Cambridge Professional Development Qualifications – Session Design– PDQ Certificate in Teaching and Learning

Aims: Objectives:
• understand principles of learning and teaching and apply these principles
to their own practice A: Explain their understanding of the concept of learning and how people learn.
• articulate their own personal theory of learning B: Review teaching methods and learning activities they use in their practice that
• design coherent learning activities that focus on planning for active engage and motivate students to learn.
learning and teaching
• use approaches to teaching and learning appropriately to help students
to learn more effectively

Session/ Date/ Topic and content (copy Teaching and learning activities Learning Evaluation
Module unit time from ‘Learning Focus’ Formative Assessment materials and
/ LO column in overview) resources
Session 2 Wk2 Unit 1: Warm Up: (spiral of learning) PL introduces the
Module 1 KWL chart to retrieve prior knowledge/ know KWL chart will allow the KWL charts Discussion
Introduction to theories of
Unit 1 1530 what they know about the target language. Each candidates to reflect KWL grids
learning
– candidate will reflect individually and fill the chart and evaluate what they
LOA 1730 • KWL and group about “What they Know” and "What they Want know about the target
discussion on the to Know" and later on at the end of the session language
2 TL. “What they have Learnt” about “theories of
hours • Presentation on learning”.
theories.
• Kolb’s learning cycle Programme Leader (PL) Led: Overview and PPT
presentation presentation of the theories of learning
• Case studies on (behaviourism, constructivism and humanism) &
application of the Kolb’s learning cycle.
theories
• Exit Slip (formative Case Study: The candidates watch a video on
assessment) the practice of the theory of constructivism in
teaching.

Pair Work/ Think-Pair-Share: After watching Think-Pair-Share lets Video Pair

the video, the candidates will be divided in pairs, the candidates gain explanations
discuss the video and answer the questions / questions
 together. PL will be observing, monitoring and valuable insight into
taking notes during the discussion. After the levels of understanding.
discussion part, PL asks the questions to check
their learning of the target language. PL supports and gives
guidance as necessary.

Reflection: The candidates will be asked to fill Exit tickets show level Exit tickets Exit tickets
“What they have Learnt” part of the KWL and of understanding of
hand in as an exit slip. how theory could be
applied.

Session/ Date/ Topic and content (copy from Teaching and learning activities Learning Evaluation
Module time ‘Learning Focus’ column in Formative Assessment materials and
unit / LO overview) resources
Session Wk3 Warm Up: Learning theories quiz Quiz Kahoot Quiz Results from
Active learning and
3 quiz
metacognition
Module 1530 Think-Pair-Share and small group PL assesses discussion
1 – Feedback from studying discussion: What is ‘active learning’? Why do PL assessment
Unit 1 1730 learners last week. teachers need an understanding of the
concept of metacognition?
LOA 2 • Think-Pair-Share and The PL asks questions and candidates write
hours group discussion on down their answers. Students are then placed
the TL. in small groups to discuss their responses. The
• Case studies on PL are moves around the classroom and
active leaning and listens to various discussions.
metacognition
• Video on active Case Study and pair work: The PL divides PL monitors and gives Reading
learning and the candidates into pairs and distributes feedback texts & video
metacognition printed reading texts on active learning and
• Exit Slip (formative metacognition. The candidates read in pairs
assessment) and complete gallery walk worksheet.

Video: Active learning and metacognition

practice in class.
 Reflection: The candidates will be asked to Exit tickets show level Worksheet Exit Tickets
hang gallery walk worksheet and hang on the of understanding of the
wall as an exit slip TL and how active
learning and
metacognition
strategies could be
applied.

Session/ Date/ Topic and content (copy from Teaching and learning activities Learning Evaluation
Module time ‘Learning Focus’ column in Formative Assessment materials and
unit overview) resources
Session Wk4
Motivation in the learning
4 1530 Warm Up/Gallery walk: Previous sessions Assess the prior Worksheet Notes
process
Module – worksheets posted on the wall about active knowledge of the
1 1730 • “Quick write” on TL learning and metacognition. The candidates candidates
Unit 1 • Discussion on the work individually and note what they have
2 theories behind the noticed important information about the TL.
LOB hours motivation
• Case studies on Quick write and group discussion: PL monitors and gives PL assessment
motivation in the What is ‘motivation’? Why is motivation feedback
learning process. considered to be an important part of the
• Exit Slip (formative learning process? What is the difference
assessment) between intrinsic and extrinsic motivation? This
and other key open-ended questions will be
displayed on the white board.
The candidates work in pairs and answer/write
for 5-7 minutes. Then they share their views and
knowledge with other pair candidates.

Video presentation: The candidates watch the

video about the methods and learning activities
that are used to motivate students to learn.
This allows the PL to Exit Tickets
Reflection: The PL places a large sheet of see at a glance,
paper on a smooth surface and invites the misconceptions,
candidates to write what they have learnt. Then, knowledge and new
the candidates “sign” their work. learning targets.