TECP332-17YA2 (C) Year A Second Half 2017

English Literacy and Mathematics Education 2

15 points

Details:
Start Date: Monday, 17 July 2017
End Date: Sunday, 26 November 2017
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 28 July 2017
  • Without academic penalty (including no fee refund): Friday, 20 October 2017

Description

This course continues to focus on the development of literacy and numeracy skills with an emphasis on more specific assessment (including nationally developed monitoring tools), evaluation and planning. Topics such as meeting the needs of diverse learners, engaging students with texts, critical literacies, effective mathematical pedagogies and the New Zealand Number Framework will be explored in greater depth. Following professional experiences in schools, students will be encouraged to reflect on their own classroom practice and that of others. The course will complement learning in other courses in the Graduate Diploma of Teaching and Learning (Primary), including Professional Practice.

Learning Outcomes

Students who successfully complete this course will be able to:

1. accurately assess and evaluate individual/ group and whole-class literacy and numeracy needs and plan appropriate learning interactions to meet them
2. analyse approaches to engage learners with text including critical literacy approaches and assess  their relevance to the establishment of effective literacy programmes
3. develop a knowledge of the theoretical frameworks that underpin recent initiatives in mathematics education such as the New Zealand Numeracy Project
4.use research and practical episodes to develop a personal philosophy on the learning of literacy education and mathematics education
5. examine the role and power of oral, written and visual language and digital technologies to communicate
6. identify how social and cultural influences such as gender, ethnicity and socio-economic variables may impact on literacy and mathematical achievement

Prerequisites

Restrictions

TECP360, TECP370

Timetable Note

Students enrolled in TECP332- 17X(C) are required to attend compulsory face to face lectures and workshops.

Lecturer

Karen Nicholas

Assessment

Assessment Due Date Percentage 
Literacy and Children's Literature 22 Aug 2017 50%
Mathmatics Diagnostic Task 05 Sep 2017 50%

Textbooks / Resources

Required Texts

Anthony, Glenda. , Walshaw, Margaret., New Zealand; Effective pedagogy in mathematics/pāngarau : best evidence synthesis iteration (BES) ; Ministry of Education, 2007.

Averill, Robin. , Harvey, Roger; Teaching primary school mathematics and statistics : evidence-based practice ; NZCER Press, 2010 (2015 Price $50.39).

Davis, Alison Jean; Teaching reading comprehension ; Learning Media, 2007.

Emmitt, Marie. , Pollock, John., Komesaroff, Linda R; Language & learning : an introduction for teaching ; 4th ed; Oxford University Press, 2006.

Graves, Michael F. , Juel, Connie., Graves, Bonnie B; Teaching reading in the 21st century ; 4th ed; Pearson/Allyn and Bacon, 2007 (pp. 2-12).

Ministry of Education; The New Zealand Curriculum/Te Marautanga o Aotearoa ; Learning Media, 2007 (pp. 161-190).

Winch, Gordon; Literacy : reading, writing and children's literature ; 4th ed; Oxford University Press, 2010 (pp. 42-60).

Wing-Jan, Li; Write ways: Modelling writing forms ; 3rd ed; Victoria : Oxford University Press, 2009.

Recommended Reading

Averill, Robin. , New Zealand; Findings from the New Zealand Numeracy Development Projects 2007 ; Learning Media, 2008 ().

Clay, Marie M; Running records for classroom teachers ; Heinemann, 2000.

Healy, Annah , Honan, Eileen; Text next : new resources for literacy learning ; PETA, 2004.

Manzo, Ula Casale. et al; Content area literacy : a framework for reading-based instruction ; 5th ed; John Wiley & Sons, 2009.

New Zealand; Learning through talk : oral language in Years 1 to 3 ; Learning Media for the Ministry of Education, 2009.

New Zealand; Learning through talk : oral language in Years 4 to 8 ; Learning Media for the Ministry of Education, 2009.

Thompson, Lois , New Zealand; Guided reading : years 5 to 8 ; Learning Media, 2005.

Townsend, Anne Elizabeth. , Quill, Anne, Oostenbroek, Philip A; Text types : a writing guide for students ; New Zealand ed; Curriculum Concepts, 2007.

MATHEMATICS REQUIRED TEXTS
Anthony, Glenda. , Walshaw, Margaret., New Zealand; Effective pedagogy in mathematics/pāngarau : best evidence synthesis iteration (BES). Ministry of Education, 2007.
Ministry of Education (2009). Mathematics standards for years 1 – 8, Wellington, NZ: Learning Media.
Ministry of Education. (2007). The number framework. Book 1. Wellington, NZ: Learning Media.
Ministry of Education. (2007). The Diagnostic Interview. Book 2. Wellington, NZ: Learning Media.
Ministry of Education. (2007). Getting started. Book 3. Wellington, NZ: Learning Media.
Ministry of Education. (2007). Teaching number knowledge. Book 4. Wellington, NZ: Learning Media.
Ministry of Education. (2012). Teaching addition, subtraction and place value. Book 5.
Wellington, NZ: Learning Media
Ministry of Education. (2008). Teaching multiplication and Division. Book 6. Wellington,NZ: Learnng Media
Ministry of Education. (2008). Teaching fractions, decimals and percentages: revised edition, 2008: Draft.Book 7. Wellington,NZ: Learnng Media.
Ministry of Education. (2008). Teaching number sense and algebraic thinking.2008,.Book 8. Wellington,NZ: Learnng Media.
Ministry of Education. (2007). Teaching Number Through Measurement, Geometry, Algebra and Statistics. Book 9. Wellington, NZ: Learning Media.

NB: Copies of these will be sent to you at no charge.

Tātaiako - Cultural competencies for teachers of Māori learners. You are required to download a copy of this document from www.minedu.govt.mz/the Ministry/EducationInitiatives/Tātaioki.aspx

LITERACY REQUIRED TEXTS
Ehri, L. C., & McCormack, S. (2004). Phases of word learning: Implications for instruction with delayed and disabled readers. In R . B. Ruddell & N.J. Unrau (Eds.). Theoretical models and processes of reading (5th ed.) Newark, NJ: International Reading Association.

Johnston, P & Costello, P. (2005). Principles for literacy assessment. Reading Research Quarterly, 40,(2), 256 – 267.

Ministry of Education, (2010). The literacy language progressions. Wellington: Learning Media.

Ministry of Education, (2010). Reading and writing standards for Years 1-8. Wellington: Learning Media.

Ministry of Education. (2006). Effective Literacy Practice Years 5 to 8. Wellington: Learning Media.

Ministry of Education. (2003). Effective Literacy Practice Years 1 to 4.Wellington: Learning Media.

Pressley M., Roehrig, A., Bogner, K., Raphael, L. M., & Dolezal, S. (2002) Balanced Literacy Instruction In Focus on Exceptional Children 34, 5: Academic Research Library pp. 1-14.

Turbill, J. (2006). Targeting Text: A Guided Writing Project, Retrieved from http://wwwfp.education.tas.gov.au/english/targeting.htm

LITERACY RECOMMENDED READINGS
Cremin, T., Mottram, M., Collins, F., Powell, S. & Safford, K. (2009). Teachers as readers; building communities of practice. Literacy, 43(1), 11-19.

Duke, N.K. & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S.J. Samuels (Eds). What research has to say about reading instruction. Newark: International Reading Association.

Ehri, L. (2006). More about phonics.  In K. Dougherty- Stahl & McKenna M. C. (eds) Reading research at work. New York, NY: The Guildford Press.

Levy, R. (2009). You have to understand words but not read them: Young children becoming readers in a digital age. Journal of Research in Reading, 32(1), 75-91.

Additional Course Outline Information

Academic integrity

All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.

Assessment and grading system

Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines, relevant UC Policies and the UC Calendar General Course and Examination Regulations. It is your responsibility to familiarise yourself with this information. There are two assignments in this course. The scores for the two assignments will be aggregated for the final grade. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.

Students must pass both assignments to pass this course.

Grading Scale
Grade    GPA Value        Marks

A+              9            90 – 100
A                8            85 – 89.99
A-               7            80 – 84.99
B+              6            75 – 79.99
B                5            70 – 74.99
B-               4            65 – 69.99
C+              3            60 – 64.99
C                2            55 – 59.99
C-               1            50 – 54.99
D                0            40 – 49.99
E               -1             0 – 39.99

Attendance

Attendance at all lectures and workshops is compulsory.  The course will require all students to access the internet. Students must engage with course content modules and associated readings/ study guides/video clips/web links in the LEARN site as required.

Evaluation

Students will be given the opportunity to formally evaluate the course via the University course evaluation system. Students will also be encouraged to provide formative feedback throughout the course.

Grade moderation

Internal moderation procedures will ensure that lecturers mark work consistently within each of the assessment components. The moderation process will also monitor standards across the two assignments.

Late submission of work

Work is late if it is handed in after the due date, without an extension having been granted. Work submitted after the due date will not be marked.

Requests for extensions

Extensions are reserved for exceptional circumstances only and are not granted automatically. In exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. Extensions will not be granted because of pressure of university study, e.g. several pieces of assessment being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines. A request for an extension should be emailed to the Course Coordinator (karen.nicholas@canterbury.ac.nz) at least two days prior to the due date for the assignment. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (eg a letter from a counsellor). Students who cannot meet these regulations because of extended illness or unusually exceptional circumstances must apply to the Head of School (or their nominee). Students will be notified of the outcome of their extension application via email. Extensions will not normally be given for longer than one week from the due date unless exceptional circumstances prevail. No extensions will be granted after the due date of the assignment.

Only one extension is permitted for this course.

Resubmissions

The option to resubmit assignments maybe available if a student scores 40% or more in the first attempt. Only one resubmit is available for this course and resubmits are not available when an extension has already been granted.

Aegrotat considerations

Students should refer to Regulation H of the General Course and Examination Regulations.
Assignments in this course will not be eligible for aegrotat assessments because each of the two assignments relate to different components of the course.

Special consideration of assessment items

Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control, where:
(a)  they have suffered an acute illness, injury, or other reasonably unforeseeable circumstances:
i.    which has prevented them from completing any major item(s) of work for assessment in a course; or
ii.   which has impaired their performance (including by interruption of pre-assessment revision) to the extent that the result(s) are likely to underestimate their true and evidenced level of mastery of the material in the course;
or
(b)  
i.    they have been selected to perform, compete, adjudicate, or officiate as a national sporting representative at national or international competitions; or
ii.   they are members of a national cultural group on tour nationally or internationally.
Please note that applications must be supported by evidence.  Further details are available at the above link.

Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment.

Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office may not be required.

Special consideration is not available for items worth less than 10% of the course and may not be available for some other items of assessment as specified in Course Outlines.  (Refer to specific Course Outlines for this information.)

Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester.

NB: This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.

Where to submit and collect work

Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date and either deliver or post a hard copy (information available on the TECP332 Learn site). The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available, students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site (Assignment 1)

It is the responsibility of the students to check their Internet access and ability to submit their work via the online system.  Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.

On Campus students’ assignments are to be submitted with a Cover Sheet to the Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm, or time directed by the course lecturer, on or before the due date. Please use the drop boxes placed at the back entrance to Ōrakipaoa (Assignment 2)

Pick up Arrangements: It is your responsibility to pick each assignment up from the Academic Services Team. Lecturers will not follow up on resubmits and fails. This is your responsibility.
Hours of operation of the Assignments Room for pick-ups are 11am-2pm weekdays.

Indicative Fees

Domestic fee $732.00

International fee $2,975.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Teacher Education .

All TECP332 Occurrences

  • TECP332-17YA2 (C) Year A Second Half 2017
  • TECP332-17YA2 (D) Year A Second Half 2017 (Distance)