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EDUC573 Extended Evidence-based Inquiry (Primary)

Extending the inquiry approach across curriculum learning areas for sustained teaching and learning, engagement focused on professional and collaborative relationships, a learning culture which engages diverse learners, engagement with te reo Māori me ngā Tikanga-a-iwi and pedagogically-informed ICT use.

This paper extends EDUC 473 and continues to support student teachers to make practice-to-theory connections through school- and campus-based learning opportunities. Teaching as inquiry underpins this paper.

Paper title Extended Evidence-based Inquiry (Primary)
Paper code EDUC573
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 2nd Non standard period (10 July 2017 - 15 December 2017)
Domestic Tuition Fees (NZD) $1,929.25
International Tuition Fees (NZD) $6,400.00

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Prerequisite
EDUC 473, EICT 199, ELIT 199, EMAT 199
Limited to
MTchgLn
Notes
Primary Education only.
Contact
Dr Helen Trevethan, helen.trevethan@otago.ac.nz; Dr Jane Tilson, jane.tilson@otago.ac.nz
Teaching staff
Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
Teaching Arrangements
In this paper there will be one extended period of teaching - six weeks in the classroom. Further information about the extended school experiences is detailed in the Professional Experience handbook.

The paper will be delivered in one 2-hour class per week.
Textbooks
McGee, C., & Fraser, D. (Eds.) (2012). The professional practice of teaching (4th 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. Independently design, implement and evaluate evidence-based learner interventions
  2. Sustain professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori
  3. Critically apply and evaluate theories of teaching as inquiry
  4. Independently gather, analyse and interpret assessment data to inform pedagogical decisions and
  5. Articulate and justify the refinement of their personal and professional philosophy of teaching and learning
Paper Structure
Teaching as inquiry underpins this paper.
Content will include:
  • Communicating with learners
  • Developing and maintaining professional relationships
  • Engagement with te reo Māori me ngā tikanga Māori in the educational setting
  • Assessment for learning
    • Formative assessment
    • Data-informed decision making
    • Communicating results
    • National Standards
  • Planning for sustained engagement with learners
  • Engaging diverse learners
  • Integrating and evaluating the use of ICT in teaching and learning
  • Refining personal philosophies of teaching

^ Top of page

Timetable

2nd Non standard period (10 July 2017 - 15 December 2017)

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

Lecture

Stream Days Times Weeks
Attend
L1 Tuesday 09:00-10:50 29-33, 42-46

Extending the inquiry approach across curriculum learning areas for sustained teaching and learning, engagement focused on professional and collaborative relationships, a learning culture which engages diverse learners, engagement with te reo Māori me ngā Tikanga-a-iwi and pedagogically-informed ICT use.

This paper extends EDUC 473 and continues to support student teachers to make practice-to-theory connections through school- and campus-based learning opportunities. Teaching as inquiry underpins this paper.

Paper title Extended Evidence-based Inquiry (Primary)
Paper code EDUC573
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (9 July 2018 - 30 November 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

Prerequisite
EDUC 473, EICT 199, ELIT 199, EMAT 199
Limited to
MTchgLn
Notes
Primary Education only.
Contact
Dr Helen Trevethan, helen.trevethan@otago.ac.nz; Dr Jane Tilson, jane.tilson@otago.ac.nz
Teaching staff
Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
Paper Structure
Teaching as inquiry underpins this paper.
Content will include:
  • Communicating with learners
  • Developing and maintaining professional relationships
  • Engagement with te reo Māori me ngā tikanga Māori in the educational setting
  • Assessment for learning
    • Formative assessment
    • Data-informed decision making
    • Communicating results
    • National Standards
  • Planning for sustained engagement with learners
  • Engaging diverse learners
  • Integrating and evaluating the use of ICT in teaching and learning
  • Refining personal philosophies of teaching
Teaching Arrangements
In this paper there will be one extended period of teaching - six weeks in the classroom. Further information about the extended school experiences is detailed in the Professional Experience handbook.

The paper will be delivered in one 2-hour class per week.
Textbooks
McGee, C., & Fraser, D. (Eds.) (2012). The professional practice of teaching (4th 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. Independently design, implement and evaluate evidence-based learner interventions
  2. Sustain professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori
  3. Critically apply and evaluate theories of teaching as inquiry
  4. Independently gather, analyse and interpret assessment data to inform pedagogical decisions and
  5. Articulate and justify the refinement of their personal and professional philosophy of teaching and learning

^ Top of page

Timetable

1st Non standard period (9 July 2018 - 30 November 2018)

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

Lecture

Stream Days Times Weeks
Attend
A1 Tuesday 09:00-10:50 28-32, 42-45
Friday 11:00-12:50 28-32, 42-45
AND
B1 Tuesday 09:00-10:50 46-47