TEEDU100-19B (TGA)

Concepts of Learning and Teaching 1

15 Points

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Te Kura Toi Tangata Faculty of Education
Faculty of Education Dean's Office
Centre for Teacher Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@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.
    • 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 introduces students to the concepts and principles of teaching and learning, and prompts them to think clearly about how to enable others to learn in a variety of contexts. Reflecting on the theory-to-practice links, students will examine and critique learning and teaching approaches to engage diverse learners within a range of educational contexts. Students will consider the implications of learning in a digital age and present information in ways that are professional and appropriate for diverse learners.
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Paper Structure

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This paper is a compulsory paper in the Bachelor of Teaching degree. This includes 48 taught hours within an estimated total of 150 hours that include directed and independent study, assessment, and centre/school-based tasks. The paper’s delivery mode includes on-campus, online pedagogy, off-campus and school practice. Concepts of Learning and Teaching 1 in Tauranga: each week on Friday, there is a Principle Lecture (PL) from 9.00am –10.00am and a tutorial 10.00-12.00, both in TCBD 3.06.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Explain a range of learning theories and critically examine what these mean in practice.
    Linked to the following assessments:
  • Demonstrate an understanding of the unique context in which teachers work, and demonstrate an understanding of culturally responsive teaching.
    Linked to the following assessments:
  • Identify influences on their beliefs about disability and inclusion.
    Linked to the following assessments:
  • Research, design, plan, implement and evaluate a range of learning and teaching approaches to engage diverse learners in educational contexts.
    Linked to the following assessments:
  • Use a range of digital technologies to communicate and explain information, observing and demonstrating appropriate standards of digital literacy.
    Linked to the following assessments:
  • Demonstrate appropriate undergraduate standards of university scholarship, critical reflection, and analysis; and demonstrate knowledge, skills and abilities related to academic literacy including academic reading, writing, critique and use of evidence
    Linked to the following assessments:
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Assessment

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Assessment for this paper is based on participation, written work and assigned tasks. You must contact the Paper Coordinator (or a nominee), if you have any problems associated with these assessment requirements.
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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. PROFESSIONAL LEARNING GROUP
16 Aug 2019
11:30 PM
30
  • In Class: In Tutorial
  • Online: Submit through Moodle
2. MULTI-MEDIA REPORT: DISABILITY AWARENESS
13 Sep 2019
11:30 PM
30
  • Online: EPortfolio System
3. DESIGNING AN INNOVATIVE LEARNING ENVIRONMENT: GROUP TASK
7 Oct 2019
11:30 PM
40
  • Online: Submit through Moodle
  • Presentation: In Class
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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Primary

Fraser, D., & Hill, M. (2016). (Eds.). The professional practice of teaching in New Zealand (5th ed.). South Melbourne, Vic: Cengage

ECE

Clark, C., & Grey, A. (Eds.) (2010). Perspectives on early childhood education. Ata kitea Te Pae Scanning the horizon. Auckland, NZ: Pearson.

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Recommended Readings

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Refer to online reading list for an overview of the weekly readings.
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Online Support

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This course is supported by moodle.
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Workload

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This course has a credit value of 15 points. It is expected that students will complete a minimum of 150 hours of study to successfully obtain a passing grade for this course. These hours are made up of 48 face-to-face hours and independent learning tasks. The remainder of the time is intended to be used as personal study and preparation time to complete assessment tasks and readings.
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Linkages to Other Papers

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This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education, BTchg graduate profile. Students completing this paper:

  • Develop professional knowledge, professional practice and professional values and relationships as outlined in the Graduating Teacher Standards of Aotearoa New Zealand Standard 2.
  • Develop Tātaiako cultural competences of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako
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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: EDUCA110, TEPS110, TEPS122

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