HISTORICAL AND CONTEMPORARY THOUGHTS ON EDUCATION (3 credits)
This course is intended to provide an overview of the processes by which knowledge, skills, values and beliefs have been transmitted from one generation to another across different civilizations through the ages. Roles of the family, peers, formal institutions such as gurukuls of ancient India, collegiums of Greece and religious institutions are evaluated. Contemporary thoughts on education and schooling across different societies and their relevance for IB approach are discussed.
CHILD PSYCHOLOGY: PRINCIPLES AND PERSPECTIVES (3 credits)
The objective of this course is to review the evolution and development of the ideas pertaining to the psychology of children and the implications of various learning theories. The student-teachers will be sensitized to the importance of their impact as role-models and counselors.
LEARNING THROUGH INQUIRY: THE IB PARADIGM (3 credits)
This course aims to introduce the participants to the inquiry approach to learning. The framework of the IB methodology and its importance in the objective development of children; meeting the IB learner profiles will be the mainstay of the course. Student will have a hands-on approach to develop effective practices, and to strengthen the inquiry approach to learning.
TRANS-DISCIPLINARY and HOLISTIC APPROACHES TO EDUCATION (3 credits)
This core course is intended to inculcate among the student teachers, the crux of international teaching and learning methodology: namely breaking the barriers between subjects and helping children learn holistically across disciplines.
COLLECTIVE AND COLLABORATIVE DESIGN AND TRANSACTION OF CURRICULUM (3 credits)
The student/teachers are helped to understand the meaning and nature of curriculum. The processes associated with collaborative design of the curriculum, as well as effective implementation / transaction of the curriculum in the classroom will be discussed in detail.
CONTINUOUS AND COMPREHENSIVE ASSESSMENT OF LEARNING (3 credits)
Through this course, the teacher-□□trainees learn to appreciate the role of assessment as a constructive learning aid rather than as a mechanism for grading and certification. Approaches and techniques to carry out formative, mid-□□course and summative assessment in the context of the inquiry approach would be the core content of this course.
STATISTICAL METHODS FOR TEACHERS AND EDUCATIONAL ADMINISTRATORS (4 credits)
This core course facilitates the participants to efficiently organize the mass of data they collect about children and their academic progress during their teaching / learning journey and analyze the same towards inferring constructive conclusions to enhance the teaching / learning process. A related aim is to assist the student teachers to glean the essence of research-□□based on published reports and articles in the field of international education (teaching and learning).
ISSUES IN LANGUAGE TEACHING (3 credits)
The basic principles and desirable practices to effectively teach languages – mother tongues, as well as second language acquisition will be the focus of this course. Emphasis would be placed on teaching / learning the English language since it will be the medium of instruction where the student teachers would practice and would later implement what they have learned
HUMAN RESOURCES MANAGEMENT FOR EDUCATION MANAGERS (3 credits)
This elective course is appropriate for those who intend moving to educational administration. The team leaders and program coordinators would benefit greatly from the input through this course on managing human resources effectively.
EDUCATION POLICY: LOCAL, NATIONAL AND GLOBAL PERSPECTIVES (3 credits)
Given the diversity of societies across the world, an international educator who aspires to seek positions in different societies would do well to be aware of the diversity in education policy and implications of the role and responsibilities of teachers / administrators. This course aims to provide input towards that objective.
EDUCATION AND SOCIETY: LOCAL, NATIONAL AND GLOBAL DIMENSIONS (3 credits)
Awareness of the crucial nexus between education in a society and the way the society develops is crucial for educators who plan to not only function as teachers but get involved in off-school social entrepreneurial activities. Such individuals would benefit from the discussions in their elective course and contribute meaningfully to society.
DESIGN OF ASSESSMENT TOOLS AND RUBRICS FOR DIVERSITY (3credits)
This elective course facilitates building the competence and skills to design and administer need based assessment tools for special children.
ARTS, CRAFTS AND PHYSICAL EDUCATION: INTEGRATING INTO CURRICULUM (3 credits)
This core course helps the student-□□teachers to integrate arts, crafts and physical education into the inquiry method, and enables them to effectively utilize the assistance of specialized teachers for those activities. The process of planning to assessment interrogation is addressed in this course.
ROLE OF ICT FOR EFFECTIVE TEACHING AND EDUCATION MANAGEMENT (3 credits)
This elective course is intended for those who would like to go beyond the basics of using ICT in education and develop their own ICT-based tools and aids for enhancing the teaching / learning/ assessment processes. Exposure to a variety of learning management systems and their deployment would be part of the hands-on practice.