TAIDE103-22I (NET)

Cultural Responsiveness, Diversity, and Inclusion in a Teacher Aide Role

5 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Jill Peterson

Jill Peterson
See Moodle
jill.peterson@waikato.ac.nz

Lecturer(s)

Rhian Johnson

Rhian Johnson
3508
UWTA.G.14
See Moodle
rhian.johnson@waikato.ac.nz

Vivienne Russell

Vivienne Russell
027 230 0196
TCBD.G.05
See Moodle
vivienne.russell@waikato.ac.nz

Administrator(s)

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

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Paper Description

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In this module we explore how we can respect and acknowledge cultural and other forms of diversity in our work in New Zealand schools. This module emphasises the importance of inclusion.

We take the approach that participants in this course are 'experts' of their own contexts. In that regard, the concepts explored and insights offered in this module create opportunity to reflect on core characteristics of the Teacher Aide role that can be applied in a range of unique settings.

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Paper Structure

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This module is taught over a 3-week period and is divided into three core themes focusing on cultural responsiveness, diversity and inclusion in a Teacher Aide role. Each week there is a reading and other online material to engage with, a discussion forum for students to interact with each other and share ideas, and an independent activity to complete. There are two Zoom 'drop-in' sessions available each week, where you can connect with the convenors of the module for learning support.

To successfully complete this module you will need to:

  • Engage with the reading and learning material provided each week
  • Participate in the weekly discussion forum
  • Complete the weekly independent activities and associated reflection

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Demonstrate an awareness of key principles for acknowledging and responding to diversity in educational environments
    Linked to the following assessments:
  • Demonstrate basic Te Reo pronunciation and an awareness of basic tikanga Māori and Tiriti o Waitangi principles
    Linked to the following assessments:
  • Demonstrate the ability to adapt learning experiences to respond to the needs of one or more diverse learners
    Linked to the following assessments:
  • Demonstrate the capacity to reflect on practice and to communicate this professionally in a written reflection
    Linked to the following assessments:
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Assessment

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All assignments in this module are graded as complete/incomplete. While the table below suggests a weighting of 50% for each of the two assessments, this reflects the University systems that could not be manipulated in relation to this programme. This will be explained in more detail in week one of the course. This module is fully internally assessed.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. 3 x practical/reflective tasks
50
  • Online: Submit through Moodle
✔
2. Critical reflection
28 Nov 2022
12:30 AM
50
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The required readings for the paper are available electronically on Talis. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
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Online Support

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This module will run exclusively online and there are no required face-to-face meetings for the course. Across the three weeks, there is a series of online tasks designed to support you with your learning, and these are accessed via Moodle. The module convenors will interact regularly with students online, and there will be opportunity to engage via Zoom with the convenors each week for learning support.

If you wish to ask a question about anything to do with the course, you should use the Q&A link on the Moodle site. If it is something private, please use the 'Private conversation with the convenor' link. Both of these send automatic emails to the convenor.

Moodle is also used for class notices. It is your responsibility to check the site regularly and read the moodle email notifications.


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Workload

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This is a 5 point module, the third in a series of three modules that make up a 15 point paper. University regulations stipulate an expected total student workload for the module of 50 hours. The paper involves at least two accumulated hours of learning across each week. The remaining hours are used to complete readings and prepare for assessment tasks.
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Linkages to Other Papers

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This module is the third in a series of three modules that makes up a complete course for Teacher Aides, equivalent to a 15 point paper. The module is preceded by TAIDE101 and TAIDE102. Students who complete all three modules are eligible to have a 15 point option paper credited towards a Bachelor of Teaching degree (subject to BTchg admission requirements).
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Prerequisite(s)

Students must be working in a school as a teacher aide or equivalent.

Corequisite(s)

Equivalent(s)

Restriction(s)

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