TEEDU100-23J (NET)

Concepts of Learning and Teaching 1

15 Points

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Division of Education
School of Education

Staff

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Convenor(s)

Margaret Egan

Margaret Egan
3558
TCBD.4.03
See Moodle
margaret.egan@waikato.ac.nz

Jay Haydon-Howard

Jay Haydon-Howard
TCBD.4.03D
See Moodle
jay.haydon-howard@waikato.ac.nz

Mere Berryman

Mere Berryman
3567
TCBD.4.03D
See Moodle
mere.berryman@waikato.ac.nz

Lecturer(s)

Administrator(s)

Placement/WIL Coordinator(s)

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  • Calling +64 7 838 4466 select option 1, then enter the extension.
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    • 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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What this paper is about

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This paper provides an introduction to some of the learning theories that have influenced, and continue to influence educational practices in centres and schools. Theories about learning derive from different philosophies concerning human behaviour. In this paper, students will study theories about how people learn and how teachers take account of such learning theories. Emphasis will be placed on relating current learning theory to teaching practice.

This paper introduces students to the concepts and principles of teaching and learning. It prompts students to think clearly about how to enable others to learn in a variety of contexts. Reflecting on the theory-to-practice links, students will examine and critique learning and teaching approaches to engage diverse learners within a range of educational contexts. Students will consider the implications of learning in a digital age and present information in ways that are professional and appropriate for diverse learners.

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How this paper will be taught

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Wānanga 2 (17 - 20 April)

An introduction will take place to introduce theories of learning and how current learning theories relate to teaching practices.

Following this week students will have online supplementary sessions which will connect to their mahi during professional experience and directly connect to assignments 1 and 2.

Wānanga 3 (26 - 28 May)

A follow-up workshop will be held during wānanga 3 which will explore innovative learning environments to meet the needs of diverse learners. This will link directly to assignment 3.

Schedule of teaching and learning:

TopicsActivities
Wānanga 2: 17-20 April
  • Introduction to learning
  • Learning Theories
  • Disability and inclusive practices

Resources and dialogue to explore learning and learning theories

Workshops to investigate disability awareness and responses in practice

Workshops to investigate designing environments in response to learner needs

24 April - 12 May 2023
  • Learning Theories
  • Disability and inclusive practices
Online and face-to-face supportAssignment 1: Multimedia report Disability awareness due 12 May
15 May - 26 May
  • Disability and inclusive practices
Online and face-to-face supportAssignment 2: Article summary and personal response due 9 June
Wānanga 3: 26-28 May
  • Designing and managing learning environments

Group presentations

Assignment 3: Part A

29 May - 30 June
  • Teaching and learning strategies
Online and face-to-face supportAssignment 3 part B: Designing an Innovative Learning Environment due 30 June
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Required Readings

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Hill, M., & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th ed.). Cengage Learning.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Explain a range of learning theories and critically examine what these mean in practice
    Linked to the following assessments:
  • Demonstrate an understanding of the unique context in which teachers work, and demonstrate an understanding of culturally responsive teaching
    Linked to the following assessments:
  • Identify influences on their beliefs about disability and inclusion
    Linked to the following assessments:
  • Research, design, plan, implement and evaluate a range of learning and teaching approaches to engage diverse learners in educational contexts
    Linked to the following assessments:
  • Use a range of digital technologies to communicate and explain information, observing and demonstrating appropriate standards of digital literacy
    Linked to the following assessments:
  • Demonstrate appropriate undergraduate standards of university scholarship, critical reflection, and analysis; and demonstrate knowledge, skills and abilities related to academic literacy including academic reading, writing, critique and use of evidence
    Linked to the following assessments:
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Assessments

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How you will be assessed

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Assessment for this paper is based on participation, written work and assigned tasks. You must contact the Paper Coordinator (or a nominee), if you have any problems associated with these assessment requirements.
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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 1: Multimedia report Disability awareness
12 May 2023
11:30 PM
30
  • Online: Submit through Moodle
2. Assignment 2: Article summary and personal response
9 Jun 2023
11:30 PM
30
  • Online: Submit through Moodle
3. Assignment 3: Designing an Innovative Learning Environment
30 Jun 2023
11:30 PM
40
  • In Class: In Workshop
  • 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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