Designing data-driven learning interventions and teaching strategies across curriculum learning areas that demonstrate decision-making skills, reflexive practice, effective use of ICT, personal teaching growth and development.
This paper supports student teachers to connect theory and practice in school and campus based learning opportunities. Underpinning this paper are concepts of teaching as inquiry and important values for educators, such as communication, critical thinking, cultural understanding, ethics, professional commitment and readiness, lifelong learning, self-motivation and teamwork.
| Paper title | Evidence-based Inquiry (Primary) |
|---|---|
| Paper code | EDUC473 |
| Subject | Education |
| EFTS | 0.2500 |
| Points | 30 points |
| Teaching period | 1st Non standard period (14 January 2019 - 21 June 2019) |
| Domestic Tuition Fees (NZD) | $2,007.00 |
| International Tuition Fees (NZD) | $6,658.50 |
- Limited to
- MTchgLn
- Notes
- Primary Education only.
- Contact
- helen.trevethan@otago.ac.nz
jane.tilson@otago.ac.nz - Teaching staff
- Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
- Paper Structure
- This paper has two components - a course (or 'taught' component) and a professional
experience component.
- Professional and ethical role of the teacher
- Behaviour for Learning
- Effective relationships
- Effective pedagogy
- Enacting inquiry-driven teaching
- Developing reflexive, adaptive practice
- Engaging with te reo Maori me ngā tikanga Māori in the educational setting
- Assessment
- Planning
- Literacy and numeracy
- ICT as a teaching tool to support diverse learners
- Personal philosophies
- Teaching Arrangements
This paper will inform and will be informed by your professional experience. It has weekly 2-hour workshops in college with a tentative schedule of content that will be modified as required. You will be in the field two days each week beginning week 7. Across your professional experience you will be engaged in school-based tutorials facilitated by the Liaison Lecturer, Liaison Teacher, or the students themselves. The focus of these tutorials will arise from the teaching/learning context and will be an opportunity to discuss and interrogate your observations and experiences as they arise within your individual learning communities.
What Else is Needed for This Paper?
Electronic means of videoing teaching (e.g. iPhone, iPad or similar)- Textbooks
Required Text:
- D. Fraser, & M. Hill. (2016). (Eds.), The professional practice of teaching (5th 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:
- Design an evidence-based learner intervention for teaching;
- Demonstrate professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori;
- Apply and justify effective pedagogies (teaching practices) in curriculum delivery;
- Gather, analyse and interpret a range of data to inform pedagogical decisions; and
- Reflexively articulate and justify an emerging personal and professional philosophy of teaching and learning.
Timetable
Designing data-driven learning interventions and teaching strategies across curriculum learning areas that demonstrate decision-making skills, reflexive practice, effective use of ICT, personal teaching growth and development.
This paper supports student teachers to connect theory and practice in school and campus based learning opportunities. Underpinning this paper are concepts of teaching as inquiry and important values for educators, such as communication, critical thinking, cultural understanding, ethics, professional commitment and readiness, lifelong learning, self-motivation and teamwork.
| Paper title | Evidence-based Inquiry (Primary) |
|---|---|
| Paper code | EDUC473 |
| Subject | Education |
| EFTS | 0.2500 |
| Points | 30 points |
| Teaching period | 1st Non standard period (27 January 2020 - 19 June 2020) |
| Domestic Tuition Fees (NZD) | $2,047.25 |
| International Tuition Fees (NZD) | $6,991.50 |
- Limited to
- MTchgLn
- Notes
- Primary Education only.
- Contact
- Teaching staff
Paper Co-ordinators: Dr Jane Tilson and Dr Helen Trevethan
- Paper Structure
- This paper has two components - a course (or 'taught' component) and a professional
experience component.
- Professional and ethical role of the teacher
- Behaviour for Learning
- Effective relationships
- Effective pedagogy
- Enacting inquiry-driven teaching
- Developing reflexive, adaptive practice
- Engaging with te reo Maori me ngā tikanga Māori in the educational setting
- Assessment
- Planning
- Literacy and numeracy
- ICT as a teaching tool to support diverse learners
- Personal philosophies
- Teaching Arrangements
This paper will inform and will be informed by your professional experience. It has weekly 2-hour workshops in college with a tentative schedule of content that will be modified as required. You will be placed in one school for semester one. In this placement you spend one day a week leading up to four week block placement.
What Else is Needed for This Paper?
Electronic means of videoing teaching (e.g. iPhone, iPad or similar)- Textbooks
Required Text:
- D. Fraser, & M. Hill. (2016). (Eds.), The professional practice of teaching (5th 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:
- Design evidence-based learning experiences for teaching students in years 1-8
- Demonstrate professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori
- Apply and justify effective pedagogies (teaching practices) in professional experience
- Gather, analyse and interpret a range of data to inform pedagogical decisions for students in years 1-8
- Discuss an emerging personal and professional philosophy of teaching and learning
