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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.
*Please note this course is only available to initial teacher education students. To enrol in this course you need to be accepted and enrolled in one of our Initial Teacher Education programmes.
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 learners2. Identify and examine effective strategies to support and engage priority learners in literacy and mathematics3. 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 mathematics5. Identify and explain how to meet the literacy needs of children who have dyslexia. 6. Critically examine the phonological intervention strategies, particularly for low progress readers and writers7. 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 mathematics8. Identify critical factors that enhance home-school partnerships in the literacy and mathematics classroom.
Students must attend one activity from each section.
COMPULSORY ON-SITE INTENSIVE FOR ALL DISTANCE STUDENTS Students enrolled in TECP313-23YC1(D) are required to attend compulsory face-to-face sessions at an On-site Intensive (OSI) in ChristchurchAny costs, including travel, accommodation, childcare etc. associated with attendance at the OSI are met by the studentThere will also be an OSI day for Nelson and Rotorua students. The dates for these will be advised following negotiation with regional co-coordinators
NB: Students need to pass BOTH assignments to pass this course.
LITERACY RECOMMENDED READINGSBinks-Cantrell, E., Washburn, E., Joshi, M., & Hougen, M. (2012). Peter effect in the preparation of teading teachers. Scientific Studies of Reading, 16(6), 526 - 536. https://doi.org/10.1080/10888438.2011.601434 Cremin, T., Mottram, M., Collins, F., Powell, S., & Safford, K. (2009). Teachers as readers: building communities of readers. Literacy, 43(1), 11-19.Fletcher, J Parkhill, Faye, Gillon, Gail T; Motivating literacy learners in today's world; NZCER Press, 2010.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 againstyourself when conferencing struggling writers. Language Arts, 80(4), 291.Oakhill, J., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study Scientific Studies of Reading, 16(2), 91- 121. https://doi.org/ 10.1080/10888438.2010.529219Pressley, M. (2002). Children who experience problems in learning to read. In ReadingInstruction that works: The case of balanced teaching. (2nd ed.). (pp 66- 93), New York:Guilford.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.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.MATHEMATICS REQUIRED READINGSRequired readings: These readings are posted on the LEARN site in Section three: maths readings and discussion. These need to be read for the mathematics assignment.Abercrombie, C. (2015). Teaching mathematics through a mixed ability approach. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice (pp. 99-115). Wellington, New Zealand: NZCER Press.Anthony, G., & Walshaw, M.(2007). Effective pedagogy in mathematics/pangarau.Best evidence synthesis iteration [BES]. Wellington, NZ: Ministry of Education.pp.113- 120.Askew, M. (2012). Transforming primary mathematics. London: Routledge.pp 128- 145.Averill, A., & Anderson, D.(2010). In R. Averill,& R. Harvey (Eds), Teaching primary school mathematics and statistics: evidence- based practice (pp. 167- 180). Wellington, New Zealand: NZCER press.Drake., M. & Enoka., S. (2015). Orchestrating whole-class discussion in mathematic s.·In R. Averill (Ed. ), Mathematics and statistics in the middle years: Evidence and practice (pp. 99- 115). Wellington, New Zealand: NZCER Press.Hunter,R. & Anthony,G. (2010). Developing mathematical inquiry and argumentation. In R. Averill,& R. Harvey (Eds), Teaching primary school mathematics and statistics: evidence- based practice (pp. 197- 206). Wellington, New Zealand: NZCER press.Sharma, S., Young - Loveridge,J., Taylor, M., & Hawera, N. (2011). The views of Pacifica students in New Zealand about communicating mathematically. Asia Pacific Journal of Education. 31(4),503-519. DOI:10.1080/02188791.2011.621685Walshaw, M., & Anthony, G. (2006). Classroom arrangements that benefit students. In M. Chinnappan,P. Grootenboer, & R. Zevenbergen, (Eds.), Identities, cultures and learning spaces. (Proceedings from the 29th annual conference of the Mathematics Education Research Group of Australasia, Adelaide, pp. 527 - 534). Adelaide: MERGA.You will be given a copy of:Alton-Lee, A., Hunter, R., Sinnema, C. & Pulegatoa-Diggins, C. (2012). BES Exemplar 1. Nga kete raukura - He Taiura. 1. Developing communities of mathematical inquiry. Wellington. Ministry of EducationYou will also need the following texts from previous mathematics education courses:Anthony, G & Walshaw,M. (2009). Effective pedagogy in mathematics. Educational Practices series19. Geneva. The International Academy of Education.Averill, R. & Harvey, R. (2010) (Eds). Teaching primary school mathematics and statistics: evidence based practice. Wellington. Ministry of Education.Numeracy project book 1 - 9Tataiako - Cultural competencies for teachers of Maori learners. You are required to download a copy of this document from www.minedu.govt.mz/the Ministry/Educationlnitiatives/Tataiako.aspx Recommended readingAskew, M; Transforming primary maths; Routledge, 2012.Averill, R (2015) (Eds). Mathematics and statistics in the middle years: Evidence and practice. Wellington. NZCER PressBoaler., J, & Munson., J, & Williams., C. (2018). Mindset mathematics, visualising and investigating big ideas, Grade 3. San Francisco, CA: Jossey-Bass.Boaler., J, & Munson., J, & Williams., C. (2018). Mindset mathematics, visualising and investigating big ideas, Grade 4. San Francisco, CA: Jossey-Bass.Boaler., J, & Munson., J, & Williams., C. (2018). Mindset mathematics, visualising and investigating big ideas, Grade 5. San Francisco, CA: Jossey-Bass.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.Smith., M. & Stein., M.(2011). 5 practices for orchestrating productive mathematics discussions. Thousand Oaks, CA: NCTM, Corwin.Sullivan, Peter; Challenging maths tasks: unlocking the potential of all students; Oxford University Press. 2018Sullivan, Peter,1948-, Lilburn, Pat; Open-ended maths activities :using 'good' questions to enhance learning; Oxford University Press, 2017.
Domestic fee $821.00
International fee $3,750.00
* 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.
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School of Teacher Education