Dip Teaching +BEd Videos
IQY
Teacher Education Course Video in Myanmar
30 May 2021
Zoom Lesson—BEd+DipTchg
6 June 2021
Zoom Lesson-- BEd+DipTchg
13 June 2021
Zoom Lesson-- BEd+DipTchg
20 June 2021
Lesson BEd +Teach Tchg
27 June 2021 Lesson BEd+Tchg
28 June 2021 Lesson BEd+Tchg
29 June 2021
30 June 2021
BEd Program
Diploma in Higher Education Teaching
Study Instruction
The course helps students to reflect critically on
their teaching in ways which are underpinned by their own experiences and those
of their students and colleagues, and by the research on learning and teaching
in higher education.
The course aims to encourage students to develop:
· an
understanding of different ways of thinking about university teaching, and the
consequences for student learning, to enable them to make informed decisions
about their approaches to teaching, subject design and assessment in a variety
of contexts and with a diversity of students (relates to professional and
intellectual attributes)
· an
ability to reflect critically on and evaluate their own teaching and subjects
and make changes aimed at improving their students' learning (relates to
professional and intellectual attributes)
· a
commitment to scholarship in teaching and to self-directed continuing teaching
development (relates to professional and personal attributes), and
· a
broader awareness of the higher education, university and academic
career contexts in which they work, to assist them to develop their academic
potential more effectively (relates to professional and personal attributes).
Course duration and attendance
2 weeks Intensive Course OR Online Plus Self study & assignments.
The course consists of 60 credit points of study,
comprising four subjects which must be completed to be eligible for the award.
Course completion requirements
|
ED431 Student Learning and Teaching
Approaches |
|
15 cp |
|
ED432 Course Design and
Assessment |
|
15 cp |
|
ED433 Scholarly Teaching and Learning
Project |
|
15 cp |
|
ED434 Reflective Academic
Practice |
|
15 cp |
|
Total |
|
60 cp |
ED431 Student Learning and Teaching Approaches
Description
Participants in this subject develop their understanding
of key ideas from research on student learning and teaching in higher education
to enable them to reflect on and review their teaching from the perspective of
this research. They develop their understanding of a model that relates
teaching to student learning and is underpinned by empirical research on
student learning and teaching in higher education, so that they become more
aware of students' approaches to their learning, the influences of the learning
environment on students' approaches to learning, and relations between learning
approaches and the quality of the learning outcome. Participants relate this to
their approaches to teaching, the nature of good teaching and teaching
strategies which encourage high quality student learning. They seek feedback on
their own teaching from students and peers and make use of this feedback and
the research to plan changes to their teaching to improve the learning
environment for students.
Subject learning objectives (SLOs)
|
a. |
explain how
key ideas from higher education research on approaches to student learning
and teaching could be applied to their students and teaching contexts |
|
b. |
analyse the
effects of their teaching on students' experiences of learning, using
feedback from reflection, students, peers and other sources |
|
c. |
evaluate
the potential of different teaching strategies to encourage student
understanding |
|
d. |
reflect on
the perspectives offered by research and feedback and use this to propose
changes to their teaching to improve student learning |
Contribution to the development of graduate attributes
The subject aims to encourage participants to
develop:
This subject makes a major contribution to the
first and second of these aims and a minor contribution to the third.
Teaching and learning strategies
Learning in the subject involves students in
engaging in, inquiring into and reflecting on their teaching practice
in ways which are informed by perspectives from the literature on teaching and
learning, course lecturers, peers, students and personal experiences. Learning
the key concepts of the subject occurs through a combination of interactive
face to face workshops, online activities and discussion and independent
reading and reflection. Learning to analyse and
evaluate teaching strategies and feedback on teaching occurs through a
combination of interactive face to face workshops, online activities, collection and
analysis of feedback from students and peers, peer discussion and independent
reading. Suggestions for changes occur through independent reflection and
negotiation with a teacher
Content (topics)
Lessons
Down load and study the following power point slides and answer the
questions
ED431-Critical Thinking (Day 1)
www.highlightcomputer.com/ED431CriticalThinking.pptx
VIDEOS
Assessment
Assignment
Refer your textbooks, select one chapter and write the
followings
· the
main purpose, the key question, the most important information, the main
references or conclusions, the key idea, the main assumptions of the material,
the implications, and the main point of view.
· Prepare
one assessment requiring critical thinking by the students.
· Do
internet research by using www.google.com and
type Socratic questioning then submit the examples of Socratic questions.
Lessons
Down load and study the following power point slides and answer the
questions
ED431-Higher education and academic career contexts (Day 2)
www.highlightcomputer.com/ED431highereducationacademiccareercontexts.pptx
Assessment
Assignment
Prepare your own career development plan.
To improve sustainability of your university, what tasks should be
planned. Present your idea.
Lessons
Down load and study the following power point slides and answer the
questions
ED431-Reflection & Evaluation (Day 2)
www.highlightcomputer.com/ED431ReflectionEvaluation.pptx
VIDEO
Assessment
Assignment
Write the lesson plan on how will you provide Problem Based
Learning & Self Reflection for a group of students
Write one significant event in your class teaching and write down your
own plan how to improve your teaching.
Lessons
Down load and study the following power point slides and answer the
questions
ED431-Self-directed continuing teaching development (Day 3)
www.highlightcomputer.com/ED431selfdirectedcontinuingteachingdevelopment.pptx
VIDEO
Assessment
Assignment
Prepare your own professional development record over 2 years
Write your own professional development for next two years
Lessons
Down load and study the following power point slides and answer the
questions
ED431-Teaching and learning strategies (Day 3)
www.highlightcomputer.com/ED431Teachinglearningstrategies.pptx
VIDEO
Assessment
Assignment
· Outline 3 teaching strategies that you prefer to apply in your teaching
and discuss the good points and bad points. Also write how to improve them for
best teaching and learning.
References
http://www.highlightcomputer.com/ED431-010042
Student Learning and Teaching Approaches.zip
ED432 Course Design and Assessment
.
.
Description
This subject aims to develop university
teachers' ability to design courses and subjects that provide an environment
for meaningful student learning in higher education. The subject looks at the
context within which subjects and courses are developed and how course design
policies shape the development of course goals and subject objectives.
Participants in the subject develop an understanding of the principles of
constructive alignment (Biggs, 2003) as a method for achieving consistency
between objectives assessment and teaching and learning activities.
Participants relate the features of effective assessment to their own subject
design, with attention to issues of equity, validity, the involvement of students
in assessment choices, marking efficiencies, and the provision of effective
feedback on student work. This subject enables university teachers to explore a
range of methods for improving courses and subjects in order to ensure
an effective learning environment for students.
Subject learning objectives (SLOs)
|
a. |
describe
the principles used in designing courses and subjects with a particular
focus on student learning |
|
b. |
analyse the
design or redesign of subject or course components in ways that enable
students to develop relevant graduate attributes |
|
c. |
explain the
relationship between assessment, learning objectives and studen learning in higher education |
|
d. |
discriminate
between assessment for feedback and assessment for grading or certification,
and relate how this informs the design of assessment activities |
|
e. |
evaluate
subjects and make suggestions for improvements consistent with the findings
from evaluation |
Contribution to the development of graduate attributes
This subject makes a major contribution to
the students capacity to:
Teaching and learning strategies
Learning in the course involves you in
reflecting on your practice and your teaching and learning context. Your
reflections will be informed by perspectives drawn from the literature on
teaching and learning, conversations with peers and students, and from personal
experiences. Specific learning experiences involve a combination of interactive
face-to-face workshops, online activities and discussion and independent
reading.
Content (topics)
The principal topics covered in this subject
are:
Minimum requirements
Participants in this subject are required to
participate in 24 hours of concurrent teaching in higher education.
Participants will provide evidence of participation in educational design
activities and reflections related to course design and assessment issues.
Participants who do not provide evidence of participation in work experience
will not have their assignments assessed.
ED432-aligning teaching and learning activities
and outcomes
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED432-AligningTeachingAndLearningActivitiesAndOutcomes.pptx
Assessment
Assignment
Write your
teaching plan on one selected lesson and explain how will you utilize
Constructive Alignment method for your students
ED432A-assessment principles+ED432B-constructive
feedback+ ED432C-relationship between assessment, learning objectives and
student learning in higher education
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED432ABC.pptx
VIDEO
Assessment
Assignment
ED432A-assessment principles
Provide three assessment evidences that
you use in teaching.
ED432B-constructive feedback
Provide three assessment feedbacks that you
provide to your students.
ED432C-relationship between assessment, learning
objectives and student learning in higher education
Provide three examples that you link assessments
to learning objectives of the subject which you are teaching.
ED432D-Course Design Reflection+ED432E-course
goals+ED432F-curriculum design+ED432G-graduate attributes
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED432DEFG.pptx
VIDEO
Assessment
Assignment
Design a one course that include the aspects and
components indicated in the lecture slide.
Lessons
Down load and study the following power point slides and answer the
questions
ED432H-Subject Evaluation Plan+ ED432I-subject
objectives+ ED432J-Subject Outline Analysis
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED432HIJ.pptx
VIDEO
Assessment
Assignment
Evaluate one syllabus that you are teaching
Write objective of a subject that you are teaching
Write three objective and relevant
assessment questions for the course that you are teaching.
Read the following outlines
• CBAPPREP
• FINS3641_Security_Analysis_and_Valuation_S12014
• MS110-Business-Systems-Analysis-Course-Outline-2011-12
Then write the analysis of the contents for
one of your subject that you are teaching
References
http://www.highlightcomputer.com/ED432-010043
Course Design and Assessment.zip
ED433 Scholarly Teaching and Learning Project
Description
This subject draws together and builds on what
participants have learned in other course subjects and their previous teaching
experience. It involves participants in undertaking a scholarly project focused
on understanding and improving selected aspects of their teaching and learning.
Participants choose an area that they would like to investigate, and undertake
one plan-act-observe-reflect cycle in which they plan a change to their
teaching or subject, implement the change, collect information about its
effects, and reflect on the information. The project is informed by scholarly
literature related to higher education in general and/or to teaching and
learning in the participant's discipline. Participants may choose to develop
their project further and communicate it to achieve publishable outcomes.
Subject learning objectives (SLOs)
|
a. |
identify
problems and issues for investigation in their own higher education teaching
and learning |
|
b. |
change
aspects of their teaching and learning practice |
|
c. |
analyse
stakeholder responses to change using at least two forms of evidence |
|
d. |
synthesise
findings for presentation to peers |
|
e. |
justify the
practical significance of the change for their own practice |
Contribution to the development of graduate attributes
The course aims to encourage students to
develop:
Teaching and learning strategies
Learning in the subject involves subject
participants in engaging in and reflecting on their practice in ways which are
informed by perspectives from the literature on teaching and learning, course
lecturers, peers, students and their learning and from personal experiences.
Specific learning experiences in this subject involve identifying problems and
issues in higher education teaching and learning through independent reading
and online discussion, topics on project management monthly lunchtime seminars on
topics of interest to the group and wider UTS scholarly learning community,
undertaking the project with individual project advice and online group support
and a requirement that you present your project to others, either in a
presentation workshop within the course or in the UTS Teaching Forum.
Content (topics)
ED 404 Educational Research (Part 1)
Planning scholarly teaching and learning
projects
What is a research topic?
Choosing a research methodology
Data collection
Getting Scholarship of Teaching published
Presenting your findings
ED 404 Educational Research (Part 1)
ED433A-scholarly literature related to higher
education+ED433B-scholarly project+ED433C-commitment to scholarship in teaching
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED433ABC.pptx
VIDEO
Assessment
Assignment
Write your opinion and suggestion on how do
you prefer the professional development activities for your teaching at
university.
From internet research, provide an example of
Scholarly project and analyze it in terms of important aspects of scholarly
project
ED433D-analyse stakeholder responses to
change+ED433E-plan a change to teaching+ED433F-change aspects
of their teaching and learning practice+ED433G-justify the practical
significance of the change
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED433DEFG.pptx
VIDEO
Assessment
Assignment
Prepare a change management plan for your
department to implement the change eg change
of curriculum or teaching system or educational management etc.
ED433H-consequences for student
learning+ED433I-improving students learning+ED433J-different ways of thinking
about university teaching+ED433K-identify problems and issues
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED433HIJK.pptx
VIDEO
Assessment
Assignment
Provide one task that you want your students to do critical thinking.
Write one learning outcome of the lesson that you are teaching &
provide your plan how to teach, facilitate & assess the students to reach
that outcome.
Write a plan how will you assist Year 1 students
to effectively get involved in your university learning system.
Write a problem based learning plan in the subject that you are
teaching for students.
Prepare quality audit & control plan for teaching and assessment of
the subject that you are teaching.
ED433L-one plan-act-observe-reflect
cycle+ED433M-perspectives from the literature on teaching and
learning+ED433N-reflect critically on and evaluate
teaching+ED433O-self-directed continuing teaching development+ED433P-synthesise
findings for presentation
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED433L.ppt
www.highlightcomputer.com/ED433LMNOP.pptx
www.highlightcomputer.com/ED433P1.pptx
www.highlightcomputer.com/ED433P2.pptx
VIDEO
Assessment
Assignment
Write down action research plan for Laboratory
task that you are teaching.
Prepare a plan how to give the reflective
practice task to the students after they have done one laboratory practical.
Write one systematic review procedure for
laboratory observation of the subject that you are teaching
References
http://www.highlightcomputer.com/ED433-010044
Scholarly Teaching and Learning Project.zip
ED434 Reflective Academic Practice
Description
This subject enables participants to extend
their awareness of the broader context of academic work in a practice-oriented
university. Participants have the choice of exploring a wide range of topics
relevant to their academic work, including research supervision or research-led
teaching in their discipline. Credit can be gained towards subject completion
by participating in professional development activities offered in the
University such as the LEAP modules on entrepreneurship or project management.
The subject also provides an opportunity for participants to reflect on their
learning over the course as a whole and identify practical learning outcomes
for their own practice.
Subject learning objectives (SLOs)
|
a. |
identify
meaningful dimensions of academic work related to their own work |
|
b. |
reflect on
an aspect of their scholarly academic work |
|
c. |
relate
learning to the higher education, university and/or academic
contexts in which they work |
|
d. |
revise
learning from previous subjects |
|
e. |
justify the
practical significance of learning to their own practice |
Contribution to the development of graduate attributes
The course aims to encourage students to
develop:
Teaching and learning strategies
This subject entails undertaking scholarly
learning activity that may focuses on any aspect of the subject participants
academic work. The scholarly learning activity is negotiated with a project
adviser. Activities could include participating in and reflecting on learning
from formal learning programs, or engaging in an aspect of academic
practice which is relatively new to you and reflecting on what you have learned
from your engagement.
Content (topics)
This subject includes core and negotiated
components. The core component focuses on the different types of scholarship in
academic work, following Boyer (1990) and Sandmann (2002),
and reflection on the implications of these kinds of scholarship for academic
work in differnet disciplines. The
negotiated content varies depending on the focus of the scholarly learning
activity.
Minimum requirements
Participants in this subject are required to
participate in 24 hours of concurrent teaching in higher education.
Participants will provide evidence of participation in teaching and learning
action learning project. Participants who do not provide evidence of
participation in work experience will not have their assignments assessed.
ED434A-academic work in a practice oriented university+ED434B-broader
awareness of the higher education and academic career contexts+ED434C-develop
academic potential+ED434D-different types of scholarship in academic work
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED434ABCD.pptx
VIDEO
Assessment
Assignment
Prepare the plan to provide work based learning
program for your students.
ED434E-engaging in an aspect of academic
practice+ ED434F-justify
the practical significance of learning+ ED434G-meaningful dimensions of academic work
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED434EFG.pptx
VIDEO
Assessment
Assignment
Write one assessment task for your students to
develop higher order thinking skill.
Provide two examples of feedback that you have
provided to your students.
Provide teaching methodologies that you applied
and discuss effectiveness and any limitations.
Provide one lesson and student assessment task
that you applied contructivism.
Express of one lessons that you
apply Explicit
Teaching and one lessons that you apply Implicit Teaching.
ED434H-reflect critically on and evaluate own
teaching+ ED434I-reflect on an aspect of scholarly
academic work+ ED434J-reflecting on learning from formal
learning programs,+ ED434K-reflection on the implications of these
kinds of scholarship for academic work
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED434HIJK.pptx
VIDEO
Assessment
Assignment
Write a plan how will you maximize the
effectiveness of teaching & learning for your students.
ED434L-research supervision+ ED434M-research-led teaching+ ED434N-revise learning
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED434LMN.pptx
www.highlightcomputer.com/ED434M2.pdf
www.highlightcomputer.com/ED434M3.pdf
VIDEO
Assessment
Assignment
Write your
experience in
OR
ED434O-scholarship in teaching+ED434P-self-directed continuing teaching
development
Lessons
Down load and study the following power point slides and answer the
questions
www.highlightcomputer.com/ED434O1.ppt
www.highlightcomputer.com/ED434OP.pptx
VIDEO
Assessment
.Assignment
To update your professional competency in teaching, write your plan to
References
http://www.highlightcomputer.com/ED434-010045
Reflective Academic Practice.zip
Diploma in Education
Management (60 Credit Points)
www.highlightcomputer.com/dipedmgt.htm
Diploma in Higher Education
Teaching (60 Credit Points)+ Diploma in Education Management (60
Credit Points) = Bachelor of Education (Higher Education) (120 Credit points)
Diploma in Engineering
Education (120 credits points)
www.highlightcomputer.com/dipenggedinstruction.htm