EDMT621-16X (C) General non-calendar-based 2016

Curriculum, Pedagogy and Assessment in Secondary 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

Initial teacher education (secondary) students are introduced to, and critically engage with, the New Zealand Curriculum (NZC). They examine the research and evidence base for how adolescents learn and pedagogical and assessment practices that support learning for diverse students in particular subject areas. In their course work and embedded teaching practice experiences, pre-service teachers apply knowledge and skills to plan, evaluate and refine teaching and learning sequences. Pre-service teachers examine 'puzzles of practice' relating to teaching and learning in subject contexts, focusing on learners in Years 7 to 10.

Learning Outcomes

1. Critically examine the New Zealand Curriculum (NZC) and official guidelines for teaching and learning.

2. Critically examine different approaches to teaching, learning and assessment and how these approaches support diverse learners in different and particular subject areas.

3. Analyse a selection of key (English-language) literature relating to effective pedagogies and processes of student learning.

4. Apply ideas from research and literature to ‘puzzles of practice’ relating to teaching and learning of diverse learners within the context of subject areas.

5. Apply the principles of ‘Universal Design for Learning’ (UDL) to the development of a teaching and learning sequence (lessons) in a particular subject area.*

6. Apply the principles of ‘assessment for learning’ in the design and implementation of a teaching and learning sequence (lessons) in a particular subject area.*

7. Evaluate own practice in relation to the design, development and presentation of a sequence of learning for diverse learners in a particular subject area.*

* 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 7 to 10);
- Epistemological foundations of secondary school subjects/learning areas/disciplines;
- Curriculum organisation and integration within secondary schools;

Theme 2: Supporting diverse learners in subject contexts
- Content area literacies and support for culturally and linguistically diverse learners;
- Pedagogical content knowledge, contemporary learning pedagogies and support for student learning (e.g. student-centred and flexible learning, inquiry learning, cooperative learning, and experiential learning in technologically rich environments and a digitally connected world; e-learning pedagogies) – theory and practice in particular subject contexts;
- Research and evidence base for effective teaching practices to support learning for Māori and other diverse learners, including Pasifika students, in particular subject areas, e.g. English, mathematics, science, social studies;

Theme 3: Planning and assessment for learning
- Planning for teaching, learning and assessment, based on the principles of UDL (Universal Design for Learning);
- Assessment for learning: diagnostic, formative and summative assessment – theory and practice.

Theme 4: Puzzles of practice for teachers as curriculum designers
- ‘Puzzles of practice’ (challenges) relating to teaching, support for diverse learners and promotion of learning in subject contexts.
- Ideas and theories contrasting equity and equality in curriculum design.

Prerequisites

Co-requisites

Course Coordinator

Jane Abbiss

Assessment

Assessment Due Date Percentage 
Literature Review 01 Apr 2016 30%
Critical Reflections Folio 15 Apr 2016 30%
Planning for Learning 10 Jun 2016 40%

Textbooks / Resources

Required Texts

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

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

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; Tātaiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.

Recommended Reading

Aitken, Graeme. , Sinnema, Claire., New Zealand; Effective pedagogy in social sciences/tikanga ā iwi : best evidence synthesis iteration (BES) ; New Zealand Ministry of Education, 2008.

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.

Ngai Tahu (nd). Te Kete o Aoraki and Memorandum of Understanding. Retrieved from http://ngaitahu.iwi.nz/education/compulsory-sector/ (REQUIRED TEXT)

Ball. D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.

Black, P. & William, D. (1988). Inside the black box: Raising standards through classroom assessment.  Phi Delta Kappen, 80(2), 139-144.

Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (1st ed.)(pp. 201-231). San Francisco, CA: Jossey-Bass

Hattie, J., & Yates, G. (2012). Visible learning for teachers: Maximising impact on learning. London: Routledge.

Hipkins, R. (2006). The nature of the key competencies: Background paper. Wellington: New Zealand Council of Educational Research. Retrieved from http://www.nzcer.org.nz/system/files/nature-of-k-round-paper.pdf.

Koehler, M., Mishra, P., Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13-19.

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.

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 NZTC.

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 EDMT621 Occurrences

  • EDMT621-16X (C) General non-calendar-based 2016