistics (2)

Inferential statistics (4) Correlation studies (4)10Warabhorn

4.3Research instruments design

Using quantitative data (4) Using qualitative data (4)8Wahyudi

4.4Data Analysis

Quantitative data (6)

Qualitative data (6)

Computer-assisted data management (6)18Wahyudi

4.5Evaluating research reports Writing Report Personal research proposal (3.11)8Wahyudi

TOTAL50

5 ASSESSMENTAssessment WeightBrief description

5.120 %

Critique of a journal articleYou will write a 4-pages critique of a journal article in your research area of interest. You must evaluate the introduction (aims, hypotheses), methods (participants, procedures, and design), results (findings), and discussion (interpretation of the findings in light of the theoretical literature).

15 %

Research topic determinationYou are asked to write your statement of purpose regarding your research project (8 pages). This paper will explain the theoretical rationale for your topic (why it is interesting), the literature review (what we know, what we dont know about the topic), and your goals (how your project will fill a gap in the literature). This paper will serve as part of the introduction for your research proposal (Paper #3), due at the end of the semester. The feedback that you receive on this paper will be used to revise this paper for inclusion in your research proposal.

5.265 %

Research proposalThis paper is your research proposal. The paper will include your introduction (statement of purpose, review of the literature, critique of existing empirical literature), your methods (participants, procedure, design), your hypotheses, and your expected statistical analysis plan. This paper will be about 16 pages (introduction = 8; method = 4; hypotheses = 1; statistical analysis plan = 1; references = 3).

6. PRESCRIBED TEXTS

Jackson, S. L. (2006). Research methods and statistics: A critical thinking approach. Belmont, CA: Thomson Wadsworth

Merriam, S. B. (1998). Case study research in education. San Francisco: Jossey Bass.

Miles, H. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage Publications.

7. REPRESENTATIVE REFERENCES

A various journal papers on educational research will be identified and used for reading and assignments

ADDIN EN.REFLIST (VI) TEACHING AND LEARNING MATHEMATICS

UNIT CODE AND TITLE: PDM105 Teaching and Learning Mathematics

DIVISION:Training Programme

VENUE:SEAMEO RECSAM, Penang, Malaysia

MODE OF OFFER: In-campus, full time

DATES & DURATION:1 March 20 August 2010

YEAR(S) OF OFFER Yearly, staring 2010

CREDIT POINTS:1 credit point

UNIT CO-ORDINATOR:

Name (& qualification + university):Teoh Boon Tat (MEd Universiti Sains Malaysia)

Position:Mathematics Education Specialist

Division:Training Programme Division


Address:Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia

ASSESSMENT PANEL MEMBERS Mr Teoh Boon Tat




CONTACT (Unit Coordinator): Teoh Boon Tat

Tel: 04-6522743H/P: 016-4542693

Fax: 04-6522737Email: [email protected]

PREREQUISITES & CO-REQUISITES :Preferably Unit Coordinator and assessment panel members are also lecturers of the unit, except HoD & PM.

INCOMPATIBLES (if any):

COHORT RULE (if any):

This unit is for Mathematic participants only.

(Science participants will be attending parallel sessions of Teaching and Learning Science)


CONTACT HOURS

50

2 AIMS

This unit is designed to assist participants to acquire knowledge and proficiency in the teaching of mathematics. Teaching mathematics is a dynamic process. It should be satisfying and enriching to both the teachers and students. It should maintain a balance between what is being taught, the content and how it is delivered, the pedagogical knowledge. Meaningful learning is the fundamental reason for teaching. Successful teaching in mathematics requires exposure and experience with the current trends and practices. This unit focuses on the various pedagogical approaches in teaching mathematics. The participants will be exposed to the different essential elements of teaching that foster meaningful understanding and learning among students. The participant is exposed to the best teaching practices and how these practices are employed in the classroom.3 OBJECTIVES This unit aims to enable participants to:

3.1 develop understanding of meaningful learning in mathematics education;

3.2 develop mathematical thinking and problem solving skills;

3.3 develop effective mathematical communication skills;3.4 demonstrate understanding of the use of technology to enhance learning of mathematics;3.5 develop and use alternative assessment in assessing learning, and3.6 develop and implement meaningful lessons in the mathematics classroom. 4 CONTENT

Topics to be addressed in the unit include:No.TopicContact hourFacilitator

4.1Meaningful learning in mathematics education

- definition, characteristics & purpose

- mathematics strategies for meaningful learning6

4.2Mathematical thinking & problem solving


- critical thinking, creative thinking, problem solving8

4.3Mathematical communication


- effective communication skills

- integrating values in mathematical communication8

4.4Applying alternative assessment to evaluate meaningful teaching and learning of mathematics

- nature, characteristics and types of alternative assessments

- questioning techniques

- observation skills

- creating and using rubrics for performance-based assessments10

4.5Instructional planning & implementation (micro teaching)

- lesson planning models

- lesson planning integrating the topics covered in 4.1 - 4.4

above

- self/peer/expert evaluation 18

TBTWAPLCK

Total:50

5 ASSESSMENTAssessmentWeightBrief description

5.140%

1. 3 assignments (10% X 3).2. A portfolio of tasks on meaningful teaching and learning of mathematics, mathematical thinking, problem solving, mathematical communication & alternative assessment.

5.260%Micro teaching using any of the topics 4.1 to 4.3 above; with appropriate assessments; an hour lesson, peer teaching; self/peer/expert evaluation.

6 PRESCRIBED TEXTS

Grabe, M. & Grabe, C. (2006). Integrating technology for meaningful learning. 4th Ed. Boston: Houghton Mifflin College Div.

Kirby, G.R. & Goodpaster, J.R. (2006). Thinking: an interdisciplinary approach to critical and creative thought. 4th Ed. NJ: Pearson.Kornai, A. (2008). Mathematical linguistics. USA: Springer.

Pimm, D. (1987). Speaking mathematically: communication in mathematics classrooms. London: Routledge & Kegan Paul.

Race, P., Brown, S. & Smith, B. (2005). 500 tips on assessment. London: Routledge Falmer.

Silver, H.F. Brunsting J.R. & Walsh, T. (2008). Math Tools grades 3 12: 64 ways to differentiate instruction and increase student engagement. Corwin Press.

7 REPRESENTATIVE REFERENCESAthanasou, J. & Iasonas, L. (2002). A teachers guide to assessment. NSW: Social Science.

Chandler, D. (1992). The purpose of the computer in the classroom. In J. Beynon & H Mackay (Eds.), Technological literacy and the curriculum (pp. 171-196). London: Falmer Press.

Commissioner on Standards for School Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Janette, B., Mulligan, J. & Lowrie, T. (2004). Mathematics for children: challenging children to think mathematically. Australia: Pearson.

NCTM. (1991). Curriculum and evaluation standards. Reston, VA: NCTM. New Zealand Maths. Retrieved 10 June 2007 from http://www.nzmaths.co.nz

Polya, G. (1945). How to solve it: a new aspect of mathematical method. Princeton, NJ: Princeton University Press.Romberg, T.A. (1998). Comments: NCTM's curriculum and evaluation standards. Teachers College Record 100(1), 8-21.

Sakai: collaboration and learning environment for education. Retrieved 12 Dec 2007 from http://www.sakaiproject.org

Shelly, G. B., et al (2004). Integrating technology in the classroom, 3rd ed. Boston, MA: Course Technology.

TIMMS May 21 Robitaille, D.F., Taylor, A.R. & Orpwood, G. (1996). The TIMMS-Canada report. Volume 1: Grade 8. Vancouver: University of British Columbia.

(VII) TEACHING AND LEARNING SCIENCE

UNIT CODE AND TITLE PDS 105 : Teaching and Learning Science



MDE OF OFFER:In-campus, full time




UNIT CO-ORDINATOR

Name (& qualification + university):Mr. Dominador Dizon Mangao ( M.A. Ed West Visayas State University, Iloilo City, Philippines)

Position:Specialist Science Education

Division:Training Programme Division


Address:Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia

ASSESSMENT PANEL MEMBERS Mr. Dominador Dizon Mangao




CONTACT (Unit Coordinator) Mr. Dominador Dizon Mangao

Tel: 604 6522750

H/P: +60164727630

Fax:604 6522737Email: [email protected]



COHORT RULE (if any)

This unit is for Science participants only.

(Mathematics participants will be attending parallel sessions of Teaching and Learning Mathematics)

ON-LINE STATUS (if available)

CONTACT HOURS50

2. AIMS

This unit provides the essential inputs on pedagogy in science that include science teaching actions, strategies and methodologies. Participants will study classroom interactions and effective organization of classroom experiences that promote learning and achievement. This unit also seeks to equip participants with the skills and competencies that will help in creating a community of student learners who can construct learning from science experiences and possess a disposition for further inquiry and learning.

3. OBJECTIVES

On completion of the unit, students should be able to:

3.1 develop and extend their understanding of the constructivist teaching and cooperative learning models ;

3.2 gain understanding of the process of science inquiry so as to help students develop scientific skills, higher-order thinking skills, scientific values and attitudes through the experimental process using performance tasks;

3.3 develop and extend their understanding of the underlying concept behind active teaching and learning strategies in science;

3.4 construct various types of alternative assessments to gauge students understanding in science; and

3.5 develop and extend their understanding of the underlying principles of instructional design in the development of science lessons and task sheets as well as the conscious effort of integrating the constructivist philosophy in teaching, learning and assessment. 4. CONTENT The major topics include:

TopicsBrief descriptionHours

1.Constructivist Teaching Approaches

Integrative Teaching models

Generative teaching models

5 Es

Cooperative Learning models

others8

2.Scientific Inquiry and Problem Solving

Science process skills and investigations

Scientific attitudes and values

Problem- Solving 6

3.Active Teaching and Learning in Science

Active reading and writing

Scientific games

Role play

Simulations8

4.Alternative assessment to evaluate meaningful teaching and learning in science

nature, characteristics and types of alternative assessments

questioning techniques

observation

creating and using rubrics for performance-based assessments10

5.Instructional planning & implementation (micro teaching)

instructional design models

Lesson planning integrating the topics covered in 1-5

self/peer/expert evaluation18

Total:50

5 . ASSESSMENT

AssessmentWeightBrief description

5.1

40%Three assignments

A portfolio of tasks

5.260%Micro-teaching of a science lesson integrating all the topics covered above; conduct of peer teaching and student teaching demonstration.

Lesson Plan write-up ( 20-25%)

Actual Performance in Peer/Student Teaching of Science Lesson ( 75-80%)

6. PRESCRIBED TEXTS

Fautley, M. and Savage, J. (2008). Assessment for learning and teaching in secondary schools. Learning Matters Ltd., Martin Fautley and Jonathan Savage, UK

Hassard, J. (2005). The Art of Teaching Science: Inquiry and innovation in middle school and high school. Oxford University Press, Inc. New York, USA

Lang, H.R and Evans, D.N. (2006). Models, strategies, and methods for effective teaching. Pearson Education, Inc. USA

Sherman, S.J. and Sherman, R.S. (2004). Science and science teaching: Methods for integrating technology in elementary and middle schools. Houghton Mifflin Company. Boston, MA, USA

7. REPRESENTATIVE REFERENCES

Burke, K. (1999). The Mindful school: How to assess authentic learning, third edition. SkyLight Training and Publishing, Inc. USA

Candler, L. (1995). Cooperative learning & hands-on-science. Kagan Cooperative Learning, San Juan Capistrano, California, USA

Gagne R. M. and Medsker, K.L. (1996). The conditions of learning: Training applications. Harcourt Brace & Company, Orlando, Florida, USA

Hassard, J. (2000). Science as inquiry: Active learning, project-based, web-assisted, and active assessment strategies to enhance student learning. Good Year Books. New Jersey

Koehlin, C. and Zwaan, S. (2006). Q tasks: How to empower students to ask questions and care about answers. Pembroke Publications, Markham, Ontario, Canada

Sheffield Hallam University, U.K. Introduction to active teaching and learning approaches.

Stahl, R.J. (1996). Cooperative Learning In Science: A handbook for teachers. Addison_Wesley Publishing Company, USA

PAGE 23

All Units Outline_150110

Documents

Transcript of All Units Outline_150110