Pedagogy Sample Clauses

Pedagogy. Pedagogy is the core function of all positions in the bargaining unit, and all members are professionally responsible to ensure the work of the College is accomplished through shared cooperation and collaboration between faculty members and administration. The distinguishing criteria for each classification are as follows: 1. Teaching Faculty a. A Teaching Faculty member is characterized by: 1) Having the primary duty and responsibility of teaching students in instructional settings; 2) Functioning as the principal source of instruction and the faculty of record in the instructional setting for a course, class, lab, workshop, etc., offered for academic credit (i.e., designated by the College as responsible for the course, class, workshop, etc., including assigning the grade; this may include more than one Teaching Faculty member in cases where they are team teaching an Integrated Course Learning Community or teaching modules of a single course); and 3) Being responsible for curriculum planning and development; preparation and delivery of course content in accordance with student needs; comprehensive assessment and grading in the assigned course, class, workshop, etc., offered for academic credit. 2. Lab Instructor a. A Laboratory Instructor is an Academic Professional characterized by: 1) Having the primary duty and responsibility of teaching students in a laboratory, academy, workshop, etc., involving more than techniques and skills; 2) Functioning as the principal source of instruction in a laboratory, academy, workshop, etc. but not as the faculty of record in a course offered for academic credit; and 3) Being responsible for preparation and delivery of course content in accordance with student needs; little or no responsibility for assessment and grading outside of the assigned laboratory, academy, workshop, etc.; and little or no responsibility for curriculum planning and development. 3. Lab Assistant a. A Laboratory Assistant is an Academic Professional characterized by: 1) Having the primary duty and responsibility of teaching students’ techniques and skills in one-on-one or in small groups in instructional settings (generally a lab or academy, etc.); 2) Functioning as a secondary source of instruction in the instructional setting for a lab, academy, workshop, etc.; and 3) Being responsible for delivery of instruction and evaluation of techniques and skills during the assigned lab, academy, workshop, etc.

Pedagogy. In the view of both onshore and offshore academics, offshore tutors had a vital role in programme implementation. Expertise was critical. Reflective of the view of offshore academics, one tutor commented that “not many teachers could teach this course”. However, it was determined from the interviews that there was no formal English language requirement for tutor appointments to the programme, even though the programme was constructed to be taught in English and assessed in English. While the onshore academics were given the resumes of prospective tutors and could refuse appointments, they did not conduct interviews of any kind with applicants. Nor was there any formal induction for newly hired tutors. Professional development and orientation to the programme was provided by the Australian university in the course of programme delivery, through online contact between coordinators and tutors, course material mail-outs and teaching visits. Academics offshore saw little educational value for students from lectures delivered by visiting academics from the Australian university. There was general agreement that the lectures were often terribly difficult to understand for the students. The general view was that students would be bereft of any idea of the content of visitors‟ lectures, without the efforts of tutors to provide what translation and explanation they could. The tutors explained that they also found lectures very hard to follow, adding that the Australian accent compounded the difficulties in comprehending meaning. One example of the difficulty posed by accent was the pronunciation of „dada‟ for „data‟. The onshore academics were to some extent aware of comprehension difficulties created through their delivery of what one termed “high-speed technical English”, mainly because of polite requests made to visiting lecturers to speak more slowly. The onshore academics believed that by asking students for verbal responses in their lectures they were demonstrating to tutors and students a „western‟ approach to engaging with the programme in the classroom. They said that it was very difficult to generate student comment or inquiry. One explanation they provided was that students were used to the Chinese education system which they said did not encourage critical thinking and student-centred learning activities. They also believed that there were language barriers to participation. Illustrative of the general view, one of the senior academics observed that “the...

Pedagogy. Learning site(s) Where do students do most of their studying? (Host school? Home? Other?) The Wereldschool student community undertakes learning at various sites; students and their families choose the model which best meets their own needs. The majority of students following only a few subjects (mostly Dutch) study at home so that the can easily combine the self-study with other (home) work. Most of the students following the complete curriculum are looking for a more social environment. Sometimes they work on their programmes at a host school in order that they can participate in subjects such as gymnastics or art-classes. Other full-time students study together with fellow home-school students - perhaps in a library or at home. Where do staff do most of their teaching? (School? Home?) Most Wereldschool teaching staff work primarily from home. As noted above, most teachers combine a part-time teaching job at a Dutch school with teaching students from the Wereldschool. There are also some teachers living and working overseas. Learning method(s) What is the main teaching method? (Fully online? Blended? Defining characteristics/qualiti es?) Students use hard-copy learning materials and are supported by online tutors Students enrol in teaching programmes specifically for their school level (primary school or three secondary school levels) or a specific course such as IB Dutch and language courses. Students are supplied with a comprehensive manual and package of learning materials – books, CD-ROMs etc. The manuals contain a lesson planner and all lesson materials. For primary students the manual is written for the parents whilst for secondary students the manual is written for the students. The students work independently with these materials and use Skype and e-mail to contact their teachers for support. It is planned for these materials to be replaced with online resources and to include multimedia content such as video. Parents of primary school children are expected to work with their children. Secondary school students are expected to work independently but their parents are encouraged to mentor their children. How is teaching articulated (by subject, cross subject through project work, both) Teaching is articulated by subject. Wereldschool students often combine their distance education with education at a local school and choose only a few subjects. As such, it is difficult to organise cross subject projects. E Are students grouped into classes? Or are...

Pedagogy. Regardless of the final schedule chosen by the District, there will be no requirement to teach live and remote cohorts simultaneously. Teachers may elect to teach remote and in-person students simultaneously during hybrid learning. The only exception shall be Unit Members who may be asked to take attendance and introduce lessons to remote learning students briefly at the beginning of class before they devote their full attention to in-class students.

Pedagogy. Explicit teaching of Tier 1, 2 and 3 Vocabulary

Pedagogy. As an innovative institution, the ICMT may seek to utilise emerging technologies within the student experience. The ICMT may deliver certain contact hours and assessments via online technologies and methods for all courses.

Pedagogy. Where do students do most of their studying home (or any other place outside school)

Pedagogy. The curriculum was developed around essential components to sexual and reproductive health in complex humanitarian emergencies. This includes knowledge on sexual and reproductive health policies, frameworks, and key players in CHEs, the ability discerns the quality and appropriateness of data sources to measure sexual and reproductive health and population issues, the capacity to develop and implement a SRH programs and strategies responsive to the diverse cultural values and traditions of the community being served. The SRH curriculum utilize experiential learning techniques geared towards adult audiences. These are methodologies tested and are core pedagogical approaches used across the capacity building programs at the center for Humanitarian Emergencies at Emory University. The class will be capped at 25 students, with preference for Global Health students enrolled in the CHE certificate. Non-certificate ▇▇▇▇▇▇▇ and nursing students may also apply to enroll. Students must have a clear professional interest in SRH and complete all the prerequisites for the class (GH 510, GH 512, MISP online certification) required by the SRH in CHEs course to be allowed to attend the training. Three days class will engage the students with the course curriculum in innovative ways that allow for higher levels of information retention. The SRH in CHE’s class will include approximately four hours of online training on the Minimum Initial Service Package (MISP), lectures, and discussions on the course materials content mentioned above. Students will be expected to complete readings before each class, and then be tested on the readings material each morning. Lectures will be given by subject matter experts from key humanitarian organizations from UN, NGOs and government agencies working in SHR in emergencies. Lectures will be interactive, introducing the students to the topic area, allowing students, instructors, and guest to share experiences from the field. Students will also interact with humanitarian agency partners who are surveying the class through lunchtime Q&A sessions. The students will also have hands-on learning through the three days of group work as described above. Through the partnership between the Emergency Response and Recovery Branch at the CDC and the ▇▇▇▇▇▇▇ School of Public Health, the SRH in CHEs course will be piloted using the current 2017 cohort and the incoming (yet to be identified) 2018 cohort of MPH students. It is scheduled for the Winter 2018...

Pedagogy. Provide evidence of effective pedagogy to meet stated course learning outcomes and objectives.