TECP313-16YD1 (C) Year D First Half 2016

Literacy and Mathematics Education for All

15 points

Details:
Start Date: Monday, 15 February 2016
End Date: Sunday, 3 July 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, 27 May 2016

Description

This course provides pre-service teachers with a final compulsory opportunity to extend their learning about the theory, and pedagogy of literacy and mathematics education in the New Zealand primary school context. The course extends previous knowledge about planning, teaching and evaluating programmes for the literacy and mathematics classroom. The English and Mathematics and Statistics learning areas of the New Zealand Curriculum (2007) are studied in congruence with available resources, assessment tools and planning formats to meet the needs of all diverse learners in the New Zealand primary school setting. The course will complement learning in other courses in the Bachelor of Teaching and Learning, including Professional Practice.

Learning Outcomes

On the successful completion of this course, participants will be able to:
1. Critically examine the characteristics of an effective teacher of literacy and mathematics for all learners
2. Identify and examine effective strategies to support and engage priority learners in literacy and mathematics both in New Zealand and internationally
3. Identify and explore how effective pedagogical practices in literacy and mathematics meet the professional obligations of the Treaty of Waitangi (partnerships, participation and active protection)
4. Demonstrate familiarity with assessment practices used by teachers in literacy and mathematics
5. Identify and explain how to meet the literacy/mathematics needs of children who have dyslexia or dyscalculia or who are gifted
6. Critically examine the phonological intervention strategies, particularly for low progress readers and writers
7. Demonstrate and articulate knowledge and skills in the use of a range of digital technologies that engage students and advance their learning in literacy and mathematics
8. Identify critical factors that enhance home-school partnerships in the literacy and mathematics classroom.

Prerequisites

Restrictions

TECP310

Equivalent Courses

TECP310

Course Coordinator / Lecturer

Jo Fletcher

Lecturers

Karen Nicholas and Susanna Wilson

Assessment

Assessment Due Date Percentage 
Maths 12 May 2016 50%
Literacy 26 May 2016 50%

Textbooks / Resources

Required Texts

Fletcher, Jo , Parkhill, Faye., Gillon, Gail T; Motivating literacy learners in today's world ; NZCER Press, 2010.

Literacy - Required readings

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

Gillon, G. T. (2004). Phonological awareness: from research to practice. New York: Guilford Press.

Glasswell, K., Parr, J., McNaughton, S. & Carpenter, M., (2003). Four ways to work against
yourself when  conferencing struggling writers. Language Arts, 80(4), 291.

New Zealand Ministry of Education. (2003). Effective literacy practice in Years 1–4. Wellington: Learning Media.

New Zealand Ministry of Education. (2006). Effective literacy practice in Years 5–8. Wellington: Learning Media.

Pressley, M. (2002). Children who experience problems in learning to read. In Reading
Instruction that works: The case of balanced teaching. (2nd ed.). (pp 66- 93), New York:
Guilford.

Soter, A. O., Wilkinson, I. A., Murphy, P. K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International journal of educational research, 47, 372-391.

Ruddell, R. (2004). Researching the influential literacy teacher: characteristics, beliefs, strategies, and new research directions. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 979-997). Newark, DE: International Reading Association.

Suggested readings

Davis, A. (2007). Teaching reading comprehension. Wellington: Learning Media.

Mathematics Education

Alton-Lee, A., Hunter, R., Sinnema, C. & Pulegatoa-Diggins, C. (2012). BES  Exemplar 1. Ngā kete raukura – He Taiura. 1. Developing communities of mathematical inquiry. Wellington. Ministry of Education

Anthony, G., & Walshaw, M. (2007). Effective Pedagogy in mathematics/pangarau. Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education. pp. 114-118. http://educationcounts.edcentre.govt.nz/publications/series/ibes/effective_pedagogy_in_
pangaraumathematics.

Ashew, M. (2012)  Transforming Primary Mathematics . London, New York. Routledge.

Averill, R. & Harvey, R. (2010) (Eds). Teaching primary school mathematics and statistic: evidence-based practice. Wellington. Ministry of Education.

Butterworth, B., & Yeo, D. (2004). Dyscalculia guidance; helping pupils with specific learning difficulties in maths. London: GL Assessment.  
Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.

Chapin, S., O’Connor, C. & Anderson, N. (2009). Classroom discussions: using maths talk to help students learn (Grades K-6), 2nd ed. Sausalito, C: Maths Solutions Publication 5.

Gavin, M. K. & Adelson, J. L. (2008). Mathematics, Elementary. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (367 – 394). Waco, TX: Prufrock Press.

Hawera, N., Taylor.S., Young-Loveridge, J., Sharma, S. (2006). “Who helps me learn mathematics, and how?”: Maori Children’s Perspectives. Findings from the NZ Numeracy Development Projects 2006: Ministry of Education. Wellington, NZ.

Ministry of Education (2009). Mathematics Standards for Years 1 – 8, Wellington, NZ: Learning Media.

Ministry of Education (2007). The New Zealand Curriculum. Wellington, NZ: Learning Media.

Ministry of Education. (2003). Book 1. The Number Framework. Wellington, NZ: Learning Media.

Ministry of Education. (2003). Book 2. The Diagnostic Interview. Wellington, NZ: Learning Media.

Ministry of Education. (2003). Book 3. Getting Started. Wellington, NZ: Learning Media.

Ministry of Education. (2003). Book 4. Teaching Number Knowledge. Wellington, NZ: Learning Media.

Ministry of Education. (2003). Book 5. Teaching Addition, Subtraction, and Place Value. Wellington, NZ: Learning Media.

Ministry of Education. (2007). Book 6. Teaching Multiplication and Division. Wellington, NZ: Learning Media.

Ministry of Education. (2007). Book 7. Teaching Fractions, Decimals and Percentages. Wellington, NZ: Learning Media.

Ministry of Education. (2007). Book 8. Enriching: the Number Framework with Beginning School   Mathematics. Wellington, NZ: Learning Media.

Ministry of Education. (2008). Findings from the New Zealand Numeracy Development Projects’ 2007. Wellington, NZ: Learning Media.

Ministry of Education. (2007). Findings from the New Zealand Numeracy Development Projects’ 2006. Wellington, NZ: Learning Media.

Robinson, A., Shore, B. & Enersen. D. (2007). Chapter 20. Mathematics curriculum. In Best practices in gifted education: An evidence-based guide, (pp 173 – 190). Waco, TX: Prufrock Press.

Sharma, S., Young Loveridge, J., Taylor, T. & Hawera, N. (2011). The views of Pacifica students in New Zealand about communicating mathematically. Asia Pacific Journal of Education, 31 (4) 503-519.

Smith, M.S, & Stein, M.K. (2011). Five Practices for orchestrating productive mathematics discussions. Reston, VA: NCTM

Walshaw, M., & Anthony, G. (2006). Classroom arrangements that benefit students. MERGA 2006. Australia. http://www.merga.net.au/publications/conf_display.php?year:2006&abstract=1

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.

Attendance evidence
FLO students – attendance and active participation at On-site Intensives and Adobe Connect (webinar) sessions, accessing of ECHO360 lecture recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.
On Campus students –attendance and active participation at lectures, workshops, labs and/or Adobe Connect (webinar) sessions, accessing of ECHO360 recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.

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

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.

Aegrotat considerations

If you are prevented from completing any major item or items of work for assessment in a course, or consider that your performance in any major item or items of work for assessment in a course has been impaired by illness, injury, bereavement or any other critical circumstance you may apply for aegrotat consideration. Aegrotat consideration is available only for major items of work. Major items are examinations, tests and other work worth not less than 10% of the total assessment. Please refer to the UC Policy: (http://www.canterbury.ac.nz/ucpolicy/GetPolicy.aspx?file=aegrotatconsiderationprocedure.pdf)

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 $717.00

International fee $2,913.00

* 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 TECP313 Occurrences

  • TECP313-16YD1 (C) Year D First Half 2016
  • TECP313-16YD1 (D) Year D First Half 2016 (Distance)