Extending the inquiry approach across curriculum learning areas for sustained teaching and learning, engagement focused on professional and collaborative relationships, a learning culture which engages diverse learners, engagement with te reo Māori me ngā Tikanga-a-iwi and pedagogically-informed ICT use.
This paper extends EDUC 473 and continues to support student teachers to make practice-to-theory connections through school- and campus-based learning opportunities. Teaching as inquiry underpins this paper.
| Paper title | Extended Evidence-based Inquiry (Primary) |
|---|---|
| Paper code | EDUC573 |
| Subject | Education |
| EFTS | 0.2500 |
| Points | 30 points 30 points |
| Teaching period(s) | 1st Non standard period (9 July 2018 - 30 November 2018), 2nd Non standard period (29 January 2018 - 28 March 2018) |
| Domestic Tuition Fees (NZD) | $1,967.75 |
| International Tuition Fees (NZD) | $6,528.00 |
- Prerequisite
- EDUC 473, EICT 199, ELIT 199, EMAT 199
- Limited to
- MTchgLn
- Notes
- Primary Education only.
- Contact
- Dr Helen Trevethan, helen.trevethan@otago.ac.nz; Dr Jane Tilson, jane.tilson@otago.ac.nz
- Teaching staff
- Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
- Paper Structure
- Teaching as inquiry underpins this paper.
Content will include:- Communicating with learners
- Developing and maintaining professional relationships
- Engagement with te reo Māori me ngā tikanga Māori in the educational setting
- Assessment
for learning
- Formative assessment
- Data-informed decision making
- Communicating results
- National Standards
- Planning for sustained engagement with learners
- Engaging diverse learners
- Integrating and evaluating the use of ICT in teaching and learning
- Refining personal philosophies of teaching
- Teaching Arrangements
- In this paper there will be one extended period of teaching - six weeks in the classroom.
Further information about the extended school experiences is detailed in the Professional
Experience handbook.
The paper will be delivered in one 2-hour class per week. - Textbooks
- McGee, C., & Fraser, D. (Eds.) (2012). The professional practice of teaching (4th 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:
- Independently design, implement and evaluate evidence-based learner interventions
- Sustain professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori
- Critically apply and evaluate theories of teaching as inquiry
- Independently gather, analyse and interpret assessment data to inform pedagogical decisions and
- Articulate and justify the refinement of their personal and professional philosophy of teaching and learning
Timetable
Extending the inquiry approach across curriculum learning areas for sustained teaching and learning, engagement focused on professional and collaborative relationships, a learning culture which engages diverse learners, engagement with te reo Māori me ngā Tikanga-a-iwi and pedagogically-informed ICT use.
This paper extends EDUC 473 and continues to support student teachers to make practice-to-theory connections through school- and campus-based learning opportunities. Teaching as inquiry underpins this paper.
| Paper title | Extended Evidence-based Inquiry (Primary) |
|---|---|
| Paper code | EDUC573 |
| Subject | Education |
| EFTS | 0.2500 |
| Points | 30 points |
| Teaching period | 1st Non standard period (8 July 2019 - 6 December 2019) |
| Domestic Tuition Fees (NZD) | $2,007.00 |
| International Tuition Fees (NZD) | $6,658.50 |
- Prerequisite
- EDUC 473, EICT 199, ELIT 199, EMAT 199
- Limited to
- MTchgLn
- Notes
- Primary Education only.
- Contact
Dr Helen Trevethan (helen.trevethan@otago.ac.nz); Dr Jane Tilson (jane.tilson@otago.ac.nz)
- Teaching staff
- Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
- Paper Structure
Teaching as inquiry underpins this paper.
Content will include:
- Communicating with learners
- Developing and maintaining professional relationships
- Engagement with te reo Māori me ngā tikanga Māori in the educational setting
- Assessment
for learning
- Formative assessment
- Data-informed decision making
- Communicating results
- National Standards
- Planning for sustained engagement with learners
- Engaging diverse learners
- Integrating and evaluating the use of ICT in teaching and learning
- Refining personal philosophies of teaching
- Teaching Arrangements
- In this paper there will be one extended period of teaching - six weeks in the classroom.
Further information about the extended school experiences is detailed in the Professional
Experience handbook.
The paper will be delivered in one 2-hour class per week. - Textbooks
- McGee, C., & Fraser, D. (Eds.) (2012). The professional practice of teaching (4th 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:
- Independently design, implement and evaluate evidence-based learner interventions
- Sustain professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori
- Critically apply and evaluate theories of teaching as inquiry
- Independently gather, analyse and interpret assessment data to inform pedagogical decisions and
- Articulate and justify the refinement of their personal and professional philosophy of teaching and learning
