Critical examination of a range of key issues to identify pedagogy and practice in relation to diverse learners.
This is a core paper for students enrolled in the Bachelor of Teaching (Primary) degree.
The central focus of EDUC 335 Constructions of Learning in Education Settings is on catering for diverse learners. This key thread is woven through four inter-related modules that integrate theoretical perspectives as a foundation for their practical application in the primary classroom.
| Paper title | Constructions of Learning in Education Settings |
|---|---|
| Paper code | EDUC335 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Full Year
(On campus)
Full Year (On campus) |
| Domestic Tuition Fees (NZD) | $887.55 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDUC 252
- Restriction
- EDUT 331
- Limited to
- BTchg
- Notes
- Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
- Contact
- Teaching staff
Paper Co-ordinator: Dr Sylvia Robertson
Other staff: Dr David Berg (Dunedin)
Dr Gill Rutherford (Dunedin)
tbc (Invercargill)- Paper Structure
The four modules that comprise this paper are
- Behaviour for learning
- Inclusive education
- Assessment for learning
- Student transitions
- Teaching Arrangements
- Participation in this paper involves attendance at a weekly lecture and subsequent tutorial/workshop.
- Textbooks
The required text for this paper is:
Davies, A. & Hill, M. (2009). Making classroom assessment work. Wellington: NZCER Press.
A recommended text for this paper is:
Roffey, S. (2011). The new teacher's survival guide to behaviour (2nd ed.). London: Paul Chapman.
Other readings required in this paper are accessed from Course Reserve and Blackboard.- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical
thinking, Ethics, Self-motivation.
View more information about Otago's graduate attributes. - Learning Outcomes
Learning Outcomes (Aims and Objectives)
- Debate the implications of education policy for provision and practice
- Critically analyse perspectives and pedagogical practices that promote inclusive education
- Examine and critically reflect on approaches that promote behaviour for learning
- Examine approaches to adapting the curriculum and learning environment to meet the needs of diverse learners
- Critically reflect on a range of assessment policies and strategies
- Examine issues and identify effective practice in managing student transitions between education settings
Timetable
Critical examination of a range of key issues to identify pedagogy and practice in relation to diverse learners.
This is a core paper for students enrolled in the Bachelor of Teaching (Primary) degree.
The central focus of EDUC 335 Constructions of Learning in Education Settings is on catering for diverse learners. This key thread is woven through four inter-related modules that integrate theoretical perspectives as a foundation for their practical application in the primary classroom.
| Paper title | Constructions of Learning in Education Settings |
|---|---|
| Paper code | EDUC335 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Full Year
(On campus)
Full Year (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. |
- Prerequisite
- EDUC 252
- Restriction
- EDUT 331
- Limited to
- BTchg
- Notes
- Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
- Contact
- Teaching staff
Paper Co-ordinator: Dr Sylvia Robertson
Other staff: Dr David Berg (Dunedin)
Dr Gill Rutherford (Dunedin)
To be confirmed (Invercargill)- Paper Structure
The four modules that comprise this paper are:
- Behaviour for learning
- Inclusive education
- Assessment for learning
- Student transitions
- Teaching Arrangements
- Participation in this paper involves attendance at a weekly lecture and subsequent tutorial/workshop.
- Textbooks
The required text for this paper is:
Davies, A. & Hill, M. (2009). Making classroom assessment work. Wellington: NZCER Press.A recommended text for this paper is:
Roffey, S. (2011). The new teacher's survival guide to behaviour (2nd ed.). London: Paul Chapman.Other readings required in this paper are accessed from Course Reserve and Blackboard.
- Course outline
Contact: education@otago.ac.nz
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical
thinking, Ethics, Self-motivation.
View more information about Otago's graduate attributes. - Learning Outcomes
Learning Outcomes (Aims and Objectives):
- Debate the implications of education policy for provision and practice
- Critically analyse perspectives and pedagogical practices that promote inclusive education
- Examine and critically reflect on approaches that promote behaviour for learning
- Examine approaches to adapting the curriculum and learning environment to meet the needs of diverse learners
- Critically reflect on a range of assessment policies and strategies
- Examine issues and identify effective practice in managing student transitions between education settings
