TEEDU200-21A (HAM)

Concepts of Learning and Teaching 2

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Sheralyn Cook

Sheralyn Cook
8289
TL.2.03
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sheralyn.cook@waikato.ac.nz

Lecturer(s)

Helen Aitken

Helen Aitken
4875
TC.2.73
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helen.aitken@waikato.ac.nz

Hazel Woodhouse

Hazel Woodhouse
4353
TL.2.04
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hazel.woodhouse@waikato.ac.nz

Phillipa Cosgriff

Phillipa Cosgriff
6739
TL.3.03
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phillipa.cosgriff@waikato.ac.nz

Sheralyn Cook

Sheralyn Cook
8289
TL.2.03
See Moodle
sheralyn.cook@waikato.ac.nz

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: 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:
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Paper Description

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This paper builds on the learning and teaching principles and practices examined in TEEDU100 Concepts of Learning and Teaching 1. Students examine inclusive and culturally responsive and relational practices. It includes a focus on assessment and students develop their emerging teaching philosophy.
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Paper Structure

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This paper will be taught on campus and supported online. Lectures are online with weekly on campus kanohi-ki-te-kanohi (face-to-face) tutorials.

The first theme of the paper focuses on the broad topic of culturally responsive and relational practices, inclusion and diversity. The second theme focuses on assessment, investigating the purpose, place and types of assessment and the role of assessment in teaching and learning. Lastly the third and final over-arching topic is about developing a Teaching Philosophy that draws together the 'big ideas' students have formed about the concepts of teaching and learning.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning Outcomes

    1: Examine the social, cultural and emotional factors influencing diverse learners, their familiy/whānau and community, through inclusive and culturally-responsive pedagogy;

    2: Demonstrate an understanding of effective relational practices and cultural competencies that inform their developing pedagogy;

    3: Design and prepare an appropriate resource that describes appropriate learning experiences for diverse learners;

    4: Critically examine their understanding of a variety of evidence gathering and assessment;

    5: Examine how teachers and centres/schools use assessment data to inform planning and decision-making for improving learner outcomes;

    6: Demonstrate an understanding of the influence of the curriculum and policy documents on their developing philosophy of teaching and practices in meeting the needs of diverse learners.

    Linked to the following assessments:
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Assessment

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All pieces of assessment are compulsory.
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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 1: Group Presentation - Resource for diverse learners
15 Mar 2021
No set time
30
  • In Class: In Tutorial
  • Online: Submit through Moodle
✔
2. Assignment 2: Critique of Assessment
12 May 2021
11:30 PM
30
  • Online: Submit through Moodle
✔
3. Assignment 3: Essay: Emerging teaching philosophy
9 Jun 2021
11:30 PM
30
  • Online: Submit through Moodle
✔
4. Assignment 4: Tutorial Participation, engagement, and contribution
4 Jun 2021
11:30 PM
10
  • Other: self and peer assessed; monitored by teaching team
✔
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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You are expected to complete the weekly readings outlined on the reading list. The required readings for this paper are available online through Waikato Reading Lists. The links will take you directly to the reading, which you can then download or read online.

Weekly Readings: To be advised via Moodle or course reading list

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Recommended Readings

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Carr, M. & Lee, W. (2019). Learning Stories in Practice. Sage (recommended for ECE and primary students interested in Learning Stories)

Clarke, S (2014). Outstanding formative assessment: Culture and practice. Hodder.

Clarke, S., Timperley, H., & Hattie, J. (2001). Unlocking formative assessment (NZ edition). Hodder and Stoughton (Selected chapter in reading list)

Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing students' learning in the primary and intermediate classroom. Hodder and Stoughton.

Duchesne, S., & McMaugh, A. (Eds.) (2016). Educational psychology for learning and teaching (5th ed.). Cengage

Gray, A., & Clark, B. (2013). Nga Hurihanga Ako Kohungahunga:Transformative teaching practices in early childhood education. Pearson

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Online Support

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This paper is supported online via Moodle.
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Workload

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This is a 15-point paper which is taught in Semester A. The total hours for the paper will not exceed 150 hours for tutorials, study and assessment purposes.
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Linkages to Other Papers

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Links from TEEDU100 and into TEEDU300
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Prerequisite(s)

Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme including TEEDU100 and TEPRO110 .

Corequisite(s)

Equivalent(s)

Restriction(s)

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