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EDUC478 Evidence-based Inquiry (Secondary)

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

Paper title Evidence-based Inquiry (Secondary)
Paper code EDUC478
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
Secondary Education only.
Contact
Dr Margie Campbell-Price, margie.campbell-price@otago.ac.nz
Teaching staff
Paper Co-ordinator: Dr Margie Campbell-Price
Other staff: Dr Kate Rice
Paper Structure
  • The teaching-learning relationship
    • Knowing the learners/students and their communities
    • Understanding adolescents
    • Gender appropriate approaches to teaching and learning
    • Didactic, guided inquiry, student centred, interactive learning approaches
    • Deliberate acts of teaching to support learning
    • Engaging learners - establishing and maintaining relationships, active learning strategies, taxonomies of thinking/skill/processes, momentum, catering for diversity
    • Managing the learning environment - managing behaviour to enhance learning (teacher strategies and school-wide practices), organising and managing the teaching space and resources, being the leader of learning
  • Professional and ethical role of the teacher
    • Developing a professional teaching identity and teaching philosophy
    • Code of ethics for registered teachers
    • Professional dilemmas
    • Being part of a collaborative learning community
  • Engaging with te reo Māori me ngā tikanga Māori in the educational setting (aligned to all other papers)
  • Integrating literacy and numeracy strategies to support learning in the secondary curriculum
  • Effective pedagogy
    • What is pedagogy and what do we mean by pedagogical decision-making?
    • Learning progressions
    • Aspects of effective pedagogy (e.g., creating a supportive learning environment, encouraging reflective thought and action, enhancing the relevance of new learning, facilitating shared learning, making connections to prior learning and experiences, providing sufficient opportunities to learn, teaching as inquiry, enhancing learning through digital technology).
    • Planning and enacting inquiry driven teaching
    • Developing reflexive, adaptive practice
  • Data, assessment and targeting learning
    • What is data?
    • What constitutes data?
    • Strategies to gather and interpret data
    • What is assessment?
    • Types of assessment (diagnostic, formative, summative) and their purpose, practices, strategies and principles
    • Using data to inform pedagogical decision-making
    • Using data to differentiate teaching
    • Strategies for addressing target learner needs and tracking the progress and effectiveness
Teaching Arrangements
This paper will inform and will be informed by your professional practice. It has weekly 2-hour lecture/workshops with a schedule of content that has the flexibility to be modified as required. This paper leads into EDUC 578 Extended Evidence Based Inquiry in the second semester. Student teachers will be in school settings for professional experience two days each week throughout the year and in three 'blocks' of two (term one), four (term two) and six weeks (term three) respectively.
Textbooks
Required and Recommended Reading:

Fraser, D. & Hill, M. (Eds.) (2016). The professional practice of teaching in New Zealand (5th ed). South Melbourne, Victoria: Cengage Learning Australia.

Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.
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 appropriate for students in years 7-13;
  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 pactices) in curriculum delivery;
  4. Gather, analyse and interpret a range of data to inform pedagogical decisions for students in years 7-13; and,
  5. Reflexively articulate and justify an emerging personal and professional philosophy of teaching and learning.

^ Top of page

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 Monday 13:00-14:50 4
AND
C1 Tuesday 09:00-10:50 9-15, 23-26
AND
D1 Tuesday 10:00-11:50 4, 7-8

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

Paper title Evidence-based Inquiry (Secondary)
Paper code EDUC478
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (15 January 2018 - 22 June 2018)
Domestic Tuition Fees (NZD) $1,967.75
International Tuition Fees (NZD) $6,528.00

^ Top of page

Limited to
MTchgLn
Notes
Secondary Education only.
Contact
Dr Margie Campbell-Price, margie.campbell-price@otago.ac.nz
Teaching staff
Paper Co-ordinator: Dr Margie Campbell-Price
Other staff: Dr Kate Rice Jenny Vermunt
Paper Structure
  • The teaching-learning relationship
    • Knowing the learners/students and their communities
    • Understanding adolescents
    • Gender appropriate approaches to teaching and learning
    • Didactic, guided inquiry, student centred, interactive learning approaches
    • Deliberate acts of teaching to support learning
    • Engaging learners - establishing and maintaining relationships, active learning strategies, taxonomies of thinking/skill/processes, momentum, catering for diversity
    • Managing the learning environment - managing behaviour to enhance learning (teacher strategies and school-wide practices), organising and managing the teaching space and resources, being the leader of learning

  • Professional and ethical role of the teacher
    • Developing a professional teaching identity and teaching philosophy
    • Code of ethics for registered teachers
    • Professional dilemmas
    • Being part of a collaborative learning community
  • Engaging with te reo Māori me ngā tikanga Māori in the educational setting (aligned to all other papers)
  • Integrating literacy and numeracy strategies to support learning in the secondary curriculum
  • Effective pedagogy
    • What is pedagogy and what do we mean by pedagogical decision-making?
    • Learning progressions
    • Aspects of effective pedagogy (e.g., creating a supportive learning environment, encouraging reflective thought and action, enhancing the relevance of new learning, facilitating shared learning, making connections to prior learning and experiences, providing sufficient opportunities to learn, teaching as inquiry, enhancing learning through digital technology).
    • Planning and enacting inquiry driven teaching
    • Developing reflexive, adaptive practice
  • Data, assessment and targeting learning
    • What is data?
    • What constitutes data?
    • Strategies to gather and interpret data
    • What is assessment?
    • Types of assessment (diagnostic, formative, summative) and their purpose, practices, strategies and principles
    • Using data to inform pedagogical decision-making
    • Using data to differentiate teaching
    • Strategies for addressing target learner needs and tracking the progress and effectiveness
Teaching Arrangements
This paper will inform and will be informed by your professional practice. It has weekly 2-hour lecture/workshops with a schedule of content that has the flexibility to be modified as required. This paper leads into EDUC 578 Extended Evidence Based Inquiry in the second semester. Student teachers will be in school settings for professional experience two days each week throughout the year and in three 'blocks' of two (term one), four (term two) and six weeks (term three) respectively.
Textbooks
Required and Recommended Reading:

Fraser, D. & Hill, M. (Eds.) (2016). The professional practice of teaching in New Zealand (5th ed). South Melbourne, Victoria: Cengage Learning Australia.

Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.
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 appropriate for students in years 7-13;
  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 pactices) in curriculum delivery;
  4. Gather, analyse and interpret a range of data to inform pedagogical decisions for students in years 7-13; and,
  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 11:00-12:50 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