EDMT611-16X (C) General non-calendar-based 2016

Curriculum, Pedagogy and Assessment in Primary Contexts 1: Engaging Diverse Learners in NZC

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

The course explores the development of pedagogical content knowledge, including evidence-based approaches to curriculum design and implementation within the context of the New Zealand curriculum. The course will focus on literacy, mathematics and science as enablers of curriculum engagement for all learners. Embedded practice experiences will occur throughout the course to ensure that students will engage in iterative cycles of reflection and refinement of curriculum development and implementation.

Learning Outcomes

1. Critically examine the New Zealand Curriculum (NZC) and official guidelines for teaching and learning including Māori perspectives and catering for diverse learners.

2. Critically examine different approaches to teaching, learning and assessment and how these approaches support diverse learners in Literacy, Mathematics and Science.

3. Critically evaluate and use a range of e-learning pedagogies, technologies and resources appropriate to teaching and learning in schools.*

4. Demonstrate a critical understanding of an action research approach into current issues related to Literacy, Mathematics and Science within the New Zealand context.

5. Apply the principles of Universal Design for Learning (UDL) to the development of a teaching and learning sequence (lessons) in Literacy, Mathematics and Science.*

6. Critically analyse and use a range of assessment data and processes to inform pedagogical decision making and teaching practices in Literacy, Mathematics and Science.*

7. Reflect on and analyse practice in relation to the design, development and presentation of learning in Literacy, Mathematics and Science.*

* Learning outcomes associated with embedded professional practice experiences.



Content

Common threads
Te reo Māori and Māori concepts relevant to particular curriculum areas and subjects will be introduced and explored, to support subject-based teaching and learning that engages learners in a culturally responsive manner.

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

Themes
Theme 1: Introduction to curriculum
- Curriculum theory and ways of understanding ‘curriculum’ and the role of teachers as curriculum designers.
- NZC and related curriculum documents (focusing on the intended curriculum for years 1 to 8) including Māori perspectives and catering for diverse learners.
- Philosophical foundations of NZC, and the learning transition for children from early childhood education to primary school.
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Theme 2: Supporting diverse learners in  literacy, mathematics and science
- Different approaches to teaching, learning and assessment and how these support diverse learners’ Literacy, Mathematics and Science learning. e.g. student-centred and flexible learning, inquiry learning, cooperative learning, and experiential learning in technologically rich environments and a digitally connected world.
- Pedagogical content knowledge, contemporary learning pedagogies and support for student learning.
- Research and evidence base (including an action research approach) for effective teaching practices to support learning for Māori and other diverse learners, including Pasifika students, in Literacy, Mathematics and Science.
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Theme 3: Planning and assessment for learning
- The Universal Design for Learning (UDL) principles and the development of a teaching and learning sequence (lessons) in Literacy, Mathematics and Science.
- Assessment data and processes to inform pedagogical decision making and teaching practices in Literacy, Mathematics and Science.
- Critical analysis of teaching resources in primary literacy, mathematics and science.

Theme 4: Puzzles of practice for teachers as curriculum designers
- Analysis of own practice in relation to the design, development and presentation of learning in Literacy, Mathematics and Science.

Prerequisites

Co-requisites

Course Coordinator

Faye Parkhill

Assessment

Assessment Due Date Percentage 
Student Learning, Teacher Planning and Curriculum Practices: Case Study Mathematics 24 Mar 2016 30%
Student Learning, Pedagogy and Disciplinary Practices: Case Study Science 02 May 2016 30%
Critical Reflections on Student Learning, Effective Pedagogy and Cultural Practices: Case Study Literacy 17 Jun 2016 40%

Textbooks / Resources

Required Texts

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

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.

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

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

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

Recommended Reading

Askew, Mike; Transforming primary mathematics ; Routledge, 2012.

Bobis, Janette Maree. , Mulligan, Joanne Therese., Lowrie, Tom; Mathematics for children : challenging children to think mathematically ; 2nd ed; Pearson Education Australia, 2004.

Cotton, Tony; Understanding and teaching primary mathematics ; Pearson Education, 2010.

Harlen, Wynne. , Qualter, Anne; The teaching of science in primary schools ; 5th ed; Routledge, 2009.

Siemon, Dianne E; Teaching mathematics : foundations to middle years ; Oxford University Press, 2011.

Zevenbergen, Robyn , Dole, Shelley., Wright, Robert J; Teaching mathematics in primary schools ; Allen & Unwin, 2004.

Anthony, G. & Walshaw, M. (2009). Effective pedagogy in mathematics. Educational Practices Series 19. Geneva: The International Academy of Education. (REQUIRED TEXT)

Serafini, F. (2012). Reading multimodal texts in the 21st Century. Research in the Schools, 19(1), 26-32. (REQUIRED TEXT)

Professional documents (ALL REQUIRED TEXTS)

Ministry of Education, (2003). Effective literacy practice Years 1 to 4; Wellington: Learning Media.

Ministry of Education, (2006). Effective literacy practice Years 5 to 8; Wellington: Learning Media,

Ministry of Education, (2007). Getting started Book 3; Wellington, NZ: Learning Media.

Ministry of Education, (2007). Reading and writing standards for Years 1-8; Wellington: Learning Media.

Ministry of Education, (2008). Teaching fractions, decimals and percentages: Book 7. Wellington, NZ: Learning Media.

Ministry of Education, (2008). Teaching multiplication and division. Book 6; Wellington, NZ: Learning Media.

Ministry of Education, (2008). Teaching Number knowledge Book 4; Wellington, NZ: Learning Media.

Ministry of Education, (2008).  Teaching number sense and algebraic thinking Book 8. Wellington, NZ: Learning Media.

Ministry of Education, (2007).  Teaching number through measurement, geometry, algebra and statistics. Book 9. 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, (2009).  Mathematics standards for years 1 – 8; Wellington, NZ: Learning Media.

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

Ministry of Education, (2012).  Teaching addition, subtraction and place value. Book 5. Wellington, NZ: Learning Media.

Recommended Texts

Bell, R.L. (2008). Teaching the nature of science through process skills: Activities for grades 3-8: Pearson/Alleyn & Bacon.

Martin, D.J. (2012). Elementary Science Methods: A Constructivist Approach, 6th Edition: Wadsworth Cengage Learning.

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

Course links

Library portal

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.

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 EDMT611 Occurrences

  • EDMT611-16X (C) General non-calendar-based 2016