All Units Outline - 150110

Post Graduate Diploma of Education in Teaching Science and Mathematics
(TeSMe)
1 March 20 August 2010, SEAMEO RECSAM
(I) ADVANCED COMMUNICATION SKILLS
UNIT CODE AND TITLE
DIVISION/INSTITUTION
VENUE
MODE OF OFFER:
DATES & DURATION
YEAR(S) OF OFFER
CREDIT POINTS
UNIT CO-ORDINATOR
Name (qualification &
university):
Position
Division
Institution
Address
ASSESSMENT PANEL MEMBERS
CONTACT (Unit Coordinator):
PREREQUISITES & COREQUISITES

INCOMPATIBLES (if any)
COHORT RULE (if any):
ON-LINE STATUS (if available):
CONTACT HOURS
PDA101 : Advanced Communication Skills

Training Programme Division, SEAMEO RECSAM
SEAMEO RECSAM, Penang, Malaysia
In-campus, full time
1 March 20 August 2010
Yearly, commencement 2010
1 credit point
Ms Jillian Estrop
Dip. TESOL, LTTC (London Teachers Training College)
Head of Centre cum Trainer
Internexia College Sdn Bhd
c/o SEAMEO RECSAM, Jalan Sultan Azlan Shah,
11700 Gelugor, Penang, Malaysia
Ms Jillian Estrop ( Tutor Trainer Internexia Sdn Bhd )
Ms Foo Lay Kuan (HoD, TPD, SEAMEO RECSAM)
Mr Lee Shok Mee (Specialist cum Programme Manager,
TPD, SEAMEO RECSAM)
and any other lecturers nominated
Tel: 604 657 3404
H/P: 017 434 5993
Fax: 604 657 3404
Email: [email protected]
Preferably, Unit Coordinator and assessment panel members
are also lecturers of the unit, except HoD & PM.
50
2 AIMS
The two major components of this unit are speaking (oral presentation) and writing (academic
writing).It aims to enhance the participants English proficiency specifically in the area of
advanced communication, which will escalate the learners confidence in their oral and written
skills. Participants will have many opportunities to engage in active listening, speaking, writing,
and effective presentation so as to contribute to the general improvement as grammar components
will be included in all sessions. Familiarisation with technical writing techniques will further
assist the participants in their course study.
3 OBJECTIVES
Upon completion of this unit participants should be able to:
3.1 Communicate clearly and correctly using simple English both written and spoken,
particularly in oral presentation.
3.2 Distinguish between formal and informal writing.
3.3 Demonstrate grammatical accuracy and the ability to extract key points
3.4 Write simple academic papers of different lengths and forms for various purposes.
3.5 Present research proposals and findings clearly & accurately
3.6 Enhance their language proficiency and extend their understanding of contemporary issues
in the learning of science and mathematics
3.7 Express opinions and critiques cogently.
4
CONTENT
Topics to be addressed in the unit include:

Topics
Brief description
4.1
Academic Writing Styles
- Understanding academic writing styles
- The academic writing process
- Planning, editing and reviewing
4.2
Report Writing
- Structuring and planning a report
- Analytical and practical reports
- Signaling words and paragraphing
4.3
Technical Report Writing
- Fundamentals
- Selecting and organizing information
- Visual material
- Plagiarism
4.4.
Essay Writing
- Structuring and planning a good essay
- Opinion writing
- Summary writing
Contact hour
5
10
4.5
Editing & Reviewing

- How do I plan editing and reviewing?
- What should I check for?
4.6.
Academic Posters
- Using posters in presentation
- Designing, use of graphics, visual impact and layout.
4.7.
Oral Presentation
- Planning a presentation: content, structure and group presentation
- Designing a presentation: layout and formatting, visual variety
- Effective delivery
Total:
5 ASSESSMENT
Assessment Weight
5.1
40%
Oral presentation:
Individual 20%
Group
20%
5.2
60%
Portfolio of work
(exercises and tasks)
15
50
Brief description
Individual presentation on a topic of choice.
Group presentations (in groups of 5). Topics to be
chosen from a list given.
A portfolio of work on simple tasks and assignments
given during
the classes during the duration of the course.
6. PRESCRIBED TEXTS
Deller, S. & Price, C. (2007). Teaching other subjects through English. Oxford University Press.
Larsen Freeman, D. (2003). Teaching language from Grammar to Grammaring. James W.
Brown-Thomson Heinle
Hill, M.G. (2003). Integrated Skills Edition. McGraw-Hill/Contemporary.
Timm, P.R. (2000). Speech Communication. South-Western Educational Publishing
Gentzler, Y.S. (2000). Speaking & Presenting. South-Western Educational Publishing
Riggenbach, H. & Samuda, V. (2000). Grammar Dimensions Form, Meaning and Use. Heinle
& Heinle 2000
Azar, B.S. (1999). Understanding and Using English Grammar (3rd Edition). Mary Jane Peluso.
Longman
Hughes, R. & Heah, C. (2006). Common Errors In English (3rd Edition). Oxford Fajar.
Brookes, A. & Grundy, P. (1991/2002). Beginning to Write. Cambridge University Press.
Ingre, D. (2003). Survivors Guide to Technical Writing. South-Western Educational
Publishing/Thomson Learning
Krizan, A.C. & Logan, J.P. (2000). Writing. South-Western Educational Publishing/Thomson
Learning
Cambridge IELTS exam papers (2007/2008). Cambridge University Press
Hogue, A. & Oshima, A. (1997). Introduction to Academic Writing (2nd Edition). Longman
Hogue, A. (1997). First Steps in Academic Writing. Longman
Jordan, R.R. (2002). Academic Writing Course: Study skills in English. Longman
(II)
ICT INTEGRATION
UNIT CODE AND TITLE

VENUE
MDE OF OFFER
DATES & DURATION
YEAR(S) OF OFFER
CREDIT POINTS
UNIT CO-ORDINATOR
Name (qualification & university)
Position
Division
Institution
Address
PDA102 : ICT Integration

1 credit point
CONTACT (Unit Coordinator)
Tel:04-6522750
H/P:016 451 9472
Fax:04-6522738

COHORT RULE (if any)
ON-LINE STATUS (if available)
CONTACT HOURS

50
Annamalai C. (MSc-IT+ALU, India)

ICT Education Specialist
Training Programme Division
SEAMEO RECSAM
Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia
Mr Annamalai C.
Ms Foo Lay Kuan (HoD, TPD, RECSAM)
Mr Lee Shok Mee (Specialist cum PM, TPD, RECSAM)
[at least 2 other persons]
2 AIMS
This unit explores the various ways ICT is used for instruction. Apart from critically examining
the literature on how ICT has been successful or unsuccessful in enhancing instruction,
participants will get a lot of hands-on opportunity in exploring the Internet and Multimedia
technologies and its use in instruction. Participants will also explore how ICT can be successfully
implemented for instruction in their school.
3 OBJECTIVES
4.1 develop and extend their understandings of ICT and its effectiveness in science instruction
4.2 develop and extend their understandings of various multimedia approaches and
suggestions for review of programmes in science instruction
4.3 extending their understandings through various ICT literatures on how ICT has been
successful or unsuccessful in enhancing science instruction
4.4 evaluate and explore how ICT can successfully implemented for the science instruction
with the emerging technologies
4 CONTENT
No. Topic
4.1 RECSAMs ICT familiarization
4.2 Instructional software and multimedia for Science/Maths learning
4.3 eLearning
4.4 Review of programmes like schoolnet and Intel Teach to the Future
4.5 Current Technologies (e.g. Geogebra, GSP, etc)
4.6 Emerging Technologies (e.g. WEB2.0, SECONDLIFE, etc)
4.7 ICT effectiveness in instruction
5 ASSESSMENT
Assessment
Weight
Brief description
5.1
30%
5.2
70%
Three tests/Quizzes (3 x 10%)

Current Technologies
Emerging Technologies
e-Learning
Group Project (4 participants/group): 50% &
Presentation (20%)
Based on the following topics:
Instructional software and multimedia for
Science/Maths learning
Review of programmes like schoolnet and
Intel Teach to the Future
ICT effectiveness in instruction
Hours
2
10
10
6
8
8
6
Linked
learning
objectives
3.4
3.1, 3.2,
3.3
REPRESENTATIVE REFERENCES
http://www.teachernet.gov.uk/teachingandlearning/subjects/science/science_teaching_resources/
http://www.singularityonline.com/
http://www.sci-journal.org/index.php?link=reports.php&c_check=1
http://home.earthlink.net/~adnil301/wsnjour.html
http://www.asta.edu.au/resources/teachingscience/581
http://www.lessonplanspage.com/SciExperiments.htm
http://www.educationworld.com/science/
Books
Frost, R. (2001 revised) Data logging in Practice Hatfield: ASE ISBN 0952025744.
D. Sang & Frost, R. (2005) Teaching Secondary Science using ICT London: Hodder
Murray
Newton, L R and Rogers, L (2001) Teaching Science with ICT. London: Continuum
Leonard Newton; Laurence Rogers (2001), Teaching science with ICT, ISBN:
0826455182 9780826455185
(III)
CURRENT TRENDS IN MATHEMATICS EDUCATION
UNIT CODE AND TITLE

VENUE
MODE OF OFFER
DATES & DURATION
YEAR(S) OF OFFER
CREDIT POINTS
UNIT CO-ORDINATOR
Name ( qualification & university)
Position
Division
Institution:
Address

CONTACT HOURS
PDM103 : Current Trends and Issues in Mathematics

Education
1 credit point
Leong Chee Kin (PhD, USM)
Mathematics Education Specialist
SEAMEO RECSAM
Dr. Leong Chee Kin
Mr Lee Shok Mee (Specialist cum PM, TPD, RECSAM
Tel: 604-6522746
H/P: 016-4530034
Fax: 604-6522737
Science and Mathematics participants will separately
attending parallel sessions. They shall meet in common
topics.
50
2 AIMS
This unit is designed to assist participants to develop knowledge and deeper understanding of the
current trends and issues in mathematics education. It explores the various trends, contemporary
issues and problems of practice related to the context of the teaching and learning mathematics
and its learning theories. Various dimensions will be discussed including the implications of
research for teaching, learning, curriculum, assessment, problem solving, individual differences,
and other current issues related to school mathematics. Candidates will focus on classroom
practices and take a look at the diversity of mathematics education research and international
issues and trends in mathematics education.
3 OBJECTIVES
3.1
develop an awareness of the current trends and issues in mathematics education in the
teaching and learning of mathematics.
3.2
develop and extend their understanding of the implications of contemporary learning
theories in mathematics education.
3.3
develop and extend their understanding of the current trends in teaching strategies /
approaches and assessment in mathematics education.
3.4
to identify and discuss problems associated with the contemporary learning theories in
mathematics education;
3.5
describe areas of research most useful to advancing the teaching and learning of
mathematics
3.6
demonstrate understanding of the use of technology as a catalyst for teaching and learning
in the classroom.
4 CONTENT
No. Topic
4.1 Learning Theories
Objectives and functions
Historical background
Impact on the teaching and learning
Implication of contemporary learning theories
Core issues on which learning theories differ
4.2 Professional Growth
Lesson Study: Reflection on teaching
Using mathematics Education research to inform best
practice
Life-long education and continual professional development
4.3 Mathematics Education
Nature of mathematics
Philosophy of Mathematics and Mathematics Education
Review of Standards and principles for school mathematics
Personal beliefs and historical perspective
Historical overview of mathematics education and
recommendation for change
Shifting goals in mathematics education
Research issues and practices in Mathematics education
International issues and trends in Mathematics education
4.4 Curriculum Development
Contact hour
16
10
10
4.6
Past, present & future issues influencing mathematics

curriculum in schools
Teachers role in curriculum development and
implementation
Different perspective of the Mathematics curriculum
Rationale for curriculum decision
Various dimensions of mathematics curriculum
Recent trends in curriculum reform
Pedagogy/approaches
Knowledge of learners & the learning process
Teaching strategies and tools
The role of technology in education
Trends in classroom technologies
Issues in using technology
Total:
5 ASSESSMENT
Assessment
Weight
5.1
45%
5.2
55%
50
Brief description
The average mark derive from the accumulation of at least
three individual or group
activities/ coursework/assignments/tests
Group project work
6 REPRESENTATIVE REFERENCES
Athanasou, J. & Iasonas, L. (2002). A teachers guide to assessment. NSW: Social Science.
Chandler, D. (1992). The purpose of the computer in the classroom. In J. Beynon & H Mackay
(Eds.), Technological literacy and the curriculum (pp. 171-196). London: Falmer Press.
Commissioner on Standards for School Mathematics (1989). Curriculum and Evaluation
Standardsfor School Mathematics. Reston, VA: National Council of Teachers of
Mathematics.
Desimone, L. (2001). The Role of Teachers in Urban School Reform. ERIC Digest. Retrieved 21
Feb 2009 from http://www.ericdigests.org/2001-1/reform.html
Dietel, R. J., J. L. Herman, and R. A. Knuth (1991). What does research say about assessment?
Oak Brook: North Central Regional Educational Laboratory. Retrieved 14 Jan 2008 from
http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm.
Grabe, M. & Grabe, C. (2006). Integrating technology for meaningful learning.
4th Ed. Boston: Houghton Mifflin College Div.
Gardner, H. (2004). Frames of mind: the theory of multiple intelligences. 2nd ed., New York: Basic
Books.
Leonard, D. (2002). Learning theories, a to z. Westport : Oryx Press. Retrieved 21 Feb 2008 from
http://www.questia.com/read/101312860#
Mullis, I.V.S., Martin, M.O., & Foy, P. (with Olson, J.F., Preuschoff, C., Erberber, E., Arora, A., &
Galia, J.). (2008). TIMSS 2007 International Mathematics Report: Findings from IEAs
Trends in International Mathematics and Science Study at the Fourth and Eighth Grades.
PIRLS International Study Center, Boston College. Retrieved 20 Feb 2009 from
http://timss.bc.edu/TIMSS2007/PDF/TIMSS2007_InternationalMathematicsReport.pdf
Multiple intelligence test. Retrieved 21 Nov 2007 from http://www.accelerated
learning.net/learning_test.html
NCTM. (1991). Curriculum and evaluation standards. Reston, VA: NCTM. New Zealand Maths.
Retrieved 10 June 2007 from http://www.nzmaths.co.nz
Pimm, D. (1987). Speaking mathematically: communication in mathematics classrooms. London:
Routledge & Kegan Paul.
Polya, G. (1945). How to solve it: a new aspect of mathematical method. Princeton, NJ: Princeton
University Press.
Pritchard, A. (2005). Ways of Learning: Learning Theories and learnin Styles in the Classroom.
Great Britain.:David Fulton Publishes
Raizen, S. (1998). Standards for science education. Teachers College Record 100(1), 66-121
Romberg, T.A. (1998). Comments: NCTM's curriculum and evaluation standards. Teachers
College Record 100(1), 8-21.
Sakai: collaboration and learning environment for education. Retrieved 12 Dec 2007 from
http://www.sakaiproject.org
Santrock,J.W.(2008).Educational Psychology.(3rd Ed.). Singapore: Mcgraw-Hill International
Edition.
Shelly, G. B., et al (2004). Integrating technology in the classroom, 3rd ed. Boston, MA: Course
Technology.
Steffe, L., et at (1996). Theories of mathematical learning. International Congress on
Mathematical Education. NJ: Lawrence Erlbaum Associates. Retrieved 21 Feb 2008
from http://www.questia.com/read/37042395#
TIMMS May 21 Robitaille, D.F., Taylor, A.R. & Orpwood, G. (1996). The TIMMS-Canada
report. Volume 1: Grade 8. Vancouver: University of British Columbia.
Woolfolk, A. E.(2004). Educational Psychology. (9th Ed.). USA:Pearson International Edition.
10
(IV) CURRENT TRENDS IN SCIENCE EDUCATION

UNIT CODE AND TITLE
VENUE
MODE OF OFFER
DATES & DURATION
YEAR(S) OF OFFER
CREDIT POINTS
UNIT CO-ORDINATOR
Name ( qualification & university)
Position
Division
Institution:
Address

CONTACT HOURS
PDS103 : Current Trends and Issues in Science

Education
1 credit point
Marmon A Pagunsan
Science Education Specialist
SEAMEO RECSAM
Mr Lee Shok Mee
Ms Foo Lay Kuan (HoD, TPD, SEAMEO RECSAM)
Tel: 604-6522700
H/P:
Fax: 604-6522737
are also lecturers of the unit, except HoD .
Science and Mathematics participants will separately
attending parallel sessions. However they shall meet in
common topics.
50
2 AIMS
This unit is designed to assist participants to develop knowledge and deeper understanding of the
current trends and issues in science education. It explores the various trends, contemporary issues
and problems of practice related to the context of the teaching and learning science/mathematics
and its learning theories. Various dimensions will be discussed including the implications of
research for teaching, learning, curriculum, assessment, problem solving, individual differences,
and other current issues related to school science and mathematics. Candidates will focus on
11
classroom practices and take a look at the diversity of science education research and international
issues and trends in science education.
3 OBJECTIVES
3.1
3.2
3.3
3.4
3.5
3.6
develop an awareness of the current trends and issues in science education in the teaching
and learning of science
develop and extend their understanding of the implications of contemporary learning
theories in science education.
develop and extend their understanding of the current trends in teaching strategies /
approaches and assessment in science education.
to identify and discuss problems associated with the contemporary learning theories in
science education;
describe areas of research most useful to advancing the teaching and learning of science
demonstrate understanding of the use of technology as a catalyst for teaching and learning
in the classroom.
4 CONTENT
No.
4.1
4.2
4.3
Topic
Learning Theories
Behaviourist, Cognitive and Constructivist learning theories
Core issues on which learning theories differ
Implication of contemporary learning theories in science
education
Multiple intelligences and learning styles
Professional Growth
Teachers as reflective practitioners
Teachers as researches: action research and lesson study
Using science research to inform best practices
Life-long education and continual professional development
(Academic discourse : Seminar, workshops, conferences,
books and journals. Academic bodies : Science/Mathematics
Teachers Association, etc )
Science Education
Nature of science
Goals, policy and standards for school science education
Historical overview of science education and
recommendation for change
Scientific and technological literacy (STL)
12
Contact hour
16
10
4.4
4.5
Science, technology, society and environment

Science education for human and sustainable development
Relating theory to practice: What can we learn from research
Curriculum Development
Past, present & future issues influencing science curriculum
in schools
Teachers role in curriculum development and
implementation
Different perspective of the science curriculum
Rationale for curriculum decision
Various dimensions of science curriculum
Recent trends in curriculum reform
Pedagogy/approaches
Knowledge of learners & the learning process
Teaching strategies and tools
The role of technology in education
Trends in classroom technologies
Issues in using technology
Total:
5 ASSESSMENT
Assessment
Weight
5.1
45%
5.2
55%
10
50
Brief description
The average mark derive from the accumulation of at least
three individual or group
activities/ coursework/assignments/tests
Group project work
John W. Santrock (2008). Educational Psychology (3rd Edition), Magraw Hill international
edution, Singapore (ISBN 978-007-126097-8)
Alan Pritchard (2005). Ways of Learning- Learning theories and Learning Styles in the classroom,
David Fulton Publisher Ltd., Great Britain (ISBN 1098-7654-32)
Yap, K.C. et.al. (Ed) (2004). Teaching Primary Science.Prentice Hall, Singapore
(ISBN 981-244-641-9)
Jeffery Weld (Ed) (2004). The Game of Science Education. Pearson Education, US.
(ISBN 0-205-376304)
UNESCO & RECSAM (2008). The training of Trainers Manual for Promoting Scientific and
Technological literacy (STL) for All. SEAMEO RECSAM, Penang, Malaysia
(ISBN 967-930-013-7)
13
(V) EDUCATIONAL RESEARCH METHODOLOGY

UNIT CODE AND TITLE
VENUE
MODE OF OFFER
DATES & DURATION
YEAR(S) OF OFFER
CREDIT POINTS
UNIT CO-ORDINATOR
Name (qualification & university)
Position
Division
Institution
Address
PDA104 : Educational Research Methodology

1 March 20 August2010
1 credit point
Warabhorn Preechaporn
SEAMEO RECSAM
Dr. Warabhorn Preechaporn
[plus at least 2 other persons]
Dr. Warabhorn Preechaporn
Tel: 604-6522795
H/P: 014-904-1840
Fax: 604-6522-737
[email protected]
PREREQUISITES & COREQUISITES :

INCOMPATIBLES (if any):
CONTACT HOURS
Preferably students already familiar with MS Excel and

SPSS program
50
2 AIMS
The course is designed to enable participants to understand the fundamental principles of educational
research. A major part of the course work involves writing an educational research proposal. The aim of
this course will engage the participants in systematic inquiry into their own practice; framing appropriate
questions, gathering and interpreting data, and analyzing data.
14
Participants will be exposed to the fundamentals of research methodology. Issues involved in formulating
research questions, conducting literature review, selecting research methodologies, and report writing will
be introduced. Different types of research methodologies, designed for the collection of both qualitative
and quantitative data, will be also introduced. At the end of this course, participants are expected to have
better understanding of processes involved in generating and interpreting research data and be able to
develop educational research proposal. Students also will learn about educational research by doing it and
by reading examples of educational research.
3 OBJECTIVES
3.1
3.2
3.3
3.4
Gain knowledge about research methodology in education;

Evaluate research methodology and design;
Understand the scientific method and acquire the ability to formulate research questions;
Develop critical reading, writing, and presentational skills through reading assignments,
writing assignments, group discussions of reading material, and class discussions of
current research approaches and perspectives;
3.5 Understand the publication process and statistical reasoning;
3.6 Learn about research ethics and APA-approved research practices;
3.7 Formulate research questions, hypotheses and accompanying study designs;
3.8 Understand assumptions and issues of validity and reliability underpinning quantitative
research;
3.9 Understand the uses of basic descriptive and inferential statistics;
3.10 Iinterpret and critically evaluate reports of qualitative and quantitative research; and
3.11 Design educational research proposal.
4 CONTENT
No.
Topic
4.1 Educational research
What is educational research?
What do reviews of the literature tell us?
Approaches to educational research design
Conceptualizing a research project

4.2 Statistics methods (3.10;
Descriptive Statistics (2)
Inferential statistics (4)
Correlation studies (4)

4.3 Research instruments design
Using quantitative data (4)
Using qualitative data (4)

4.4 Data Analysis
15
Contact hour
6
Facilitator
Warabhorn
10
Warabhorn
Wahyudi
18
Wahyudi
No.
4.5
Topic
Quantitative data (6)
Qualitative data (6)
Computer-assisted data management (6)

Evaluating research reports
Writing Report
Personal research proposal (3.11)

TOTAL
16
Contact hour
Facilitator
Wahyudi
50
5 ASSESSMENT
Assessment
5.1
Weight
20 %
Critique
of a
journal
article
15 %
Brief description
You will write a 4-pages critique of a journal article in your
research area of interest. You must evaluate the introduction
(aims, hypotheses), methods (participants, procedures, and
design), results (findings), and discussion (interpretation of
the findings in light of the theoretical literature).
You are asked to write your statement of purpose regarding

your research project (8 pages). This paper will explain the
Research theoretical rationale for your topic (why it is interesting), the
topic
literature review (what we know, what we dont know about
determina the topic), and your goals (how your project will fill a gap in
tion
the literature). This paper will serve as part of the
introduction for your research proposal (Paper #3), due at the
end of the semester. The feedback that you receive on this
paper will be used to revise this paper for inclusion in your
research proposal.
5.2
65 %
Research
proposal
This paper is your research proposal. The paper will include

your introduction (statement of purpose, review of the
literature, critique of existing empirical literature), your
methods (participants, procedure, design), your hypotheses,
and your expected statistical analysis plan. This paper will be
about 16 pages (introduction = 8; method = 4; hypotheses =
1; statistical analysis plan = 1; references = 3).
6. PRESCRIBED TEXTS
Jackson, S. L. (2006). Research methods and statistics: A critical thinking approach. Belmont,
CA: Thomson Wadsworth
Merriam, S. B. (1998). Case study research in education. San Francisco: Jossey Bass.
Miles, H. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis.
Thousand Oaks, CA: Sage Publications.
7. REPRESENTATIVE REFERENCES
A various journal papers on educational research will be identified and used for reading and
assignments
17
(VI)
TEACHING AND LEARNING MATHEMATICS
UNIT CODE AND TITLE:

DIVISION:
VENUE:
MODE OF OFFER:
DATES & DURATION:
YEAR(S) OF OFFER
CREDIT POINTS:
UNIT CO-ORDINATOR:
Name (& qualification + university):
Position:
Division:
Institution:
Address:
PREREQUISITES & COREQUISITES :

INCOMPATIBLES (if any):
CONTACT HOURS
PDM105 Teaching and Learning Mathematics

Training Programme
Yearly, staring 2010
1 credit point
Teoh Boon Tat (MEd Universiti Sains Malaysia)
SEAMEO RECSAM
Mr Teoh Boon Tat
Teoh Boon Tat
Tel: 04-6522743
H/P: 016-4542693
Fax: 04-6522737
Preferably Unit Coordinator and assessment panel members
This unit is for Mathematic participants only.
(Science participants will be attending parallel sessions of
Teaching and Learning Science)
50
2 AIMS
This unit is designed to assist participants to acquire knowledge and proficiency in the teaching of
mathematics. Teaching mathematics is a dynamic process. It should be satisfying and enriching to
both the teachers and students. It should maintain a balance between what is being taught, the
content and how it is delivered, the pedagogical knowledge. Meaningful learning is the
fundamental reason for teaching. Successful teaching in mathematics requires exposure and
experience with the current trends and practices. This unit focuses on the various pedagogical
approaches in teaching mathematics. The participants will be exposed to the different essential
elements of teaching that foster meaningful understanding and learning among students. The
18
participant is exposed to the best teaching practices and how these practices are employed in the
classroom.
3 OBJECTIVES
This unit aims to enable participants to:
3.1 develop understanding of meaningful learning in mathematics education;
3.2 develop mathematical thinking and problem solving skills;
3.3 develop effective mathematical communication skills;
3.4 demonstrate understanding of the use of technology to enhance learning of mathematics;
3.5 develop and use alternative assessment in assessing learning, and
3.6 develop and implement meaningful lessons in the mathematics classroom.
4 CONTENT
No.
Topic
4.1
4.2
4.3
4.4
4.5
Meaningful learning in mathematics education

definition, characteristics & purpose
mathematics strategies for meaningful learning
Mathematical thinking & problem solving
critical thinking, creative thinking, problem solving
Mathematical communication
effective communication skills
integrating values in mathematical communication
Applying alternative assessment to evaluate meaningful teaching
and learning of mathematics
nature, characteristics and types of alternative assessments
questioning techniques
observation skills
creating and using rubrics for performance-based
assessments
Instructional planning & implementation (micro teaching)
lesson planning models
lesson planning integrating the topics covered in 4.1 - 4.4
above
self/peer/expert evaluation
Total:
19
Contact
hour
6
Facilitator
10
18
50
TBT
WAP
LCK
5 ASSESSMENT
Assessment
Weight
5.1
40%
5.2
60%
Brief description
1. 3 assignments (10% X 3).
2. A portfolio of tasks on meaningful teaching and learning
of mathematics, mathematical thinking, problem solving,
mathematical communication & alternative assessment.
Micro teaching using any of the topics 4.1 to 4.3 above; with
appropriate assessments; an hour lesson, peer teaching;
self/peer/expert evaluation.
6 PRESCRIBED TEXTS
Grabe, M. & Grabe, C. (2006). Integrating technology for meaningful learning.
4th Ed. Boston: Houghton Mifflin College Div.
Kirby, G.R. & Goodpaster, J.R. (2006). Thinking: an interdisciplinary approach to critical and
creative thought. 4th Ed. NJ: Pearson.
Kornai, A. (2008). Mathematical linguistics. USA: Springer.
Pimm, D. (1987). Speaking mathematically: communication in mathematics classrooms. London:
Routledge & Kegan Paul.
Race, P., Brown, S. & Smith, B. (2005). 500 tips on assessment. London: Routledge Falmer.
Silver, H.F. Brunsting J.R. & Walsh, T. (2008). Math Tools grades 3 12: 64 ways to differentiate
instruction and increase student engagement. Corwin Press.
Athanasou, J. & Iasonas, L. (2002). A teachers guide to assessment. NSW: Social Science.
Chandler, D. (1992). The purpose of the computer in the classroom. In J. Beynon & H Mackay
(Eds.), Technological literacy and the curriculum (pp. 171-196). London: Falmer Press.
Commissioner on Standards for School Mathematics (1989). Curriculum and Evaluation
Standards for School Mathematics. Reston, VA: National Council of Teachers of
Mathematics.
Janette, B., Mulligan, J. & Lowrie, T. (2004). Mathematics for children: challenging children to
think mathematically. Australia: Pearson.
NCTM. (1991). Curriculum and evaluation standards. Reston, VA: NCTM. New Zealand Maths.
Retrieved 10 June 2007 from http://www.nzmaths.co.nz
Polya, G. (1945). How to solve it: a new aspect of mathematical method. Princeton, NJ: Princeton
University Press.
Romberg, T.A. (1998). Comments: NCTM's curriculum and evaluation standards. Teachers
College Record 100(1), 8-21.
Sakai: collaboration and learning environment for education. Retrieved 12 Dec 2007 from
http://www.sakaiproject.org
Shelly, G. B., et al (2004). Integrating technology in the classroom, 3rd ed. Boston, MA: Course
Technology.
TIMMS May 21 Robitaille, D.F., Taylor, A.R. & Orpwood, G. (1996). The TIMMS-Canada
report. Volume 1: Grade 8. Vancouver: University of British Columbia.
20
(VII) TEACHING AND LEARNING SCIENCE

UNIT CODE AND TITLE
VENUE
MDE OF OFFER:
DATES & DURATION
YEAR(S) OF OFFER
CREDIT POINTS
UNIT CO-ORDINATOR
Name (& qualification + university):
Position:
Division:
Institution:
Address:

CONTACT HOURS
PDS 105 : Teaching and Learning Science

1 credit point
Mr. Dominador Dizon Mangao ( M.A. Ed West Visayas
State University, Iloilo City, Philippines)
Specialist Science Education
SEAMEO RECSAM
Mr. Dominador Dizon Mangao
Mr. Dominador Dizon Mangao
Tel: 604 6522750
H/P: +60164727630
Fax:604 6522737
This unit is for Science participants only.
(Mathematics participants will be attending parallel sessions
of Teaching and Learning Mathematics)
50
2. AIMS
This unit provides the essential inputs on pedagogy in science that include science teaching
actions, strategies and methodologies. Participants will study classroom interactions and effective
organization of classroom experiences that promote learning and achievement. This unit also
seeks to equip participants with the skills and competencies that will help in creating a community
of student learners who can construct learning from science experiences and possess a disposition
for further inquiry and learning.
21
3. OBJECTIVES
On completion of the unit, students should be able to:
3.1 develop and extend their understanding of the constructivist teaching and cooperative
learning models ;
3.2 gain understanding of the process of science inquiry so as to help students develop scientific
skills, higher-order thinking skills, scientific values and attitudes through the experimental
process using performance tasks;
3.3 develop and extend their understanding of the underlying concept behind active teaching and
learning strategies in science;
3.4 construct various types of alternative assessments to gauge students understanding in science;
and
3.5 develop and extend their understanding of the underlying principles of instructional design in
the development of science lessons and task sheets as well as the conscious effort of integrating
the constructivist philosophy in teaching, learning and assessment.
4. CONTENT
The major topics include:
Topics
1.
2.
3.
4.
5.
Brief description
Constructivist Teaching Approaches
- Integrative Teaching models
- Generative teaching models
- 5 Es
- Cooperative Learning models
- others
Scientific Inquiry and Problem Solving
- Science process skills and investigations
- Scientific attitudes and values
- Problem- Solving
Active Teaching and Learning in Science
- Active reading and writing
- Scientific games
- Role play
- Simulations
Alternative assessment to evaluate meaningful teaching and learning in
science
- nature, characteristics and types of alternative assessments
- questioning techniques
- observation
- creating and using rubrics for performance-based assessments
Instructional planning & implementation (micro teaching)
- instructional design models
- Lesson planning integrating the topics covered in 1-5
- self/peer/expert evaluation
Total:
22
Hours
8
10
18
50
5 . ASSESSMENT
Assessment
Weight
40%
Brief description
Three assignments
A portfolio of tasks
60%
Micro-teaching of a science lesson integrating

all the topics covered above; conduct of peer
teaching and student teaching demonstration.
Lesson Plan write-up ( 20-25%)
Actual Performance in Peer/Student Teaching
of Science Lesson ( 75-80%)
5.1
5.2
6. PRESCRIBED TEXTS
Fautley, M. and Savage, J. (2008). Assessment for learning and teaching in secondary schools.
Learning Matters Ltd., Martin Fautley and Jonathan Savage, UK
Hassard, J. (2005). The Art of Teaching Science: Inquiry and innovation in middle school and
high school. Oxford University Press, Inc. New York, USA
Lang, H.R and Evans, D.N. (2006). Models, strategies, and methods for effective teaching.
Pearson Education, Inc. USA
Sherman, S.J. and Sherman, R.S. (2004). Science and science teaching: Methods for integrating
technology in elementary and middle schools. Houghton Mifflin Company. Boston, MA, USA
7. REPRESENTATIVE REFERENCES
Burke, K. (1999). The Mindful school: How to assess authentic learning, third edition. SkyLight
Training and Publishing, Inc. USA
Candler, L. (1995). Cooperative learning & hands-on-science. Kagan Cooperative Learning, San
Juan Capistrano, California, USA
Gagne R. M. and Medsker, K.L. (1996). The conditions of learning: Training applications.
Harcourt Brace & Company, Orlando, Florida, USA
Hassard, J. (2000). Science as inquiry: Active learning, project-based, web-assisted, and active
assessment strategies to enhance student learning. Good Year Books. New Jersey
23
Koehlin, C. and Zwaan, S. (2006). Q tasks: How to empower students to ask questions and care
about answers. Pembroke Publications, Markham, Ontario, Canada
Sheffield Hallam University, U.K. Introduction to active teaching and learning approaches.
Stahl, R.J. (1996). Cooperative Learning In Science: A handbook for teachers. Addison_Wesley
Publishing Company, USA
24

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Post Graduate Diploma of Education in Teaching Science and Mathematics

CONTACT (Unit Coordinator):

PREREQUISITES & COREQUISITES

PDA101 : Advanced Communication Skills

Topics to be addressed in the unit include:

Editing & Reviewing

UNIT CODE AND TITLE

PDA102 : ICT Integration

CONTACT (Unit Coordinator)

PREREQUISITES & COREQUISITES

Preferably, Unit Coordinator and assessment panel members

Annamalai C. (MSc-IT+ALU, India)

Three tests/Quizzes (3 x 10%)

CURRENT TRENDS IN MATHEMATICS EDUCATION

UNIT CODE AND TITLE

CONTACT (Unit Coordinator):

PREREQUISITES & COREQUISITES

PDM103 : Current Trends and Issues in Mathematics

Past, present & future issues influencing mathematics

(IV) CURRENT TRENDS IN SCIENCE EDUCATION

PREREQUISITES & COREQUISITES

PDS103 : Current Trends and Issues in Science

Science, technology, society and environment

(V) EDUCATIONAL RESEARCH METHODOLOGY

CONTACT (Unit Coordinator)

PDA104 : Educational Research Methodology

PREREQUISITES & COREQUISITES :

Preferably students already familiar with MS Excel and

Gain knowledge about research methodology in education;

What is educational research?

What do reviews of the literature tell us?

Approaches to educational research design

Conceptualizing a research project

Descriptive Statistics (2)

Inferential statistics (4)

Correlation studies (4)

Using quantitative data (4)

Using qualitative data (4)

Quantitative data (6)

Qualitative data (6)

Computer-assisted data management (6)

Personal research proposal (3.11)

You are asked to write your statement of purpose regarding

This paper is your research proposal. The paper will include

TEACHING AND LEARNING MATHEMATICS

UNIT CODE AND TITLE:

CONTACT (Unit Coordinator):

PREREQUISITES & COREQUISITES :

PDM105 Teaching and Learning Mathematics

Meaningful learning in mathematics education

(VII) TEACHING AND LEARNING SCIENCE

CONTACT (Unit Coordinator)

PREREQUISITES & COREQUISITES

PDS 105 : Teaching and Learning Science

Micro-teaching of a science lesson integrating

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