TEEDU200-22A (HAM)

Concepts of Learning and Teaching 2

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Sheralyn Cook

Sheralyn Cook
8289
TL.2.03
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sheralyn.cook@waikato.ac.nz

Lecturer(s)

David Fa'avae

David Fa'avae
7848
TT.2.13
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dave.faavae@waikato.ac.nz

Hazel Woodhouse

Hazel Woodhouse
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TL.2.04
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hazel.woodhouse@waikato.ac.nz

Jeanette Clarkin-Phillips

Jeanette Clarkin-Phillips
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TT.2.12B
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jeanette.clarkin-phillips@waikato.ac.nz

Maggie Lyall

Maggie Lyall
5644
TL.2.10
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maggie.lyall@waikato.ac.nz

Sheralyn Cook

Sheralyn Cook
8289
TL.2.03
See Moodle
sheralyn.cook@waikato.ac.nz

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

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Student Representative(s)

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Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

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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 their beliefs and understandings about inclusive education including inclusion, disability, diversity, equity, culturally responsive and relational practices. The theme of inclusive education is woven throughout the paper. The paper includes a focus on assessment and students develop their emerging teaching philosophy in relation to inclusive education. This paper is specifically designed for Bachelor of Teaching students and is not suitable for students from other disciplines.
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Paper Structure

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This paper will be taught on campus and supported online. Lectures are online with weekly on campus kanohi-ki-te-kanohi (face-to-face) tutorials.

The first theme of the paper focuses on the broad topic of inclusive education, including inclusion, diveristy, equity, UDL, culturally responsive and relational practices. The second theme is on concepts of assessment, and students investigate and critique assessment practices commonly used in their education sector. They also consider the purpose, place and types of assessment and the role of assessment in teaching and learning. The final focus is on students developing their teaching philosophy, which draws together the 'big ideas' they have formed about the concepts of teaching and learning with a focus on inclusive education.

Professional requirements

On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:

  • of good character

  • are fit to be a teacher

  • have met the Standards for the teaching profession.

A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.

These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Code of Professional Responsibility and Standards).


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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Ngā putanga ako - 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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Assessment

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The assessments in TEEDU200 are designed to enable students to draw upon information from previous assignments. For example, aspects of assignment 1 will be used to inform assignment 2; assignment 3 draws upon assigment 1 and 2.

The assignments for this paper have a strong connection to Our Code, Our Standards, Tapasā - Ngā Turu (The competencies for teachers of Pacific students), and Tātaiako: cultural competencies for teachers of Māori learners, as well as relevant curriculum documents and national policies.

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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. Taumahi Tuatahi - Assignment One: Knowing your Learners
25 Mar 2022
11:30 PM
30
  • Online: Submit through Moodle
2. Taumahi Tuarua - Assignment Two: Critique of Assessment
6 May 2022
11:30 PM
40
  • Online: Submit through Moodle
3. He Tuhingaroa - Essay: Developing philosophy on inclusive education
3 Jun 2022
11:30 PM
30
  • Online: Submit through Moodle
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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The required readings for the paper are available on Talis at (Reading Lists ). This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

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

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Recommended Readings

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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.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle are whole class notices.


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Workload

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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 into TEEDU300
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Prerequisite(s)

Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme including TEEDU100 and one of TEPRO100, TEPRO110 or TEPRO120. .

Corequisite(s)

Equivalent(s)

Restriction(s)

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