| CODE | MSN2027 | ||||||
| TITLE | Teaching Strategies in HE and Textiles | ||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 12 | ||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||
| DESCRIPTION | Students will be exposed to new trends in teaching (problem-solving learning, project–building, ICT in Education, etc.), as well as basic teaching strategies and complementary resources to teach mainstream classes having children with special needs, different gender or abilities. The syllabus for HE and Textile Studies will be analysed and schemes of work will be produced. Students will also be involved in identifying areas where content in the HE and Textiles Studies SEC syllabi can be merged with the coursework. Ways of teaching through the coursework topics and through projects and themes will also be discussed. Samples of HE and Textile teaching and learning resources in electronic format, as well as ICT software in current use, will be reviewed during lectures. The main aspects of the syllabi will be analysed with the intention of exploring a wider use of ICT when teaching HE and Textiles Studies. One aspect of this study-unit will guide students on how to foster critical skills. Students will discuss the various examples of critical reports about services and products commonly used or acquired by family members and develop criteria to critically analyse services, household appliances and textile items. Students be given an insight on how to organise displays, demonstrations, practical sessions, experiments, investigative work, tasting panels and educational visits. This study-unit aims to: 1) give students the opportunity to develop ideas and approaches to teach mainstream HE and Textiles classes 2) help students develop strategies and learning experiences for a differentiated class having children with special needs, different gender or abilities 3) expose students to real situations and practices which can deal with challenging behaviours in different settings 4) demonstrate different teaching strategies and various teaching and learning resources suitable for different ability-students and learning experiences and to cater for a multitude of behavioural and organisational potential problem situations in the classroom. 5) expose students to constructivist learning approaches By the end of the study-unit the student will be able to: - Outline the theoretical concepts related to learning theory, constructivist and innovative pedagogies, differentiated approaches and ways for effective teaching. - Describe and analyse the HE and Textiles programme of studies of the Education Division and MATSEC. - Discuss specific themes in both HE and Textiles Studies, as well as develop schemes of work for both areas. - Identify areas where content in the HE and Textiles Studies SEC syllabuses can be merged with the coursework. To teach through the course work topics. - Identify areas of the HE/Textiles Studies syllabuses which can be taught through tasks/projects - Explore ideas and approaches and different teaching strategies which may be utilised in HE and Textiles Studies to teach mainstream classes having children with special needs, different gender or abilities. - Evaluate, plan and produce various lesson plans and teaching and learning resources suitable for different ability-students and learning experiences. - Use modern learning technologies as a means to make HE and Textiles Studies education more appealing and motivating for students. - Use modern teaching and learning approaches to organise demonstrations and practical lessons. Reading List: - Barker, C., Kimmings, S., & C. Phillips, (1989). Focus on Home Economics: A modular approach. Oxford: The Alden Press - De Bono, E. (1992). Teach your child how to think. London: Penguin Books - Grambs, J.D. & Carr, J.C. (1979). Modern Methods in Secondary Schools. New York: Holt, Rinehart and Winston - Hoover, K.H. (1981). A sourcebook of student activities. Boston: Allyn and Bacon - Nuffield Foundation (1995). Nuffield Design and Technology: Student’s Book. U.K: Longman - Nuffield Foundation (1996). Nuffield Design and Technology: Product Design. U. K.: Longman. - Nuffield Foundation (1996). Nuffield Design and Technology: Textiles. U.K.: Longman - Tickle, L. (Ed.). (1990). Design and Technology in Primary School Classrooms: Developing Teachers’ Perspectives and Practices. London: The Falmer Press - Walker, M. (1993). Food Technology in the National Curriculum. London. Thomas Nelson and Sons - Wynn, B. (1988). Home Economics Investigations. U.K. :Oxford University Press. - Wynn, B. (1988). Food Investigations. U.K.: Oxford University Press. - Chritian-Carter, J. & Crabtree, B. (1988) Home Economics in Action: Textiles. UK: Oxford University Press - Department of Curriculum Implementation and Review (Malta). (1986). Textile Studies syllabus. Floriana: Education Division - Holland, S. K. (1987). All About Fabric: An Introduction to Needlecraft. UK: Oxford University Press - Holland, S. K. (1988) All About Creative Textiles. UK: Oxford University Press - Howard, K. & Prisk, E. (1995) Science Experiments in Food and Textiles. London: Forbes Publications - King, H. (2008). Trends in Textile Technology: The Clothing Industry. UK: Heinemann Library - Lawler, B. & Wilson, H. (2002). Textile Technology. UK: Heinemann Educational Books - Sinclair, R. & Morgan, S. (2006). Textile Technology. UK: Heinemann Educational Book - Plus lecturer-provided reading/resource packs |
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| ADDITIONAL NOTES | This study-unit is only offered to B.Ed. (Hons) Secondary with Nutrition, Family and Consumer Studies or Home Economics students. | ||||||
| STUDY-UNIT TYPE | Lecture and Practical | ||||||
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| LECTURER/S | Lucienne Barbara Liliana Maric Karen Mugliett Claudette Portelli Lorraine Portelli Benveyl Sant Stephanie Zammit |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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