TEACH410-21A (NET)

Ngā Taunakitanga hei Whakamōhio: Evidence-based Practice (Primary)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement/WIL 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.
    • For extensions starting with 5: dial +64 7 858 extension.
    • 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 focuses on designing evidence-based interventions for literacy and numeracy. Students will analyse and evaluate data and apply specialist knowledge and skills in planning for diverse learners.
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Paper Structure

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This paper is taught fully online with materials made available through the Moodle platform. Weekly readings, lessons and presentations, videos, and other resources will be provided to support your learning. Regular participation in collegial discussions is expected via online discussion forums, which are also facilitated via Moodle.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Analyse evidence of student learning in literacy.
    Linked to the following assessments:
  • Design evidence-based interventions in literacy that reflect knowledge of research-based frameworks, curriculum documents, assessment, learning progressions, culturally responsive pedagogies, appropriate other teaching approaches, and resources.
    Linked to the following assessments:
  • Evaluate and reflect on the teaching and learning process in particular contexts for literacy.
    Linked to the following assessments:
  • Analyse evidence of student learning in numeracy.
    Linked to the following assessments:
  • Design evidence-based interventions in numeracy that reflect knowledge of research-based frameworks, curriculum documents, assessment, learning progressions, culturally responsive pedagogies, appropriate other teaching approaches, and resources.
    Linked to the following assessments:
  • Evaluate and reflect on the teaching and learning process in particular contexts for numeracy.
    Linked to the following assessments:
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Assessment

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Assignment 1 (Literacy - Test): 30%

Assignment 2a (Literacy - Data analysis): 30%

Assignment 2b (Literacy - Planned intervention): 10%

Assignment 3 (Numeracy - Evidence-based Intervention): 30%

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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: Online Test
1 Apr 2021
4:00 PM
30
  • Online: Submit through Moodle
2. Literacy: Assignment
13 May 2021
11:30 PM
40
  • Online: Submit through Moodle
3. Numeracy: Assignment
6 Jun 2021
11:30 PM
30
  • Online: Submit through Moodle
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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**All students must regularly access the online Reading List for required readings. In addition to other methods of access, a link to the class Reading List is posted on Moodle.

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Recommended Readings

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**all students must regularly access the online reading list for recommended and required readings**

Recommended to purchase: Henry, M.K. (2010). Unlocking literacy: Effective decoding and spelling instruction (2nd ed.). Baltimore, MD: Paul H. Brookes.


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Online Support

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All students are expected to regularly access our class Moodle page, which will support learning and provide links and access to resources and additional support.
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Workload

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Workload for this 15-point paper is 150 hours during the trimester. Contact time is expected to be 3 hours per week with the remainder of workload hours expected to be spent in independent study, which may include: reading and responding to course-related materials, course-related independent research and reading, and preparing assignments.
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Linkages to Other Papers

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This paper is linked with other papers in the qualification, including TEEDU400, TEEDU401 and TEACH411 where students critically engage with Te Tiriti o Waitangi, curricullum and assessment in relation to other learning areas and a range of pedagogical practices.
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Prerequisite(s)

Prerequisite papers: TEEDU400

Corequisite(s)

Equivalent(s)

Restriction(s)

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