G931b - Cambridge International Certificate in Teaching and Learning
- Ciclo: 2019
- Nivel: General
- Idioma: Inglés
- Estado: Pospuesto
- Lugar: ESSARP
- Capacitador/es: Mercedes Perez Berbain
El curso elegido no admite nuevas inscripciones
Colegios Afiliados ARS18000.00
Centros de Examen ARS18000.00
No afiliados ARS21600.00
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Mercedes Pérez Berbain is a lecturer in Teaching and Learning and Teaching Practice at I.S.P. Joaquín V. González and I.E.S. en L.V. Juan Ramón Fernández. She holds an MA in Education with Distinction from Oxford Brookes University, UK, a degree in Education and ICT from The Ministry of Education in Argentina and has trained teachers both in Argentina and in the UK. She is an OUP and a Pilgrims (UK) trainer. She has written teaching materials for Pearson and OUP.
The Certificate is for practising teachers at all levels who want to teach more effectively
• 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.
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. 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.
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. 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