Ngā Taunakitanga hei Whakamōhio: Evidence-based Practice (Secondary)
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This paper focuses on understanding and designing evidence-based interventions for junior secondary curriculum learning area(s). Students will select and analyse appropriate forms of evidence and apply specialist knowledge and skills in planning for diverse learners. The purpose of this paper is:
- To challenge and expand your thinking and experiences in teaching and learning,
- To equip you with the tools and strategies to reflect on, and develop your practice,
- To enable you to identify and work with effective forms of evidence,
- To make links between theory and practice within and across your disciplinary areas.
Education is a complex activity that is inextricably interwoven with the social, cultural, economic and political spheres of human society. This makes the topics and issues studied in this paper in some senses problematic. There are no clear-cut answers; they involve doubt and may be interpreted from various perspectives. It is important, therefore, that you participate fully in debate and discussion. As the educators of young people of this country, you must be able to model for your students rigorous, logical, evidence-based and innovative thinking.
We draw on the voices of adolescents and young people themselves to inform us about the very wide range of knowledge, values, experiences and concerns they bring with them to school. We consider and use these, along with other forms of evidence, as part of developing effective teaching practices. We view classrooms and schools as real-life contexts where vital intellectual and social learning takes place, and not simply as contexts, which prepare young people for later real life experience.
Further, this paper focuses on the student's role as a teacher with a particular focus on evidence-based practice, diagnostic assessment and analysis, and planned interventions that reflect an understanding of learning progressions, appropriate teaching approaches, culturally responsive pedagogies, and resources. Students will also evaluate and reflect on the teaching and learning process to apply these ideas to your own subject in purposeful and imaginative ways.
Active participation in lectures and tutorials will enable you to develop the skills, attributes, and knowledge related to the University of Waikato, Division of Education GradDipT graduate profile and the academic rationale and goals for its teacher education programmes. In completing this paper you will also develop the professional knowledge, practices, values and relationships as outlines in "Our Code, Our Standards: Ngā Tikanga Matatika Ngā Paerewa" for the Teaching Profession in Aotearoa New Zealand. Those values embodied in this paper are whakamana, pono, maanakitanga, and whanaungatanga. Of particular focus for this paper are the standards relating to Professional learning: Akoranga ngaiotanga and Design for learning: Te hoahoa akoranga, supported with emphasis on the codes concerning Commitment to learners: ko te ngākaunui and Commitment to the teaching professional: ko te ngākaunui hit e te umanga whakaakoranga.
Nāku noa, nā
Students who successfully complete the paper should be able to:
Analyse evidence of student learning in a secondary curriculum subject(s).
Linked to the following assessments:
Design evidence-based interventions in a subject of the curriculum that reflects knowledge of research-based frameworks, curriculum documents, assessment, learning progressions, culturally responsive pedagogies, and appro. teaching approaches/resources
and resources.Linked to the following assessments:
Evaluate and reflect on the teaching and learning process in a secondary curriculum subject(s).
Linked to the following assessments:
The Teaching Council of Aotearoa New Zealand requires student teachers to demonstrate proficiency in meeting the Standards of the Profession (in a supported environment). The assessments will judge the student teacher's theoretical knowledge, application, and evaluation of a range of skills and processes to demonstrate their progress towards understanding of the following:
- Professional learning to work collaboratively and problem solve to improve the impact of learning and achievement of all learners (Standard 2).
Package of Assignments, and relationship to the Culminating Integrative Assessments' standards and Key Teaching Tasks.
Assignment 1 - Plan and Reflect on Evidence based practice: 40%
[Assessed in two parts [20% for Part A -Explore and Analyse / 20% for Part B - Plan and Reflect]
- CIA Signpost 2 - Standard 5 [KTT2; KTT6; KTT10]
Assignment 2 - Cross disciplinary seminar and presentation: 30%
- CIA Formative feedback Standard 2
Assignment 3 - Reflection: 30%
- Standard 6
*Further breakdown of assessment instructions, marking rubrics and resources is available through the moodle page and your tutorial learning area lecturer.
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.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Assignment 1: Plan and Reflect on Evidence based practice (40%)||
16 Apr 2021
|2. Assignment 2: Cross-disciplinary seminar (30%)||
10 May 2021
|3. Assignment 3: Reflection (30%)||
1 Jun 2021
Required and Recommended Readings*
Alton-Lee, A. (2006). A collaborative approach to knowledge building to strengthen policy and practice in education: The New Zealand iterative Best Evidence Synthesis Programme. Educational Researcher, 15(9), 5-11.
Baker, R. (2002). Secondary education and research in New Zealand. Educational Research for Policy and Practice, 1(1-2), 51-63.
Conner, L.N. (2013). Meeting the needs of diverse learners in New Zealand. Preventing School Failure: Alternative Education for Children and Youth, 57(3), 157-161.
Green, A.L., & Stormont, M. (2018). Creating culturally-responsive and evidence-based lessons for diverse learners with disabilities. Intervention in School and Clinic, 53(3), 138-145.
Hedges, H. (2012). Teachers' funds of knowledge: A challenge to evidence-based practice. Teachers and Teaching, 18(1), 7-24.
Hynds, A., & McDonald, L. (2010). Motivating teachers to improve learning for culturally diverse students in New Zealand: Promoting Māori and Pacific Islands student achievement. Professional Development in Education, 36(3), 525-540.
As NZ teachers are required to “systematically and critically engage with professional readings” (Practicing Teacher Criteria), reading widely is a career-long endeavour and a practice that must be developed now! There are many recommended readings provided in the Reading list.
The university provides an excellent library with both hard copy and online sources of information. These are supported by a strong team of dedicated library staff. Students are expected to be familiar with using the library and to make full use of its resources to supplement readings and support assignments. As content is constantly being updated, it is good to check the information regularly.
Students are strongly encouraged to make use of the Virtual Education Reference Desk (VeRD). To enrol in the VeRD, go to the Moodle site (elearn.waikato.ac.nz),click on the words library links (on the grey bar near the top of the page) and then on Virtual Reference Desk in the drop down list. Look for the words add this to my Moodle listing and click on this. We suggest that you take time to explore what library support is available to you through this.
This paper has a credit value of 15 points. It consists of 12 hours of lectures and 24 hours of tutorial time. Students are expected to attend all lectures and participate in all tutorials. In order to understand the critical role teachers play in enabling the educational achievement of all learners, you must demonstrate the ability to analyse, synthesise, and critique professional readings; relate theory to practice; and engage in activities that build and develop professional knowledge, understandings and relationships. During the course of the paper, you will be given readings and tasks that promote these skills and competencies.
In general, each tutorial will require approximately two hours preparation time. Time spent on assignments is in addition to this, and varies from person to person, but you should expect to spend a minimum of about 12 hours on each assignment.
Linkages to Other Papers*
This paper is linked with other papers in the qualification including TEEDU400, TEEDU401 and TEACH421 where students engage with Te Tiriti o Waitangi, curriculum and assessment in relation to other learning areas, and a range of pedagogical practices.
Prerequisite papers: TEEDU400