PedaL Training

The PedaL training programme is hinged on a six module curriculum that blends essential foundational courses (education foundations, transformative curriculum design, and pedagogical models and strategies) with remarkable flavors of technology enhanced learning, gender and leadership (PedaL design in Annex 2). Modules are delivered using innovative teaching and learning strategies such as case study teaching, use of Tricky Topics tools, role plays, flipped classroom, group work and the contributions of guest speakers. These strategies will assist teaching staff to discard the epithet of ‘sage on the stage’ and to assume a facilitators role. The teacher is expected to use a range of pedagogical tools to create exceptional learning moments that enable students to attain deep learning that maximizes learning outcomes.

The modules delivered are summarized below:

• Pedagogical models and strategies – flipped classroom, case study teaching, simulation, role plays, Tricky Topics, group work and reflective practice.
• Educational foundations and learning theories – personal teaching philosophy, theories of learning, and, education and society.
• Technology enhanced learning
• Curriculum design – constructive alignment, learning design, hidden curriculum and engendering curriculum
• Leadership in pedagogical practice
• Assessment – innovative assessment strategies as well as e-Portfolios.

The PedaL pedagogical training equips teaching staff with knowledge, skills, experiences and attitudes that enable them to facilitate learning in a process of interactivity and co-construction of knowledge deeply embedded in constructivism. It is aimed at the achieving the six specific objectives outlined below:

• Articulate and implement a personal teaching philosophy and employ reflective processes to improve practice;
• Analyse and employ effective teaching and learning strategies using applied, authentic and learner-centred practices informed by relevant theories, models and empirical evidence;
• Design and deliver inclusive teaching and learning experiences that address the diverse needs of learners and are responsive to emerging trends locally, nationally and internationally; 
• Select and use appropriate teaching and learning materials, and monitor and adapt technology to facilitate learning;
• Construct and implement effective assessment practices for assessing learner progress and achievement in a range of learning experiences; 
• Demonstrate pedagogical leadership in distinct contexts by identifying and sharing good practices across their universities and beyond.

Amongst the features that set the PedaL training apart from any other related capacity building initiative is its dynamism and an inbuilt propensity to spread impact organically. The PedaL training model emphasizes reflective practice as well as leadership. Trained teaching staff are expected to share the newly acquired knowledge, skills, and resources with others in their institutions as well as outside their host institutions. These aspects of PedaL are designed to enable trained teaching staff to strengthen their own pedagogical capacities and also to assuue a leadership role of influencing the teaching practices of peers. Mentorship is therefore a critical component of the PedaL training programme and it is envisaged that support will be provided by peers across the network as well as resource persons.