Qualifications

The Certified Educator Toolkit (CETK) is a revolutionary toolkit which is formed to maximize personal potential, build balanced, high performing teams, and create energy and resilience for success in the education sector. CETK provides teachers and schools with rich expertise and skills in the education sector as outlined below. CETK focuses on teachers’ development as a crucial first step to effective education and schooling system.

 

 

CE Credential:

This course is a preparation for the international exam of Certified Educator (CE).

Curriculum & Exam Language:

English

CPE Course Duration: 

80 Hours

 

Table of Content:

I. Introduction

Chapter 1: “The Importance of Personal Development”

Learning Objectives:

  • Elements of the learning process
  • Reasons teachers need professional development
  • Professional Standards for Teachers

II. For Learners

Chapter 2: “Introduction to Educational Psychology”

Learning Objectives:

  • The definition of Educational Psychology
  • The Psychology of Learning
  • The Characteristics of Educational Psychology
  • The Scope of Educational Psychology
  • Methods of Studying Psychology of Learning
  • Stages of Teacher Development
  • Concerns Theory
  • Educational Psychology and Teacher Growth and Development
  • Tasks of Educational Psychology
  • Growth and Development
  • Developmental Characteristics of Children and Adolescents: Physical, Cognitive, Emotional, and Social Aspects.
  • Role of the Teacher in Facilitating Growth and Development
  • Learning

 

Chapter 3: “Individual Differences: Meaning and Causes”

Learning Objectives:

  • The Meaning of Individual Differences
  • Causes of Individual Differences
  • Educational Implications of Individual Differences
  • Individual Differences in Learning
  • Learning Styles and Strategies
  • Intelligence and Aptitude

 

Chapter 4: “Learning Styles”

Learning Objectives:

  • Types of Learning Styles
  • Learning Styles and Cognitive Strengths and

Weaknesses

  • Learning Styles, Cognitive Skills, and Brain Training
  • Types of Learners
  • Learning Strategies for Life
  • How to Identify Students’ Learning Styles
  • How to Determine Differences between Learners in Your Classroom

 

Chapter 5: “Effective communication: Barriers and

Strategies”

Learning Objectives:

  • Barriers to Listening
  • Strategies for Effective Listening
  • Barriers to Accurate Perception
  • Strategies for Accurate Perception
  • Barriers to Effective Verbal Communication
  • Strategies for Effective Verbal Communication

 

Chapter 6: “Elements for Creating a Positive Learning Environment”

Learning Objectives:

  • Elements for Establishing Positive Conditions for Learning

 

Chapter 7: “Collaboration with Students, Colleagues, and Families”

Learning Objectives:

  • Collaboration with Students
  • The Power of Teacher Collaboration
  • Leadership
  • Collaboration with Families
  • Teachers’ Goals of any Preparation Course

 

Chapter 8: “Brain-Based Learning”

Learning Objectives:

  • The Meaning of Brain-Based Learning
  • The Role of a Brain-Based Teacher
  • Applications of Brain-Based Learning
  • Brain-Based Strategies and How to Implement Them
  • Brain-Based Education Insider

  

Chapter 9: “21st Century skills”

Learning Objectives:

  • 21st Century skills
  • Learning skills (the four C’s)
  • Literacy skills (IMT)
  • Life Skills (FLIPS)
  • What’s the demand for 21st century skills?
  • The seven survival skills
  • enGauge 21st century skills
  • Civic Literacy Employability skills

 

Chapter 10: “Mental Processes Related to Learning”

Learning Objectives:

  • Thinking process and its components
  • The process of Memory
  • The concept of Forgetting
  • The Imagination process
  • The ability of Reasoning
  • The role of Personality in the Education process
  • The concept of Intelligence
  • The meaning of Creativity

 

Chapter 11: “Multiple Intelligences”

Learning Objectives:

  • The meaning of multiple intelligences
  • Gardner’s theory of multiple intelligences
  • Practices that boost different intelligences
  • Multiple intelligences and learning styles
  • Multiple intelligences in the classroom
  • Multiple intelligences activities
  • The importance of multiple intelligence

 

Chapter 12: “Higher Order Thinking Skills In The Classroom”

Learning Objectives:

  • The meaning of higher order thinking
  • Bloom’s taxonomy and its application

 

Chapter 13: “Classroom Management”

Learning Objectives:

  • Different styles of managing classrooms
  • Managing classrooms effectively
  • Universal classroom management strategies
  • Guidelines for effective praise

 

Chapter 14: “Factors Affecting Learning”

Learning Objectives:

  • Elements that influence the learning process

 

III. The Material Taught and Content Knowledge

Chapter 15: “Learning Experience”

Learning Objectives:

  • Engaging Learning Experiences
  • Active Learning Environment
  • Meaningful Learning

 

Chapter 16: “Active Learning”

Learning Objectives:

  • The Meaning of Active Learning
  • Different Activities to Engage Learners
  • Handling Learners
  • Learning Activity
  • Experiential Learning
  • Designing Learning Activities

 

Chapter 17: “Curriculum”

Learning Objectives:

  • Elements in curriculum
  • Curriculum development
  • Curriculum design
  • Learning goals
  • Learning objectives Vs. Learning outcomes
  • Curriculum framework

 

Chapter 18: “Assessment”

Learning Objectives:

  • What is assessment?
  • Why do we assess students' performance?
  • How to assess students' performance?
  • Types of assessment.
  • Assessment of learning VS assessment for learning.
  • Assessment as learning.
  • Assessment results analysis (as a way to evaluate effectiveness of teaching).
  • Using analysis in making decisions about learning needs and students' development.
  • Preparing students for various assessment formats.

 

Chapter 19: “The Use Of Technology – In Education And Teaching Process”

Learning Objectives:

  • The role of technology in education
  • Advantages of technology in education
  • Technology to support learning

 

IV. Instructional Strategies

Chapter 20: “Instructional Strategies”

Learning Objectives:

  • Strategy
  • Technique
  • Method
  • Approach
  • Lesson methodologies

 

Chapter 21: “Learning Theories”

Learning Objectives:

  • S-R (Stimulus-Response) theory with reinforcement
  • S-R (Stimulus-Response) theory without reinforcement

 

You Will Obtain:

  • 90 days access to e-Learning program
  • 80 hours training/10 days 
  • CE Handbook or eBook 
  • Mind Maps 
  • Questions Bank
  • Online Practice Test 
  • International Professional Certificate Examination (3 attempts)