Extending the inquiry approach in specified curriculum 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.
|Paper title||Extended Evidence-based Inquiry (Secondary)|
|Teaching period||1st Non standard period (9 July 2018 - 30 November 2018)|
|Domestic Tuition Fees (NZD)||$1,967.75|
|International Tuition Fees (NZD)||$6,528.00|
- EDUC 478 and EICT 199 and ELIT 199 and (EMAT 196 or EMAT 197)
- Limited to
- Secondary Education only.
- Dr Margie Campbell-Price, email@example.com
- Teaching staff
- Paper Co-ordinator: Dr Margie Campbell-Price
Other staff: Dr Kate Rice, Jenny Vermunt
- Paper Structure
- Implementing an inquiry approach
- Developing and maintaining professional
- Enhanced engagement with te reo Māori me ngā tikanga Māori in the educational setting
- Formative assessment
- Data-informed decision making
- Communicating results
- Evaluating teaching and learning outcomes
for sustained engagement
- Designing data driven learning interventions
- Engaging diverse learners
- Reflection and evaluation
- Integrating and evaluating the use of ICT in teaching and learning
- Refining personal philosophies of teaching
- Teaching Arrangements
- In this paper you will have one extended period of teaching - six weeks in the classroom.
Further information about the extended school experiences is detailed in the MTchgLn
The paper will be delivered in one 2-hour class per week.
- 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,
View more information about Otago's graduate attributes.
- Learning Outcomes
- By the end of this paper, student teachers will be able to:
- Independently design, implement and evaluate evidence-based learner interventions for teaching;
- Sustain professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori;
- Critically apply and evaluate theories of teaching as inquiry to curriculum delivery;
- Independently gather, analyse and interpret assessment data to inform pedagogical decisions for students in years 7-13; and,
- Articulate and justify the refinement of their personal and professional philosophy of teaching and learning.