|No.||Description of Short Courses||Professional Development Points||Description|
|1||Geogebra for Teachers||15 points||This course focuses on developing the technical skills in using GeoGebra to create resource files for mathematics lessons. The course will cover the use of GeoGebra to construct geometrical objects (and diagrams) and to illustrate their axioms, theorems and properties, use GeoGebra as a graph plotter to sketch and illustrate functions, transformation of linear, quadratic, cubic, exponential, hyperbola as well as trigonometric functions. The course will also use GeoGebra to illustrate statistics and probability in mathematics that will include random data sets, averages, stem and leaf diagrams, box plots, scatter graphs and cumulative frequency graphs. The aim of the course is to illustrate maths concepts otherwise difficult to build constructions for or to visualize This course comprises of three modules viz:|
|2||Number Systems in the GET Phase Mathematics||15 points||This Course looks at the structure of the number system and different classes of numbers that can be identified within the system. The emphasis is on clearly understanding the concepts as a teacher, and on learner-centred teaching methods to create a class environment in which Learners can learn the concepts at their level.|
|3||Number Operations in the GET Phase Mathematics||15 points||The course offers a series of unit and practice activities, which you are encouraged to do in order to consolidate the content and the teaching strategies proposed. There are six units in this module. Unit 1 is basically a historical review of the number systems. In Unit 2, the concept of place value is emphasised. Unit 3 discusses the two operations of addition and subtraction. In Unit 4 we look at multiplication and division operations. In Unit 5, an attempt is made to try to link the knowledge of number operations with problem solving. Unit 6 looks at the enrichment topic of number bases.|
|4||Algebraic Process in GET Phase Mathematics||15 points||This Course first looks into the purpose of algebra at the lower secondary level (Unit 1) before moving to the topics traditionally covered: Expansion (Unit 2) and factorisation (Unit 3). The emphasis is on looking at activities for the classroom to make algebra more meaningful and understandable for Learners. A pupil centred approach is encouraged throughout the Course by looking at activities that can be set to Learners to involve them making sense of abstract concepts. The final unit (Unit 4) covers content to extend your knowledge in expansion (binomial expansion) and factorisation of polynomials (factor theorem). Unit 4 content is normally not part of GET Phase mathematics teaching, and is presented without the emphasis of classroom activities or practical meaning.|
|5||Solving Equations in GET Phase Mathematics||15 points||This Course first treats the basic concept of ‘equation’ and the core problems pupils encounter in learning about equations and solving them (Unit 1). Unit 2 covers a wide variety of techniques to solve linear equations and suggests activities to be used in the classroom for the learning and consolidation of solving linear equations. Unit 3 covers the techniques for solving quadratic equations and Unit 4 looks at simultaneous linear equations. The emphasis is on looking at activities for the classroom to make solving equations more meaningful and understandable for pupils. A pupil centred approach is encouraged throughout the Course by activities that can be set to pupils and will actively involve them in constructing mathematical knowledge and applying mathematics in a variety of situations. Unit 5 covers the (partial) solving of cubic equations as an extension of content knowledge—considerably beyond topics of GET Phase Mathematics|
|6||Analytical & Transformational Geometry in GET Phase Mathematics||15 points||This Course is divided into four units. Unit 1 and 2 deal with analytical geometry: the method of using algebra in answering geometric questions. In the first unit you will be looking at how the position of an object can be fixed in relation to other objects. In unit 2 you will look at points that are positioned on straight lines and how to describe them. Unit 3 will be looking at movements, in mathematics called transformations, of points and objects. There are many possible movements possible but you will focus on translation, reflection, rotation and enlargement and how to present activities to your students on these topics. Unit 4 will relate the movements studied in unit 3 to algebra. Matrices can be used to describe the movements. The last unit places emphasis on investigative work and hence also looks at how investigative work is to be assessed.|
|7||Data Handling in GET Phase Mathematics||15 points||This course first looks into the reasons to include data handling in the secondary curriculum and at misconceptions as to what data handling is. Unit 1 also looks at the basic concept of ‘data’, the various types of data and its distinction from information. Unit 2 covers the three basic methods for data collection, i.e., (a) surveys (b) experiments and (c) simulation. Attention is paid to questionnaires and interviews as means to collect data in surveys. Unit 3 covers the multiple ways in which data can be represented graphically. The major emphasis is on the question of which representation is most appropriate in the given context and less emphasis is on the techniques for the producing the various graphical representations. Unit 4 covers the measures for central tendency. The emphasis is again on ‘what is the most appropriate measure to use in the given context’ rather than on the techniques of computation. Unit 5 covers the measures for spread or dispersion and uses box plots, introduced in Unit 4, as a visual representation of spread.|
|8||Fractions Mathematics Manipulatives||15 points||
The specific objectives of the course are to:
• help teachers consolidate the basic concepts of fractional numbers
• explore interesting and practical ways of teaching fractional numbers
• introduce teachers to problem-solving skills
There are six units in this module. Unit 1 is a review of common fractions. Unit 2 discusses the two operations of addition and subtraction. Unit 3 we look at multiplication and division operations. Units 4 through 6 extend the basic concepts to decimals, ratios, and percentages. The module offers a series of unit and practice activities to help you consolidate the content and teaching strategies.
|9||Measurement Mathematics Manipulatives||15 points||
The course aims to enable you to:
• review your knowledge and understanding of the concepts of the stated measures
• deepen your knowledge of the subject matter
• sharpen your skills and improve your strategies for teaching the measures to your primary school pupils
This course is made up of seven units. Unit 1 covers the measure of length and perimeter, followed by the measure of area in Unit 2. Unit 3 covers volume and capacity and Unit 4 looks at mass and weight. The concept of time as a measure is developed in Unit 5, Unit 6 looks at currency, and finally we discuss temperature in Unit 7. Each unit provides a series of unit activities for you to work through to help you organise and consolidate your content knowledge. There is also a series of practice activities for you to practice with your pupils in class.
|10||Space shape and size: Primary School Mathematics using virtual manipulatives||15 points||
The module, gives participants a good understanding of the mathematics content for senior primary in the following topics:
• similar figures
• constructions in both two and three dimensions
• scale drawing and directions
In addition to acquiring the mathematics content, you will be equipped with practical and engaging teaching strategies.
|11||Number & numeration: Primary School Mathematics using virtual manipulatives||15 points||The course looks at the evolution of numbers. It also explores interesting and practical activities for teaching whole numbers and their operations. There are six units in this module. Unit 1 is basically a historical review of the number systems. In Unit 2, the concept of place value is emphasised. Unit 3 discusses the two operations of addition and subtraction. In Unit 4 we look at multiplication and division operations. In Unit 5, an attempt is made to try to link the knowledge of number operations with problem solving. Unit 6 looks at the enrichment topic of number bases.|
|12||Intel Teach Getting Started||15 points||A professional development offering for classroom/subject-matter teachers with little or no experience with computers, in need of basic skills and introduction to project approaches. Develops 21st century teaching and learning skills and approaches, such as student-centered instruction, critical thinking, and collaboration Involves the planning, doing, reviewing, and sharing of meaningful and relevant teacher activities Requires the development of individual action plans detailing how teachers will apply their new skills and approaches to improve their productivity and enhance their professional growth over time|
|13||Introduction to Tablets in the Classroom||15 points||This course is designed for teachers who are about to implement tablets in a mobile teaching and learning environment. This training will empower you, as a new adopter of tablets in the classroom, with a new understanding of tablet features, navigation, apps, and data management. You will explore instructional strategies, educational tools, and classroom management techniques. You will also be introduced to and participate in new collaborative models for teaching and learning. This course provides a foundation for integrating tablets into your classroom and expands your educator’s toolkit. You will have guided hands-on experiences, opportunities to explore, and in-person access to practical knowledge about tablets in the classroom.|
|14||Intel Digital Learning Fundamentals||15 points||The core Intel® Transforming Learning Course: Digital Learning Fundamentals is ten hours of face-to-face professional development focused on integration of digital tools to promote student communication, collaboration, creativity, and critical thinking. Several extension activities and optional modules provide additional topics and hands-on experiences that support teachers’ needs and interests. Participants complete activities through which they learn important concepts and apply their learning to develop resources and strategies for effective use of digital tools within and beyond the classroom.|
|15||Intel: Assessments in the 21st Century Classroom||15 points||Assessment in 21st Century Classrooms is an interactive e-learning experience that offers an in-depth look at assessment that meets the needs of 21st century teaching and learning. In this course, teachers see how assessment strategies can benefit their teaching practices and their students’ learning. They learn how to plan, develop, and manage student-centred assessment. They follow three teachers who are implementing embedded and ongoing assessment methods in their classrooms. The course offers opportunities to apply the assessment concepts with action planning exercises.|
|16||Intel: Thinking Critically with Data||15 points||Thinking Critically with Data is an interactive e-learning course that examines critical thinking with a focus on data analysis in our information-rich world. In this course, teachers explore practical skills and strategies to draw on when teaching students to think critically about the information around them. Teachers will understand how to design student projects and assessments that address critical thinking skills when collecting and analysing data. Additionally, they will see how technology can support students’ collection, organization, and presentation of data. The course also offers practical tips for implementing projects that ask students to think critically with data.|
|17||Intel: Project Based Approaches||15 points||Using specific classroom scenarios, teachers explore characteristics and benefits of Project Based Learning (PBL). Throughout the course, teachers consider their own teaching practice as they follow a teacher new to project-based learning who discusses strategies with a mentor teacher. They also consider the ways that technology supports project-based approaches. Planning and project design modules guide teachers through organizing the curriculum, the classroom, technology, and students for successful 21st century projects. The assessment module demonstrates strategies for assessing students’ 21st century skills throughout an open-ended project. The course offers opportunities to apply the PBL concepts with action planning exercises.|
|18||Intel: Collaboration in the Digital Classroom||15 points||Collaboration in the Digital Classroom is an interactive e-learning experience that offers an in-depth look at collaboration with a focus on online collaborative tools. In this course, teachers see how collaboration helps students develop 21st century thinking skills, deepen content understanding, and prepare them for the global world. Teachers learn how to plan and manage collaboration activities that integrate online collaborative tools increasingly part of our globally connected workplaces. They follow two teachers as they implement collaborative experiences in their classrooms. The course offers opportunities to apply the collaboration concepts with action planning exercises.|
|19||Intel: Designing Blended Learning||15 points||Designing Blended Learning is an e-learning course for teachers that explains and demonstrates blended learning with interactive activities and locally relevant classroom examples. The course helps teachers transition to blended learning experiences and provides the background rationale, planning strategies, and suggested technology tools. It offers suggestions for assessing student learning in a blended course and managing the day-to-day blended environment. Similar to other Intel® Teach Elements courses, it can be delivered in flexible formats: facilitated online, F2F, or hybrid. It provides at five hours of e-learning with 10-15 hours of application work. Facilitated courses range from 20-30 hours.|
|20||Intel: Inquiry in the Classroom||15 points||Inquiry in the Science Classroom is an e-learning course for teachers of students in 3rd to 8th grades (ages 8 to 14) that explains and demonstrates scientific inquiry in depth with interactive activities and locally relevant classroom examples. The course builds a foundation for inquiry and provides the rationale and research basis, common misconceptions, and specific strategies for inquiry as part of any science learning, regardless of the science discipline. It promotes best practices for improving scientific inquiry and helps the teacher with limited scientific inquiry background but it also reinforces teachers more experienced with scientific inquiry. Similar to other Intel® Teach Elements courses, it can be delivered in flexible formats: facilitated online, F2F, or hybrid. It provides at least five hours of e-learning with 10-15 hours of application work. Facilitated courses range from 20-30 hours.|
|21||Microsoft Digital Literacy Standard||10 points||Whether you are new to computing or have some experience, Digital Literacy will help you develop a fundamental understanding of computers. The courses help you learn the essential skills to begin computing with confidence, be more productive at home and at work, stay safe online, use technology to complement your lifestyle, and consider careers where you can put your skills to work.|
|22||Microsoft: Using Digital Resources in the Classroom||15 points||Microsoft® software provides a wide range of powerful learning tools designed to meet the needs of today’s educators. These tools incorporate state-of-the-art technology to provide a rich, dynamic environment for learning, discovery, and expression. At the same time, they are both intuitive and simple to use, enabling students and teachers to get started quickly, with little or no training|
|23||Microsoft Classroom||15 points||Office 365 Education now includes Microsoft Classroom, a single experience for managing all classes and assignment workflows for teachers and students. Microsoft Classroom is your homepage for managing all of your classes. Organize multiple class sections, create and grade assignments, collaborate with other teachers in Professional Learning Communities (PLCs), and provide feedback to students.|
|24||Office 365 and OneNote for Teachers||15 points||In this course, you will learn to navigate within the OneNote structure, use OneNote tools effectively, create lesson plans, assessments, and learning activities using various tools in OneNote, create notebooks for student and teacher collaboration using OneNote Class Notebook, create notebooks for collaboration between the staff members using OneNote Staff Notebook. To successfully complete this course, you must pass the assessment at the end with 80% of the questions answered correctly.|
|25||Word 2013 Essentials for Teachers||10 points||This course is designed to help educators gain an understanding of how Word can be used to create various documents.
It comprises of the following 12 Modules:
Module One: Getting Started
Module Two: Opening Word
Module Three: Working with the Interface
Module Four: Your First Document
Module Five: Basic Editing Tasks
Module Six: Basic Formatting Tasks
Module Seven: Formatting Paragraphs
Module Eight: Advanced Formatting Tasks
Module Nine: Working with Styles
Module Ten: Formatting the Page
Module Eleven: Sharing Your Document
Module Twelve: Wrapping Up
|26||Excel Essentials 2013 for Teachers||10 points||This course will help educators understand how Excel (spreadsheet software) can be used to analyse numbers, keep track of data, and graphically
represent your information. It comprises of the following 12 modules:
Module One: Getting Started
Module Two: Opening Excel
Module Three: Working with the Interface
Module Four: Your First Worksheet
Module Five: Viewing Excel Data
Module Six: Building Formulas
Module Seven: Using Excel Functions
Module Eight: Using Quick Analysis
Module Nine: Formatting Your Data
Module Ten: Using Styles, Themes, and Effects
Module Eleven: Printing and Sharing Your Workbook
Module Twelve: Wrapping Up
|27||PowerPoint Essentials 2013 for Teachers||10 points||Microsoft PowerPoint 2013 Essentials is a powerful presentation for the presentation of visual and graphical items. You can do everything from creating simple handouts to developing an animated presentation with audio.
It comprises of the following 12 modules:
Module One: Getting started
Module Two: Opening PowerPoint
Module Three: Working with the Interface
Module Four: Your First Presentation
Module Five: Working with Text
Module Six: Formatting Text and Paragraphs
Module Seven: Adding Pictures
Module Eight: Advanced Formatting Tasks
Module Nine: Working with Transitions and Animations
Module Ten: Setting Up Your Slide Show
Module Eleven: Showtime!
Module Twelve: Wrapping Up
|28||Flipping the Classroom with Office Mix||10 points||Microsoft Use Office Mix to create interactive lessons that students can review at home, reserving class time for group discussions or focusing on the difficult material. Learn to create a dynamic lesson from PowerPoint by inserting voice overs, add a movie, or include a poll.|
|29||Arduino for Teachers Building Blocks to design and invest using Little Bits||15 points||This programme is intended to equip teachers with the necessary skills and knowledge about Arduino littleBits to guide children to build upon their natural inclinations by adding new “technological colours” to their crayon box. littleBits are incredibly powerful snap-together electronic elements that allow learners of all ages to create a wide array of interactive projects. Arts and crafts meet science and engineering when littleBits are available for pro typing or creating super cool new inventions.|
|30||Creative Coding through Games and Apps – Part 1||15 points||This video-on-demand course prepares teachers to teach Creative Coding through Games and Apps(“CCGA”) by detailing the scope and sequence of CCGA’s curricular units:
Providing an overview of CCGA course materials with suggestions how to use them
Providing strategies for preparing to teach CCGA
Providing pedagogical tips for working with students in a collaborative, inquiry-based classroom
Unit 1- Surveying the Landscape: Examining Games and How they are Made.
Unit 2 -Spinning the Globe: Use of Randomization in Games
Unit 3 -Shifting into Gear: Controlling Game Objects
Unit 4 - Gaining Ground: Controlling Game Flow with Events and Conditional
Unit 5 - Shifting into Overdrive: Using Loops and Custom Functions
Unit 6 - Charting New Territory: Making the Game Your Own
|31||Creative Coding through Games and Apps – Part 2||15 points||Part 2 of the Creative Coding through Games and Apps include the ff:
Unit 7 - Refuelling: Adding Animation with Sprite Sheets
Unit 8 - Riding the Momentum: Loops and Collections
Unit 9 - Into the Great Beyond: Cloud Computing
Unit 10 - Discovering New Horizons: Touch Develop App Design
Unit 11 - Traveling Safely: Privacy and Encryption
Unit 12 - You Have Arrived: independent Project Development
|32||Moodle for Teachers||15 points||Moodle for teachers is a course complete with videos and tutorials for showing the beginner teacher how to navigate, manage and create using a learning management system. The course is interfaced with interactivity by course work and video tutorials, all contextualized and designed to show the easiest ways to manage a course. Topics include (Designing the course; Allowing students to join courses; Creating/Managing groups; Using Forums; Working with Quizzes).|
|33||Python Programming for Teachers||15 points||Introduction to Python is a resource for students who want to learn Python as their first language, and for teachers who want a free and open curriculum to use with their students. A web based interactive course|
|34||Scratch for Teachers||15 points||Scratch is an interactive coding programme for educators to use in a wide variety of settings (Schools, museums, libraries, community centres) to code their own interactive stories, animations, and games. In the process, they learn to think creatively, reason systematically, and work collaboratively — essential skills for everyone in today’s society. Scratch enhances delivery of languages, arts, science, social studies, mathematics and computer science.|
|35||Teacher ICT integration: Technology Enriched Learning||15 points||In this course you will be provided with opportunities to experience and learn about e-pedagogy specifically for integration of technology into e-Teaching and e-Learning.You will be exposed to some e-Learning models, theories and teaching & learning events and how these are incorporated into designing, developing and implementing technology-integrated lessons.
The course is divided into 3 modules and will take approximately 25 hours to complete.
|36||Teacher ICT integration: Technology Enriched Learning||10 points||The e-Pedagogy course is about making TPACK come alive. This course specifically designed to assist teachers in using sound pedagogical decisions when integrating ICTs for e-Teaching and e-Learning. The content of the course involves getting familiar with terminology used in e-Learning; understand TPACK and how it can be made a reality, and using sound learning events and learning principles to design and deliver: e-Tivities (e-Teaching and e- Learning through single concept lessons) and e-lessons. The course in based on an application model (course work and application in the class and reflection) and is offered in a blended face-to-face / online mode. This allows the participants to learning about e-Learning by experiencing it themselves.|
|37||Teacher ICT integration: Managing Technology Enriched Learning Spaces||10 points||This course allows participants to take a deeper look at the wide variety of technology options available to today’s learners, and then to explore how to use these to create and manage innovative learning spaces. Participants will look at both traditional and new configurations and consider how they can use and manage these different technology options. Each raises unique issues to the teacher managing the class. These issues are related both to managing the class, and to designing the learning and the learning environment, no matter what options are available.|
|38||Teacher ICT integration: Innovative Approaches to learning with technology||10 points||This course builds on the foundations of knowledge of learning theories and basic technology-enhanced teaching to focus on more innovative classroom activities. This course also focuses on learner engagement, developing 21st Century skills and engaging learners in knowledge-building tasks.|
|39||E-Learner for Educators||10 points||This course will assist participants to progress teaching and learning as well as support of teaching and learning with an understanding of the essential underpinnings of technology- assisted teaching, learning and administration.
It is aimed at easy implementation, through experimentation and practice, so as to build confidence in using technology efficiently and effectively from a position of strength. It will provide the basis of a toolkit that can be used in e-Teaching, for e-Learning and for e-Administration towards an understanding of how ICTs and Technology support and enhance e-Education.
|40||Digital Wellness: Cyber Safety for Primary Schools||10 points||A proposed toolkit to support the promotion of Information Ethics in Primary Schools and communities across Africa Covers 5 units of work (Digital citizenship; cyber security; cyber safety; cyber-crime; information ethics)
Each toolkit consists Manual for workshop facilitators; Resource and Concept Book; Teacher’s Manual for Primary School and Activity Book for Primary School Learners
|41||Digital Wellness: Cyber Safety for Secondary Schools||10 points||A proposed toolkit to support the promotion of Information Ethics in Primary Schools and communities across Africa Covers 5 units of work (Digital citizenship; cyber security; cyber safety; cyber-crime; information ethics) Each toolkit consists Manual for workshop facilitators; Resource and Concept Book; Teacher’s Manual for Primary School and Activity Book for Secondary School Learners|
|42||Energy and Change||15 points||This course contains support material and is not intended to cover the entire range of information on energy and energy transfer. This course is designed to help improve questioning skills and has four units
Unit 1: Energy Sources
Unit 2: Energy Transfer and Uses
Unit 3: Using Energy from the Environment
Unit 4: Energy Conservation
|43||Energy use in e-Communication||15 points||This course is intended to be support material for educators to use in the teaching of science. It provides strategies to cover content on energy and electronic communications. This topic is concerned with the latest communication technology available in our southern African countries.
The course has three units:
Unit 1: Energy Use in the Cell Phone
Unit 2: Energy Use in Remote Sensors
Unit 3: Energy Use in Radio Communications.
|44||Living Organisms, Environment Resources||15 points||This course, is intended as support material to help prepare and deliver learner-centred lessons in science teaching.
The module has four units:
Unit 1: The Environment and Resource Use of Living Organisms
Unit 2: The Environmental Implications of Using Resources
Unit 3: Population Studies
Unit 4: Conservation of Natural Resources.
|45||The Scientific Process||15 points||This module gives possible strategies a teacher can use to cover the content on scientific processes.
- By the end of this unit the teacher should be able to:
- define and distinguish four principal scientific processes: classical experiments, simulation, modelling, and inquiry
- guide students through classroom activities that use these four scientific processes assess student performance in these scientific processes
- describe the relative strengths and weaknesses of the four processes incorporate scientific processes into their regular teaching of science.