TEEDU300-22B (HAM)

Concepts of Learning and Teaching 3

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Frances Edwards

Frances Edwards
6170
TL.3.13
See Moodle
frances.edwards@waikato.ac.nz

Lecturer(s)

Frances Edwards

Frances Edwards
6170
TL.3.13
See Moodle
frances.edwards@waikato.ac.nz

Kerry Earl Rinehart

Kerry Earl Rinehart
4506
TL.3.12
See Moodle
kerry.earlrinehart@waikato.ac.nz

Administrator(s)

: sheralyn.cook@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
: yilan.chen@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.
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Paper Description

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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.

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Paper Structure

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This paper is a compulsory paper in the Bachelor of Teaching degree. TEEDU300 will be taught during the B Trimester period through to the end of the exam period around Professional Experience Three. Teaching and learning will be conducted online through Moodle, the use of Zoom and Panopto as well as face to face sessions.

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 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:

  • 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 whānau 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:
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Assessment

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Assignment one involves working with a group to 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. You will prepare and present materials to help others learn about an aspect of communication and school-community relationships. [LO 1,3,4]

Assignment two requires you to answer short-answer questions about self-review/teaching as inquiry. [LO 2]

Assignment three is focused on assessment and is therefore different for ECE and Primary/Secondary cohorts. For ECE, assignment three requires you to reflect on and discuss a learning story you wrote on professional experience, including engaging in peer feedback and responding to peer and lecturer feedback to extend your thinking. For Primary/secondary, assignment three is a test focusing on the nature and use of assessment evidence. [LO 5, 6]

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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 - Communication and community partnerships
14 Oct 2022
11:00 PM
30
  • Online: Submit through Moodle
2. Assignment 2 - Self review/teaching as inquiry
28 Oct 2022
11:00 PM
35
  • Online: Submit through Moodle
3. Assessment 3 - Quiz (Assessment)
10 Nov 2022
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
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Required and Recommended Readings

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Recommended Readings

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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.

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Other Resources

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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.

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Online Support

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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/.
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Workload

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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 face-to-face 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.

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Linkages to Other Papers

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Primary: This paper has links to TEPRO310
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Prerequisite(s)

Prerequisite papers: TEEDU200 and TEPRO200 or TEPRO210.

Corequisite(s)

Equivalent(s)

Restriction(s)

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