TEACH522-21A (NET)

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

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Paper Description

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In this paper, you examine pedagogies associated with learning and teaching in your specialist curriculum subject(s). There is also a focus on ways to integrate multiple literacies (including digital technologies) into 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 a critical knowledge of historical, political, and current social and cultural influences on teaching and learning.
    Linked to the following assessments:
  • Critically 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 a critical awareness of major influences and contemporary research related to teaching and learning in secondary curriculum subject(s).
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  • Demonstrate knowledge of and engagement with senior secondary school assessments and pedagogical approaches based on manaakitanga (caring for students and acknowledging their man), mana motuhake (having high expectations), ngā whakapiringatanga (managing
    the classroom to promote learning), wānanga and ako (using a range of dynamic, interactive teaching styles).
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  • Develop a critical understanding of the key documents that inform and influence teachng.
    Linked to the following assessments:
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Assessment

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Assignment 1: Webpage report

Assignment 2: Group digital presentation

Assignment 3: Narrated video

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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 (30%)
23 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 (25%)
19 Apr 2021
11:30 PM
25
  • Online: Submit through Moodle
4. Discussion set 2: links to assignment 2
5
  • Online: Moodle Forum Discussion
5. Assignment 3: Narrated video (30%)
5 Jun 2021
11:30 PM
30
  • Online: Submit through Moodle
6. Discussion set 3: links to assignment 3
5
  • 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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There are no required readings 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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You have access to a Private Space in Moodle to discuss personal matters. At other times, email or leaving phone messages is acceptable outside the paper for urgent assistance.

A 'Can anyone help?' Q&A area is provided for paper-related questions.

Studiosity is available in Moodle for writing support, while Learning Support can offer one-to-one help. The Maori Support network also offers help to you

For enquiries regarding ICT issues, please seek support from help@waikato.ac.nz



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Workload

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This is a 15-point paper. This equates to approximately 150 hours over 12 weeks' learning and assignment work. The 150 hours includes lectures, tutorials, online discussion tasks and reading.
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Linkages to Other Papers

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This paper builds on TEACH520, TEACH521 and makes connections with TEPRO521.
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Prerequisite(s)

Prerequisite papers: TEEDU500 and (TEACH520 or TEACH521)

Corequisite(s)

Equivalent(s)

Restriction(s)

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