Critical examination of a range of key issues to identify pedagogy and practice in relation to diverse learners.
This is a core paper for students enrolled in the Bachelor of Teaching (Primary) degree.
The central focus of EDUC 335 Constructions of Learning in Education Settings is on catering for diverse learners. This key thread is woven through four inter-related modules that integrate theoretical perspectives as a foundation for their practical application in the primary classroom.
|Paper title||Constructions of Learning in Education Settings|
|Points||18 points 18 points|
|Teaching period(s)||Full Year, Full Year|
|Domestic Tuition Fees (NZD)||$846.30|
|International Tuition Fees (NZD)||$3,766.35|
- EDUC 252
- EDUT 331
- Limited to
- BEd, BTchg, GradDipEdTchg
- (i) TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only. (ii) BEd (TESOL) students are exempt from the EDPR 332 corequisite.
- Teaching staff
- Paper Coordinator: Dr Brenda Shanks (Southland)
Other staff: Professor Ross Notman (Dunedin); Dr David Berg (Dunedin); Dr Gill Rutherford (Dunedin)
- Paper Structure
- The four modules that comprise this paper are:
- Behaviour for learning
- Inclusive education
- Assessment for learning
- Student transitions
- Teaching Arrangements
- Participation in this paper involves attendance at a weekly lecture and subsequent tutorial/workshop.
The required text for this paper is:
- Davies, A. & Hill, M. (2009). Making classroom assessment work. Wellington: NZCER Press.
A recommended text for this paper is:
- Roffey, S. (2011). The new teacher's survival guide to behaviour (2nd ed.). London: Paul Chapman.
Other readings required in this paper are accessed from Course Reserve and Blackboard.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical
thinking, Ethics, Self-motivation.
View more information about Otago's graduate attributes.
- Learning Outcomes
- Participants develop the ability to reflect, debate and critically analyse relevant education policy and pedagogical practices that promote student learning within an inclusive classroom environment.