TEACH422-21A (HAM)

Te Kaiako hei anga Whakamua: The Future-focused Teacher (Secondary)

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:
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Paper Description

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In this paper students examine pedagogies associated with learning and teaching in their specialist curriculum subject(s). There is also a focus on ways to integrate multiple literacies (including digital technologies) into students' classroom practice.
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Paper Structure

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The paper is guided by three themes :

1. Setting the future-focused scene (Me Mātua ki te whetū i mua i te kōkiri o te haere - Before you set forth on a journey, be sure you know the stars)

2. Digging deeper (E tipu ai te aka tangata, me uru Kahikatea - A grove of Kahikatea strand strong because of the intertwined root system)

3. Fledgling flying (Mā te huruhuru ka rere te manu -Adorn a bird with feathers so it can fly)

Each of the themes run for four weeks and will consider the concept 'future-focused' in different ways for different purposes. This paper outline provides you with an overview of the paper.The Moodle metapaper contains ALL details (combining the 400 and 500 versions, plus all 3 cohorts (TGA, NET, HAM)). Please refer to the Moodle metapaper for more specific information about the paper


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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Demonstrate knowledge of historical, political, and current social and cultural influences on teaching and learning.
    Linked to the following assessments:
  • Reflect on the purposeful integration of digital technologies, from the perspective of themselves as learners and teachers, through acknowledging their beliefs, values, attitudes, skills and knowledge.
    Linked to the following assessments:
  • Demonstrate awareness of major influences and contemporary research related to teaching and learning in secondary curriculum subject(s).
    Linked to the following assessments:
  • Demonstrate knowledge of and engagement with senior secondary school assessments and pedagogical approaches based on manaakitanga (caring for students and acknowledging their mana), mana motuhake (having high expectations), ngā whakapiringatanga
    (managing the classroom to promote learning), wānanga and ako (using a range of dynamic, interactive teaching styles).
    Linked to the following assessments:
  • Develop understanding of the key documents that inform and influence teaching.
    Linked to the following assessments:
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Assessment

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Assignment 1: Webpage report (30%) + Online Discussions 5%

Assignment 2: Group digital presentation (25%) + Online Discussions 5%

Assignment 3: Narrated video (30%) + Online Discussions 5%

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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. Assignment 1: Webpage report
25 Mar 2021
11:30 PM
30
  • Online: Submit through Moodle
2. Discussion set 1: links to Assignment 1
5
  • Online: Moodle Forum Discussion
3. Assignment 2: group digital presentation
19 Apr 2021
11:30 PM
25
  • Online: Submit through Moodle
4. Discussion set 2: links to assignment 2
5
5. Assignment 3: Narrated video
5 Jun 2021
11:30 PM
30
  • Online: Submit through Moodle
6. Discussion set 3: links to assignment 3
5
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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There is no required text for this paper.
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Recommended Readings

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Absolum, M., Flockton, L., Hattie, J., Hipkins, R., & Reid, I. (2009). Directions for assessment in New Zealand (DANZ): Developing students’ assessment capabilities. Wellington, New Zealand: Ministry of Education. Accessed at: http://assessment.tki.org.nz/Assessment-in-the-classroom/Directions-for-assessment-in-New-Zealand-DANZ- report

Carpenter, V. M. & Thrupp, M. A. (2011). A turn for the worse? Some recent developments in the school sector. In M.C. Dale, M. O’Brien, & S. St John (Eds.), Left further behind: How policies fail the poorest children in New Zealand (pp. 175-181). Auckland, New Zealand: Child Poverty Action Group.

Cope, B., & Kalantziz, M. (2000). A pedagogy of multiliteracies designing social futures. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures. London, England: Routledge.

Fox-Turnbull, W. (2018). Implementing digital technology in the New Zealand Curriculum. Australasian Journal of Technology Education, 5, 1-18. doi:10.15663/ajte.v5i0.65

Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503-520.

Hipkins, R., Johnston, M., & Sheehan, M. (2016). NCEA in Context. Wellington, New Zealand: NZCER Press.

McGee, C., & Cowie, B. (2008/2009). The context of contemporary curriculum change. Waikato Journal of Education, 14, 91-104.

Reinsfield, E. (2019a). A future-focused conception of the New Zealand curriculum: Culturally responsive approaches to technology education. International Journal for Technology and Design Education. doi: 10.1007/s10798-019-09510-y

Reinsfield, E. (2019). A future-focused approach to the technology education curriculum: The disparity between intent and practice. International Journal for Technology and Design Education. doi: 10.1007/s10798-019-09497-6

Reinsfield, E. (2018). Integrating Digital Technologies into the New Zealand curriculum: Future-focused and technological ways of thinking. Australasian Journal of Technology Education. http://dx.doi.org/10.15663/ajte.v5i0.64

Wright, N. I. (2015). Vignettes of pedagogical practices with iPads: Reinforcing pedagogy, not transforming it. International Journal of Online Pedagogy and Course Design, 5(3), 62-73

Wright, N., & Forbes, D. (2016). Twitter in education. E-Learning and Digital Media, 13(1-2), 3-4. doi:10.1177/2042753016666424

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Online Support

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Student support and Studiosity are available for all learners. Virtual librarian is also available
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Workload

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This is a 15 point paper. You have a total of 150 hours assigned to this paper. It is a combination of lectures, tutorials (subject/Learning Area workshops) and your own study. This latter aspect comprises reading, undertaking online tasks that link to online discussions, and participating in Learning Area workshop tasks with your subject lecturers.

You will need to organise your time and ensure you prepare well for assignments and discussions, both of which are assessed. Coursework, assignments and discussions provide you with a paper trail of development that should contribute to your Cumulative Integrative Assessment (CIA)

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Linkages to Other Papers

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This paper builds on TEACH420 and will link toTEACH421. it makes connections with TEPRO421.
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Prerequisite(s)

Prerequisite papers: TEEDU400, and TEACH420 or TEACH421

Corequisite(s)

Equivalent(s)

Restriction(s)

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