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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.

 COURSE RATIONALE

A thorough and critical analysis of

  • ·general and educational philosophies,
  • ·globalisation and
  • ·an awareness of alternative models of practice

together represent a useful starting point for developing a graduate disposition to learning about leadership in mathematics and education in general. A guided and thorough interrogation of each of these three broad areas is facilitated by the use of the concept of Critical Theory. The interrogation is expected to help the graduate consider an appropriate educational response to globalization in peripheral states. The graduate learner is challenged to explore an activist disposition relevant to social analysis and change in the context of globalization. The challenge begins and is largely supported by a thorough interrogation of deeply held personal values and beliefs in relation to education.  Opportunities to reflexively evaluate and review current practice with a view to the promotion of education for social justice and equity is provided throughout .

COURSE DESCRIPTION

The course is comprised of 15 lessons. Five are designed to be addressed face to face and 10 online. The methodology throughout these fifteen lessons promotes the use of higher order critical thinking in the exploration and learning of concepts. In this regard both corporate and individual studies are promoted throughout the 15 lessons and largely involves participants and facilitator as colearners and cocreators of knowledge. The actual content is divided into three discrete areas: Philosophies (lesson 1-5), globalisation (lessons 6-10) and social change (lessons 11-15). Theses sections are designed to be explored sequentially but may be approached as discrete sections.  For the most part each lesson involves three phases. These are personal interrogation, exploration of selected resources and the formulation of a response by participants. Where necessary, expert guidance is provided through the use of explicit advice and thinking tools such as cooperative learning mechanisms and reflective rubrics. Presentations, ccritiques and written arguments are a few of the typical assessment and learning formats required.  The course is organised in 15 lessons indicated below.


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. 

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!