TEACH313-21D (HAM)

Evidence-based Practice in English

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Richard Hill

Richard Hill
7818
TC.3.32B
See Moodle
richard.hill@waikato.ac.nz

Lecturer(s)

Marianne Robertson

Marianne Robertson
9074
TL.3.11
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marianne.robertson@waikato.ac.nz

Wendy Carss

Wendy Carss
7862
TC.3.32A
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wendy.carss@waikato.ac.nz

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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In this paper students develop an understanding of learning and teaching literacy with a focus on evidence-based practice and inquiry. Students extend their knowledge of research-based frameworks, curriculum documents and assessment, and apply this to practice.

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Paper Structure

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This paper runs from week 10-45. Students must attend tutorials during weeks 10-23 and following practicum, Weeks 33-45. The first half of the paper is spread across the twelve weeks of trimester A with two-hour weekly tutorials . Coursework during the second half of the paper is concentrated into week 29 prior to your Professional Experience, and weeks 41-46 after your Professional Experience.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning Objectives
    1. Examine and evaluate a range of assessment tools in literacy.
    2. Critically evaluate evidence provided for a group of learners in literacy, including those with reading difficulties.
    3. Identify specific learning needs for a group of learners based on evidence.
    4. Design an evidence based intervention for a targeted group of learners in literacy.
    5. Demonstrate knowledge of conceptual understanding, research-based frameworks, assessment practices and pedagogical content knowledge in literacy.
    Linked to the following assessments:
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Assessment

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The three assignments for this paper are closely integrated with the content of the paper sessions / modules, and are designed to assist students develop the understandings and competencies outlined in the teaching / learning outcomes. The paper will be assessed in accordance with the School of Education Te Kura Toi Tangata Regulations for papers in the Graduate Diploma of Teaching and the Bachelor of Teaching Degree.

This paper is internally assessed. All assignments are compulsory. Details are set out below.

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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. Assignment one: Report on a multimodal text – paired assignment
30 Mar 2021
11:30 PM
30
  • Online: Submit through Moodle
✔
2. Assignment two: Test and report
1 Jun 2021
11:30 PM
35
  • Online: Submit through Moodle
✔
3. Assignment three: Poster presentation statement
1 Nov 2021
9:00 AM
35
  • Other:
✔
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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A course readings book is assigned to this paper.
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Recommended Readings

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Highly recommended texts (on desk loan at the Library)

Ministry of Education (2003). Effective literacy practice: Years 1-4. Wellington: Learning Media.

Ministry of Education (2006). Effective literacy practice: Years 5-8. Wellington: Learning Media.

Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Te Tāhuhu o te Mātauranga, Wellington: Learning Media.

Ministry of Education (2009). The New Zealand curriculum reading and writing standards for years 1-8. Wellington: Learning Media.

Ministry of Education ( 2010). Literacy learning progressions. Wellington: Learning Media.

Texts for Maori Medium

Te Tāhūhū o Aotearoa. (2008). Te marautanga o Aotearoa. Wellington: Learning Media.

Te Tāhūhū o Aotearoa. (2011). He ara ako i te reo matatini. Wellington: Huia Publishers.

Te Tāhūhū o Aotearoa. (2008). Pānui arahanga. Wellington: Learning Media.

Rau, C. (1998). He mātai āta titiro ki te tūtukitanga mātātupu pānui, tuhi. Ngaruawahia: Kia Ata Mai Educational Trust.

Supporting Ministry texts

Ministry of Education (1992, 1996). Dancing with the pen. Wellington: Learning Media. [ISBN 0 478 05560 9] (out-of-print but on desk loan)

Ministry of Education (2000). Using running records: A resource for New Zealand classroom teachers. Wellington: Learning Media.

Ministry of Education (2002). Guided reading: Years 1-4. Wellington: Learning Media.

Ministry of Education (2005). Guided reading: Years 5-8. Wellington: Learning Media.

Ministry of Education (2008). The English language learning progressions: A resource for mainstream and ESOL teachers. Wellington: Learning Media.

Ministry of Education (2009a). Learning through talk: Oral language in years 1 to 3. Wellington: Learning Media.

Ministry of Education (2009b). Learning through talk: Oral language in years 4 to 8. Wellington: Learning Media.

Internet Website URLs

School journal surfhttp://www.waikato.ac.nz/library/resources/journals-access#journalsurf
Te Kete Ipurangihttp://www.tki.org.nz
Ready to Read teacher support material
School journal teachers' notes
English online
ESOL onlinehttps://esolonline.tki.org.nz/
Literacy online
Google scholarhttp://scholar.google.co.nz/
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Online Support

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Online support is via Moodle and EdLinked
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Workload

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The following are the minimum expectations for student workload:
100 level paper 150 total hours
200 level paper 200 total hours
300 level paper 200 total hours
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Linkages to Other Papers

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This paper aims to extend students’ understandings of literacy learning based on components of the first year paper (TEACH110) and second year paper (TEACH210). Students are reminded that a pass in both papers (or equivalent) is the prerequisite for TEACH313.
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Prerequisite(s)

Prerequisite papers: TEACH111, TEACH210 or TEAL220

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEAL321

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