• To identify modifications to existing knowledge structures and theoretical frameworks and therefore to propose new areas for investigation, new problems, new or alternative applications or methodological approaches.
  
  
• To conduct research and produce high quality reports: this includes the ability to select, define and focus upon an issue at an appropriate level; to develop and apply relevant and sound methodologies; to analyze the issue; to develop recommendations and logical conclusions; to be aware of the limitations of the research work.
  
  
• A range of generic skills relevant to the needs of existing and future teacher, delivering subject in English, irrespective of their curriculum. These will include analysis and synthesis, oral and written communication, computing / IT literacy, critical reasoning, data analysis, organisation and planning, problem solving, independent and group working and research.
  
  In addition to industry-specific modules, this program focuses on development strategies and management styles geared towards creating leaders in the industry who can also apply the same skills to the wider commercial market. Teachers will:
  
  

1. Investigate the impact of teaching subjects in English planning and development on economic, sociocultural and physical environment.
   
   
2. Have a systematic understanding of the modern pedagogy and classes in english organisations, their external contexts and how they are managed.
   
   
3. Critically evaluate the core pedagogy disciplines and methods at work in class with students in English, and be able to apply these in practical contexts.
   
   
4. Explore issues that concern student-teacher relationships.

Terminology
At the end of the course SAA Recognised Teacher will be able to demonstrate knowledge of professional terminology and easy use in conversation

Content
Knowing the content of subject in English, same way as at native language, allow teachers to deliver quality classes in line with 21st Century Modern Pedagogy

Tests
Teachers will be able to prepare and use new or convert existing own tests in English, help students to check their knowledge and make a correct assessment.

Lesson plans
Teachers will be able to generate own lesson plans of subject in English, based as on local or international standards, using the Blended Learning educational model.

Assessment
SAA Teachers will be able to grading student with correct assessment that is a key component and the most important part of learning because it helps students to see how they are doing in a class, to determine whether or not they understand course material. Assessment can also help motivate students.

Glossary & Vocabulary
The teachers will be able to use freely any vocabulary or create own glossary.

21st Century Modern Pedagogy course focuses on english language proficiency of teachers, ability of delivering the content in english, strategic decision making in relation to planing and running classes in english. As well as traditional and online teaching and learning methods such as Blended learning, individual and collaborative projects, case studies, and simulations, specific subjects adopt a mix of experiential approaches to facilitate the achievement of richer, deeper, and critical learning.

During contact hours in classes and individual online learning, for a period of 3 to 12 month, learning approaches will include:

• Intensive preparation in General English
• Learning Subject's Content in English
• Terminology, Vocabulary, Glossary
• Preparing Lesson Plans in English
• Developing Tests and tools for assessment
  
• Collaborative projects Teacher - Student
• Real classroom case projects
• Presentation

A range of different assessment methods are used across the course both to support the development of a variety of skills and knowledge and to take into account different learning styles.

Assessments include:

• Reports
  
• Case Studies
  
• Examinations
  
• Presentations
  
• Video Presentations
  
• Blogs
  
• Reflective Journals
  
• Portfolios, etc.

The professional credentials, in-depth knowledge and critical evaluation and analysis skills developed on the course are designed to prepare teachers for individualised and personalised high quality delivery of subjects in English including:
Teaching Subjects in English
Teaching English Language
Project Based Learning
Blended Learning
Deeper Learning
Student - Teacher Cooperation and Collaboration skills

Academic Requirements:

• Undergraduate Degree in Pedagogy

• Undergraduate Degree in teaching subject at native language

• Minimum 5 years of experience teaching subject in native language

• Minimum 3 years of FULL Time teaching in school, college or University

English Language Requirements:

• To start the course - IELTS 4.0 or Equivalent, or Academic English Certificate (from SAA)

• To graduate the course - IELTS 6.5 or Equivalent, or Academic English Certificate (from SAA)

• SAA Recognised Teacher or Trainer

• Academic English Certificate (from SAA)

• Teaching Subjects in English Certificate (from SAA)

• 21st Century Modern Pedagogy Certificate (from SAA)

• MTSE (Master of Teaching Subjects in English) Accreditation

This Program Overview covers the Master of Teaching Subjects in English (MTSE) in 21st Century Modern Pedagogy, a blended - mostly online and partially on campus – program, and the SAA Recognised Certificate program, designed and delivered by the Swiss American Academy.

Program 1 - English Language A1 to C2,
Program 2 - 21st Century Modern Pedagogy
Program 3 - Teaching Subjects in English

Duration 12 to 32 weeks,
Number of Modules: 3 to 10
Educational Model: Blended Learning
Cost, per program per teacher: $550 to $985 USD (depending on total number of contact weeks (Min. 8))

PBL is a teaching methodology that utilises student - centered projects to facilitate student learning with proven impact achieved by improving problem solving and thinking skills, and engaging students in their learning. Project based learning allows teachers to act as facilitators, placing emphasis on student-directed learning as the teacher facilitates the students' activities.

Significant Content
At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.

21st Century Competencies
Students build competencies valuable for today's world, such as problem solving, critical thinking, collaboration, communication, and creativity/innovation, which are explicitly taught and assessed.

In-Depth Inquiry
Students are engaged in an extended, rigorous process of asking questions, using resources, and developing answers.

Driving Question
Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration.

Need to Know
Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.

Voice and Choice
Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

Critique and Revision
The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry.

Public Audience
Students present their work to other people, beyond their classmates and teacher.

The term blended learning is generally applied to the practice of using both online and in-person learning experiences when teaching students. In a blended-learning course, for example, students might attend a class taught by a teacher in a traditional classroom setting, while also independently completing online components of the course outside of the classroom. In this case, in-class time may be either replaced or supplemented by online learning experiences, and students would learn about the same topics online as they do in class—i.e., the online and in-person learning experiences would parallel and complement one another

Blended Learning also called hybrid learning and mixed-mode learning, blended-learning experiences may vary widely in design and execution from school to school. For example, blended learning may be provided in an existing school by only a few teachers or it may be the dominant learning-delivery model around which a school's academic program is designed.

Online learning may be a minor component part of a classroom-based course, or video-recorded lectures, live video and text chats, and other digitally enabled learning activities may be a student's primary instructional interaction with a teacher. In some cases, students may work independently on online lessons, projects, and assignments at home or elsewhere, only periodically meeting with teachers to review their learning progress, discuss their work, ask questions, or receive assistance with difficult concepts.

Skills

• Academic skills
• Collaboration skills
• Communication skills
• Time management skills
• Speaking & Listening skill

Goals

• self-confidence
• Able to present
• Language proficiency
• Learn collaborative work
• Highly motivated student

Competencies

• Problem Solving
• Decision Making
• Self-Assessment
• Academic Mindset
• World Identification

Benefits

• Motivation Letter
• 2 High School Diploma
• Accredited K-12 content
• College & Career Ready
• Learn subjects in English
• Native speaking instructors

Academics

• Live tutoring
• Formative Feedback
• Self-directed Learning
• International Webinars
• 24/7 Academic support
• K-12 subjects in English
• Projects Based Learning
• IELTS & SAT Preparation

Technology

• Personal Data security
• Modern Educational LMS
• Blinded & Deeper Learning
• Digital Citizenship
• 24/7 Technical support
• Administrative Dashboard
• Interactive writing tools