Concepts of Learning and Teaching 2
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This paper is fully online. Lectures are available late Friday afternoon the week prior and supported with virtual kanohi-ki-te-kanohi (face-to-face online) 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.
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).
Students who successfully complete the course 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:
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.
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. Taumahi Tuatahi - Assignment One: Knowing your Learners||
25 Mar 2022
|2. Taumahi Tuarua - Assignment Two: Critique of Assessment||
6 May 2022
|3. He Tuhingaroa - Essay: Developing philosophy on inclusive education||
3 Jun 2022
Required and Recommended Readings*
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
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
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.
Linkages to Other Papers*
Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme including TEEDU100 and one of TEPRO100, TEPRO110 or TEPRO120. .