(ORGANISATION, METHODS AND MATERIALS)
We welcome you to the official web portal of school of Post Graduate Studies, Doctor of Philosophy (PhD), in curriculum Planning and Management, University of Brazil, Campinas.
Introducing our student to an intersting world of learning, where from this platform, we shall be opening you up to the teaching and learning partern of other top Universities, so we can all appriciate the various teaching and learning diversities.
1. The Science of Learning – What Every Teacher Should Know (VIDEO)
A teaching course for K-12 teachers about the science of learning and how to use current research to improve classroom outcomes.
Method of presentation: Video and Transcript
About this Module
This education course will show you, through current research, how we learn — the way our brain makes, stores, and retrieves memories.
You will examine common misconceptions and misunderstandings about learning that can prevent students from learning at their fullest capacity. Along the way you will explore the practical implications of cognitive science for classroom teaching in terms of choosing effective instructional strategies, developing useful assessments, motivating student effort, and designing learner-centered curricular units.
This course is aimed to enhance the practice of K-12 teachers.
What you’ll learn from this Module
- How the brain encodes memories, stores them, and retrieves them for later use;
- Why working memory is so important for learning and ways to prevent it from getting overloaded;
- Strategies for making memories that “stick” and can be readily recalled when needed;
- Misconceptions that many students have about learning and ways to correct them;
- How student mindsets and beliefs about learning can help or hinder their academic success;
- How to help students become independent and self-regulated learners so they can lead their own learning;
- Teaching strategies and assessment techniques that maximize student learning.
module Syllabus
Week 1: How the brain makes, stores, and retrieves memories.
Week 2: How student mindsets influence learning.
Week 3: How to help students become self-regulated learners.
Week 4: Teaching strategies based on cognitive science to maximize learning for all students.
Meet the instructors
- Pearl Rock Kane, a professor of education at Teachers College, Columbia University, holds the Klingenstein Family Chair for the Advancement of Independent School Education. She holds a master of arts degree from Smith College and a doctorate from Teachers College. Professor Kane serves as the director of the Klingenstein Center and is the advisor for the master’s degree programs.
Professor Kane taught and served as an administrator in public and private schools in Michigan, Massachusetts and New York. She currently serves on the board of Uncommon Schools, a charter management organization. She is a founding trustee of Brooklyn Prospect Charter School in Brooklyn, NY.
Professor Kane is the recipient of a number of honors and awards including the 2009 National Association of Principals for Schools for Girls Outstanding Achievement Award, and the European Council of International Schools 2008 Award for Exemplary Contribution and Outstanding Service to Promotion of International Education.
She is editor of The First Year of Teaching: Real World Stories by America’s Teachers, Independent Schools, Independent Thinkers and The Colors of Excellence: Hiring and Keeping Teachers of Color in Independent Schools. She has published numerous articles on issues of leadership, diversity, governance, and the attraction and retention of teachers. Her current areas of research focus on privatization, charter schools, and independent and international school leadership and governance.
- Dr. Kevin Mattingly has been a science teacher, administrator, and athletic coach for 35 years in junior high and high schools. In addition, he has taught graduate courses in learning theory and its practical teaching applications for 10 years at Teachers College Columbia University. Over the years he has helped start a school (The Mountain School in VT), been a consultant to systemic school reform initiatives, and worked with over thirty schools on curriculum design, teaching strategies and professional development programs. He has also been involved with a variety of summer academic programs for students including the New Jersey Scholars, Vermont Governor’s Institute on Science and Technology, Hotchkiss Summer Portals and a number of summer enrichment programs for public school students from New York City, Philadelphia and Trenton, NJ. Since the the fall of 2015, he is the director of the co-curriculum for the Riverdale School (NYC). Mattingly holds a Ph.D. in zoology and a B.A. in biological sciences from Indiana University (IN).
2. Teaching Historical Inquiry with Objects (VIDEO)
Lecture module from: Smithsonian Institution:
verified certificate from the institution cost: $50
This course will give middle and high school history teachers new techniques to engage and motivate students with an inquiry-based approach to learning.
About this course
How can you help your students to see history as a living, breathing record of the past? How can you motivate students to ask probing questions and seek complex answers? How can you bridge their historical knowledge with a lifelong commitment to civic action?
With this self-paced course, middle and high school teachers will find new ways to engage students in and out of the classroom. Co-taught by Dr. Kathy Swan, Professor of Education at the University of Kentucky, and Naomi Coquillon, Manager of Youth and Teacher Programs at the Smithsonian’s National Museum of American History, this self-paced course will offer teachers useful and readily applicable strategies and tactics to incorporate inquiry-based learning methods into their existing history lessons.
The self-paced course brings together the new College, Career and Civic Life (C3) Framework for Social Studies with the Smithsonian’s hands-on, museum-based educational techniques that bring historical artifacts to life for millions of visitors each year. Through explanation, demonstration, and dynamic examples, the course offers teachers practical ideas for how to entice students to craft complex and incisive questions; think critically about primary and secondary historical sources; form and support their opinions with evidence; and communicate their conclusions in ways that will prepare them to be engaged citizens of the world. Demonstrations will feature the Smithsonian National Museum of American History’s exhibitions and vast collection of historical artifacts and will offer ideas and resources to help teachers everywhere incorporate object- and inquiry-based teaching techniques and Smithsonian online resources into their own classrooms.
What you’ll learn from the module
- How to use and apply the inquiry arc of the C3 Framework for Social Studies, engaging students in a deeper process of historical inquiry
- How to incorporate object-based learning in history lessons, related educational or museum programs
- Techniques to develop compelling questions
- Lesson planning ideas that incorporate the C3 Inquiry Framework and museum resources
MODULE 3: Foundations of Teaching for Learning: Curriculum
LECTURE PROVIDED BY: COMMON WEALTH EDUCATION FUND (VIDEO)
About this Module
The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context – be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. Curriculum is a framework for guiding teaching and learning. This course provides an opportunity for you to consider the relationship between the teacher, the learner and the curriculum.
MODULE 4: CURRICULUM PLANNING AND MATERIALS (PDF)
MODULE 5: CURRICULUM MANAGEMENT AND DELIVERY STRATEGIES (PDF)
MODULE 6: CORRICULUM PLANNING OVERVIEW (PDF)
WHAT NEXT
After taking the 1 – 6 MODULES as listed above, and successfully writting the assignments and exams. The students will forward their grades to us, which we will now compile and issue a statement of result and a Doctorate certificate from our University
THESES FOR YOUR PhD. GRADUATION
The word Theses here could also be refered as Dissertation, a professional term for PhD project work.
HOW TO PRESENT YOUR DISSERTATION
We understand that most of our Students are busy executives, we do not want to increase their work load unnessesarily, so we have streamlined this stage and simplified the process in 3 easy steps
- Chose a Dissertation topic within the context of the program
- Write for brevity rather than length, drawing infrences from the CORE COURSES already taken. The goal is the shortest possible paper that contains all information necessary to describe the work and support the interpretation.
Avoid unnecessary repetition and irrelevant tangents.
Necessary repetition: the main theme should be developed in the introduction as a motivation or working hypothesis. It is then developed in the main body of the paper, and mentioned again in the discussion section (and, of course, in the abstract and conclusions). FOR GUIDE ON HOW TO WRITE A PhD. grade Theses, clich HERE - You may not need to exhaust all the points listed there, just do us a professional document to defend your study. After writing your Theses, you send us a MS Word file ONLY.
CREDIT HOURS AND OTHER IMPORTANT INFORMATION
The PhD. course requirements consist of a minimum of 41 course CREDIT hours ( 32 in research and 9 in a specialization area) with any remaining CREDIT HOURS bringing the total up to 90 CREDIT HOURS (e.g., a combination of additional course CREDIT HOURS up to 30 masters CREDIT HOURS, and graduate research.
Our responsibility at University Of Brazil, Campinas online programs is to make sure our graduates at all levels have the best value for their time and finances and be able to stand tall among their professional peers. This guarantee we are working continuosly tirelessly to uphold.
FEES FOR PhD.
Presenters of module 1 and 2 charges $49 and $50 respectively, this is paid directly to the respective institution.
PhD enrollment fee = 70 USD
PhD accessement fee =120 USD
Theses supervision =120 USD
PhD credit hours 90hrs = 420 USD
PhD. Certificate fee = 120 USD
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850 USD (CLICK HERE TO PAY)
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CLICK HERE NOW TO ENROLL AND SECURE YOUR PLACE
NOTE: LIMITED SPACE ARE AVAILABLE FOR THIS PROGRAM
FOR FURTHER CLARIFICATION OR QUESTIONS REGARDING THIS PROGRAM, SEND A QUICK WHATSAPP MESSAGE TO +55 19 987719811