Teaching Methods. Effective teaching is best promoted when each teacher is free to pursue, in his/her class, the most effective teaching methods possible. Teachers are able to deliver each lesson in whatever manner is best for the students. The board has the responsibility for approving the topics to be taught, the materials to be used in instruction and the curriculum employed to teach these topics, subject to constraints of law, policy and this agreement. The presentation and discussion of controversial issues in the classroom will be on an informative basis and relevant to state content standards.
Teaching Methods. 1. Instructors’ interaction sufficient 5 4 3 2 1
Teaching Methods. The Teacher should master the modern teaching technologies and methods outlined during their training and apply them during the lessons (e.g., TPR, gamification, etc.)
Teaching Methods. The Training program provides a total of 300 hours, divided as follows: • 12 hours of knowing the platform / module • 36 hours of classrooms lectures • 108 hours of self-study • 78 hours of e-learning • 12 hours of hands of training • 12 hours of self-assessment • 36 hours of peer assessment • 6 hours of feedback The table below shows the subdivision over a period of 2 months (expected duration for the entire course) and the weekly organization of the teaching methodology envisaged. Knowing the Platform / Module In class lectures Self study Online platform Hands on training Self assessment Peer assessment Feedback Final test Total Per Week Month 1 Week 1 M1 2 6 15 10 1 4 38 M2 0 M3 0 M4 0 M5 0 M6 0 Total per week - Week 1 38 Week 2 M1 0 M2 2 6 15 10 1 4 38 M3 0 M4 0 M5 0 M6 0 Total per week - Week 2 38 Week 3 M1 0 M2 0 M3 2 6 15 10 1 4 38 M4 0 M5 0 M6 0 Total per week - Week 3 38 Week 4 M1 3 3 2 1 2 1 12 M5 0 M6 0 Total per week - Week 4 36 Month 2 Week 5 M1 0 M2 0 M3 0 M5 0 M6 0 Total per week - Week 5 38 Week 6 M1 0 M2 0 M3 0 M4 0 M6 0 Total per week - Week 6 38 Week 7 M1 0 M2 0 M3 0 M4 0 M5 0 M6 2 6 15 10 1 4 38 Total per week - Week 7 38 Week 8 M1 0 M2 0 M3 0 M4 3 3 2 1 2 1 12 Total per week - Week 8 36 Certification Exam 2 Total 12 36 108 78 12 12 36 6 2 302
Teaching Methods. The Master of Arts SUPSI in Interaction De- sign courses are designed to offer quality training for designers and innovators who want to become key players in the next so- cial, technological, and economic transfor- mations. The courses are taught in English to reflect the international vocation of the Master and the multidisciplinary and multi- cultural working environment. The curriculum’s educational model adop- ts approaches, methods, and practices that are aimed at acquiring the knowledge and skills needed to generate product, process, and service innovation. Teaching takes place mainly in a laboratory environment, characterized by the ‘learning by doing’ approach, where working closely with the teaching staff enables students to acquire skills aimed at transforming ide- as into working design solutions and pro- totypes, to be tested with real users and used for demonstration purposes. The study program consists of design-dri- ven courses and workshops, methodolo- gical and technical courses, and talks and seminars. The design-driven courses and work- shops focus on practical activities and enable students to acquire the fundamental design, methodological and technical skills of the interaction design discipline. They are intended to create a common basis for students from different bachelor’s training programs, to equip them with transversal and shared skills, and an aptitude for mul- tidisciplinary collaboration. The methodological courses include xxxx- ning and practicing Human Centred Design (HCD) methodologies, with different levels of depth and complexity. Knowledge of the- se methodologies enables students to acqui- re the conceptual and practical tools useful for structuring a creative process: collecting data and information in an organized man- ner, analyzing the needs of different users, extrapolating evidence to inform the project, setting up and structuring the various desi- gn phases with rigor, defining the user expe- rience and the key features of a product, en- vironment or digital ecosystem. The mastery of these methodologies certi- fies the student’s ability to set up and guide a design process in the most diverse orga- nizations and industries. Technical courses are always project-o- riented. The acquisition of technical and technological skills takes place through the development of projects in which the xx- xxxxxx of specific software and hardware programming languages, such as the use of digital fabrication machines, are functio...
Teaching Methods. Lecture Panel/Group Discussion Audio-Visual Presentations Question and Answer Other, please list Please attach promotional brochure and copy of program evaluation form Name of Instructor/Presenter: Degree (s): (For multiple instructors attach a list of names/degrees. Please also attach a curriculum vita for all instructors). What type of training experience has the instructor had on this topic? Please sign the following statement and return the entire document to NASW-MD c/o the Director of Professional Services. I, , having the authority of the organization identified in this document, am requesting co-sponsorship with NASW-MD for the stated program/event. I have read and agree to comply with the Maryland Social Work regulations for continuing education and NASW’s Standards for Continuing Professional Education. Signature Date For NASW-MD office use only: Co-sponsorship accepted for: category CEUs Program # Co-sponsorship not accepted (reason). NASW-MD signature Date NASW STANDARDS FOR CONTINUING PROFESSIONAL EDUCATION Standards for Assessing Providers of Continuing Professional Education The standards and guidelines in this section are directed to the social worker who wants to be an informed continuing education consumer and to the provider who wants to meet professional expectations for continuing education. The social worker can use this section as a guide in assessing the provider’s qualifications before enrollment in any given offering. The provider can use this section as a tool for self-evaluation, leading to continuing education of higher quality for social workers. STANDARD 4: Providers of Continuing Professional Education Shall Have a Written Statement of Mission and Philosophy That Reflects the Values and Ethics of the Social Work Profession.
Teaching Methods. The method of teaching is principally by face-to-face classes held on campus consisting of lectures, seminars, tutorials, workshops and active learning sessions. Classroom based teaching is supported by an online system that includes learning resources and discussion forums. Teaching in capstone units includes work-related activities designed to engage students with industries relevant to their studies. Academic staff are supported by guest lecturers from industry in some units. ASSESSMENT METHODS Assessment methods are designed to encourage learning, provide feedback and measure achievement of unit learning outcomes. Forms of assessment vary among units and include research reports, projects, essays, group work, presentations, problem solving and case studies as well as tests, quizzes and examinations. Students may be required to complete assessment tasks alone or in groups to encourage development of generic skills. Assessments generally require a written submission but may include an oral presentation. In capstone units, assessments may include industry engagement and an extensive report. Appendix B FEE PAYMENT GUIDE Please find the following payment methods to accept your offer of enrolment at IMC.
Teaching Methods. Although Sunsational does not control the manner and methods used by Instructor, it does require that all instructors follow a positive, student-centered approach to teaching, which means that aggressive and/or negative methods are not tolerated. Inappropriate behavior of any sort will not be tolerated.
Teaching Methods. Tutors shall use teaching methods appropriate to the subject matter and audience. Illustrative examples should be used wherever possible. Unless inappropriate, audience participation and interaction should be encouraged. Tutors should establish at the outset that the audience can hear and understand them clearly.
