PGDE Programmes

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PGDE Programmes por Mind Map: PGDE Programmes

1. Curriculum Studies (CS)

1.1. Knowledge

1.1.1. K1: Self

1.1.1.1. QCM 520: Teaching and Learning Mathematics I

1.1.2. K2: Pupil

1.1.3. K3: Community

1.1.4. K4: Subject content

1.1.4.1. QCY 520: The Teaching of Chemistry I

1.1.4.2. QCM 520: Teaching and Learning Mathematics I

1.1.4.3. QCY 521: The Teaching of Chemistry II

1.1.5. K5: Pedagogy

1.1.5.1. QCY 520: The Teaching of Chemistry I

1.1.5.2. QCM 520: Teaching and Learning Mathematics I

1.1.6. K6: Educational foundation & policies

1.1.6.1. QCM 520: Teaching and Learning Mathematics I

1.1.7. K7: Curriculum

1.1.7.1. QCY 520: The Teaching of Chemistry I

1.1.7.2. QCY 521: The Teaching of Chemistry II

1.1.7.3. QCM 520: Teaching and Learning Mathematics I

1.1.7.4. QCM 521: Teaching and Learning Mathematics II

1.1.8. K8: Multicultural literacy

1.1.9. K9: Global awareness

1.1.10. K10: Environmental awareness

1.2. Skills

1.2.1. S1: Reflective skills & thinking disposition

1.2.1.1. QCM 520: Teaching and Learning Mathematics I

1.2.2. S2: Pedagogical skills

1.2.2.1. QCY 520: The Teaching of Chemistry I

1.2.2.2. QCM 520: Teaching and Learning Mathematics I

1.2.3. S3: People management skills

1.2.4. S4: Self-management skills

1.2.5. S5: Administrative & management skills

1.2.6. S6: Communication skills

1.2.7. S7: Facilitative skills

1.2.8. S8: Technological skills

1.2.8.1. QCY 520: The Teaching of Chemistry I

1.2.8.2. QCM 520: Teaching and Learning Mathematics I

1.2.9. S9: Innovation & entrepreneurship skills

1.2.10. S10: Social & emotional intelligence

1.3. Service to the Profession and Community

1.3.1. V3.1: Collaborative learning & practice

1.3.1.1. QCY 520: The Teaching of Chemistry I

1.3.1.2. QCM 520: Teaching and Learning Mathematics I

1.3.2. V3.2: Building apprenticeship & mentorship

1.3.3. V3.3: Social responsibility & engagement

1.3.4. V3.4: Stewardship

1.4. Teacher Identity

1.4.1. V2.8: Professionalism

1.4.1.1. QCM 521: Teaching and Learning Mathematics II

1.4.1.2. QCY 521: The Teaching of Chemistry II

1.4.2. V2.7: Ethical

1.4.3. V2.6: Adaptive & resilient

1.4.4. V2.5: Passion

1.4.4.1. QCY 520: The Teaching of Chemistry I

1.4.4.2. QCM 520: Teaching and Learning Mathematics I

1.4.5. V2.4: Strive to improve

1.4.6. V2.3: Quest for learning

1.4.6.1. QCM 520: Teaching and Learning Mathematics I

1.4.7. V2.2: Enquiring nature

1.4.7.1. QCY 520: The Teaching of Chemistry I

1.4.8. V2.1: Aims for high standards

1.4.8.1. QCY 520: The Teaching of Chemistry I

1.4.8.2. QCM 520: Teaching and Learning Mathematics I

1.5. Learner-Centred Values

1.5.1. V1.1: Empathy

1.5.1.1. QCM 521: Teaching and Learning Mathematics II

1.5.2. V1.2: Belief that all children can learn

1.5.2.1. QCM 521: Teaching and Learning Mathematics II

1.5.3. V1.3: Commitment to nurturing the potential in each child

1.5.4. V1.4: Valuing of diversity

1.6. Leadership and Management

1.6.1. LM2.2: Working with others (working in teams)

1.6.2. LM2.1: Working with others (partnering parents)

1.6.3. LM1.2: Understanding hearts & minds (developing others)

1.6.4. LM1.1: Understanding hearts & minds (understanding the environment)

1.7. Professional Practice

1.7.1. PP1: Nurturing the child

1.7.2. PP2: Providing quality learning of child

1.7.2.1. QCY 520: The Teaching of Chemistry I

1.7.2.2. QCM 520: Teaching and Learning Mathematics I

1.7.3. PP3: Providing quality learning of child in CCA

1.7.4. PP4.1: Cultivating knowledge with subject mastery

1.7.5. PP4.2: Cultivating knowledge with reflective thinking

1.7.5.1. QCY 520: The Teaching of Chemistry I

1.7.6. PP4.3: Cultivating knowledge with analytic thinking

1.7.7. PP4.4: Cultivating knowledge with initiative

1.7.8. PP4.5: Cultivating knowledge with creative teaching

1.7.8.1. QCY 520: The Teaching of Chemistry I

1.7.8.2. QCM 520: Teaching and Learning Mathematics I

1.7.9. PP4.6: Cultivating knowledge with a future focus

1.8. Personal Effectiveness: Knowing self & others

1.8.1. PE1.1: Tuning into self

1.8.2. PE1.2: Exercising personal integrity

1.8.3. PE1.3: Understanding & respecting others

1.8.4. PE1.4: Resilience & adaptability

2. Practicum

2.1. Knowledge

2.1.1. K1: Self

2.1.2. K2: Pupil

2.1.3. K3: Community

2.1.4. K4: Subject content

2.1.5. K5: Pedagogy

2.1.6. K6: Educational foundation & policies

2.1.7. K7: Curriculum

2.1.8. K8: Multicultural literacy

2.1.9. K9: Global awareness

2.1.10. K10: Environmental awareness

2.2. Skills

2.2.1. S1: Reflective skills & thinking disposition

2.2.2. S2: Pedagogical skills

2.2.3. S3: People management skills

2.2.4. S4: Self-management skills

2.2.5. S5: Administrative & management skills

2.2.6. S6: Communication skills

2.2.7. S7: Facilitative skills

2.2.8. S8: Technological skills

2.2.9. S9: Innovation & entrepreneurship skills

2.2.10. S10: Social & emotional intelligence

2.3. Service to the Profession and Community

2.3.1. V3.1: Collaborative learning & practice

2.3.2. V3.2: Building apprenticeship & mentorship

2.3.3. V3.3: Social responsibility & engagement

2.3.4. V3.4: Stewardship

2.4. Teacher Identity

2.4.1. V2.8: Professionalism

2.4.2. V2.7: Ethical

2.4.3. V2.6: Adaptive & resilient

2.4.4. V2.5: Passion

2.4.5. V2.4: Strive to improve

2.4.6. V2.3: Quest for learning

2.4.7. V2.2: Enquiring nature

2.4.8. V2.1: Aims for high standards

2.5. Learner-Centred Values

2.5.1. V1.1: Empathy

2.5.2. V1.2: Belief that all children can learn

2.5.3. V1.3: Commitment to nurturing the potential in each child

2.5.4. V1.4: Valuing of diversity

2.6. Leadership and Management

2.6.1. LM2.2: Working with others (working in teams)

2.6.2. LM2.1: Working with others (partnering parents)

2.6.3. LM1.2: Understanding hearts & minds (developing others)

2.6.4. LM1.1: Understanding hearts & minds (understanding the environment)

2.7. Professional Practice

2.7.1. PP1: Nurturing the child

2.7.2. PP2: Providing quality learning of child

2.7.3. PP3: Providing quality learning of child in CCA

2.7.4. PP4.1: Cultivating knowledge with subject mastery

2.7.5. PP4.2: Cultivating knowledge with reflective thinking

2.7.6. PP4.3: Cultivating knowledge with analytic thinking

2.7.7. PP4.4: Cultivating knowledge with initiative

2.7.8. PP4.5: Cultivating knowledge with creative teaching

2.7.9. PP4.6: Cultivating knowledge with a future focus

2.8. Personal Effectiveness: Knowing self & others

2.8.1. PE1.1: Tuning into self

2.8.2. PE1.2: Exercising personal integrity

2.8.3. PE1.3: Understanding & respecting others

2.8.4. PE1.4: Resilience & adaptability

3. Educational Studies (ES)

3.1. Knowledge

3.1.1. K1: Self

3.1.1.1. All the Ed Studies modules, actually. They got me to reflect on my beliefs and old practices, and think about how I wanted to improve

3.1.2. K2: Pupil

3.1.3. K3: Community

3.1.4. K4: Subject content

3.1.5. K5: Pedagogy

3.1.5.1. QED 528: Learning theories helped to open my eyes to the different considerations needed to help students learn

3.1.6. K6: Educational foundation & policies

3.1.7. K7: Curriculum

3.1.8. K8: Multicultural literacy

3.1.9. K9: Global awareness

3.1.10. K10: Environmental awareness

3.2. Skills

3.2.1. S1: Reflective skills & thinking disposition

3.2.2. S2: Pedagogical skills

3.2.3. S3: People management skills

3.2.4. S4: Self-management skills

3.2.4.1. All the Ed Studies modules, actually. Time management to ensure sufficient effort and attention for all commitments is crucial

3.2.5. S5: Administrative & management skills

3.2.5.1. All the Ed Studies modules, actually. I usually played leading roles in group discussion, coordinating efforts to ensure all are working towards the same target

3.2.6. S6: Communication skills

3.2.6.1. All the Ed Studies modules, actually. It was important to communicate when working in groups so that everyone is clear and committed in their roles

3.2.7. S7: Facilitative skills

3.2.7.1. QED 523: Facilitating discussion on CCE during presentation

3.2.8. S8: Technological skills

3.2.8.1. QED 527

3.2.9. S9: Innovation & entrepreneurship skills

3.2.10. S10: Social & emotional intelligence

3.3. Service to the Profession and Community

3.3.1. V3.1: Collaborative learning & practice

3.3.1.1. All the Ed Studies modules, actually. Working in groups help to complement strengths and weaknesses so that every single person learns and improves

3.3.2. V3.2: Building apprenticeship & mentorship

3.3.3. V3.3: Social responsibility & engagement

3.3.3.1. QED 526 & QED 528: Realise that what you teach and how you engage the students have a big role to play in their interactions with their family and the community in general

3.3.4. V3.4: Stewardship

3.4. Teacher Identity

3.4.1. V2.8: Professionalism

3.4.1.1. QED 528: Realise that sometimes teachers must look at ourselves when things are not going well, and reflect

3.4.2. V2.7: Ethical

3.4.3. V2.6: Adaptive & resilient

3.4.4. V2.5: Passion

3.4.5. V2.4: Strive to improve

3.4.5.1. QED 527: Things done well can still be done better!

3.4.6. V2.3: Quest for learning

3.4.6.1. QED 527: Teachers must keep picking up new tech skills to harness these for better teaching

3.4.7. V2.2: Enquiring nature

3.4.8. V2.1: Aims for high standards

3.4.8.1. QED 527: Learnt not to do things for the sake of doing

3.5. Learner-Centred Values

3.5.1. V1.1: Empathy

3.5.1.1. QED 526: Understanding that different learners have different needs

3.5.2. V1.2: Belief that all children can learn

3.5.2.1. QED 526: Understanding that different learners have different needs

3.5.3. V1.3: Commitment to nurturing the potential in each child

3.5.3.1. QED 523: Understanding that inequality exists and we must help every child

3.5.4. V1.4: Valuing of diversity

3.5.4.1. QED 526: Understanding that different learners have different needs

3.6. Leadership and Management

3.6.1. LM1.1: Understanding hearts & minds (understanding the environment)

3.6.2. LM1.2: Understanding hearts & minds (developing others)

3.6.3. LM2.1: Working with others (partnering parents)

3.6.4. LM2.2: Working with others (working in teams)

3.6.4.1. All the Ed Studies modules, actually.

3.7. Professional Practice

3.7.1. PP1: Nurturing the child

3.7.2. PP2: Providing quality learning of child

3.7.2.1. All the Ed Studies modules, actually.

3.7.3. PP3: Providing quality learning of child in CCA

3.7.4. PP4.1: Cultivating knowledge with subject mastery

3.7.5. PP4.2: Cultivating knowledge with reflective thinking

3.7.6. PP4.3: Cultivating knowledge with analytic thinking

3.7.7. PP4.4: Cultivating knowledge with initiative

3.7.8. PP4.5: Cultivating knowledge with creative teaching

3.7.9. PP4.6: Cultivating knowledge with a future focus

3.8. Personal Effectiveness: Knowing self & others

3.8.1. PE1.1: Tuning into self

3.8.1.1. All the Ed Studies modules, actually. They got me to reflect on my beliefs and old practices, and think about how I wanted to improve

3.8.2. PE1.2: Exercising personal integrity

3.8.3. PE1.3: Understanding & respecting others

3.8.4. PE1.4: Resilience & adaptability

4. LEADS

4.1. Knowledge

4.1.1. K1 Self

4.1.1.1. SAMPLE: My Teaching Philosophy (updated)

4.1.2. K2 Pupil

4.1.3. K3 Community

4.1.4. K4 Subject content

4.1.5. K5 Pedagogy

4.2. Skills

4.2.1. S1

4.2.2. S2

4.2.3. S3

4.2.4. S4

4.2.5. S6

4.2.6. S7

4.2.7. S8

4.2.8. S9

4.2.9. S10

4.3. Service to the Profession and Community

4.3.1. V3.1

4.4. Teacher Identity

4.4.1. V2.1

4.4.2. V2.2

4.4.3. V2.3

4.4.4. V2.4

4.4.5. V2.5

4.4.6. V2.6

4.4.7. V2.7

4.4.8. V2.8

4.5. Learner-Centred Values

4.5.1. V1.1

4.5.2. V1.2

4.5.3. V1.3

4.5.4. V1.4

4.6. Leadership and Management

4.6.1. LM1.2

4.6.2. LM2.1

4.6.3. LM2.2

4.7. Professional Practice

4.7.1. PP2

4.7.2. PP4.2

4.7.3. PP4.3

4.8. Personal Effectiveness

4.8.1. PE1.1

4.8.2. PE1.2

4.8.3. PE1.3

4.8.4. PE1.4

5. GESL and the Meranti Project

5.1. Knowledge

5.1.1. K1: Self

5.1.2. K2: Pupil

5.1.3. K3: Community

5.1.3.1. The community cares about our environment!

5.1.4. K4: Subject content

5.1.5. K5: Pedagogy

5.1.5.1. How do we engage the interest of people who are not in the same field at all?

5.1.6. K6: Educational foundation & policies

5.1.7. K7: Curriculum

5.1.8. K8: Multicultural literacy

5.1.9. K9: Global awareness

5.1.10. K10: Environmental awareness

5.1.10.1. Learnt about the marine wildlife of Singapore and its conservation

5.2. Skills

5.2.1. S1: Reflective skills & thinking disposition

5.2.1.1. Constant reflection done along to way to keep the project moving, and solve problems that keep cropping up

5.2.2. S2: Pedagogical skills

5.2.3. S3: People management skills

5.2.3.1. As leader of the group, need to constantly take care of each member's needs, problems, and wants

5.2.4. S4: Self-management skills

5.2.4.1. As a leader: need to stay calm whatever the problem, need to be patient, need to manage my own time

5.2.5. S5: Administrative & management skills

5.2.5.1. Have to coordinate the efforts of every member to work towards the project implementation

5.2.6. S6: Communication skills

5.2.6.1. Communicating with my fellow leaders as well as the various subcommittees was crucial to ensure our efforts and goals were aligned

5.2.7. S7: Facilitative skills

5.2.7.1. Constant discussion, both before and after the project was decided, and it was necessary to hear everyone out and extract ideas

5.2.8. S8: Technological skills

5.2.9. S9: Innovation & entrepreneurship skills

5.2.9.1. When we realised funding may fall short, I suggested making handicraft wire turtles to sell to our friends in NIE to raise awareness and funds

5.2.10. S10: Social & emotional intelligence

5.3. Service to the Profession and Community

5.3.1. V3.1: Collaborative learning & practice

5.3.2. V3.2: Building apprenticeship & mentorship

5.3.3. V3.3: Social responsibility & engagement

5.3.3.1. Raised awareness in ECP park-users about the marine wildlife in Singapore and its conservation

5.3.4. V3.4: Stewardship

5.4. Teacher Identity

5.4.1. V2.1: Aims for high standards

5.4.1.1. As a group, we decided that we wanted to do our very best for the GESL project, even if it was not graded

5.4.2. V2.2: Enquiring nature

5.4.3. V2.3: Quest for learning

5.4.3.1. Sharing sessions by experts to learn about marine wildlife so that we could bring the information to the public

5.4.4. V2.4: Strive to improve

5.4.5. V2.5: Passion

5.4.5.1. As a group, we came to feel strongly about something most of us knew nothing about before: the marine wildlife in Singapore

5.4.6. V2.6: Adaptive & resilient

5.4.6.1. Problems kept cropping up throughout the GESL process, but as a group we stayed strong and overcame everything

5.4.7. V2.7: Ethical

5.4.8. V2.8: Professionalism

5.5. Learner-Centred Values

5.5.1. V1.1: Empathy

5.5.2. V1.2: Belief that all children can learn

5.5.2.1. Not only children, but we believed that all our event visitors would hear us out and learn out marine wildlife in Singapore and its conservation

5.5.3. V1.3: Commitment to nurturing the potential in each child

5.5.4. V1.4: Valuing of diversity

5.6. Leadership and Management

5.6.1. LM2.2: Working with others (working in teams)

5.6.1.1. Of course!

5.6.2. LM2.1: Working with others (partnering parents)

5.6.3. LM1.2: Understanding hearts & minds (developing others)

5.6.3.1. Helped group members grow: some needed guidance to perform their roles, but grew in confidence along the way and each became independent contributors to the project

5.6.4. LM1.1: Understanding hearts & minds (understanding the environment)

5.7. Professional Practice

5.7.1. PP1: Nurturing the child

5.7.2. PP2: Providing quality learning of child

5.7.3. PP3: Providing quality learning of child in CCA

5.7.4. PP4.1: Cultivating knowledge with subject mastery

5.7.5. PP4.2: Cultivating knowledge with reflective thinking

5.7.6. PP4.3: Cultivating knowledge with analytic thinking

5.7.7. PP4.4: Cultivating knowledge with initiative

5.7.8. PP4.5: Cultivating knowledge with creative teaching

5.7.9. PP4.6: Cultivating knowledge with a future focus

5.8. Personal Effectiveness: Knowing self & others

5.8.1. PE1.1: Tuning into self

5.8.1.1. I learnt more about myself: how I work in teams, how I lead, and how I follow

5.8.2. PE1.2: Exercising personal integrity

5.8.3. PE1.3: Understanding & respecting others

5.8.3.1. Each group member comes with different traits and qualities. It is important to respect these and try to bring out the best in everyone, at the same time create an environment where each person is comfortable to contribute

5.8.4. PE1.4: Resilience & adaptability

5.8.4.1. We faced many setbacks during the project, and none of us were particularly well equipped to plan such a project in the first place, but together we did it!