Teaching Methods and Practices have Evolved - Study to Further Develop Your Skills
Teaching today involves the use of an array of technologies and a broader support function beyond the teaching of a particular subject.
Working in a school can be challenging and rewarding, study the Advanced Certificate in Education Support to -
- Develop skills to work in a support capacity in education - especially schools based education.
- Understand the application of modern technology in delivering education.
- This specialist course is designed to provide skills that are valuable for people who work in support of teaching staff at a school or college, whether in an office or as a teachers aid.
- Enrol and commence studying any time
- Work at your own pace and focus on things of greater interest to you.
- Great tutors, highly qualified, and with years of experience stand ready to support you every step of the way
The Advanced Certificate in Education Support comprises a total of 9 modules. Students complete the 5 core modules, plus a further 4 elective modules. Exams are taken for the 3 of the core modules (Classroom Delivery Skills BGN106, Educational Psychology BPS105, Computer Servicing I VIT203) and the 5 elective modules.
These modules provide foundation knowledge for the Advanced Certificate in Education Support.
Industry Project BIP000
Industry Project II BIP001
Classroom Delivery Skills BGN106
Educational Psychology BPS105
Computer Servicing I VIT203
In addition to the core modules, students study any 5 of the following 16 modules.
Child Psychology BPS104
Course Writing And Development BGN107
Delivering Distance Education BGN108
ESL Writing Fundamentals AWR101
Health & Wellbeing VRE102
Instructional Skills BGN101
Introduction to Psychology BPS101
Play Leadership VRE101
Child and Adolescent Mental Health BPS214
Counselling Children BPS218
Developmental Psychology BPS210
Developmental, Learning and Behavioural Disorders in Children and Adolescents BPS215
Social Psychology I BPS205
Professional Supervision BPS301
Note that each module in the Advanced Certificate in Education Support is a short course in its own right, and may be studied separately.
Everyone learns differently
Some children learn at a faster pace, and others slow. Some learn better as adults than children. Some learn better from interacting with other people, some having "relevant" experiences, and yet others may learn better when interacting with a computer.
Modern teaching is creating an ever increasing diversity in the ways we teach, and many of today's teaching tools may require technological or other forms of support. This increases the demands on those delivering the education, requiring more than a "trained" teacher who can give a lecture.
What Does A Learner Need?
Human behaviour is motivated according to needs. Levels of "student" needs may be based upon Abraham Maslow's (1954) theory, as follows:
- Physiological/Security - the need for food, shelter, etc, to feel safe and secure.
- Social - the need to be accepted by others and to have friends.
- Achievement and Esteem - the need to accomplish and have others recognise the efforts.
- Autonomy - the need to do one's own work and work independently.
- Self-Actualisation - the need to develop to the highest level of personal development.
Within this hierarchical system, it can be seen the need for food and security comes before that need for social acceptance.
The role of the teacher is to identify the need levels of individuals and tailor their teaching to encourage them to reach a higher desired level of need.
What is Learning?
Learning is a process of gaining knowledge of (something) or to acquire skill in (some art or practice). It is based on memorising something, gaining experience with something or to become informed.
Factors that effect learning include:
- each student is an individual with unique needs and experiences;
- active participation of each student improves learning;
- readiness to learn and perform tasks should be encouraged and all students should be of an equal knowledge to allow them to perform set tasks.
- credibility, trust and confidence be the students in the teacher;
- creation of learning atmosphere is up to teacher;
- motivation should be encouraged and cultivated by the teacher;
- positive attitudes should be reinforced;
- content must be appropriate and meaningful;
- repetition and practice will consolidate information;
- distribution of work, study and practice;
- presentation mode may influence the learning process.
The learning processes of adults and children are dramatically different. Children rely on the pedagogical theory (empty jug theory - just pour information into the children), whereas adults rely on the andragogical theory (are ready to learn only what they need to learn). Adults also have the advantage of experience. Effective adult learning systems are the result of programmed experiences (such as driver's licence) plus the addition of unprogrammed experiences (e.g. emotions).
Adult characteristics will therefore affect learning.
- have a good deal of relevant experience;
- have set habits and strong tastes;
- can make decisions and solve problems;
- may fear falling behind;
- have pride in themselves;
- respond to reinforcement;
- have ideas to contribute;
- wish to apply their newly learnt skills/knowledge immediately.
Teachers to adults should therefore:
- direct learning to make it immediately relevant;
- include adults experiences and backgrounds in lesson planning;
- use experiences to enhance self-esteem;
- encourage adults to reflect on their activities;
- clarify goals at regular intervals;
- inform adults of the rationale behind the teaching/learning methods;
- acknowledge the needs of each individual;
- incorporate group and individual work.
Generally speaking, adults tend to study if they wish to learn more. They have the need to learn more. Most adults who do further education tend to pay for the course themselves and are willing to learn as they wish to direct their future. This is a major difference when compared to children.
When teaching adults there tends to be a decrease in the traditional methods of teaching (of telling and instructing), and an increasing emphasis on experimental techniques which tap into the experience of the learners and involve them in analysing their experience.
Children are reliant upon other to teach them whatever is required to be learnt. At this stage though they do not appreciate this knowledge as they see no need for it at their present stage of development, for example, studying accounting has no present importance for a 14 year old as they cannot see it will be of use sometime in their future.
- Children accept information at face value. Content may be accepted, or not, depending upon whether teacher encourages or deters the student in learning.
- Children have little or no experience to use as a resource when learning or to share with other students. They are therefor regarded as clean slates.
- Children tend to be concerned with absorbing information rather than questioning it. As a child, their primary concern at school is to learn.
This Course is a Process - Learn to be an Outstanding Educator
Learning to make education work is more than just gathering factual information. Additionally, it requires the ability to -
- Choose the right information to apply to the situation at hand
- Understand and apply that information appropriately.
A book, article or web site can give you information; but having a good library doesn't make you a good educator.
You need to move through a process of learning about education, and be guided by competent experts in order to properly learn something. This is what the Advanced Certificate in Education Support can do for you.
What Should You Study?
We've always found it is better to communicate with someone before they enrol. If we understand your passions, capabilities and ambitions, we can help you map out a course of action to give you the best chance of achieving your goals.
Use our Free Course Counselling service to find out more.