Overview
Individualising instruction to meet the needs of diverse learners. Examining the principles underpinning the learning needs of TESOL students and designing effective programmes to address their abilities.
About this paper
| Paper title | English and TESOL |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Full Year
(On campus)
Full Year (On campus) |
| Domestic Tuition Fees ( NZD ) | $912.00 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDCR 234
- Limited to
- BTchg
- Notes
- Primary Education Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
- Contact
Andrea Robertson - andrea.robertson@otago.ac.nz
- Teaching staff
Belinda Haig and Andrea Robertson (Dunedin)
Julie Mynes (Invercargill)
- Textbooks
Required Texts: these will be provided on e-Reserve
- Graduate Attributes Emphasised
- Information literacy.
View more information about Otago's graduate attributes. - Learning Outcomes
By the end of this paper, students will be able to:
- Design, plan and critically evaluate inclusive programmes in English that cater for the identified abilities of all children (including those who have English as a second or additional language) and linking, where appropriate, to aspects of te reo me ngā tikanga Māori
- Select, justify, and make effective use of a range of appropriate diagnostic, formative and summative assessment strategies
- Adapt, use and evaluate a range of teaching approaches and resources to support learning of English as a second or additional language in literacy contexts
- Articulate a philosophy of teaching and learning based on curriculum statements, learning theory, relevant research, professional experience experiences and personal belief
- Demonstrate reflective teaching in English
- Critically examine the efficacy of the New Zealand Curriculum in English and current resourcing for TESOL in relation to international educational trends and research
- Display a high level of personal and professional literacy and ICT proficiency
- Children's Act
- Students' safety checks as part of admission to the programmeWhen is Student Safety Check for this paper is processed? This paper is limited to a programme
Timetable
Overview
Explores practical implementation of the primary English, and mathematics curriculum, using final year placements as contexts. Requires students to link practice and theory whilst building on their English and mathematical content knowledge.
About this paper
| Paper title | English and Mathematics 4 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees ( NZD ) | $937.50 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDCR 331
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
- Contact
Programme Coordinator: Andrea Robertson
- Teaching staff
Andrea Robertson and Angela Miller (Dunedin)
Julie Mynes (Invercargill)
- Textbooks
Required Texts: these will be provided on e-Reserve.
- Graduate Attributes Emphasised
- Information literacy.
View more information about Otago's graduate attributes. - Learning Outcomes
At the conclusion of this course the student will be able to:
- Critically evaluate understanding of English and Mathematics in the New Zealand Curriculum through reflective teaching practices.
- Adapt, use and evaluate a range of theoretical and research based approaches to effective teaching and learning and assessment.
- Select, justify, and make effective use of a range of appropriate diagnostic, formative and summative assessment strategies.
- Critically examine the efficacy of New Zealand Curriculum English and Mathematics in relation to international educational trends and research.
- Demonstrate appropriate integration and implementation of te reo Māori and te ao Māori in an authentic context within English and Mathematics learning areas.
- Design, plan and critically evaluate inclusive programmes in English and Mathematics that cater for the identified needs of all children (including those who have English as a second or additional language).