EDMT604-16X (C) General non-calendar-based 2016

Inquiry and Evidence-based Practice for Inclusive Learning Contexts 1

30 points

Details:
Start Date: Monday, 15 February 2016
End Date: Sunday, 19 June 2016
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 26 February 2016
  • Without academic penalty (including no fee refund): Friday, 13 May 2016

Description

This course supports students with the development of an evidence-based approach to teacher inquiry through iterative cycles of self-reflection on and refinement of their own professional and pedagogical understandings and practices. Students continue their systematic engagement in critical reflection on their beliefs, attitudes, knowledge and practices through linking theory with embedded professional experiences, in order to deepen their awareness of the way the two interact to shape the teaching and learning processes.

Learning Outcomes

  • Learning Outcomes and National Qualifications Framework (NQF)
    1. Systematically build formal theories of pedagogical practice by critically challenging own current knowledge-base and personal practical theories.
    2. Compare and contrast contemporary models and theories of learning and development to identify research-informed implications for classrooms and wider school settings in support of diverse learners and inclusive contexts.
    3. Critically examine own beliefs, values, attitudes, learning preferences and actions in relation to teaching and learning, and evaluate effects on pedagogical decision-making.

    Learning outcomes associated with embedded professional practice experiences
    4. Implement appropriate professional practice in response to diverse student learning needs th rough analysis of practice-based materials and feedback.
    5. Critically evaluate, select and use effectively a range of pedagogies, materials, technologies and resources appropriate to teaching and learning in a specific contemporary school environment.
    6. Implement an evidence-based inquiry approach to guide and inform one’s professional development of culturally responsive and inclusive pedagogical practices.


    COURSE CONTENT

    Common threads
    Te reo Māori and Māori concepts will be introduced and explored, to support relationship building and culturally responsive pedagogy.

    Digital tools and materials will be introduced, used and critiqued as appropriate in the course.

    Challenges
    Challenge 1: Knowing one’s self as a learner and teacher
  • Teacher identity development
  • Professionalism and ethics of teaching
  • Critical examination of key Ministry of Education documents and frameworks
                - Ka Hikitia, Accelerating Success 2013-2017 (Ministry of Education, 2013)
                - Pasifika Education Plan 2013-2017 (Ministry of Education, 2013)
                - Success for All: Every School, Every Child (Ministry of Education, nd)
                - New Zealand Curriculum (Ministry of Education, 2007)
  • NZTC Graduating Teacher Standards
  • Connection to Assessment 1: Case Study 1: Analysis of Ethical or Legal Issue

    Challenge 2: Teaching as a Community of Practice & Inquiry
  • Models of reflective practice and inquiry
  • Teaching in communities of learning and inquiry
  • Inclusive Schools Framework - What Inclusive Schools Look Like (Ministry of Education, 2012)
                - Introduction to structured e-portfolio development and documenting evidence from inquiry cycle

    Challenge 3: Knowing Learners
  • Theories of learning and development, including first and second language acquisition
  • Universal Design for Learning Principles
  • Connection to Assessment 1: Case Study 2: Classroom Analysis examining identity, language and culture connected to UDL principles

    Challenge 4: Creating and sustaining diverse and inclusive learning environments
  • Critical issues in digital literacy and practices
  • Contemporary pedagogies and practices, including e-learning
                - Best-evidence synthesis: Quality Teaching
                - Educultural Wheel (A. Macfarlane, 2004)
                - Te Pikinga ki Runga (S. Macfarlane, 2008)
                - Tātaiako: Cultural competencies for teachers of Māori learners (Ministry of Education, 2011)
  • Complete second inquiry cycle through embedded practice experience
  • Connection to Assessment 1: Case Study 3: Shared Analysis of a Classroom Critical Incident
  • Connection to Assessment 2: Evaluation of Pedagogies and Materials
  • Structured Teacher e-Portfolio

Prerequisites

Co-requisites

Timetable Note

Students must attend one activity from each activity block.

Course Coordinator

Letitia Fickel

Assessment

Assessment Due Date Percentage  Description
Case Study Reflective Inquiry 15 Apr 2016 40%
Professional Practice Experience 10 Jun 2016 Pass/Fail
Evaluation of Structured Teacher Portfolio 17 Jun 2016 60%

Textbooks / Resources

Required Texts

Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.

Fraser, Deborah. , McGee, Clive; The professional practice of teaching ; 4th ed; Cengage Learning, 2012.

Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.

New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.

New Zealand. , New Zealand Teachers Council; Tataiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.

Recommended Reading

Alton-Lee, Adrienne. , New Zealand; Quality teaching for diverse students in schooling : best evidence synthesis ; Ministry of Education, 2003.

Bransford, John. , National Research Council (U.S.)., National Research Council (U.S.); How people learn : brain, mind, experience, and school ; Expanded ed; National Academy Press, 2000.

Dana, Nancy Fichtman , Yendol-Silva, Diane; The reflective educator's guide to classroom research : learning to teach and teaching to learn through practitioner inquiry ; 2nd ed; Corwin Press, 2009.

Loughran, John; What expert teachers do : enhancing professional knowledge for classroom practice ; Allen & Unwin, 2010.

New Zealand Teachers Council; Code of ethics for registered teachers ; New Zealand Teachers Council, 2007.

New Zealand; Ka hikitia : kokiri kia angitu, 2013-2017 ;

New Zealand; Pasifika education plan : monitoring report ; Ministry of Education.

Penetito, Wally; What's Māori About Māori education? : the struggle for a meaningful context ; Victoria University Press, 2010.

New Zealand Teachers Council (2007). Graduating Teacher Standards. Available from http://www.teacherscouncil.govt.nz/te/gts/  


Ministry of Education. (2010). Success for all: Every school, every child. Wellington, NZ: Author.   Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/EducationInitia
tives/FactSheetSuccessForAll.pdf

Recommended journals
Assessment Matters http://www.nzcer.org.nz/nzcerpress/assessment-matters
Curriculum Matters http://www.nzcer.org.nz/nzcerpress/curriculum-matters
New Zealand Journal of Educational Studies http://www.nzare.org.nz/publications/nzjes.html
Set: Research Information for Teachers http://www.nzcer.org.nz/nzcerpress/set

Recommended websites
Te Kete Ipurangi, http://www.tki.org.nz/

Subject specific readings
Subject specific readings and links will be made available through Learn.

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 and the College of Education Assessment Guidelines for Students.

On submitting assignments, students must confirm that the work being handed in is original and their own work.

Assessment and grading system

Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines for Students. These can be accessed at Information for Undergraduate and Graduate Students http://www.education.canterbury.ac.nz/for/undergraduate.shtml.

Assessment for this course in the Master of Teaching and Learning (MTchgLn) is against defined standards and learning outcomes. Assignments are graded against the UC Common Grading Scale A+ to E. The marks for the assignments will be aggregated for the final grade, based on the assignment weightings.

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

A Pass grade is C- or over for the course.

Students must pass all assessment requirements to obtain a final Pass grade for the course.

Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.

Tātaiako cultural competencies and NZTC Graduating Teaching Standards attainment will be addressed and met through the Embedded Practice Experience (school-based) component of the course. The e-portfolio assessment is the documentation of the attainment of these competencies and standards through the Embedded Practice Experience. Students will be eligible to submit their portfolio for assessment when the practice-based components of the course have been met. To pass the portfolio assessment and the course, students must demonstrate competence and pass the practice components of the assessment.

Attendance

Classes (face-to-face and web-based) are participatory and therefore require full attendance and engagement.

Face-to-face classes
Attendance is required at all scheduled lectures & workshops in order to meet the learning outcomes of the course.

Web-based components
Aspects of the course will be delivered through the Internet and using Learn (Moodle). Students are required to regularly access online materials and resources and participate in online discussions and interactions in order to meet the course learning outcomes.

Professional Practice
Embedded professional practice experiences are a component of the course. While in schools, the same attendance expectations apply for pre-service teachers as for teachers in a school. Students are expected to be present at the school for each school day and participate in school activities in order to meet the course learning outcomes.

Evaluation

Formal and informal evaluation will take place in accordance with the University of Canterbury (UC) Course Evaluation Policy, to provide feedback to course staff about the relevance and validity of the intended learning outcomes, what has been learned and the quality of course organisation and delivery.

Teaching and courses will be assessed through the regular use of UC evaluative instruments.

In addition, the course will be subject to the internal and external moderation and evaluation processes of the Master of Teaching and Learning (MTchgLn).

A Graduating Year Review will be undertaken for the programme, in accordance with UC policy.

As this course is part of an initial teacher education qualification, it will also be subject to the monitoring and moderation processes of the New Zealand Teachers Council.

Grade moderation

Course grades will be internally moderated in accordance with the processes adopted by the College of Education.

Late submission of work

Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work would normally not be marked.

Work that is handed in late is normally ineligible for resubmission.

Procedures for late submissions of work are more fully outlined in the College of Education Assessment Guidelines for Students.

Other specific requirements

Key aspects of this course are web-based. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and the Internet. They will be required to actively engage and interact online with learning materials and course participants over the duration of the course.

It is expected that all written work will demonstrate a high standard of academic literacy. This includes accurate use and mastery of: punctuation, spelling, syntax, macrons in the spelling of Māori words, and APA referencing conventions.

Requests for extensions

Students are encouraged to plan their work so deadlines are met. Extensions are not granted automatically. Under exceptional circumstances (e.g. illness, accident, bereavement, tangi, or critical personal circumstances) individual students may be granted an extension.

The course lecturer concerned must be contacted in writing (normally by e-mail) a minimum of two days before the due date of an assignment.

Applications for extensions must be supported by relevant reasons and students may be asked to provide evidence of special circumstances (e.g. medical certificate, letter from counsellor).

The procedure for extensions is more fully outlined in the College of Education Assessment Guidelines for Students.

Resubmissions

A resubmission is permitted where work for an assignment received a failing (D) grade. Work that received a passing grade (C- or higher) cannot be resubmitted. The highest grade that a resubmitted assignment can be awarded is a C-.

Work that is to be resubmitted will normally be due one week after being returned to the student.

One resubmission is allowed for a course.

Conditions relating to resubmissions are more fully outlined in the College of Education Assessment Guidelines for Students

Special considerations

Special consideration of assessment items: Special consideration of assessment items (aegrotats) are not available for this course and all assignments must be completed. Where circumstances mean that students cannot submit assignment work on time, they should apply the guidelines for extensions and late work.

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 will not be required.

Special consideration for late discontinuation:  Special consideration for late discontinuation of the course is available. Students who are 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. Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/.

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. For more information see General Course and Examination Regulations – H.

Where to submit and collect work

Students will be required to submit their course assignments electronically, within an assignment drop-box on the Learn course site. Assessment results will be returned to students via the same delivery method. Students may also be required to submit some assignments in hard copy.

In some cases, Turnitin will be used to check for plagiarism. Where this applies, students will be informed in the Assignment Description and Requirements on the course Learn site.

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 dealt with well ahead of the due date. If assistance is required for this, students should email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.

Indicative Fees

Domestic fee $1,740.00

* 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 EDMT604 Occurrences

  • EDMT604-16X (C) General non-calendar-based 2016