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M31
Award in Student Engagement and Learning Strategies

MQF Level: 6

ECTS Value: 1 ECTS

Duration: 2 Sessions

Contact Hours: 5

Self Study Hours: 12

Assessment Hours: 8

 

Course Description

The module provides the opportunity to explore the theories and practices of creating a positive classroom environment. Personalised learning is explored, and a variety of learning models are discussed to be in a position to develop a conducive and diversified learning environment in one’s class. Such learning will bring about the joy of being engaged in the learning process, thus minimizing behaviour problems so that classroom management will succeed for the benefit of all. Having the tools for active and motivated learning, participants will have a more crucial understanding of the pedagogy and assessment procedures to take place so that they will give students various opportunities to learn through self-reflection.

Entry Requirements

Applicants interested in following this programme are to be in possession of an MQF Level 5 qualification (minimum 30 ECTS), or higher qualification.  

Overall Objectives and Outcomes


By the end of this module, the learner will be able to:

Competences

a) Manage the information he/she would have acquired in a way that learning is enjoying, reachable and accessible to all;
b) Help students to develop their cognitive and non-cognitive behaviour for learning to take place;
c) Examine various ways to create a healthy learning active environment, whereby learners are encouraged to be motivated through creativity;
d) Integrate what he/she would be learning for teaching skills in a way so as to be able to take further levels of study.

Knowledge 

a) The comprehensive multi-disciplinary knowledge as regards the theories and practice of what makes a conducive and diversified learning environment;
b) The various ways in which learners are engaged in the learning process, thus how they are engaged in a respectful milieu;
c) How classroom management is mastered so that optimum learning experiences are felt so that the best results of learning take place;
d) How practical solutions for challenging behaviour need to consider the learners as holistic beings.

Skills

a) Apply the theories that deal with a conducive environment to his/her classroom in a way that a diversified learning environment is created for all;
b) Select various ways and means of how he/she can engage his/her students in the learning process in a way that students own learning and discover for themselves ways and means to learn;
c) Experiment with the various ways to have a healthy classroom management where students will reach their full potential.

Mode of Delivery

This module is delivered through face-to-face lectures, workshops and learning activities. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Certification

Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

Core Reading List

Janet Moyles – Beginning Teaching, Beginning Learning: In Early Years And Primary Education – 1 Aug 2011

Vintu Augustine, Bengaluru – Creating a conducive learning environment – April 30, 2015, DHNS: http://www.deccanherald.com/content/474654/creating-conducive-learning-environment.html#
 
Charlotte Danielson – Enhancing professional practice. A framework for teaching – 2nd edition – 2007

Shirley Clarke – Unlocking Formative Assessment: Practical strategies for enhancing pupils’ learning in the primary classroom – 4 May 2001

Tristan de Frondeville – How to Keep Kids Engaged in Class – August 3, 2009 – http://www.edutopia.org/classroom-student-participation-tips

Bill Rogers – Classroom Behaviour – 4th Edition – Sage Publications – 2015

Classroom management Strategies – https://www.teachervision.com/classroommanagement/teaching-methods-and-management/26200.html – active 31/07/2016

Margaret Sangster (editor) – Challenging Perceptions in Primary Education – 2015

Marzano, Gaddy, Foseid, Foseid and Marzano (editors) – A handbook for classroom management that works – 2005 

 
Supplementary Reading List

Emily S. Fisher and Karen Komosa-Hawkins Editors) – Creating safe and supportive learning environments – A guide for working with lesbian, gay, bisexual, transgender, and questioning youth and families – 2013

Terry Heick – The Characteristics Of A Highly Effective Learning Environment – http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learningenvironment/ – active on 27 July 2016

Robert J. Marzano, Debra J. Pickering and Tammy Heflebower – The highly engaged classroom – September 30, 2010

Classroom Management Handbook – http://www.mpsaz.org/cte/staff/aetebo/cte/files/classroom_management_handbook.pdf – active 31/07/2016

Christopher Dunbar – Best Practices in classroom management – Michigan State University – 2004 – active on 31/07/2016

Llywodraeth Cymru – Practical approaches to behaviour management in the classroom. A handbook for classroom teachers in primary schools – Welsh Government – 2012

Mike Gershon – How to Manage Behaviour in the Classroom: The Complete Guide: Volume 7 (The ‘How To…’ Great Classroom Teaching Series) – 19 Sep 2015

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