Marshall Cavendish Institute (MCI) Unique Entity Number (UEN) 197501544N
NUMDNEC14E Development of Numeracy in Early Childhood Education (14 hours)
CRS-N-0029811 | TGS-2020506340 (ECDA Approved 01012019 to 05092020)
This course will help participants review basic concepts in differentiated instruction and extend their understanding through a workshop activity on anticipating students’ responses and providing differentiated instruction based on the responses. In this course, participants will learn how to provide help to struggling learners while challenging advanced learners using the same anchor tasks.
NUMLNTP17E Learning Numeracy Through Play (14 hours)
CRS-N-0040214 | TGS-2020501169 (ECDA Approved 01012019 to 05092022)
“You can discover more about a person in an hour of play than in a year of conversation.” The connection between play and learning was made as early as the first century B.C. by Plato. The concept of the play-based approach is influenced by many educational theorists such as Piaget, Vyogotsky and Bruner.
Countries with successful long-term educational outcomes such as Finland and Canada have employed the play-based approach. Play is an essential part of a child’s social, emotional, physical and intellectual development. Creative activities and games can spark in young children a desire to learn and have fun while they are at it. During play, children not only develop thinking and problem-solving skills, they also develop social competence, creativity and imagination. These are very important qualities required to be successful in school and life.
In this course, participants will study the theories behind the play-based approach. Participants will also learn how to develop activities and games that relate to concept development, consolidation and problem-solving. There will be discussion on how to evaluate and select suitability of activities and games for each level.
NUMDLIN15E Differentiated Learning in Numeracy (14 hours)
CRS-N-0032026 | TGS-2020500861 (ECDA Approved 22052019 to 16062021)
This course helps participants review basic concepts in differentiated instruction and extend their understanding through a workshop activity on anticipating students’ responses and providing differentiated instruction based on the responses. In this course, participants will learn how to provide help to struggling learners while challenging advanced learners using the same anchor tasks.
ECM104 Progress Tracking in Numeracy Development (14 hours)
CRS-N-0049989 | TGS-2020502712 (ECDA Approved 22052019 to 21052023)
Oftentimes, teachers place a great deal of effort in creating good lessons that engage the children, enhance their experience and maximise their learning. Yet, the area of progress tracking is often neglected or lacks effectiveness. In Dufour four critical questions, teachers need question themselves and be clear of what is that to be taught, and how do they know if the learners have learnt it. There is no point having to conduct a good lesson without knowing its impact and effectiveness.
In this workshop, participants will understand the theories and rationale behind pupil’s progress tracking, and see how it is connected to learning. Participants will learn the different modes of progress tracking and strategies, to be applied to assess children’s learning in specific area of focus, both content and skill, to further effectively carry out their role as a teacher and assessor in the classroom. Participants will also study the complete process of progress tracking, in different
ECM102 Problem Solving in Early Childhood Mathematics (6 hours)
This course helps participants recognise mathematical tasks which are considered mathematical problems. Participants learn different problem-solving heuristics and how to help young learners develop a problem-solving way of thinking. This course explores the use of manipulatives, everyday objects and children's stories in teaching problem solving.
ECM109 Teaching Kindergarten Mathematics (14 hours)
In this course, participants examine the scope and sequence of a kindergarten Mathematics curriculum. Participants will also learn strategies to help children develop early Mathematics ideas and learn to assess children by observing and listening. In particular, case studies include content topics such as numbers to ten, number bonds, addition and subtraction, as well as shapes. Learning centres and the use of children literature will be briefly discussed.
Participants are expected to complete a fieldwork task where they are to observe a pre- school child engaged in an appropriate mathematical task and to interpret the observation. The write-up should include a description of the task, observations made, photographs / student's work and an assessment report.
Alternatively, participants may plan a 30-minute lesson with significant Mathematics content and carry it out with their students. A brief lesson plan and photographs / short video of selected lesson segment / a sample of students' work is required.
After the completion of the course, the participants will be invited to share their reflections/ videos / queries on a Facebook page (facilitated by trainers) to get on-going feedback on the application of their professional learning in the workplace. Such a platform also allows participants to form a virtual professional community in which they continue to share good practices and resources in the teaching and learning of kindergarten Mathematics.
ECM117 Games in Early Childhood Mathematics (3 hours)
This course provides participants with examples of games related to Mathematics learning, for younger learners, including games for concept development, consolidation and problem solving.
ECM118 Student-Centred Mathematics Lesson (6 hours)
Students are actively doing Mathematics in child-centred classrooms. The role of the teacher is to choose appropriate tasks and materials, to ask key questions and to assess student learning so as to provide the relevant scaffolding or challenge. This course focuses on principles in choosing tasks and materials, asking the right questions, and differentiated the main tasks for different students.
ECM119 Using Children's Literature in Early Childhood Mathematics (3 hours)
In this course, participants evaluate children's literature for use in teaching Mathematics. Participants will be able to try some activities based on popular children's literature and design lessons around a selected book.
ECM129 Transition from Kindergarten Mathematics to Primary Mathematics (3 hours)
This workshop helps participants understand the core ideas and learning theories of early childhood numeracy. It covers varied, engaging hands-on activities to reinforce the core ideas. It also highlights the progression from kindergarten to primary mathematics so that young learners can make a better transition to learn Mathematics in Primary 1. Participants will better understand the expectations and demands of teaching and learning Mathematics in lower primary levels, thus enabling them to prepare young learners more adequately for the transition.
Marshall Cavendish Education (MCE)
Marshall Cavendish Institute (MCI)
Early Childhood Development Agency (ECDA)