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| Title | Description |
|---|---|
| General Pedagogy [3 Credits] | ▪ The course will provide students with a comprehensive understanding of teaching and learning theories, instructional strategies, and classroom management. The goal is to give future teachers the foundational knowledge and practical skills needed to create effective learning environments and adapt their teaching methods to diverse learners. ▪ The course will be particularly useful for new teachers with an advanced degree in a given subject, but without teaching experience. ▪ The main course objectives are: ▪ Understand the key theories and principles of teaching and learning. ▪ Develop and apply a range of instructional strategies. ▪ Create lesson plans that cater to diverse learning needs. ▪ Manage classroom dynamics effectively. ▪ Evaluate and reflect on their teaching practices. |
| Topics | ▪ Module 1: Foundations of Pedagogy and Learning Theories ▪ Module 2: Lesson Planning and Curriculum Design ▪ Module 3: Teaching Methods and Instructional Strategies ▪ Module 4: Classroom Management and Student Engagement ▪ Module 5: Assessment and Feedback ▪ Module 6: Reflective Practice and Professional Development |
| Further Reading | ▪ Bruner, J. (1996). The Culture of Education. ▪ Marzano, R. J. (2007). The Art and Science of Teaching. ▪ Wiggins, G., & McTighe, J. (2005). Understanding by Design. ▪ Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ▪ Wong, H., & Wong, R. (2009). The First Days of School: How to Be an Effective Teacher. ▪ Brookfield, S. (2017). Becoming a Critically Reflective Teacher. ▪ Thierno Souleymane Diop, Tu Seras Enseignant, Mon Fils, Presses Universitaires de Dakar, (2015) |
| Title | Description |
|---|---|
| AI Education Applications [3 Credits] | ▪ The course will focus on combining a technical understanding with the practical applications in teaching and learning contexts. ▪ The main goal is to empower teacher trainees to understand AI, critically evaluate AI tools, and integrate AI effectively to enhance teaching and learning experiences. ▪ Course Objectives: explain key AI concepts and how AI functions; critically assess AI tools for education; implement AI-driven teaching and learning strategies; reflect on the ethical and social implications of AI in education; develop AI-enhanced lesson plans and learning activities. |
| Topics | ▪ Module 1: Introduction to AI and Machine Learning: what is AI, how does it work, applications ▪ Module 2: AI in Education, Opportunities and Challenges (Personalized Learning, Intelligent Tutoring, Bias/Fairness in AI) ▪ Module 3: Personalized Learning and Adaptive Learning Systems (Teacher Role in Personalization) ▪ Module 4: AI for Assessment and Feedback (AI for Formative and Summative Assessment, Limitations of AI assessment) ▪ Module 5: AI for Student Engagement and Classroom Management (Education Tools, AI for Multimodal Learning) ▪ Module 6: Ethical and Social Implications of AI in Education (AI and Equity, Data Privacy, Human vs Machine Intelligence) |
| Further Reading | ▪ Russell, S., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach (4th ed.). ▪ Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. ▪ Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. ▪ Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. ▪ Luckin, R. (2010). Redesigning Learning Contexts: Technology-Rich, Learner-Centred Ecologies. ▪ Kay, J., & Kummerfeld, B. (2019). "Creating Personalized Learning with AI." IEEE Transactions on Learning Technologies. ▪ Heffernan, N. (2017). "AI and the Future of Testing." Journal of Learning Analytics. ▪ McGraw, B. (2018). AI in Assessment: New Horizons in Educational Measurement. ▪ Chen, B., et al. (2020). "AI for Enhancing Student Engagement." Educational Technology Research and Development. ▪ Rose, C. P. (2018). "Conversational Agents in Education." Learning Sciences Journal. ▪ Selwyn, N. (2021). Education and Artificial Intelligence: Critical Perspectives. ▪ Eubanks, V. (2018). Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor. |
| Title | Description |
|---|---|
| Sociology and Education [3 Credits] | ▪ This course will cover sociological theories with practical teaching strategies to help future educators understand the role of education in society and the ways in which education can both reflect and challenge social structures. ▪ By the end of the course, teacher trainees will be able to: ▪ Understand key sociological theories and concepts relevant to education. ▪ Analyze the relationship between education and social structures (e.g., class, race, gender). ▪ Examine the impact of education on social mobility and inequality. ▪ Critically assess the role of schools in socialization. ▪ Apply sociological concepts to classroom dynamics and education policy. |
| Topics | ▪ Module 1: Introduction to Sociology and Education ▪ Module 2: Education and Socialization ▪ Module 3: Theories of Education ▪ Module 4: Social Stratification and Education ▪ Module 5: Education Policy and Reform ▪ Module 6: Teachers as Agents of Social Change |
| Further Reading | ▪ Sociology of Education: A Critical Reader – by Alan R. Sadovnik ▪ Education and Sociology – by Emile Durkheim ▪ Pedagogy of the Oppressed – by Paulo Freire ▪ Cultural Capital: The Problem of Educational Inequality – by Pierre Bourdieu ▪ Inequality and Education – by Richard Arum ▪ Les Jeunes de la Rue a Dakar, Safietou Diack, Karthala (2022) ▪ Jeunesse, Exclusion et Violence a Dakar, Oumar Cisse and Djibril Diop, Karthala (2021) ▪ Moi Aussi, Ma Place est a l’Ecole, Cheikh Tidiane Bousso, l’Harmattan (2024) ▪ Les Enfants exclus ou en marge du systeme scolaire Classique au Senegal, H Dia; AS Diop, Melanie Jacquemim (2019) |
| Title | Description |
|---|---|
| Financial and Administrative management of Schools [3 Credits] | ▪ The course would cover budgeting, resource allocation, school leadership, policy implementation, and accountability—ensuring that teacher trainees develop a comprehensive understanding of the financial and operational aspects of running a school effectively. ▪ By the end of the course, teacher trainees will be able to: ▪ Understand the financial structure of schools and sources of funding. ▪ Develop and manage a school budget effectively. ▪ Understand and apply financial policies and regulations in education. ▪ Manage school resources, staffing, and infrastructure efficiently. ▪ Analyze the role of school leadership in effective administrative management. |
| Topics | ▪ Module 1: Introduction to Financial and Administrative Management in Schools: private vs public school management ▪ Module 2: School Funding and Budgeting: financial forecasting and contingency planning ▪ Module 3: Financial Accountability and Transparency: Financial Control & Reporting; Compliance ▪ Module 4: Human Resource and Staff Management: Recruitment-Retention; Performance-Evaluation; Salary-Benefits ▪ Module 5: Facilities and Resource Management: School Infrastructure, Procurement-Inventory, Technology ▪ Module 6: Strategic Planning and Policy Implementation: risk management and crisis planning |
| Further Reading | ▪ Bush, T. (2011). Theories of Educational Leadership and Management. ▪ Brighouse, T., & Woods, D. (2013). The A-Z of School Improvement: Principles and Practice ▪ Odden, A., & Picus, L. (2014). School Finance: A Policy Perspective ▪ Levačić, R. (2011). Managing Financial Resources in Schools. ▪ Rebore, R. W. (2014). Human Resources Administration in Education: A Management Approach. ▪ Mulford, B. (2016). School Leadership and Resource Allocation |
| Title | Description |
|---|---|
| Human Resource Management in Schools [3 Credits] | ▪ Designing a course on Human Resource Management (HRM) in Schools for teacher trainees will help future educational leaders develop the skills to effectively manage staff, build a positive work culture, and address HR-related challenges in schools. ▪ By the end of the course, trainees are expected to: ▪ Understand the principles of HRM in educational settings. ▪ Develop strategies for staff recruitment, retention, and professional development. ▪ Apply conflict resolution and performance management techniques. ▪ Build a positive and inclusive school work culture. ▪ Navigate labor laws and ethical considerations in education. |
| Topics | ▪ Module 1: Introduction to HRM in Schools ▪ Module 2: Recruitment and Hiring Practices ▪ Module 3: Staff Retention and Motivation ▪ Module 4: Professional Development and Training ▪ Module 5: Performance Management and Evaluation ▪ Module 6: Conflict Resolution and Staff Relations ▪ Module 7: Labor Laws and Ethical Issues ▪ Module 8: Technology and Data Management |
| Further Reading | ▪ Human Resource Management in Education – by Justine Mercer, Bernard Barker, Richard Bird ▪ Educational Administration: Theory, Research, and Practice – by Wayne Hoy and Cecil Miskel ▪ Improving Teacher Quality through Professional Development – by Linda Darling-Hammond ▪ The Principal as Human Resources Leader – by M. Scott Norton ▪ La gestion des ressources humaines pour la réussite scolaire, 2ᵉ édition ▪ Human Resource Management in the Education Sector, UNESCO (2022) |
| Ttitle | Description |
|---|---|
| Legislation & Deontology in Education [3 Credits] | ▪ The course will provide students with a solid understanding of the legal framework governing education and the ethical principles that guide professional conduct. This course would help future teachers navigate complex legal situations, uphold professional standards, and make ethical decisions in their teaching practice. ▪ The course would be useful for new teachers, but also experienced teachers who may not be familiar with the existing legal framework. ▪ The main course objectives are: ▪ Understand the legal framework governing the education system. ▪ Interpret and apply education laws and policies in classroom settings. ▪ Identify and resolve ethical dilemmas in teaching practice. ▪ Uphold professional standards and codes of conduct. ▪ Understand the rights and responsibilities of teachers, students, and parents. |
| Topics | ▪ Module 1: Introduction to Education Law and Ethics (Intersection of Law and Ethics in Education) ▪ Module 2: Legal Framework of the Education System ▪ Module 3: Teacher Rights and Responsibilities ▪ Module 4: Student Rights and Responsibilities ▪ Module 5: Ethical Principles and Professional Conduct ▪ Module 6: School Governance and Accountability |
| Further Reading | ▪ “L’Éducation en Afrique de l’Ouest: Histoire, Défis et Perspectives” – by Boubacar Barry ▪ Loi d’Orientation de l’Éducation Nationale (1991) ▪ “Éthique et Déontologie Professionnelle des Enseignants” – by Jacques Lévine ▪ “Professional Ethics in Education” – by Kenneth A. Strike & Jonas F. Soltis ▪ “Teaching with Integrity: The Ethics of Higher Education Practice” – by Bruce Macfarlane |
| Ttitle | Description |
|---|---|
| Legislation & Deontology in Education [3 Credits] | ▪ The course will provide students with a solid understanding of the legal framework governing education and the ethical principles that guide professional conduct. This course would help future teachers navigate complex legal situations, uphold professional standards, and make ethical decisions in their teaching practice. ▪ The course would be useful for new teachers, but also experienced teachers who may not be familiar with the existing legal framework. ▪ The main course objectives are: ▪ Understand the legal framework governing the education system. ▪ Interpret and apply education laws and policies in classroom settings. ▪ Identify and resolve ethical dilemmas in teaching practice. ▪ Uphold professional standards and codes of conduct. ▪ Understand the rights and responsibilities of teachers, students, and parents. |
| Topics | ▪ Module 1: Introduction to Education Law and Ethics (Intersection of Law and Ethics in Education) ▪ Module 2: Legal Framework of the Education System ▪ Module 3: Teacher Rights and Responsibilities ▪ Module 4: Student Rights and Responsibilities ▪ Module 5: Ethical Principles and Professional Conduct ▪ Module 6: School Governance and Accountability |
| Further Reading | ▪ “L’Éducation en Afrique de l’Ouest: Histoire, Défis et Perspectives” – by Boubacar Barry ▪ Loi d’Orientation de l’Éducation Nationale (1991) ▪ “Éthique et Déontologie Professionnelle des Enseignants” – by Jacques Lévine ▪ “Professional Ethics in Education” – by Kenneth A. Strike & Jonas F. Soltis ▪ “Teaching with Integrity: The Ethics of Higher Education Practice” – by Bruce Macfarlane |
| Title | Description |
|---|---|
| Montessori: Language & Mathematics [3 Credits] | ▪ The course should aim to equip teacher trainees with both theoretical knowledge and practical skills. Example objectives include: ▪ Understand the Montessori philosophy of language and mathematics education ▪ Master the use of Montessori materials for teaching language and math ▪ Develop strategies to foster language acquisition and mathematical thinking ▪ Create a Montessori-prepared environment for language and math learning ▪ Adapt materials and techniques to meet the individual needs of learners |
| Topics | ▪ Module 1: Foundations of Language in Montessori ▪ Module 2: Oral Language Development ▪ Module 3: Written Language (Pre-Writing and Writing) ▪ Module 4: Reading and Grammar ▪ Module 5: Foundations of Montessori Mathematics ▪ Module 6: Numeration and Counting ▪ Module 7: The Decimal System and Place Value ▪ Module 8: Linear Counting and Skip Counting ▪ Module 9: Fractions and Advanced Concepts |
| Further Reading | ▪ Montessori, M. (1912). The Montessori Method. ▪ Montessori, M. (1949). The Absorbent Mind. ▪ Montessori, M. (1948). From Childhood to Adolescence. ▪ Montessori, M. (1949). The Absorbent Mind. ▪ Montessori: A Modern Approach – by Paula Polk Lillard ▪ Montessori Read and Write: A Parent's Guide to Literacy – by Lynne Lawrence ▪ Montessori Language Arts – by Muriel Dwyer ▪ Math Works: Montessori Math and the Developing Brain – by Michael Duffy |
| Title | Description |
|---|---|
| Montessori: Practical Life & Sensorial [3 Credits] | ▪ The course should aim to equip teacher trainees with both theoretical knowledge and practical skills. Example objectives include: ▪ Understanding the philosophy behind the Montessori approach ▪ Mastering the use of Montessori Practical Life and Sensorial materials ▪ Learning how to prepare and organize a Montessori classroom environment ▪ Developing observation and guidance skills to support student learning ▪ Applying Montessori principles to foster independence and sensory exploration |
| Topics | ▪ Module 1: Introduction to Montessori Education: Respect of Child, Freedom with Limits ▪ Module 2: Practical Life (Care of Self, Environment, Social Behavior, Fine Motor Skills) ▪ Module 3: Sensorial Education (Refinement of Senses) ▪ Module 4: Preparing the Montessori Classroom ▪ Module 5: Observation and Child Development ▪ Module 6: Adapting Montessori for Different Needs |
| Further Reading | ▪ Montessori, M. (1912). The Montessori Method. ▪ Montessori, M. (1949). The Absorbent Mind. ▪ Montessori, M. (1948). From Childhood to Adolescence. ▪ Montessori, M. (1949). The Absorbent Mind. ▪ Montessori: A Modern Approach – by Paula Polk Lillard ▪ Gutek, G. (2004). The Montessori Method: The Origins of an Educational Innovation. ▪ Lillard, A. S. (2005). Montessori: The Science Behind the Genius. ▪ Chattin-McNichols, J. (1992). The Montessori Controversy. ▪ Lillard, P. P. (1996). Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood. ▪ Teaching Montessori in the Home – by Elizabeth G. Hainstock |
| Title | Description |
|---|---|
| Intro to Montessori Education [3 Credits] | ▪ The course involves blending theoretical foundations, Montessori philosophy, and practical classroom techniques. ▪ The course will give trainees a solid understanding of Montessori principles, child development theories behind it, and hands-on experience with Montessori materials and methods. ▪ It will be critical after the class for trainees to have a good understanding of the role of a teacher in a Montessori setting. |
| Topics | ▪ Module 1: Foundations of Montessori Education: History & Background, Montessori Philosophy ▪ Module 2: The Montessori Classroom Environment: Prepared Environment, Teacher Role ▪ Module 3: Montessori Materials and Methods: Practical Life, Sensorial Materials, Language & Mathematics ▪ Module 4: Montessori and Child Development: Development Stages, Sensitive Periods ▪ Module 5: Montessori Curriculum in Action: Daily Routines, Curriculum Areas ▪ Module 6: Assessment and Observations: Observation Techniques, Child-Led Learning & Assessment |
| Further Reading | ▪ Montessori, M. (1912). The Montessori Method. ▪ Gutek, G. (2004). The Montessori Method: The Origins of an Educational Innovation. ▪ Montessori, M. (1949). The Absorbent Mind. ▪ Lillard, P. P. (1972). Montessori: A Modern Approach. ▪ Hainstock, E. (1997). The Essential Montessori. ▪ Lillard, A. S. (2005). Montessori: The Science Behind the Genius. ▪ Montessori, M. (1948). From Childhood to Adolescence. ▪ Standing, E. M. (1957). Maria Montessori: Her Life and Work. ▪ Chattin-McNichols, J. (1992). The Montessori Controversy. ▪ Lillard, P. P. (1996). Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood. |
| Title | Description |
|---|---|
| Well Being [3 Credits] | ▪ Teaching is one of the most noble jobs one can hold, but with great rewards come immense challenges. This Thinking Out of the Box class will give different toolkits for teachers to unwind and return to homeostasis. ▪ It is equally important for teachers to understand the determinants of children’s well-being, but also to be mindful of their own. ▪ Course will cover a blend of theory, practical strategies, and reflective exercises to help trainees manage their mental, emotional, and physical health, while navigating the specific demands on teachers from students, parents, and school administrators. |
| Topics | ▪ Understanding the diverse aspects of Well-Being: physical, emotional, social, intellectual, occupational ▪ How Well-Being affects teacher effectiveness ▪ Mental and Emotional Health: stress triggers, rest and relaxation/meditation, breath work, Mental Presence ▪ Physical Being: Exercise & Proper Nutrition, Posture and Ergonomics, Movement (stretches, exercises, walking) ▪ Professional and Social Well-Being: Classroom management, Work Life Balance, Fun ▪ Accessing support and resources: school-based and external resources, reducing stigma around mental health ▪ Harmony with the environment |
| Further Reading | ▪ Day, C., & Gu, Q. (2014). Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. Routledge. ▪ Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W.W. Norton & Company. ▪ Parker, P. D., & Martin, A. J. (2009). "Coping strategies and positive affect in the workplace: Evidence from a national survey of teachers." Educational Psychology, 29(2), 187–205. ▪ Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). "Burnout and work engagement among teachers." Journal of School Psychology, 43(6), 495–513. ▪ Gold, E., Smith, A., Hopper, I., et al. (2010). "Mindfulness-based stress reduction (MBSR) for primary school teachers." Journal of Child and Family Studies, 19(2), 184–189. ▪ Ratey, J. J., & Hagerman, E. (2013). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company. |
| Title | Description |
|---|---|
| Education & Technology [3 Credits] | ▪ Technology is an integral part of life today. It needs to be carefully integrated into 21st century learning and the maestro for how it is introduced and utilized will always be the teacher. Embracing technology can be a powerful tool for the educational system, permitting efficiencies for educators in designing curriculums, handling administrative demands, communication with parents, and a powerful teaching tool allowing students to learn in ways that were not previously possible or practical. |
| Topics | ▪ How to use software and AI to aid in curriculum planning and parent communication ▪ How to use administrative software |
| Further Reading | ▪ Possible partnership with www.team4tech.org ▪ A. Upadhyay and A. Taddese (2020). EdTech in Liberia: A Rapid Scan. (EdTech Hub Country Scan No. 01) https://docs.edtechhub.org/lib/2HM2SBVM Anderspink ▪ Content Curation For Learning (2017). Anderspink, Inc. https://anderspink.com/documents/content-curation-book.pdf C. Lemke and J. Britten (2022) ▪ The range of educational technologies. Marina del Rey, CA: Metiri Group ▪ Educational Technology for Teachers - Gregory M. Francom ▪ Educational Technology for Teaching and Learning (4th Edition) by Timothy J. Newby, Donald Stepich, James Lehman, James D. Russell, & 1 more ▪ Projet Voltaire (https://www.projet-voltaire.fr/) ▪ Khanmigo: The AI Student Tutor |
| Title | Description |
|---|---|
| Diversity & Inclusion [3 Credits] | ▪ The classroom, if composed correctly, is a reflection of the diverse world. Thus, it is critical that all are given equal opportunity to learn regardless of physical or emotional states. It is the teacher’s responsibility to ensure a safe and conducive learning environment for all. This course will help teachers identify and work with students with special needs. |
| Topics | ▪ Become familiar with the legislation of equality and non-discrimination and the plan of equality and non-discrimination at educational institutions ▪ Interaction, equality & diversity in learning through academic reflection and pedagogical and ethical self-reflection ▪ The prevention of discriminatory norms and bullying so as to promote an equal and safe learning environment ▪ Identification and adaptation for students with special needs |
| Further Reading | ▪ Farrell, M. (2009). Foundations of Special Education: An Introduction. Singapore: Wiley-Blackwell ▪ Handbook of Educational Psychology and Students with Special Needs, edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton ▪ Inclusive Education for the 21st Century: Theory, Policy and Practice, edited by Linda J. Graham ▪ Identification and Evaluation of Learning Disabilities: The School Team’s Guide to Student Success, 1st Edition |
| Title | Description |
|---|---|
| Arts & Education [3 Credits] | ▪ “Logic will get you from A to B. Imagination will take you everywhere.” – Albert Einstein ▪ There is no better way to stimulate imagination than exposure to art. Performing and visual arts allow students to tap into their creative center, and the teachers are the maestros implementing the arts into students’ lives. ▪ This course will invite teacher trainees to learn to reinforce the core African cultural values through all the diverse artistic expressions. |
| Topics | ▪ Designing Musical Experiences for Young Children ▪ Integrating theater into the classroom ▪ Includes the teaching of the fine arts and the performance arts (art, music, movement/dance) ▪ Learning about the history and design of African musical instruments ▪ Inclusion & Participation in the Arts for Children with Disabilities |
| Further Reading | ▪ Arts Integration: Teaching Subject Matter through the Arts in Multicultural Settings, 5th Edition ▪ Artful Teaching: Integrating the Arts for Understanding Across the Curriculum, K–8, 2nd Edition ▪ How the ARTS Benefit Student Achievement https://files.eric.ed.gov/fulltext/ED529766.pdf |
| Title | Description |
|---|---|
| Research Lab [3 Credits] | ▪ For the field of education to continue to evolve, all teachers must be scientists who are curious, investigate, and critically develop their work. ▪ Capable of independent and collaborative problem setting, development work, and knowledge generation. ▪ Able to identify areas for pedagogical research and development and to address them theoretically and practically. ▪ Able to report on identified development issues and their solutions according to scientific practices. |
| Topics | ▪ Scientific method ▪ Data recording ▪ Working with our Think Tank |
| Further Reading | ▪ Institut Sangalkam Think Tank ▪ Research Methodology and Scientific Writing by C. George Thomas |
| Title | Description |
|---|---|
| Linguistics [3 Credits] | ▪ Critical for all learning is the ability to learn language. Understanding the principles of linguistics and how they relate to the production and comprehension of language is vital for students. Bilingual settings present an additional challenge but also benefit for teachers and students alike. (Gabi) ▪ Linguistics for Bilingual Teachers is a course designed to provide foundational knowledge of language structure, use, and acquisition, with a focus on bilingual education. It explores key linguistic concepts such as phonology, morphology, syntax, semantics, and pragmatics, emphasizing their application in multilingual classrooms. The course also examines language acquisition theories, sociolinguistic factors affecting bilingualism, and strategies for supporting language development in diverse learners. Future bilingual educators will gain practical tools to foster students' linguistic and academic success in both their native and second languages. (Chat-GPT) |
| Topics | ▪ Phonetics, phonology, morphology, the lexicon, syntax, and conversational usage ▪ Benefits of bilingualism ▪ Foundations of Linguistics ▪ Language Acquisition and Development: first and second language acquisition theories ▪ Sociolinguistics and Bilingualism: language attitudes, policies, and their implications for teaching and learning ▪ Language and Literacy in Bilingual Education: the interplay between oral language and literacy development ▪ Applied Linguistics for the Classroom: strategies for teaching language skills in two languages (Chat-GDP) |
| Further Reading | ▪ Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge, UK: Cambridge University Press. ▪ Zelasko, N., & Antunez, B. (2000). If Your Child Learns in Two Languages. National Clearinghouse for Bilingual Education. http://www.ncela.gwu.edu/files/uploads/9/IfYourChild_LearnsInTwoLangs_English.pdf ▪ Introducing Linguistics, edited by Jonathan Culpeper, Beth Malory, Claire Nance, and Daniel Van Olmen ▪ Foundations of Bilingual Education and Bilingualism by Colin Baker and Wayne E. Wright ▪ The Study of Language by George Yule ▪ Second Language Learning and Language Teaching by Vivian Cook ▪ Bilingual Education: Integrating Language and Content by Fred Genesee ▪ Sociolinguistics and Language Education, edited by Nancy H. Hornberger and Sandra Lee McKay ▪ Loud and Clear: Effective Language of Instruction Policies for Learning, The World Bank Group, 2021 (Cheikh Added) |
| Title | Description |
|---|---|
| Environment and Education [3 Credits] | There are endless intricacies that impact learning. In this course we will review the impact of the outside on learning from the micro environment of the classroom: lighting, colors, furniture, temperature and noise to the macro factors including the home, culture and technology (Gabi). |
| Topics | ▪ Physical Learning Environment: Optimal classroom layout and organization, access to necessary materials and resources, lighting and temperature management (Gabi) ▪ Home/Culture: Students' homes can be an environment that is conducive and complementary to learning or it can hinder and even reverse a student's advancement. As educators, we must reach into the students' home by educating the guardians on the importance of a healthy learning environment at home. Cultural aspects can impact students’ learning and objectives. Understanding culture and informing science-backed data on what is optimal for students is critical in impacting student success. |
| Further Reading | ▪ Building Effective Learning Environments: A Framework for Merging the Best of Old and New Practices by Kevin S. Krahenbuhl ▪ Design for Education Spaces and Tools for Learning, edited by Ana Rute Costa and Rachel Cooper ▪ The Anxious Generation, Jonathan Haidt (also in Children Psychology list) ▪ Relationship between Students’ Home Environment and their Academic Achievement at Secondary School Level https://files.eric.ed.gov/fulltext/EJ1266643.pdf ▪ The End of Nature by Bill McKibben ▪ Education for Sustainable Development Goals: Learning Objectives by UNESCO (2017) ▪ Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv ▪ Environmental Education and Advocacy: Changing Perspectives of Ecology and Education, edited by Edward A. Johnson and Michael J. Mappin |
| Title | Description |
|---|---|
| Curriculum Design [3 Credits] | Through the study of the basic principles of curriculum development, educators and curriculum leaders are provided with knowledge, skills, and experiences to be actively involved in multiple facets of curriculum development, including planning, design, developmental processes and approaches, implementation, evaluation, and improvement/change. Development of curriculum will systematically address technology integration, evidenced-based practices, innovative and collaborative learning experiences, and the impact of social, political, psychological, and economic factors. Finally, this course explores how to evaluate a student's progress and ensure milestones are being met. |
| Topics | ▪ Organizational skills: How to leverage technology in planning ▪ Regulations in their own field of teaching, and the core curricula ▪ Guidelines for Montessori ▪ Regulatory requirements for Senegal ▪ International Baccalaureate requirements ▪ Evaluation: How to measure students progress, Milestones, How to ensure no student gets left behind |
| Further Reading | ▪ Designing and Assessing Courses and Curricula: A Practical Guide 3rd Edition by Robert M. Diamond (Author) ▪ Assessing Student Achievement: A Guide for Teachers and Administrators by Christopher Deneen and James Deneen ▪ Assessment of Student Achievement 10th Edition by C. Waugh (Author), Norman Gronlund (Author) |
| Title | Description |
|---|---|
| Children Pscychology [4 Credits] | This course delves into the intricacies of children's development cognitively, socially, and emotionally from before birth through adolescence. The course will cover early childhood Mental health is a critical part of life and thus the evolution of it must be closely monitored. Teachers are arguably in the best position for identification of psychological issues and this course will give the tools for identification and how to deal with behavior patterns as well as psychological disorders. |
| Topics | ▪ Social psychology: How social psychology relates to attitudes, behaviors, influences, and stress ▪ Milestones: Learn the different milestones in childhood development ▪ Behavioral models: How to use behavioral models to enhance the daily lives of children and their families ▪ Psychological disorders: How to recognize psychological disorders and available treatments |
| Further Reading | ▪ Child and Adolescent Development for Educators Second Edition by Christine B. McCormick (Author), David G. Scherer (Author) ▪ Encyclopedia of Infant and Early Childhood Development 2nd Edition – Editor: Janette B. Benson ▪ The Anxious Generation – Jonathan Haidt ▪ Childhood and Adolescence: Voyages in Development 8th Edition by Spencer Rathus (Author) |
| Title | Description |
|---|---|
| Science Behind Learning (neuroscience of learning) [4 Credits] | The human brain is the most complex organ and often considered the most complex structure in the universe. There is still so much we do not know about the human brain but we have made strides in decoding parts of this magnificent machine. This course will explore how the brain changes in response to sensory input, or stimuli, from the environment. Learning is a biological activity that involves creating and strengthening connections between neurons in the brain. These connections, called synapses, are formed into networks that give rise to all human behavior, including learning. |
| Topics | ▪ Neuroplasticity: The brain's ability to change in response to stimuli ▪ Neurogenesis: The production of new neurons ▪ Neural Networks: Neurons that fire together, wire together ▪ Memory: How knowledge is committed to our brain and reactivating the networks of neurons that were programmed during the learning process ▪ Outside Stimulus: how external elements including: sleep, food, stress impact the brain and the learning process |
| Further Reading | ▪ Blakemore, Sarah-Jayne and Uta Frith (2005). The Learning Brain: Lessons for Education. Malden, MA: Blackwell. ▪ Felder, Richard M. and Rebecca Brent (1996). “Navigating the Bumpy Road to Student-Centered Instruction.” An abridged version of this article was published in College Teaching 44: 43–7. ▪ Tokuhama-Espinosa, Tracey (2011). Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching. New York: W. W. Norton. ▪ Walker, J. D. et al. (2008). “A Delicate Balance: Integrating Active Learning into a Large Lecture Course.” CBE Life Sciences Education 7.4: 361–67. ▪ Winter, Dale et al. (2001). “Novice Instructors and Student-Centered Instruction: Identifying and Addressing Obstacles to Learning in the College Science Laboratory.” The Journal of Scholarship of Teaching and Learning 2.1: 14–42. |
| Title | Description |
|---|---|
| The History of Education [4 Credits] | Learning dates as far back as human existence, this course will run through the development of the formal education process. It will explore different teaching techniques and what we know worked and what needed to evolve. From Antiquity, to what is considered the classical period to the modern era. |
| Topics | ▪ Antiquity Western: Greek and Romans and Eastern: Chinese and Japanese ▪ Classical Era: Europe and US ▪ Rise of education in Africa and Senegal ▪ Modern education post globalization |
| Further Reading | ▪ The Oxford Handbook of the History of Education (Oxford Handbooks) by John L. Rury (Editor), Eileen H. Tamura (Editor) ▪ A History Of Education In Antiquity Henri-Irénée Marrou, George Lamb (Contributor) ▪ Education and Society in Late Imperial China, 1600-1900 by Benjamin A. Elman (Editor), Alexander Woodside (Editor) ▪ The History of Education in Japan (1600 – 2000) (Routledge Studies in Educational History and Development in Asia) ▪ The History of Education in Europe 1st Edition by . History Of Education Society (Editor) ▪ Education and Democracy in Senegal Authors: Michelle T. Kuenzi ▪ Education as Politics: Colonial Schooling and Political Debate in Senegal, 1850s–1914 (Africa and the Diaspora: History, Politics, Culture) ▪ David Boilat (1814-1901), Le Precurseur, Par Yvon Bouquillon et Robert Cornevin, NEA, 1981 ▪ L’Enseignement dans les Territoires Francais de l’Afrique de 1817 a 1910: Mission Civilisatrice ou Formation d’Une Elite, Denise Bouche, 1975 ▪ L’Enseignement de l’Histoire au Senegal des Premieres Ecoles (1817) a la reforme de 1988, Abdoul Sow, 2004 |
