COD 2019 - G931

Cambridge International Certificate in Teaching and Learning (Venue: Balmoral College)

The Certificate is for practising teachers at all levels who want to teach more effectively

16 sesiones, inicia: 17-Abr

Ficha del curso

Ciclo: 2019
Nivel: General
Idioma: Inglés
Estado: Pospuesto
Lugar: AR005 - Balmoral College
Capacitador/es: Ms. Mercedes Perez Berbain MA
Imprimir curso
Colegios Afiliados
ARS 18000.00
Centros de Examen
ARS 18000.00
No afiliados
ARS 21600.00
Financiación
3 cuotas

Sesiones


Sesiones Fechas Inicia Termina
1 17 Abril 2019 05:30 pm 08:30 pm
2 24 Abril 2019 05:30 pm 08:30 pm
3 08 Mayo 2019 05:30 pm 08:30 pm
4 15 Mayo 2019 05:30 pm 08:30 pm
5 22 Mayo 2019 05:30 pm 08:30 pm
6 29 Mayo 2019 05:30 pm 08:30 pm
7 05 Junio 2019 05:30 pm 08:30 pm
8 12 Junio 2019 05:30 pm 08:30 pm
9 19 Junio 2019 05:30 pm 08:30 pm
10 26 Junio 2019 05:30 pm 08:30 pm
11 07 Agosto 2019 05:30 pm 08:30 pm
12 14 Agosto 2019 05:30 pm 08:30 pm
13 21 Agosto 2019 05:30 pm 08:30 pm
14 28 Agosto 2019 05:30 pm 08:30 pm
15 04 Septiembre 2019 05:30 pm 08:30 pm
16 18 Septiembre 2019 05:30 pm 08:30 pm

Capacitador/es

Mercedes Perez Berbain

Mercedes Pérez Berbain is an educational consultant and teacher educator. She is a faculty member at Pilgrims Teacher Training (UK) and ESSARP (Argentina), and a reviewer for several international journals. She holds an M.A. in Education with Distinction from Oxford Brookes University, UK. She has written materials for Pearson and OUP, and co-edited for Palgrave Macmillan. Her research interests include leadership in education, inclusion, and young learners.
The Certificate is for practising teachers at all levels who want to teach more effectively
Aims:
• understand principles of learning and teaching and apply these principles to their own practice

• articulate their own personal theory of learning

• design coherent learning activities that focus on planning for active learning and teaching

• use approaches to teaching and learning appropriately to help learners to learn more effectively

• develop their reflective practice skills to help them to evaluate and develop their own practice

• learn collaboratively, supported by their colleagues.

- explain their understanding of learning and how people learn
- review teaching methods and learning activities that engage and motivate learners to learn
- explain their understanding of the purposes of assessment
- identify and explain key features of what they think makes an effective lesson, and evaluate the impact any new learning will have on their future professional practice.
- plan a lesson that has clear aims and objectives and a coherent structure
- teach a lesson that builds on the learners’ existing learning to develop new learning, with suitable teaching methods, learning activities and resources
- assess, in a lesson, the learners' learning at appropriate stages, using suitable methods
- evaluate a lesson, using feedback from an observer and their own reflection to develop future practice.
- plan lessons that are coherent and have clear links to previous learning
- teach lessons, using an appropriate range of approaches to teaching and learning
- assess in lessons to monitor learners' learning and progress
- evaluate lessons, using feedback from a variety of sources to identify strengths and areas for further development in professional practice.
- Understanding principles of learning and teaching:
Basic concepts and models of learning – acquisition and participation models
How we learn – constructing meaning: Constructivism - Active learning
Teaching Methods and Learning Activities
Assessment for learning: Formative and Summative. Validity and reliability.
Reflective Practice. Observation.

- Teaching an effective lesson:
Aims and objectives. Learning Outcomes. Backward design.
Selection of teaching methods and learning activities to help the learners achieve the learning aims and objectives.
Resources used to support teaching and learning. Criteria for resource selection.
- Facilitating active learning through effective teaching:
Lesson purpose and structure.
Variety of teaching and learning approaches in action.
Resources which support the learners’ learning
Inclusive education and differentiated instruction.
Course activities have been designed in keeping with an active, experiential approach (constructivist), fostering reflection after experience or initial exploration. They aim to offer candidates development and integration of concepts at later stages.

There is plenty of opportunity for individual and collaborative work (reading, writing, reflecting, practising, observing, discussing) in between sessions for candidates to draw connections between theory and practice and construct their individual knowledge.
- Brewster, J. Ellis, G. & Girard, D (2007). The Primary English Teacher’s Guide. Harlow: Penguin.
. Broadfoot, P., Weeden, P. and Winter, J. (2002). Assessment: What’s in it for Schools. London: Routledge.
. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
. Ghaye, T. (2011). Teaching and learning through reflective practice, Second Edition. Abingdon: Routledge.
. Giltrow, J., Gooding, R., Burgoyne, D. and Sawatsky, M. (2009). Academic Writing: An Introduction. Peterborough, Ontario: Broadview Press Ltd.
. Hattie, J. (2014). Visible learning and the science of how we learn. Oxford: Routledge.
. James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M-J., Fox, A., Frost, D., MacBeath, J., Marshall, B., Pedder, D., Procter, R., Swaffield, S. and Wiliam, D. (2007). Improving Learning how to learn: classrooms, schools and networks. London: Routledge.
. Kyriacou, C. (2014). Essential Teaching Skills. Cheltenham: Stanley Thornes.
. Kyriacou, C. (2009). Effective Teaching in Schools: Theory and Practice. Cheltenham: Stanley Thornes.
. Lucas, B. and Claxton, G. (2010). New Kinds of Smart. Berkshire: Open University Press.
. Moon, J. (2004). A Handbook of Reflective and Experiential Learning. Abingdon: RoutledgeFalmer.
. Petty, G. (2014). Teaching today: A practical guide (5th ed.). Oxford: OUP.
. Pollard, A. (Ed). (2008). Readings for Reflective Teaching. London: Continuum.
. Tomlinson, C.A. (2014). The Differentiated Classroom. Virginia: ASCD.
. Weeden, P., Winter, J. and Broadfoot, P. (2002). Assessment. Abingdon: Routledge.
. Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press
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