TEACH510-22X (TGA)

Ngā Taunakitanga Hei Whakamōhio: Evidence-based Practice (Primary)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Jessica Rubin

Jessica Rubin
9461
TL.4.11
See Moodle
jessica.rubin@waikato.ac.nz

Lecturer(s)

Jill Peterson

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

Jessica Rubin

Jessica Rubin
9461
TL.4.11
See Moodle
jessica.rubin@waikato.ac.nz

Sue Dymock

Sue Dymock
7717
TL.2.05
See Moodle
sue.dymock@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

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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This paper focuses on designing evidence-based interventions for literacy and numeracy. Students will analyse and evaluate data and apply specialist knowledge and skills in planning for diverse learners.
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Paper Structure

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This paper is taught in-person and on-campus during designated meeting times as listed. Students are also expected to engage regularly with class materials posted on Moodle.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Analyse evidence of student learning in literacy.
    Linked to the following assessments:
    • Literacy Assignment: Profile of a Young Writer (1)
    • Literacy Online Test: Teaching Reading (2)
  • Design evidence-based interventions in literacy that reflect knowledge of research-based frameworks, curriculum documents, assessment, learning progressions, culturally responsive pedagogies, appropriate other teaching approaches, and resources.
    Linked to the following assessments:
    • Literacy Assignment: Profile of a Young Writer (1)
    • Literacy Online Test: Teaching Reading (2)
  • Evaluate and reflect on the teaching and learning process in particular contexts for literacy.
    Linked to the following assessments:
    • Literacy Assignment: Profile of a Young Writer (1)
  • Analyse evidence of student learning in numeracy.
    Linked to the following assessments:
    • Numeracy Assignment: An Evidence-Based Intervention (3)
  • Design evidence-based interventions in numeracy that reflect knowledge of research-based frameworks, curriculum documents, assessment, learning progressions, culturally responsive pedagogies, appropriate other teaching approaches, and resources.
    Linked to the following assessments:
    • Numeracy Assignment: An Evidence-Based Intervention (3)
  • Evaluate and reflect on the teaching and learning process in particular contexts for numeracy.
    Linked to the following assessments:
    • Numeracy Assignment: An Evidence-Based Intervention (3)
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Assessment

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Assignment 1 (Literacy - Data Analysis & Intervention): 40%

Assignment 2 (Literacy - Test): 30%

Assignment 3 (Numeracy - Evidence-based Intervention): 30%

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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. Literacy Assignment: Profile of a Young Writer
14 Apr 2022
11:30 PM
40
  • Online: Submit through Moodle
✔
2. Literacy Online Test: Teaching Reading
20 May 2022
4:00 PM
30
  • Online: Submit through Moodle
✔
3. Numeracy Assignment: An Evidence-Based Intervention
5 Jun 2022
11:30 PM
30
  • 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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All students must regularly access the online Reading List for required readings, including supplementary reading and materials for post-graduate level students. In addition to other methods of access, a link to the class Reading List is posted on Moodle.

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Recommended Readings

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**all students must regularly access the online reading list for recommended and required readings**


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Online Support

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All students are expected to regularly access our class Moodle page, which will support learning and provide links and access to resources and additional support. Students are also expected to regularly access the University library (online and, as needed, in person) and a range of webpages to support learning in this paper.

Please note: Moodle is used for class notices and updates (Announcements). Students have a responsibility to regularly check the site and read Moodle notifications. Instructions provided via Moodle and in lectures are whole class notices.

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Workload

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This is a 15-point paper. University regulations stipulate an expected total student workload for the paper of 150 hours during the trimester. In addition to weekly face-to-face classes and structured online learning tasks, the remaining workload hours will accumulate across the trimester. The balance of these workload hours are expected to be spent in independent study, which may include: reading and responding to course-related materials, course-related independent research and reading, and preparing assignments.

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Linkages to Other Papers

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This paper is linked with other papers in the qualification, including TEEDU500, TEEDU501 and TEACH511 where students critically engage with Te Tiriti o Waitangi, curriculum and assessment in relation to other learning areas, and a range of pedagogical practices.
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Prerequisite(s)

Prerequisite papers: TEEDU500

Corequisite(s)

Equivalent(s)

Restriction(s)

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