马努卡理工学院/Manukau Institute of Technology
Graduate Certificate in Activity Based Learning (Level 7)
- 学费：Approximate NZ $10,100 for...
- IELTS test - Academic score of 6 with no band score lower than 5.5
- TOEFL Paper-based test (pBT) - Score of 550 (with an essay score of 5 TWE)
- TOEFL Internet-based test (iBT) - Score of 60 (with a writing score of 18)
- Cambridge English Examinations – FCE, or FCE for schools, or CAE, or CPE with a score of 169. No less than 162 in each skill OET at Grade C in all sub-tests
- NZCEL a) Expiring b) Current - a) Level 4 (Academic) b) Level 4
- (Academic)Pearson Test of English (Academic) - PToE (Academic) score of 50
- City & Guilds IESOL - B2 Communicator with a score of 66
- 授课校区：Manukau Institute of Technology
Gain the skills you need to be an effective teaching practitioner and education professional. In this course you will develop capabilities in facilitative real world teaching that enables learners to be actively involved in a learning process leading to holistic assessment.
You will gain the skills in facilitation of learning that actively engages learners in the process of learning, that is co-constructed, activity based and contextualised for the real world. You will also apply your learning in your own educational context.
Studying with us, you'll become part of a community of education practitioners who effectively use facilitative practices to help others learn. Of value to teachers, lecturers, educators and trainers, in both public and private settings, this programme gives you the tools to support both teaching and learning in a real world context.
Teacher, lecturer, tutor, workplace trainer, tertiary teaching positions.
Activity Based Learning and assessment design
The educator will examine and design activity based learning and teaching techniques to enhance their teaching practice. The creation of holistic and integrated assessments will also feature in this course along with project based and real world assessment. An exploration of cultural responsiveness and power relationships underpins the course.
Activity based learning and assessment development
The educator will develop activity based learning and teaching activities that show awareness and sensitivity towards embedded cultural values. The development of learning activities that enable their students to fully participate in their learning journey is a key part of this course along with a reflective approach to the educator’s current teaching practice.
Activity based teaching for real world active and engaged learning
The educator will select, adapt and deliver activity based teaching in a course that they are currently facilitating. Holistic, integrated and real world assessments will be implemented into the same course.
Evaluation in activity based learning and teaching
The educator will critically evaluate the activity based learning and teaching practices they have implemented to inform current practice and to enhance future practice. This will include discussions with cohort member and critical friends.
There are three different entry options dependent on where the educator is in terms of their teaching experience and expertise. The above courses are also packaged as two courses of thirty credits each and one course of sixty credits.
Each educator will attend an interview to negotiate which course(s) they will enrol in and in what order. The process for each educator will be supported by two others - a mentor from the MIT Tertiary teaching team and a PPP (peer professional practitioner) chosen by the educator from the educator’s workplace. The PPP will act as a critical friend throughout the programme.
Further training or study
Post Graduate Diploma in Education
(i) Have a graduate degree at Level 7 or above or equivalent (usually three years’ or more) relevant experience; and
(ii) Demonstrate that they are capable of studying at Level 7 (this may be through attainment of other qualifications at an appropriate level.
Other admission requirements
Applicants must: Be teaching in a tertiary environment and be able to implement practical components and projects arising from this programme of study with a group of students engaged in learning.
Students who have attained the age of 20 years and do not hold the minimum entry requirements for a programme will be eligible to be enrolled as a student where their previous educational, work or life experience indicates they have a reasonable likelihood of success. Students who have not attained the age of 20 years and do not hold the required minimum entry requirements for a programme may also be eligible to enrol in exceptional circumstances.
English language entry requirements
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