Master in Learning and Teaching

(Non-Thesis Program, MALT)

The Master in Learning and Teaching Program is designed for teachers and educational practitioners who already have adequate levels of content knowledge in their subjects or courses, but would like to develop a deeper and more principled understanding of the learning and teaching processes.  Graduates of this program can take on positions as masters teachers, curriculum developers, academic coordinators, learning specialists, and instructional leaders with a focus on learner-centered education.

ADMISSION REQUIREMENTS

  1. A Bachelor’s degree in an area that is relevant to the applicant’s area of teaching;
  2. A college grade-point average equivalent to 2.5 or 85%;
  3. Passing the admissions test administered by the ITEO;
  4. Teaching experience or professional experience related to education, training, child and/or adolescent development
  5. An interview with the department chairperson;
  6. For non- English speaking applicants, enrollment in an English language course at the Center for English Language Learning (CELL) prior the first trimester of the program.

An additional six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

COURSE REQUIREMENTS

Core Courses 12 units
Major Courses  9 units
Specialization Courses  9 units
Written Comprehensive Examination  0 units
Oral Comprehensive Examination (Capstone Project)  0 units
Total 30 units

Written Comprehensive Examination

The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.

Oral Comprehensive Examination (capstone project evaluation)

The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.

 

PROGRAM CURRICULUM

CORE COURSES (12 units)

MLT411M   Principles of Learner-Centered Teaching (3 units)
A course on principles and premises of learner-centered teaching, covering the range of strategies and approaches that teachers can use to facilitate effective student learning. The course shall emphasize hand-on or experiential learning of these approaches to teaching, and use of a wide range of educational technologies.

MLT412M    Learner-Centered Educational Assessment (3 units)
The course focuses on normative and standards-based perspectives, on the relationships between assessment and learning, with emphasis on the important function of assessment in facilitating student learning.

MLT413M    Curriculum Design for Learner-Centered Education (3 units)
A course on various models and principles of curriculum design and innovation, with particular emphasis on curricular approaches and elements that emphasize learner-centered educational approaches.  The course will require students to design and produce curricular modules that exemplify learner-centered educational principles.

MLT420M   Seminar in Learner-Centered Education (3 units)
Seminar on current research, theory, and practice on particular topics in learner-centered education. Each seminar will focus on a specific topic to be chosen by the professor.

 

MAJOR COURSES (15 units)

MLT421M   Managing the Classroom Learning Environment (3 units)
Principles and practice of classroom management with emphasis on the management of learner-centered classroom learning environments

MLT422M   Technology-Supported Learning Environments (3 units)
Principles and practice on the effective application of technology in education.  Course will cover the application of basic design principles in the development of technology-mediated instructional materials.

MLT423M   Integration of Values in Learner-Centered Education (3 units)
Principles and practice in the integration of values in a learner-centered educational environment.  The course will focus on issues in the curriculum of values education, and how values can be developed across the curriculum.

 

SPECIALIZATION COURSES (12 units)

MLT431M   Teaching Diverse Learners (3 units)
A seminar course on current approaches to designing learning environments that address diversity among the learners.  Contemporary approaches will be contrasted with traditional individual different approaches and shall emphasize using dimensions of student diversity to improve student learning.

MLT432M   Instructional Leadership (3 units)
A course on the principles of educational management as applied to the development of school learning environment that support teaching and learning practices consistent with the learner-centered educational approaches.

MLT446M   Directed Action Research for Learner-Centered Education (3 units)
Directed Research course for students in non-thesis track.  Course will be a praxis course where students shall design, implement, and report an action research project on a topic of their choice.

 

COMPREHENSIVE EXAMINATIONS (0 units)

MALTCEW  Written Comprehensive Examination

MALT-OCE   Oral Comprehensive Examination (capstone project evaluation)

 

PREREQUISITE COURSES

ENG501M   Advanced Technical Reading and Writing 1 (3 units) 
The first part of an intensive English academic reading and writing course focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.

ENG502M   Advanced Technical Reading and Writing 2 (3 units )
The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.