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This course is designed to reinforce and expand on the elements of language and expository writing emphasised in Essentials of Communication 1. It provides opportunities for student teachers to read expository texts and engage in critical analyses, summarisation, research and publication through the use of oral, written and booth presentations. These activities require that student teachers be self-directed and involved learners as lecturers guide them in the process of honing their second-language competencies.


This course is designed as an introduction to the field of Educational research methodology. Throughout this course, students are expected to learn and understand both qualitative and quantitative methods, main research design techniques and research ethics. The course will focus on an in-depth examination and comparison of qualitative, quantitative and mixed methods designs. Specific aspects to be emphasized include: developing research questions and hypothesis, implementing the chosen design, data analysis and the process of knowledge translation. At the end of the course, students are expected to be able to design his/her own research project/proposal. 

Dear Colleagues,

This course container is intended to provide a convenient forum for our recommendations for our ICT Service and Support Group for the Smart Room implementation project.

The goal of our group is to make recommendations for the ICT Services and Support functions to ensure that we have the required reliablilty, availability and service levels for The Mico's Network and Hardware and Technology infrastructure. 

In the forum below I have suggested a few focus topics for our discussion and recommendations. We have the option to add more topics.

Please click on the forum to provide your valued input.


Best Wishes

Stephen

Conversion, Moodle Training and Online Instruction

This course Ethics, Leadership and Management in Primary Schools is a 45 hour course which is divided into 5 units. These units are:

Unit 1: Jamaica-Educational System-Overview

Unit 2: Understanding the Vision, Key Aims, Values and Principles, Competencies of Primary Education    

Unit 3:  Ethical Practice of Educational Leadership

Unit 4:  School Management     

Unit 5:  Communication and the Ethics of Educational Leadership

The course is designed to equip student teachers with the requisite skills for management and leadership positions in the primary education settings. The programme embraces professional disposition and ethics, values and attitudes and the opportunity for student-teachers to become reflective practitioners and lifelong learners.

The course, Practical Approaches to Problem Solving in School Management Part 1, is created to equip you with the many skills and competencies engendered in learning about problem solving and the practical approaches to adopt in your pursuit to make the schools you manage efficient and relevant to your clientele. This course is built on the premise that learning is integrative and reflective hence you will constantly draw relevant content ideas from prerequisite courses as well personal experiences including self-knowledge to make informed choices and decisions as you work through its units. Also this course is premised on the belief that if changes are to be effected, then you who will influence change should be self-assured; hence, Practical Approaches to Problem Solving in School Management Part 1 should challenge you as school manager and administrator (problem solver) to understand yourself in the different contexts in which you operate.

The course is structured to last one (1) semester and addresses schools from the perspective of systems and reflective/reflexive thinking, the nature and principles of contemporary problem solving approaches and methodologies in school management, and related data analysis techniques to be utilized by you in the execution of your professional practice. Reflection and its techniques are integrated throughout the four (4) units. Each unit carries its own assessment hence your performance will be evaluated based on an accumulation of the units' assessment tasks. 

The course is divided into three parts. Section one introduces the approaches, style of teaching and the general form and content of the course.  This section covers the theme "learning to be”. The section two focuses on the themes of "learning to know” and "learning to be.” The students are introduced to the theories and perspectives of lifelong learning, inclusive of higher order critical thinking skills as well as exploring the impact globalisation has on society and education. Section three of the course assumes the substance of the meaning of transdisciplinary. Issues concerning global relations, the emergence of the national society in Jamaica, matters concerning power, politics, the constitution and crime in the Jamaican society will be explored. Additionally, this section will discuss matters concerning innovativeness and an "entrepreneurial culture”. This course is intended for professionals, educators, persons involved in training, career advisors, policy makers in private and public enterprise and community organizations. The format of this course will include lectures, guest presenters, class discussions, community projects and the use of audio-visuals, as well as the option of a seminar format. The main approach used in teaching "Sustainable Education for Development” is informed by social constructivism. Social constructivism places emphasis on the student. This approach will be complimented by a teaching style influenced by cognitive psychology of David Ausubell and the School of Critical Thinking. The transition from and old way of teaching and learning requires a teaching style characterized by the "scaffolding” method. That is, using a process to build "transitional support structures”. The teacher and students will work to create an environment that facilitates learning. Students will be encouraged to actively construct knowledge by way of interacting within the formal and informal spheres of learning. This approach of course will be operationalised by providing assignments-groups and individuals-that are geared at providing knowledge construction tasks. 

This course is organized around four themes that seek to engage you in a collaborative as well as individualized experience to explore teaching/learning instruction that is guided by an understanding and an appreciation of the Arts in Education. It will require you to be reflective while engaging with your classmates in an art rich learning environment.

Welcome to The Mico Curriculum Resource Container (MCRC). Navigate this space to satisfy your curriculum needs. In the Reflective Café, you are invited to initiate or extend discussions, as well as challenge ideas raised. 

Enjoy the experience!