Integration of knowledge, skills and attitudes relevant to the independent practice of teaching for an extended period in a classroom setting.
| Paper title | Professional Practice 4 |
|---|---|
| Paper code | EDPR333 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees (NZD) | $887.55 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Pre or Corequisite
- EDCR 331, EDCR 334, EDUC 335 and (EDPR 331 or EDPR 351)
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o Te Ao Rua (Primary Bicultural Education) students only.
- Contact
- Teaching staff
Paper Co-ordinator: In Dunedin Angela Miller
In Invercargill Allison McKenzie
- Paper Structure
- Inclusive classrooms
- Assessment for learning
- Facilitating learning
- Positive learning strategies
- Reflective practice
- Moral and ethical consequences of school policy and classroom practice
- Textbooks
- A recommended reading list is included in the course outline.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking,
Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete the paper will be able to
- Implement multiple strategies to plan, teach and assess learning experiences based on subject knowledge, pedagogical content knowledge and explicit knowledge of students and the school community (sustain a programme for a minimum of three weeks)
- Create and maintain relationships with all children that reflect a socio-cultural view of learning and behaviour
- Create and maintain a differentiated learning environment that fosters active engagement, intrinsic motivation, and positive interaction for all children
- Create and maintain programmes that result in affective and cognitive outcomes for all children
- Reflect upon and engage in debate on the moral and ethical consequences of school policy and classroom practice
- Continue to incorporate te reo me ngā tikanga Māori in teaching and learning
- Maintain standards of professional conduct guided by legal and ethical principles
Timetable
Integration of knowledge, skills and attitudes relevant to the independent practice of teaching for an extended period in a classroom setting.
| Paper title | Professional Practice 4 |
|---|---|
| Paper code | EDPR333 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2023 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Pre or Corequisite
- EDCR 331, EDCR 334, EDUC 335 and (EDPR 331 or EDPR 351)
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o Te Ao Rua (Primary Bicultural Education) students only.
- Contact
- Teaching staff
Paper Co-ordinator: In Dunedin Angela Miller
In Invercargill Allison McKenzie
- Paper Structure
- Inclusive classrooms
- Assessment for learning
- Facilitating learning
- Positive learning strategies
- Reflective practice
- Moral and ethical consequences of school policy and classroom practice
- Textbooks
- A recommended reading list is included in the course outline.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking,
Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete the paper will be able to:
- Implement multiple strategies to plan, teach and assess learning experiences based on subject knowledge, pedagogical content knowledge and explicit knowledge of students and the school community (sustain a programme for a minimum of three weeks)
- Create and maintain relationships with all children that reflect a socio-cultural view of learning and behaviour
- Create and maintain a differentiated learning environment that fosters active engagement, intrinsic motivation, and positive interaction for all children
- Create and maintain programmes that result in affective and cognitive outcomes for all children
- Reflect upon and engage in debate on the moral and ethical consequences of school policy and classroom practice
- Continue to incorporate te reo me ngā tikanga Māori in teaching and learning
- Maintain standards of professional conduct guided by legal and ethical principles
