Concepts of Learning and Teaching 2
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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.
Students who successfully complete the paper should be able to:
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:
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.
- 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.
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.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Assignment 1: Group Presentation - Resource for diverse learners||
30 Jul 2021
|2. Assignment 2: Critique of Assessment||
17 Sep 2021
|3. Assignment 3: Developing Teaching Philosophy||
15 Oct 2021
|4. Assignment 4: Online participation, engagement, and contribution||
15 Oct 2021
Required and Recommended Readings*
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
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.
Linkages to Other Papers*
Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme including TEEDU100 and TEPRO110 .