TEEDU200-20X (NET)

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

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Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz
: melanie.chivers@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 and TEACH101 Being a Teacher in Aotearoa New Zealand. Students will examine in-depth, formative and summative assessment approaches, current and innovative learning teaching practices, and examine the role of inclusive and relational practices. Lastly, the paper culminates in the development of a Teaching Philosophy. .
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Paper Structure

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This paper will be taught completely online.

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 overarching topic supports development of 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 paper 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 culturallyresponsive 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;

    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 schoolwide 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

The place of discussion in our class

In effect, online discussion is parallel to lectures and tutorial sessions on campus. Full details regarding the discussions will be made available on Moodle.

What you are expected to do in online discussions:

  • Contribute to every discussion, at least three times.
  • Keep each contribution to around 150 words maximum
  • Use discussion to clarify understandings, and to engage critically and deeply with the theme, theory, readings, and issues
  • Relate discussion to current (or future) teaching practice

What you should avoid doing:

  • Please do not avoid the discussions, or post once and then disappear. These practices breach the intent of discussion, indicate a lack of regard for our class community, and fall short of minimum attendance and participation requirements for this paper
  • Similarly, do not double post (2 consecutive posts, or posts very close together). This limits the opportunity for reflection and response from others
  • Do not post lengthy contributions
  • Do not post without firstly reading what others have written, or proofreading your own writing before posting

What to expect from your lecturers in our online discussions:

Lecturers aim to join in each discussion, meeting similar expectations to the students. In short, we aim to:

  • Be there.
  • Be brief.
  • Respond.
  • Share our own stories.
  • Promote deep and critical thinking (at times, we will play 'Devil's Advocate' in order to probe differing viewpoints).
  • Keep the fires burning.

Feedback on discussion will be given within the discussion, formatively, so look out for lecturer comments on how the discussion is progressing.

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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: Essay (25%): Critique of assessment methods (1250 words)
14 Aug 2020
11:30 PM
  • Online: Submit through Moodle
2. Assignment 2: Innovative Teaching (40%). Part 1 (20%); Part 2 (20%)
23 Sep 2020
11:30 PM
  • Online: Submit through Moodle
3. Assignment 3: Developing Teaching Philosophy (25%) (1200 words)
21 Oct 2020
11:30 PM
  • Online: Submit through Moodle
4. Assignment 4: Online participation and engagement (10%)
15 Oct 2020
5:00 PM
  • 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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Weekly Readings: To be advised via Moodle and course reading list

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Recommended Readings

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The following recommended books may be accessed through the University of Waikato library.

Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing students' learning in the primary and intermediate classroom. London, UK: Hodder and Stoughton.

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

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

Gray, A., & Clark, B. (2013). Nga hurihanga ako kohungahunga: Transformative teaching practices in early childhood education. Auckland, New Zealand: Pearson.

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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 online in Semester B. 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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