Designing data-driven learning interventions and teaching strategies in specified curriculum areas that demonstrate decision-making skills, reflexive practice, effective use of ICT, personal teaching growth and development.
|Paper title||Evidence-based Inquiry (Secondary)|
|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
- Secondary Education only.
Dr Margie Campbell-Price (firstname.lastname@example.org)
- Teaching staff
- Paper Structure
- The teaching-learning relationship
- Knowing the learners/students and their communities
- Understanding adolescents
- Gender appropriate approaches to teaching and learning
- Didactic, guided inquiry, student centred, interactive learning approaches
- Deliberate acts of teaching to support learning
- Engaging learners - establishing and maintaining relationships, active learning strategies, taxonomies of thinking/skill/processes, momentum, catering for diversity
- Managing the learning environment - managing behaviour to enhance learning (teacher strategies and school-wide practices), organising and managing the teaching space and resources, being the leader of learning
- Professional and ethical role of the
- Developing a professional teaching identity and teaching philosophy
- Code of ethics for registered teachers
- Professional dilemmas
- Being part of a collaborative learning community
- Engaging with te reo Māori me ngā tikanga Māori in the educational setting (aligned to all other papers)
- Integrating literacy and numeracy strategies to support learning in the secondary curriculum
- What is pedagogy and what do we mean by pedagogical decision-making?
- Learning progressions
- Aspects of effective pedagogy (e.g., creating a supportive learning environment, encouraging reflective thought and action, enhancing the relevance of new learning, facilitating shared learning, making connections to prior learning and experiences, providing sufficient opportunities to learn, teaching as inquiry, enhancing learning through digital technology).
- Planning and enacting inquiry driven teaching
- Developing reflexive, adaptive practice
- Data, assessment
and targeting learning
- What is data?
- What constitutes data?
- Strategies to gather and interpret data
- What is assessment?
- Types of assessment (diagnostic, formative, summative) and their purpose, practices, strategies and principles
- Using data to inform pedagogical decision-making
- Using data to differentiate teaching
- Strategies for addressing target learner needs and tracking the progress and effectiveness
- The teaching-learning relationship
- Teaching Arrangements
- This paper will inform and will be informed by your professional practice. It has weekly 2-hour lecture/workshops with a schedule of content that has the flexibility to be modified as required. This paper leads into EDUC 578 Extended Evidence Based Inquiry in the second semester. Student teachers will be in school settings for professional experience two days each week throughout the year and in three 'blocks' of two (term one), four (term two) and six weeks (term three) respectively.
Required and Recommended Reading:
- Fraser, D. & Hill, M. (Eds.) (2016). The professional practice of teaching in New Zealand (5th ed). South Melbourne, Victoria: Cengage Learning Australia.
- Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.
- 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:
- Design an evidence-based learner intervention for teaching appropriate for students in years 7-13;
- Demonstrate professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori;
- Apply and justify effective pedagogies (teaching pactices) in curriculum delivery;
- Gather, analyse and interpret a range of data to inform pedagogical decisions for students in years 7-13; and
- Reflexively articulate and justify an emerging personal and professional philosophy of teaching and learning.