TEEDU300-21I (NET)

Concepts of Learning and Teaching 3

15 Points

Edit Header Content
Division of Education
Te Kura Toi Tangata School of Education

Staff

Edit Staff Content

Convenor(s)

Lecturer(s)

Administrator(s)

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

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

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

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Edit Staff Content

Paper Description

Edit Paper Description Content
This paper critically examines educational issues, and current and innovative approaches to learning, teaching and assessment. It focuses on teaching as inquiry and emphasises evidence-based decision-making about teaching and learning.
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content
This paper is a compulsory paper in the Bachelor of Teaching degree. Teaching and learning will be conducted online through synchronous and asynchronous platforms such as Moodle, Zoom and Panopto.
Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the paper should be able to:

  • 1. Critically examine the purpose of education and educational practices (e.g. curriculum decision-making, assessment) in the New Zealand context
    Linked to the following assessments:
  • 2. Demonstrate knowledge of Teaching as Inquiry and what this means for the development of their professional practice.
    Linked to the following assessments:
  • 3. Critically examine the importance of developing effective communication and relationships with colleagues, and strengthening authentic partnerships with whanau and the local community to support children's learning
    Linked to the following assessments:
  • 4. Review and critically examine educational issues and their implications for teachers' work.
    Linked to the following assessments:
  • 5. Critically examine the ways assessment informs teacher decision-making.
    Linked to the following assessments:
  • 6. Demonstrate data literacy/fluency and critically examine the purpose and practices of assessment for diverse learners in a range of educational contexts
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

Assignment One is a milestone assignment signalling a point in time to look back at the development of your pedagogical practice to date and to focus your inquiry.

Assignment Two is aimed at demonstrating your knowledge acquisition, application and transfer into practice regarding the nature and use of evidence.

Assignment Three begins from the point of assignment one and continues with your knowledge and experience of teaching and inquiry (including from practicums) to culminate in a presentation of a synthesis of this learning, within the scenario of an interview for a teaching position.

Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

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. Written submission: Focusing Inquiry
7 May 2021
11:00 PM
30
  • Online: Submit through Moodle
2. Quiz: Nature and use of evidence
17 May 2021
9:00 PM
35
  • Online: Submit through Moodle
3. Presentation
4 Jun 2021
11:00 PM
35
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

Primary

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

or

Hill, M., & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th ed.).

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

Hubbard, R., & Miller Power, B. (2003). The art of classroom inquiry: A handbook for teacher-researchers (Rev.ed.). Portsmouth, NH, USA: Heinemann

ECE

Clark, C., & Grey, A. (Eds.) (2010). Perspectives on early childhood education. Ata kitea Te Pae Scanning the horizon. Auckland, NZ: Pearson.

O'Connor, A., & Diggins, C. (2002). On reflection : Reflective practice for early childhood educators. Lower Hutt, N.Z.: Open Mind Publishing.

Edit Recommended Readings Content

Other Resources

Edit Other Resources Content

The books can be purchased through the Bookstore on campus or through online websites such as The Book Depository http://www.bookdepository.co.uk/)

You are also expected to source relevant reading material independently through the Library catalogue and databases in accordance with your specific interests and assignment work in this paper.

Edit Other Resources Content

Online Support

Edit Online Support Content
Support is available from the Class Librarian, VERD in Moodle, other resources available from the top level of Moodle and from Student Learning http://www.waikato.ac.nz/students/student­learning/.
Edit Online Support Content

Workload

Edit Workload Content

This course has a credit value of 15 points. It is expected that students will complete a minimum of 150 hours of study to successfully obtain a passing grade for this course. These hours are made up of online teaching hours and independent learning tasks. The remainder of the time is intended to be used as personal study and preparation time to complete assessment tasks and readings.

Edit Workload Content

Linkages to Other Papers

Edit Linkages Content
Primary: This paper has links to TEPRO310
Edit Linkages Content

Prerequisite(s)

Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme including TEEDU100, and TEPRO100 OR TEPRO110, and TEPRO200 OR TEPRO210, and 30 points at 300 level.

Corequisite(s)

Equivalent(s)

Restriction(s)

Edit Linkages Content