TEPI371-17YB2 (C) Year B Second Half 2017

Professional and Educational Studies 2

15 points, 0.1250 EFTS
10 Jul 2017 - 19 Nov 2017

Description

This course is an advance of Professional and Educational Studies 1 that is completed by all students. The emphasis is on becoming a professional teahcer who can take account of problems that are often social, political and ethical in nature. It includes skill development in teaching: planning, classroom management, questioning skills, learning theories and multiple approaches to teaching using multimedia strategies and tools.

Learning Outcomes

On successful completion of this course, participants will be able to:
1. Contribute to their own development  and the implementation of Te Reo Māori me ōna Tikanga as this relates to the New Zealand Curriculum/ Te Marautanga o Aotearoa (2007)
2. Identify and evaluate a range of strategies that result in a safe, inclusive and effective classroom-learning environment
3. Articulate their knowledge and beliefs about teaching and learning with reference to current pedagogical theories and practices (Western, Kaupapa Māori and indigenous) as the basis for developing a credible professional philosophy
4. Critically examine a range of learner-focused pedagogies including, where appropriate, inquiry-based learning methods and integrated curriculum approaches
5. Implement a range of culturally responsive pedagogies and professional practices to connect the classroom curriculum with the children’s and the communities’ lived experiences beyond school
6. Formulate appropriate teaching and learning experiences appropriate to children with diverse learning needs
7. Explain strategies and approaches which can be used to systematically facilitate, identify, record and monitor children’s learning in the context of secondary education in Aotearoa/New Zealand
8. Evaluate an increasingly diverse range of classroom management and learning strategies that are harmonious with children’s development and designed to meet diverse learning needs
9. Use digital technologies to support their professional development and induction into the teaching profession
10. Self-evaluate their professional development within the context of the New Zealand Graduating Teacher Standards

Pre-requisites

Timetable 2017

Students must attend one activity from each section.

Lecture A
Activity Day Time Location Weeks
01 Monday 09:00 - 12:00 Wheki 302 10 Jul - 16 Jul
Lecture C
Activity Day Time Location Weeks
01 Wednesday 09:00 - 12:00 Wheki 302 10 Jul - 16 Jul
Lecture E
Activity Day Time Location Weeks
01 Friday 09:00 - 12:00 Wheki 302 10 Jul - 16 Jul
Workshop A
Activity Day Time Location Weeks
01 Wednesday 09:00 - 11:00 Wheki 302 17 Jul - 13 Aug
02 Wednesday 09:00 - 11:00 Otakaro 146 L1 (2/8)
Wheki 105 (19/7-26/7, 9/8)
17 Jul - 13 Aug
Workshop B
Activity Day Time Location Weeks
01 Wednesday 09:00 - 11:00 Wheki 203 16 Oct - 19 Nov
02 Wednesday 09:00 - 11:00 Wheki 202 16 Oct - 19 Nov
03 Wednesday 09:00 - 11:00 Wheki 204 16 Oct - 19 Nov
Workshop C
Activity Day Time Location Weeks
01 Wednesday 13:00 - 15:00 Wheki 104 16 Oct - 19 Nov
02 Wednesday 13:00 - 15:00 Wheki 204 16 Oct - 19 Nov
03 Wednesday 13:00 - 15:00 Wheki 202 16 Oct - 19 Nov
Workshop D
Activity Day Time Location Weeks
01 Tuesday 09:00 - 11:00 Wheki 106 10 Jul - 16 Jul
02 Tuesday 09:00 - 11:00 Wheki 105 10 Jul - 16 Jul
03 Tuesday 09:00 - 11:00 Wheki 203 10 Jul - 16 Jul

Course Coordinators

David Winter and Kathleen Quinlivan

Textbooks

Ministry of Education (2007). The New Zealand Curriculum/ Te Marautanga o Aotearoa. Wellington: Ministry of Education.
Ministry of Education. (2012). What an inclusive school looks like. Wellington: Ministry of Education.
Ministry of Education. (2012a). Ka Hikitia. Accelerating Success. Māori Education Strategy 2013-2017. Wellington: Ministry of Education.
Ministry of Education (2013). Pasifika education Plan, 2013 – 2017. Wellington : Ministry of Education.
Ministry of Education and New Zealand Teachers Council (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education and New Zealand teachers Council.
Morton, M., McMenamin, T., Moore, G. & Molloy, C. (2012). Assessment that matters: The transformative potential of narrative assessment for students with special education needs. Assessment Matters 4: 110-128.
OECD (2013) Innovative Learning Environments (Paris: Educational Research and Innovation, OECD Publishing) DOI:10.1787/9789264203488-en
https://www.tki.org.nz/
https://www.pond.co.nz

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. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Teacher Education.

Assessment and grading system

Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines.

Grading Scale
Grade    GPA      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

The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner’s meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.

Attendance

A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.’
(University of Canterbury Calendar 2014, p.43)
Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).

Students with less than 80% attendance are at-risk of not meeting the criteria for seeking credit in the course. The course lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions.

Evaluation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.

Grade moderation

The courses will be internally moderated in accordance with the processes adopted by the College of Education. An examiners’ meeting will be held at the end of the course to determine the final grades and to ensure fairness and consistency.

Late submission of work

All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course lecturer is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment. If the assessment is late it is automatically excluded from a resubmission opportunity unless there are exceptional circumstances.

Other specific requirements

Tertiary literacy standard
Assignments that do not meet a tertiary literacy standard will be marked but that mark will be sanctioned. The student will be given one opportunity to correct the assignment so that it demonstrates tertiary technical writing skills. These skills include the correct use of spelling (including the appropriate use of macrons when spelling Māori words), sentence structure, punctuation, paragraphing and the appropriate use of APA referencing. The corrected work must be resubmitted within seven calendar days.
Once the work is at an appropriate tertiary literacy standard the sanction on the mark will be removed.

Requests for extensions

Extensions are reserved for exceptional circumstances only and are not granted automatically. The course lecturer responsible for the assessment must be contacted by email a minimum of two working  days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). The student’s course lecturer will then make a recommendation to the course coordinator who will make a final decision. If an extension is granted there will normally be no resubmit given for that assignment. An extension will normally be for no more than two weeks and the date of the extension must be provided to the student in writing.

Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. The procedure for extensions is fully outlined in the College of Education Assessment Guidelines.

Resubmissions

Resubmissions

The decision to grant a resubmission will be made by the course lecturer in consultation with the course coordinator and will be subject to the student concerned having demonstrated a satisfactory level of course attendance and participation.
Normally a resubmit will only be considered for assignments which meets most of the pass criteria and meets the tertiary literacy standards and which is within the ‘D’ range (40.00 – 49.99%).
Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 50%) for that assessment. Students may only be granted one resubmission per course.
The timeframe for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing.

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

Normally, assignments will be submitted and returned via the Learn site. It is the responsibility of the students to check their emails at least twice a week and ensure Internet access and ability to submit their work via the online system is functioning.  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.
It is a student’s responsibility to uplift marked work and feedback in a timely manner. It is strongly recommended that students retain a back-up copy of all submitted work.

Indicative Fees

Domestic fee $732.00

International fee $2,975.00

* Fees include New Zealand GST and do not include any programme level discount or additional course related expenses.

For further information see School of Teacher Education.

All TEPI371 Occurrences

  • TEPI371-17YB2 (C) Year B Second Half 2017