TEEDU200-21X (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
: yilan.chen@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 Concepts of Learning and Teaching 1. Students examine inclusive and culturally responsive and relational practices. It includes a focus on assessment and students develop their emerging teaching philosophy.
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Paper Structure

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This paper will be taught completely online.

The first theme of the paper focuses on the broad topic of culturally responsive and relational practices, inclusion and diversity. The second theme focuses on assessment, investigating the purpose, place and types of assessment and the role of assessment in teaching and learning. 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 paper should be able to:

  • Learning Outcomes

    1: Examine the social, cultural and emotional factors influencing diverse learners, their familiy/whānau and community, through inclusive and culturally-responsive pedagogy;

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

    3: Design and prepare an appropriate resource that describes appropriate learning experiences for diverse learners;

    4: Critically examine their understanding of a variety of evidence gathering and assessment;

    5: Examine how teachers and centres/schools use assessment data to inform planning and decision-making for improving learner outcomes;

    6: 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.

    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: Group Presentation - Resource for diverse learners
30 Jul 2021
12:00 PM
  • Online: Moodle Forum Discussion
  • Online: Submit through Moodle
2. Assignment 2: Critique of Assessment
17 Sep 2021
11:30 PM
  • Online: Submit through Moodle
3. Assignment 3: Developing Teaching Philosophy
15 Oct 2021
11:30 PM
  • Online: Submit through Moodle
4. Assignment 4: Online participation, engagement, and contribution
15 Oct 2021
5:00 PM
  • Other: self and peer assessed; monitored by teaching team
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.

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.

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

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)

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

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.

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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 and TEPRO110 .




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