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Extending the inquiry approach in specified curriculum 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.
| Paper title | Extended Evidence-based Inquiry (Secondary) |
|---|---|
| Paper code | EDUC578 |
| Subject | Education |
| EFTS | 0.2500 |
| Points | 30 points |
| Teaching period | 1st Non standard period (6 July 2020 - 4 December 2020) |
| Domestic Tuition Fees (NZD) | $2,047.25 |
| International Tuition Fees (NZD) | $6,991.50 |
- Prerequisite
- EDUC 478 and EICT 199 and ELIT 199 and (EMAT 196 or EMAT 197)
- Limited to
- MTchgLn
- Notes
- Secondary Education only.
- Contact
Dr Kate Rice (kate.rice@otago.ac.nz)
- Teaching staff
Paper Co-ordinator: Dr Kate Rice
Other staff: Jenny Daly- Paper Structure
- Implementing an inquiry approach
- Developing and maintaining professional
relationships
- Colleagues
- Community
- Learners
- Enhanced engagement with te reo Māori me ngā tikanga Māori in the educational setting
- Assessment
for learning
- Formative assessment
- Data-informed decision making
- Communicating results
- Evaluating teaching and learning outcomes
- Planning
for sustained engagement
- Designing data driven learning interventions
- Engaging diverse learners
- Reflection and evaluation
- Integrating and evaluating the use of ICT in teaching and learning
- Refining personal philosophies of teaching
- Teaching Arrangements
In this paper you will have one extended period of teaching - six weeks in the classroom. Further information about the extended school experiences is detailed in the MTchgLn handbook.
The paper will be delivered in one 2-hour class per week.
- Textbooks
McGee, C., & Fraser, D. (Eds.) (2016). 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:
- Independently design, implement and evaluate evidence-based learner interventions for teaching;
- 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 to curriculum delivery;
- Independently gather, analyse and interpret assessment data to inform pedagogical decisions for students in years 7-13; and
- Articulate and justify the refinement of their personal and professional philosophy of teaching and learning.
Timetable
Extending the inquiry approach in specified curriculum 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.
| Paper title | Extended Evidence-based Inquiry (Secondary) |
|---|---|
| Paper code | EDUC578 |
| Subject | Education |
| EFTS | 0.25 |
| Points | 30 points |
| Teaching period | 1st Non standard period (12 July 2021 - 3 December 2021) |
| Domestic Tuition Fees | Tuition Fees for 2021 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDUC 478 and EICT 199 and ELIT 199 and (EMAT 196 or EMAT 197)
- Limited to
- MTchgLn
- Notes
- Secondary Education only.
- Contact
Dr Kate Rice (kate.rice@otago.ac.nz)
- Teaching staff
Paper Co-ordinator: Dr Kate Rice
Other staff: Jenny Daly- Paper Structure
- Implementing an inquiry approach
- Developing and maintaining professional
relationships
- Colleagues
- Community
- Learners
- Enhanced engagement with te reo Māori me ngā tikanga Māori in the educational setting
- Assessment
for learning
- Formative assessment
- Data-informed decision making
- Communicating results
- Evaluating teaching and learning outcomes
- Planning
for sustained engagement
- Designing data driven learning interventions
- Engaging diverse learners
- Reflection and evaluation
- Integrating and evaluating the use of ICT in teaching and learning
- Refining personal philosophies of teaching
- Teaching Arrangements
In this paper you will have one extended period of teaching - six weeks in the classroom. Further information about the extended school experiences is detailed in the MTchgLn handbook.
The paper will be delivered in one 2-hour class per week.
- Textbooks
McGee, C., & Fraser, D. (Eds.) (2016). 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
Student teachers who successfully complete this paper will be able to
- Independently design, implement and evaluate evidence-based learner interventions for teaching
- 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 to curriculum delivery
- Independently gather, analyse and interpret assessment data to inform pedagogical decisions for students in years 7-13
- Articulate and justify the refinement of their personal and professional philosophy of teaching and learning
