Teacher: DR ANAMIKA .
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Welcome to Indus Training and Research Institute!
By joining ITARI, you have chosen to develop your teaching and learning competence and educational leadership through the programme you have enrolled in. We believe that the role of a teacher is to unlock the potential of every individual learner to become the best form of themselves; ‘humane’. Through the course you have joined, you will gain competencies required to start a career in education and grow professionally.
In an effort to make your learning agile and accessible through a management system, we have partnered with technology platform to provide you with a seamless and smooth transition into the course. You can access the course details, learning Modules, assignment guidelines, assignment templates, assessment criteria, calendar of events etc. We hope you will have a great learning experience through this learning management system.
Happy learning!
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Discussion forumNot available unless: Your Email address is not empty
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Available courses
EDU 7408: Expert to Educator
As the first module of the programme, this module introduces you to some of the key concepts which are fundamental to setting the pathway of unlocking your potential to become a future-ready educator of the 21st century. With an intentional shift towards concept-based teaching and learning through your discipline/specialist subject area, this module leads you to examine yourself through the lenses of observation and reflection to critically analyse learning both of your learners and yourself. It opens the doors to your learning trajectory through the course of professional development on this programme with an emphasis on practical experience in the classroom, academic reading and writing, as well as critical enquiry. On completing this module you will observe that you have begun thinking about learning in critical, reflective, cross-disciplinary and inter-disciplinary ways.
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Learning Outcomes |
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1. Demonstrate critical insight into the selected concept |
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2. Develop criticality by drawing on appropriate reading and research |
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3. Demonstrate your ability to reflect on your experiences on your journey from expert to educator |
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4. Demonstrate your ability to communicate effectively through appropriate use of media
Credits : 20 You are required to submit a written assignment addressing the above mentioned Learning Outcomes.
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M.A.Ed Course Phase - I
Recognition of Prior Learning (RPL) Credits-60
RPL route to M.A.Ed. is for Working teachers. This RPL qualification respects the rich experience you bring as an educator.
M.A.Ed Course Phase - II
Reflecting in Professional Contexts & Research Proposal
This phase is based on action research and learning from Reflections and prepares learners for the Research Proposal for Phase 3
M.A.Ed Course Phase - III
Masters Research Project- 60 Credits
Phase 3 of M.A.Ed. start with real research with teachers of similar contexts. This project is based on the research proposal made in Module-5 in Phase-2
Module 1: Exploring learning and teaching
Module 1 Exploring learning and teaching comprises of three units.
Unit 1 - Understanding principles of learning and teaching
Unit 2 - Teaching an effective lesson
Unit 3 - Facilitating active learning through effective teaching and assessment
Module 4 Phenomenon Based Learning in Early Years and Transversal Competencies
“Phenomenon-based learning and life-long-learning in Early Years and transversal competencies”
The course focuses on transversal competencies development and skills in life-long learning in early years education. Transversal competencies are examined through the knowledge, skills, values, attitudes and dispositions that form the basis for lifelong learning and social participation. The future orientation and the nature of developing practices of EY are focused.
In the course, learners will study the professional identity of early childhood education and care teachers. It will focus on curriculum implementation and compare and evaluate different local curriculums. Learners will learn how to plan, implement and evaluate teaching and learning activities in different curriculums. Learners will also study the formation of professional interaction, and the participants’ professional expertise, required in cross-sectoral work communities, will be developed. Learners will practise methods to develop education during the school year in an ECE centre through their roles as teachers. Learners will build on their knowledge of learning and development through transversal competencies through a phenomenon-based learning approach. The learners will deepen their understanding of the teaching tools and methods for scaffolding children’s transversal learning and study capacities in classroom activities and outdoor activities.
Learning Outcomes
Understand the role of transversal competencies in EY
Focus on active agency in learning
Recognise the roles and responsibilities of different professionals working in the ECE team
Understand the development of practice opportunities on the local premises
Set life-long learning goals for personal and professional development
Practical Learning Outcomes
Learn to plan and implement transversal learning activities through a phenomenon-based approach
Practice objective-oriented and scaffolding planning based on the curriculum
Consider the continuous development practices
Consider the roles of teaching personnel and practice leading classroom work
Plan a future-oriented project implementation on local premises
Teacher: Sasha Ann Kwan
Module 3 - Learning Design through Inquiry Based Learning and STEM
Course 3: Learning design through inquiry-based learning and STEM
The course teaches the participants through inquiry-based learning how to teach STEM
subjects to early learners, and how to teach children of different ages and different learning
levels in the same classroom. The child's relationship with nature is strengthened and children’s
observations of their environment are supported through multi-literacy and STEM. The course
introduces the inquiry-based learning approach and practical tools through lesson planning,
teaching and assessing, for example, in programming education, the focus is placed on the
development of the child’s technological skills, thinking and techniques to teach STEM.
Theoretical aims
✓ Develop knowledge of pedagogical practices of inquiry-based learning
✓ Can plan and implement STEM learning activities in ECE
✓ Apply theoretical knowledge of STEM education to practice
Practical aims
✓ Become aware of the importance of inquiry-based learning and practices in planning learning activities
✓ Recognise child-initiated STEM activities and support required for young learners.
Module 2 - Playful Pedagogy of Early Childhood Education
In this module, the focus and aim is on playful pedagogy. The course explores the historical and theoretical starting points and basic concepts of early childhood pedagogy, including the different levels of the curricula and pedagogical approaches. Learners will gain knowledge and professional skills to design, implement, observe, document, and evaluate classroom activities and to plan assignments for high-quality learning in early childhood education. The special focus is on supporting children’s self-initiated learning through playful pedagogy. You will become familiar with the curricula and learn to develop, implement and assess pedagogical plans by building on your professional identity as an early childhood education pedagogue.
Play is examined as a cultural, developmental and pedagogical phenomenon. You will become acquainted with different theories and playful environments, as well as narrative learning and the observation, planning and guidance of the play. You will learn how to use play in different contexts of education and support children’s learning in playful ways. This module will include a practising period.
Learning Goals:
Recognise the pedagogical frames of national and local ECE services
Builds personal professional practices based on pedagogical models
Understands the nature of play in early learning
Learns methods for observing learning in play-based activities in class
Support learning through playful teaching methods
Get tools for supporting and planning playful activities based on the curriculum
Learning Objectives for Practice:
Concept of pedagogy as a teaching method and the professional competence of teachers in ECE
Develop and plan personal and professional-pedagogical skills
Develop a professional curricular understanding
Familiarize yourself with play and playful learning
Get tools to use playful practices in class
Explore and practice playful pedagogy
Design a playful learning environment for local premises
Learn methods for observing learning in play-based activities in class
Teacher: Sasha Ann Kwan, Uttama Singh
Foundation Course
The future of early childhood begins with empowering educators with new age thinking and capacitating them to 'teach the child and not the subject alone'. Towards this professional growth, every educator needs to first build foundational knowledge and skills that enable a clear understanding of social and emotional framework for the wellbeing of a young child.