TEACH110-19C (NET)

Literacy and Mathematics 1

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Katrina McChesney

Katrina McChesney
3545
TCBD.4.03
To be advised
Katrina.McChesney@waikato.ac.nz

Wendy Carss

Wendy Carss
7862
TC.3.32A
To be advised
wendy.carss@waikato.ac.nz

Lecturer(s)

Katrina McChesney

Katrina McChesney
3545
TCBD.4.03
To be advised
Katrina.McChesney@waikato.ac.nz

Marianne Robertson

Marianne Robertson
To be advised
marianne.robertson@waikato.ac.nz

Richard Hill

Richard Hill
7818
TC.3.32B
To be advised
richard.hill@waikato.ac.nz

Administrator(s)

: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz
: tiruni.john@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
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    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper introduces students to what it means to be a teacher and learner of literacy and mathematics in Aotearoa New Zealand. Students will gain an understanding of how children develop oral and written language and the importance of talk. The paper includes a focus on the understanding, competence, and critical thinking required to assist children’s language and development in ways that are sensitive to their cultural and linguistic backgrounds. Students will also develop an understanding of how children play and think mathematically. There will be a focus on conceptual understanding and building teacher content knowledge in literacy and mathematics.
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Paper Structure

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This is a 100 level professional development paper. The expected time commitment over 12 weeks is 150 hours.

There are 60 taught hours:
Literacy: 30 hours over six weeks - Weeks 1-6.
Mathematics: 30 hours over six weeks - Weeks 7-12

Taught hours include face-to-face sessions during block course(s), and online participation. Your active involvement is required in all modules (via tasks,discussions and assignments). Online discussions are underpinned by a philosophy of creating 'communities of learners'. Participation is compulsory and required in a timely manner. You are also encouraged to ask questions about anything that you are not sure of, and communicate your own ideas. These forms of participation are all important.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning outcomes

    1. observe children to explain how students learn language and become literate in oral, written and visual language and how teachers support learners in these processes;
    2. assess, analyse and critically reflect on the components of students’ oral and written language in relation to course reading material and current research;
    3. identify the components of phonemic and phonological awareness and how these enable students to encode and decode oral and written language;
    4. apply knowledge of the learner and a range of associated teaching strategies and approaches to plan, teach, and evaluate oral and written language use in ways that are sensitive to their cultural and linguistic backgrounds;
    5. demonstrate understanding of children’s literature and other resources through effective planning and teaching;
    6. use observations and conversations or diagnostic interviews to gain insights to children’s mathematical thinking;
    7. evaluate children’s mathematical thinking in relation to research literature;
    8. plan and provide meaningful learning experiences for children based on insights gained from Learning Outcomes 6 and 7 (outlined above);
    9. critically reflect on experiences in schools that focus on building understanding of what it means to be a teacher of mathematics; and
    10. demonstrate conceptual understanding of relevant content knowledge and beginning pedagogical content knowledge in mathematics.

    Linked to the following assessments:
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Assessment

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Assessment Links to Learning Outcomes and the Teacher Standards

AssessmentsNature of the assessment.Learning outcomesStandards for the teaching profession
1 Justify the use of the ‘Reading To’ approach and selection of quality children's literature.1, 4, 5Design for learning
Learning focused culture
Teaching
2Analysis of writing sample and identification of learning needs. 2, 3, 4, 10

Design for learning

Professional learning

Teaching

3Mathematics: Interview, analyse, & reflect6, 7, 9Professional learning

Learning focused culture
Teaching
4Test: Mathematics9, 10Professional learning
Learning focused culture
Design for learning
Teaching

Links to Tātaiako

In completing the literacy and mathematics components of this paper, you will be exposed to strategies and content that align to the key principles of Tātaiako, and will assist you to cater to the needs of Māori students so that they may ‘enjoy educational success as Māori’ (Ministry of Education, 2011, p. 4). This paper prioritises the establishment and nurture of close relationships with Māori students and their whānau (Whanaungatanga and Manaakitanga competencies). Satisfying Māori learning potential will be reliant on these aspects and your ability to connect to and uplift student backgrounds (Tangata Whenuatanga). The teaching approaches and strategies developed in this paper will assist you to cater to Maori students’ needs. Finally, you will be involved in classes that demonstrate techniques that will strengthen your ability to make connections with Māori students including arranging pair, group and class discussions (Wānanga competency), and learning from one another reciprocally (Ako competency).

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Literacy: Justification of the Reading To approach and text selection
21 Mar 2019
11:30 PM
20
  • Online: Submit through Moodle
✔
2. Literacy: Analysis of a writing sample
14 Apr 2019
11:30 PM
25
  • Online: Moodle Forum Discussion
✔
3. Mathematics: Interview, analyse and reflect
15 May 2019
11:30 PM
25
  • Online: Submit through Moodle
✔
4. Mathematics - Test
29 May 2019
11:00 AM
20
  • Online: Submit through Moodle
✔
5. Participation in online forum discussions in literacy and mathematics
10
  • Online: Moodle Forum Discussion
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Required readings:

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Recommended Readings

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Recommended readings for literacy:

  • Ministry of Education. (2003). Effective literacy practice in years 1-4. Wellington, New Zealand: Learning Media
  • Ministry of Education. (2006) Effective literacy practice in years 5-8. Wellington, New Zealand: Learning Media.
  • Ministry of Education. (2009). Learning through talk: Oral language in years 1 to 3. Wellington, New Zealand: Learning Media

Recommended readings for mathematics | Ko nga panui hei tautoko:

Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pangarau: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
Downloadable from https://www.educationcounts.govt.nz/__data/assets/pdf_file/0007/7693/BES_Maths07_Complete.pdf

Averill, R., & Harvey, R. (Eds.). (2010). Teaching primary school mathematics and statistics: Evidence­-based practice. Wellington, New Zealand: NZCER Press.

Fraser, D. & Hill, M. (Eds). (2016). The professional practice of teaching (4th ed.). Melbourne, Australia: Cengage Learning. (Available on course reserve.)

Teaching Children Mathematics (journal available online from 1994 on).

Jorgensen, R. & Dole, S. (2011). Teaching mathematics in primary schools. Crows Nest, Australia: Allen & Unwin. (Available on course reserve.)

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Online Support

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Teaching for this paper will be conducted online. Your lecturer will be available online for support. Study guides, forum discussions and resources will be made available through the Moodle site for this paper.

Please note that support with mathematics is also available through the Student Learning Support Service.

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Workload

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This is a 15 point paper requiring a total of 150 hours of work, 75 hours in Literacy and 75 hours in Mathematics.
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Linkages to Other Papers

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Prerequisite: Students are reminded that a pass in TEACH110 is the prerequisite for TEACH210 Literacy and Mathematics. Failure to pass TEACH110 may also impact on your participation in practicum.
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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEMS120, TEAL120

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