TEEDU200-20A (HAM)

Concepts of Learning and Teaching 2

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

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Paper Description

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This paper builds on the learning and teaching principles and practices examined in TEEDU100 Learning and Teaching 1. Students will examine indepth current and innovative teaching practices, teaching and assessment approaches and examine the role of inclusive and relational practices. The paper will include a focus on assessment and making sense of data.
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Paper Structure

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This paper will be taught on campus. The first half of the paper focuses on the broad topic of assessment, investigating the purpose, place and types of assessment and the role of assessment in teaching and learning. The second half of the paper explores innovative teaching principles, looking at a range of contexts and guiding documents. Lastly the third and final over-arching topic is about developing a Teaching Philosophy that draws together the 'big ideas' students have formed about the concepts of teaching and learning.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning Outcomes

    Students who successfully complete the paper TEEDU200 should be able to:

    1: Demonstrate an understanding of the influence of the curriculum and policy documents on their developing philosophy of teaching and practices in meeting the needs of diverse learners;

    2: Recognise the social, cultural and emotional impacts of disabling conditions on children, family/whanau and community, by demonstrating culturally-responsive practices and pedagogy appriopriate to priority learners;

    3: Demonstrate an understanding of effective relational practices and cultural competencies that inform their developing pedagogy;

    4: Critically examine at least two current and innovative learning and teaching approaches in relation to your CUSP class/school or ECE context;

    5: Prepare, plan and evaluate appropriate learning experiences for a specific group of learners, including appropriate practices for priority learners;

    6: Provide evidence of their understanding of and application of a variety of evidence gathering, data literacy, moderation and making OTJs for classroom and school-wide or centre-wide purpose;

    7: Demonstrate the capacity to use a range of digital tools for appropriate educational purposes in meeting the needs of diverse learners.

    Linked to the following assessments:
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All pieces of assessment are compulsory.
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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: Critique of:Assessment Methods (1250 words)
5 Apr 2020
11:30 PM
  • Online: Submit through Moodle
2. Assignment 2: Group Seminar: Innovative teaching practices
17 May 2020
11:30 PM
  • In Class: In Tutorial
  • Online: Submit through Moodle
3. Assignment 3: Essay (30%): Developing teaching philosophy (1200 words)
10 Jun 2020
11:30 PM
  • Online: Submit through Moodle
4. Assignment 4: Tutorial Participation
5 Jun 2020
11:30 PM
  • Other: Tutorial attendance monitored by staff
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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You are expected to complete the weekly readings outlined on the reading list. The required readings for this paper are available online through Waikato Reading Lists. The links will take you directly to the reading, which you can then download or read online.

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Recommended Readings

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Carr, M. & Lee, W. (2019). Learning Stories in Practice. Sage (recommended for ECE)

Clarke, S (2014). Outstanding formative assessment: Culture and practice. Hodder.

Clarke, S., Timperley, H., & Hattie, J. (2001). Unlocking formative assessment (NZ edition). Hodder and Stoughton (Selected chapter in reading list)

Duchesne, S., & McMaugh, A. (Eds.) (2016). Educational psychology for learning and teaching (5th ed.). Cengage

Gray, A., & Clark, B. (2013). Nga Hurihanga Ako Kohungahunga = Transformative teaching practices in early childhood education. Pearson

Hill, M. & Thrupp, M., (Eds) (2019). The professional practice of teaching in New Zealand (6th ed.). Cengage

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Online Support

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This paper is supported online via Moodle.
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This is a 15-point paper which is taught in Semester A. The total hours for the paper will not exceed 150 hours for tutorials, study and assessment purposes.
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Linkages to Other Papers

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Links from TEEDU100 and then into TEEDU300
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Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme including TEEDU100.




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