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EDUC473 Evidence-based Inquiry (Primary)

Designing data-driven learning interventions and teaching strategies across curriculum learning areas that demonstrate decision-making skills, reflexive practice, effective use of ICT, personal teaching growth and development.

This paper supports student teachers to connect theory and practice in school and campus based learning opportunities. Underpinning this paper are concepts of teaching as inquiry and important values for educators, such as communication, critical thinking, cultural understanding, ethics, professional commitment and readiness, lifelong learning, self-motivation and teamwork.

Paper title Evidence-based Inquiry (Primary)
Paper code EDUC473
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (16 January 2017 - 23 June 2017)
Domestic Tuition Fees (NZD) $1,929.25
International Tuition Fees (NZD) $6,400.00

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Limited to
MTchgLn
Notes
Primary Education only.
Contact
helen.trevethan@otago.ac.nz
jane.tilson@otago.ac.nz
Teaching staff
Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
Textbooks
Required Text:

D. Fraser, & M. Hill. (2016). (Eds.), The professional practice of teaching (5th ed.). South Melbourne, Australia: Cengage.
Graduate Attributes Emphasised
Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, student teachers will be able to:
  1. Design an evidence-based learner intervention for teaching
  2. Demonstrate professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori;
  3. Apply and justify effective pedagogies (teaching practices) in curriculum delivery;
  4. Gather, analyse and interpret a range of data to inform pedagogical decisions
  5. Reflexively articulate and justify an emerging personal and professional philosophy of teaching and learning.
Teaching Arrangements
This paper will inform and will be informed by your professional experience. It has weekly 2-hour workshops in college with a tentative schedule of content that will be modified as required. You will be in the field two days each week beginning week 7. Across your professional experience you will be engaged in school-based tutorials facilitated by the Liaison Lecturer, Liaison Teacher, or the students themselves. The focus of these tutorials will arise from the teaching/learning context and will be an opportunity to discuss and interrogate your observations and experiences as they arise within your individual learning communities.

What Else is Needed for This Paper?
Electronic means of videoing teaching (eg iPhone, iPad or similar)
Paper Structure
This paper has two components - a course (or 'taught' component) and a professional experience component.
  • Professional and ethical role of the teacher
  • Behaviour for Learning
  • Effective relationships
  • Effective pedagogy
  • Enacting inquiry-driven teaching
  • Developing reflexive, adaptive practice
  • Engaging with te reo Māori me ngā tikanga Māori in the educational setting
  • Assessment
  • Planning
  • Literacy and numeracy
  • ICT as a teaching tool to support diverse learners
  • Personal philosophies

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Timetable

1st Non standard period (16 January 2017 - 23 June 2017)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
A1 Tuesday 13:00-15:50 3
Wednesday 13:00-15:50 3
Thursday 13:00-15:50 3
AND
B1 Tuesday 09:00-11:50 4
AND
C1 Monday 10:00-11:50 7-8
Tuesday 10:00-11:50 7-8
AND
D1 Tuesday 09:00-10:50 9-15
AND
E1 Tuesday 09:00-10:50 23-26

Designing data-driven learning interventions and teaching strategies across curriculum learning areas that demonstrate decision-making skills, reflexive practice, effective use of ICT, personal teaching growth and development.

This paper supports student teachers to connect theory and practice in school and campus based learning opportunities. Underpinning this paper are concepts of teaching as inquiry and important values for educators, such as communication, critical thinking, cultural understanding, ethics, professional commitment and readiness, lifelong learning, self-motivation and teamwork.

Paper title Evidence-based Inquiry (Primary)
Paper code EDUC473
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (15 January 2018 - 22 June 2018)
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Limited to
MTchgLn
Notes
Primary Education only.
Contact
helen.trevethan@otago.ac.nz
jane.tilson@otago.ac.nz
Teaching staff
Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
Paper Structure
This paper has two components - a course (or 'taught' component) and a professional experience component.
  • Professional and ethical role of the teacher
  • Behaviour for Learning
  • Effective relationships
  • Effective pedagogy
  • Enacting inquiry-driven teaching
  • Developing reflexive, adaptive practice
  • Engaging with te reo Maori me ngā tikanga Māori in the educational setting
  • Assessment
  • Planning
  • Literacy and numeracy
  • ICT as a teaching tool to support diverse learners
  • Personal philosophies
Teaching Arrangements
This paper will inform and will be informed by your professional experience. It has weekly 2-hour workshops in college with a tentative schedule of content that will be modified as required. You will be in the field two days each week beginning week 7. Across your professional experience you will be engaged in school-based tutorials facilitated by the Liaison Lecturer, Liaison Teacher, or the students themselves. The focus of these tutorials will arise from the teaching/learning context and will be an opportunity to discuss and interrogate your observations and experiences as they arise within your individual learning communities.

What Else is Needed for This Paper?
Electronic means of videoing teaching (eg iPhone, iPad or similar)
Textbooks
Required Text:

D. Fraser, & M. Hill. (2016). (Eds.), The professional practice of teaching (5th ed.). South Melbourne, Australia: Cengage.
Graduate Attributes Emphasised
Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, student teachers will be able to:
  1. Design an evidence-based learner intervention for teaching
  2. Demonstrate professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori;
  3. Apply and justify effective pedagogies (teaching practices) in curriculum delivery;
  4. Gather, analyse and interpret a range of data to inform pedagogical decisions
  5. Reflexively articulate and justify an emerging personal and professional philosophy of teaching and learning.

^ Top of page

Timetable

1st Non standard period (15 January 2018 - 22 June 2018)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
A1 Tuesday 11:00-12:50 3
Thursday 11:00-12:50 3
AND
B1 Monday 14:00-15:50 4
Tuesday 14:00-15:50 4
Wednesday 14:00-15:50 4
Thursday 09:00-10:50 4
Friday 11:00-12:50 4
AND
C1 Tuesday 09:00-10:50 7-13, 15, 23-25
Friday 11:00-11:50 7-12, 15, 23-25