Theories and research for the analysis of teaching approaches, methodologies and resources for effective teaching and assessment in literacy learning in English.
|Points||18 points 18 points|
|Teaching period(s)||Second Semester, Second Semester|
|Domestic Tuition Fees (NZD)||$846.30|
|International Tuition Fees (NZD)||$3,766.35|
- EDCR 131 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 198 or EMAT 199)
- Limited to
- BEd, BEdSt, BTchg
- TESOL, Primary Education Te Pōkai Mātaurange o te Ao Rua (Primary Bicultural Education) students only.
- Teaching staff
- Paper Structure
- Approaches to teaching
- Teaching speaking and listening
- Shared and guided approaches in teaching reading and writing
- Strategies for comprehending fiction and non-fiction texts
- Critical literacy
- Use of digital and print media
- Current debates and issues in English teaching methods
- Curriculum critique
- Theories underpinning effective practice within a sociocultural view of learning and teaching (including scaffolding, co-construction and conditions for learning)
- Acquisition of spelling
- Progressions in speaking, reading and writing
- Progressions in text complexity of oral and written texts
- Planning reading and writing lessons to guide children's learning
- Assessing learning
- Evaluating teaching
- Reflection on critical incidents
- Monitoring reading (including running records) and written language
- Recognition of stages in learners' development
- Matching children and texts
- Required Texts:
- New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
- New Zealand Ministry of Education. (2010). Literacy Learning Progressions. Wellington, New Zealand: Learning Media.
- New Zealand Ministry of Education. (2003). Effective literacy practice in years 1 to 4. Wellington, New Zealand: Learning Media.
- New Zealand Ministry of Education. (2006). Effective literacy practice in years 5 to 8. Wellington, New Zealand: Learning Media.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical
thinking, Environmental literacy, Information literacy, Research.
View more information about Otago's graduate attributes.
- Learning Outcomes
By the end of this paper, students will be able to:
- Devise, plan and evaluate lessons that reflect the aims and approaches of English in the New Zealand Curriculum;
- Describe current teaching and assessment approaches, based on research and theory, which facilitate effective literacy learning for all children;
- Critique the English curriculum document from a sociocultural pedagogical perspective;
- Use diagnostic and formative assessment strategies to make appropriate, informed teaching decisions;
- Demonstrate an understanding of the English (literacy) progressions embedded in the New Zealand Curriculum; and
- Display a high level of personal and professional literacy and ICT proficiency.