1. Lesson planning
1.1. Importance
1.1.1. Teachers' road map
1.1.2. A guide for achieving teaching goals
1.1.3. A rehearsal for a real class
1.1.4. Evaluation of the feasiblity
1.1.5. Reflect on the lesson
1.2. Considerations
1.2.1. The hook strategy
1.2.2. Strategies to check student understanding
1.2.3. Design for propor activities to achieve objectives
1.3. Key compenents
1.3.1. Student profile
1.3.2. Aims/objectives
1.3.3. Stages of the lesson
1.3.4. Teacher and student interaction
1.3.5. Timing of the activities
2. Teachers and learners
2.1. The roles of teachers
2.1.1. Teachers role is underestimated
2.1.2. Teacher autonomy
2.1.3. Transmit knowledge
2.1.4. Facilitate learning
2.1.5. Teacher identity: the role recognized by teachers themselves
2.2. Teacher presence
2.2.1. Diversity of teacher roles
2.2.2. An architect/leader/facilitator and a participant/co-learner/cothinker
2.2.3. Reinforcing element in a community of inquiry
2.2.4. Maintain high levels of interest and participation
2.3. The diversity of learners
2.3.1. Gender and education
2.3.1.1. Males and females are not segerated
2.3.1.2. Social norms
2.3.1.2.1. Biologically
2.3.1.2.2. Non-biologically
2.3.1.3. Why a tomboy is better than a ssisie
2.3.1.4. Construction and regulation of gender
2.3.2. Special education needs
2.3.2.1. Visible special education needs
2.3.2.2. Invisible special education needs
3. Pedagogical appraoches
3.1. What is pedagogy
3.1.1. The skill/ability of teaching
3.1.2. The methods and practice of teaching
3.1.3. An umplication of a teacher-centred Method
3.1.4. A reflection on teacher-student relationship
3.2. Critical pedagogy
3.2.1. Bank model
3.2.2. Problem-posing education
3.3. Engaged pedagogy
3.3.1. A mutual relationship between teachers and students
3.3.2. Setting context
3.3.3. Role-playing exercise
4. Digital Pedagogies
4.1. The relationship between technology and education
4.1.1. Tools and technologies are drivers of education
4.1.2. Digital technology influence education
4.1.3. Teachers' awareness of harnessing the technology instead of being controled by technology
4.2. Ditital literacy skills
4.2.1. Assumption of conducting digital pedagogies
4.2.2. Transformative pedagogies
4.3. Technology in teaching and learning
4.3.1. Technology as a game changer in education sphere
4.3.2. Transformative/creative pedagogies
4.3.3. Tools for teaching, not the reseouces of information
4.3.4. Distance or blended learning
5. About education
5.1. What is education
5.1.1. Transformation of mind
5.1.2. Inheritance of knowledge
5.1.3. Sociality
5.1.4. A way to inspire and stimulate thinking
5.2. Purposes of education
5.2.1. Education for individuals
5.2.1.1. Understand truth and acquire skills
5.2.1.2. Morality and value
5.2.1.3. Independent thinking
5.2.1.4. Set their mind free
5.2.1.5. Personal interests
5.2.2. Education for society
5.2.2.1. Education as a public service
5.2.2.2. Education as a way of governance
5.2.2.3. Cultivate talents according to the needs for social development
5.2.2.4. Monopoly on the legitimate knowledge
5.2.3. Education for culture
5.2.3.1. Material and spiritual products of human activities
5.2.3.2. Transmission of culture to new generations
5.2.3.3. Knowledge, skills, ideas and values of a community
5.2.3.4. Critically review, interpret and filter the mature culture of a community
5.2.3.5. Promoted by language, orally and literally
6. About learning
6.1. Theories of learning
6.1.1. Constructivism
6.1.1.1. Student-centered learning
6.1.1.2. Construct knowledge and meaning from people's experiences
6.1.1.3. Authentic tasks with specific objectives
6.1.1.4. Fitting new information together with what they already know
6.1.1.5. Learn from experiencing things and reflecting on the experiences
6.1.2. Metacognition
6.1.2.1. Think about one's own thinking
6.1.2.2. Consider oneself as a problem solver
6.1.2.3. Monitor, plan and control one's mental processing
6.1.2.4. Accurately judge one's level of learning
6.2. Learn to learn
6.3. Learning communities
6.3.1. Learners’ sense of community
6.3.2. Learn from interaction with others
6.3.3. People who share similar interests, values, concerns
6.3.4. Social learning space
6.3.4.1. Created by relationship instead of physical space
6.3.4.2. Structured by shared objectives
6.3.4.3. A specific enclosure of engagement of the participants
7. About teaching
7.1. What is teaching
7.1.1. 'A design science', not a science
7.1.2. Focus transformed from learning to teaching
7.1.3. Enable students to learn
7.1.4. The independence of the students
7.1.5. The feedback loop between teaching design and learning outcome
7.2. Approaches to teaching
7.2.1. Teacher-centered and student-centered
7.2.2. Teachers' perspectives of the roles of a teacher and teacher identity
7.2.3. Strategies andn methods applied in teaching
7.2.4. Participatory Teaching Methods
7.2.4.1. Lecture, question and answer,buzz groups, discussion, brainstorming, ole play, case study, debate, field visits/educational visits