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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.

The course is an introduction to teaching as a profession and its intention is to expose participants in an interactive, learner centered manner to the boundaries of the profession. There are three themes selected to achieve this end. The first is concerned with the nature of teaching, the second focuses on a rationale for choosing teaching in addition to what it has to offer. The final theme focuses on readiness for entering the profession and what is necessary for on-going professional development.

The Course contains information for the Digital Media Course of study for beginner's user.

We recognise the need for graduate students to have a good grasp of the appropriate research methods involved in conducting an actual study. This course is structured to arouse students' interest in pedagogical research. Whenever each step of the research process is discussed in this course, the students will have the opportunity to apply the ideas in a practical way to the research problem. Students will be encouraged, in addition to other means of data collection, to keep journals of their experiences on the job as this will help them to keep record of events as well as to keep track of their thoughts and ideas.  

This course focuses on (a) relating education research to national development, (b) the various approaches to research, (c) understanding research process and plan, (d) data organisation and analysis and (e) preparing research proposal as well as conducting and reporting research findings. 


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. 

Advanced Primary Curriculum Studies is designed to help Language Arts teachers at the Primary Level to communicate effectively in speech and writing, develop advanced content knowledge, and the requisite skills and competencies which will enable them to support students and teachers as they navigate the Language Arts Curriculum and inform language policies. This forty-five (45) hour course is divided into four units which cover the rudiments of communication and language variation, English language policies and extrapolated rules of Standard English morphemes, constituents and paragraphs. In addition, the content covers the analysis of narratives, exposition and rhetoric. Further, the content explores the planning, development and delivery of oral presentations in face-to-face (in person) and online contexts. The course is assessed by formative and summative coursework activities.

Problem-solving and Assessment Strategies in the 21st Century Classroom is a forty-five (45) hour course which is designed to allow mathematics practitioners to develop advanced technical understanding of problem-solving and assessment strategies for the 21st century mathematics classroom. The course comprises six Units - Understanding Problem Solving, Problem Solving Theories, Problem Solving Strategies, Problem Solving and Mathematics Education, Theoretical Understanding of Assessment and 21st Century Assessment Strategies. The Units have been designed to facilitate the sequential development of concepts and skills through investigation, integration and scaffolding. During the course, students engage in a variety of self-directed learning activities such as discussions, article reviews, critiques and oral presentations.  The course is assessed by coursework only - presentation, project, in-course test.

Issues and Trends in Teaching Primary and Secondary Mathematics is a forty-five (45) hour course which is designed to provide programme participants with the opportunity to interrogate the six guiding elements critical to the development of effective mathematics education programmes, identify the factors impacting them and determine how successful jurisdictions have overcome challenges. The course comprises Six Units - Issues and Trends: Teaching and Learning, Issues and Trends: Curriculum Development and Implementation, Issues and Trends: Assessment and Feedback, Issues and Trends: Access and Equity, Issues and Trends: Tools and Technology and Issues and Trends: Professionalism in Mathematics Education. The Units have been designed to facilitate the sequential development of concepts and skills through investigation, integration and scaffolding. During the course, students engage in a variety of self-directed learning activities such as individual and group based research activities, discussions, article reviews, critiques and oral presentations.  The course is assessed by coursework only - presentation, research paper, in-course test.