Case Study: Vice-Chancellory Open Universities Australia
Vice-Chancellory Open Universities Australia (Curtin)
311790
EDP120 Introduction to Teaching Study Period 3, 2012
Unit study package number: Mode of study: Credit value: Pre-requisite units: Co-requisite units: Anti-requisite units: Additional Requirements: Result type: Approved incidental fees:
311790
Fully Online – Open Universities Australia (OUA) 25 None None None None Grade/Mark All fee information can be obtained through the Fees Centre. Visit fees.curtin.edu.au for details.
Unit Coordinator:
Name: Email:
Louise Carroll L.Carroll@curtin.edu.au Open Curtin OpenCurtin@curtin.edu.au
Administrative contact:
Name: Email:
Blackboard Technical Support: Name: (School of Education) Phone: Email: Name: Email: OUA General Enquiries: (School of Education) Name: Phone: Email: OASIS Faculty Website oasis.curtin.edu.au
Ezrina Fewings (Full Time) +61 8 9266 1281 e.fewings@curtin.edu.au Tristan Seymour (Part Time) tristan.seymour@curtin.edu.au Solina Sapsford +61 8 9266 7590 hum.educationOUA@curtin.edu.au
http://www.humanities.curtin.edu.au
311790 EDP120 Introduction to Teaching 27 August 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory
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Vice-Chancellory Open Universities Australia (Curtin)
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.
Syllabus
Introduction to the complexities of the teaching profession. What it means to be an effective teacher and ways in which the interaction between the teacher, learner and environment affects learning. Examination and application of teaching and management strategies. Teacher professionalism, ethics and duty of care.
Introduction
Welcome to EDP120 Introduction to Teaching. This unit covers the following content: • • • • • orientation to the profession of teaching. examination of what it means to be an effective teacher. planning for teaching: an introduction to lesson planning. exploration of how the interaction between the teacher, learner and environment affects learning. consideration of a range of teaching strategies.
Overarching outcomes
Students: • understand and appreciate the development of the learner and have the knowledge and skills to make decisions in relation to appropriate pedagogy.
• are reflective, self-motivated and critical in their approach to learning. • use a repertoire of teaching and learning skills and strategies. • use appropriate resources and instructional technologies in teaching. • use interpersonal and communication skills to enhance teaching and the learning outcomes. • value and implement practices that promote personal professional growth. • understand values underpin and shape the curriculum, teaching and learning. • use initiative and think creatively to enhance teaching and
learning.
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Vice-Chancellory Open Universities Australia (Curtin) Professional attributes
In all interactions regarding teaching it is anticipated that you will: • value life-long learning in your professional growth as a teacher. • recognise the professional role of teachers in schools and their communities. • demonstrate appropriate professional judgement, ethics, values and practices in schools and other educational settings. • understand the implications of equity and social justice for teachers. • recognise the primacy of the family in a young person’s social and academic development. • use effective collegial skills and strategies in working with others.
Unit Learning Outcomes
On successful completion of this unit students can: 1. analyse attributes of quality teaching in an effective learning environment. 2. evaluate the merits of a range of teaching and management strategies in the classroom setting. 3. evaluate learning experiences with particular reference to the writing and assessment of clear and observable objectives. 4. describe essential elements of professional and ethical practice with particular reference to child protection and duty of care. 5. describe how the diversity of learners’ backgrounds affects learning and the impact this has on the teacher learner and learning environments.
Graduate Attributes addressed:
Curtin’s Graduate Attributes
Apply discipline knowledge Thinking skills
(use analytical skills to solve problems)
Information skills
(confidence to investigate new ideas)
Learning how to learn Communication skills Technology skills
(apply principles learnt to new situations) (confidence to tackle unfamiliar problems)
International perspective
(value the perspectives of others)
Cultural understanding
(value the perspectives of others)
Professional skills
(work independently and as a team) (plan own work)
Find out more about Curtin’s Graduate attributes at the Curtin Teaching and Learning website: otl.curtin.edu.au
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Vice-Chancellory Open Universities Australia (Curtin) Learning Activities
This unit is fully online. Make sure you make use of the available online materials to enhance your learning in the unit and to optimise your achievement of unit outcomes: for detailed information and learning experiences (including focus questions and tasks) please refer to FLECS – Blackboard (oasis.curtin.edu.au).
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Referencing style
Written assessments must adopt the APA (American Psychological Association) 6th edition referencing format and be of an acceptable standard of presentation and literacy. You must include referencing in the body of your assessments as well as providing a full reference list to acknowledge all sources of materials used to support your ideas. For details please refer to: http://library.curtin.edu.au/referencing/apa.pdf More information can be found on this style from the Library web site: library.curtin.edu.au/research_and_information_skills/referencing
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Learning Resources
Essential Texts You will need to purchase the following textbook in order to complete this unit: Hurst, C. & Cooke, A. (2010). Introduction to teaching. South Melbourne: Cengage.
This is a custom text and comprises chapters from the following texts: (References included in the custom text- these are the references you acknowledge when citing from this textbook)
Barry, K. & King, L. (2004). Beginning teaching and beyond (3rd Ed.).South Melbourne: Social Science Press. Fetherston, T. (2007). Becoming an effective teacher. South Melbourne: Cengage Learning. Grellier, J. & Goerke, V. (2010). Communication skills toolkit: Unlocking the secret of tertiary success. South Melbourne: Cengage Learning. Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching challenges and dilemmas (3rd. ed). South Melbourne: Thompson. Killen, R. (2009). Effective teaching strategies: Lessons from research and practice. South Melbourne: Cengage Learning. Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management: Creative positive learning environments. South Melbourne: Cengage Learning. Mohan, T., McGregor, H., Saunders, S. & Archee, R. (2008). Communicating as professionals. South Melbourne: Cengage Learning. Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for teaching: Teaching for learning. South Melbourne: Cengage Learning.
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Vice-Chancellory Open Universities Australia (Curtin)
Recommended Texts
You do not have to purchase the following textbooks but you may like to refer to them. Bennett, B., Rolheiser, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto: Educational Connections. Bennett, B. & Smilanich, P. (1994). Classroom management: A thinking and caring approach. Toronto: Educational Connections. Brady, L. & Scully, A. (2005). Engagement: Inclusive classroom management. Frenchs Forest, NSW: Pearson Education Australia. Eby, J.W. & Herrell, A.L. (2005). Teaching in the elementary school: A reflective action approach (4th Ed.) Upper Saddle River, NJ: Pearson. Marsh, C. (2010). Becoming a teacher (5th ed.). Frenchs Forest: Pearson Education Australia.
Online Resources
• • • Please refer to Blackboard for digital resources. http://academicintegrity.curtin.edu.au/global/studentbook.cfm http://learningcentre.curtin.edu.au/online/
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Vice-Chancellory Open Universities Australia (Curtin) Assessment
Assessment Schedule
Task Value (%) Date due Unit Learning Outcome(s) assessed
Task 1: Document analysis
Week 5
40%
WEDNESDAY, 26 September 2012 23:59 (WST)
1, 2, 4 and 5
Task 2: Essay: Incorporating lesson plan
Week 9
60%
WEDNESDAY, 24 October 2012 23:59 (WST)
1, 2, 3 and 4
Format for assessments Please present all assessments in this format: • Justified text • 11 pt Arial • 1.5 line spacing • Numbered pages • No indent for paragraphs – miss a line between paragraphs • All assessments should include appropriate in-text referencing and a reference page using APA (6th ed.) style • Word count stated at beginning of assessment Detailed information on assessment tasks are on the following pages.
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Vice-Chancellory Open Universities Australia (Curtin)
Assessment 1: Document analysis (Worth 40%)
Date Due: Week 5 (Wednesday, 26 September 2012 (23.59 (WST))
Analyse the Western Australia’s Department of Education (WA DoE) Duty of Care for Students policy document. Discuss the policy as it relates to WA primary schools by creating action plans for the two scenarios provided and reflect on how the policy will impact on you as a teacher. The WA Duty of Care for Students policy PDF can be downloaded from the Department of Education WA website or by following the link:
http://det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policiesframework/policies/duty-of-care-for-students.
Note: This site contains other policies (and related documents) - you only need to download the Duty of Care Policy for Students PDF located in the top right hand corner of the webpage.
This assignment has three components: Part 1 – DOCUMENT ANALYSIS This section needs to include background to the policy, significance of the policy document in the current teaching context and key points in the policy document. Part 2 – ACTION PLANS Discuss how the teacher and school would address the requirements of the WA Duty of Care for Students policy in relation to both of these scenarios. You must refer to the WA Duty of Care for Students policy throughout your analysis. In addition, refer to the readings in the unit and other relevant literature to support your arguments. Create an action plan for both scenarios:
SCENARIO 1: A student is consistently interrupting other students during a classroom
lesson. In dealing with this student’s interruptions, the teacher sends the student out of the classroom for ‘time out’. The teacher tells the student to wait outside the classroom door until asked to return to the room. This reprimanded student is no longer in the teacher’s view.
SCENARIO 2: A first year student teacher accompanies a supervising teacher out on duty
at lunch time. While on playground duty an incident occurs that requires the supervising teacher to accompany a student to the administration block, which is not within the supervision area. The supervising teacher asks the student teacher to remain on duty for her as she tends to the dilemma. This would mean the student teacher would be the only teacher supervising the designated play area at this time. In your action plans consider the complexities of each scenario. You need to clearly identify the concerns you foresee and what action/s need to be taken to ensure the students receive reasonable care as outlined by the WA Duty of Care for Students policy.
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Vice-Chancellory Open Universities Australia (Curtin)
Part 3 – PERSONAL REFLECTION This part is to be written in the first person and is a discussion of some of the issues that you will consider when you are a teacher to ensure you are fulfilling your duty of care. Reflect on how you, as a teacher, will consider the policy and the information presented in the unit readings. Your assignment should be within 1500 – 2000 words. A rubric will be posted on Blackboard with further information on how this assignment will be assessed.
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Vice-Chancellory Open Universities Australia (Curtin)
Assessment 2: Essay: Incorporating a Lesson Plan (Worth 60%)
Part A: Essay worth 40% Part B: Lesson Plan worth 20%
Date Due: Week 9 (Wednesday, 24th October 2012 (23.59 (WST))
Part 1 - ESSAY:
The essential characteristics of effective teaching
Your essay should include: • • • Title- The essential characteristics of effective teaching. Introduction - that establishes your interpretation of the topic and indicates which aspects of it are addressed in the essay. Significant evidence - arranged in some appropriate way that indicates a clear process of thinking and analysis of main ideas related to the topic. The sources of this evidence should be acknowledged and should include reference to the video, the planned learning experience in the appendix, key readings from the unit and other supporting sources; Conclusion - that reiterates the main points of your argument and strengthens key points made in the essay. References - You must refer to, and cite from, at least three different references from the unit reference list as well as the selected video.
• •
There is no predetermined ‘correct’ answer to this topic. Your answer will be ‘correct’ to the extent that it demonstrates that you have thoughtfully examined the topic in terms of appropriate key ideas that you have encountered in the unit. Your skill in explaining your ideas clearly and presenting a thoughtful argument, whilst also referring to the video and the planned learning experience, will have an important effect on the quality of your assignment. The lesson plan needs to be referred to throughout the essay in order to exemplify and discuss points made about the characteristics of effective teaching. In writing the essay, reference must also be made to the teacher in the selected video, again, to inform the discussion of the characteristics of effective teaching. As well as referring to the lesson plan and the video, reference must be made to theoretical ideas and key readings that have been covered in the unit and other supporting sources. Your essay should be 2000 words in length (plus or minus 10%). Please ensure that you adhere to this word limit as it has been specified to keep the task manageable for yourself and the tutor. If you go beyond this limit, the tutor will stop reading once the limit is reached.
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Vice-Chancellory Open Universities Australia (Curtin)
Part 2- LESSON PLAN You need to create a planned learning experience which is to be set out using the lesson plan template provided (on Blackboard – in the Assessment link) and is to be placed in the appendix of your assignment. To prepare your lesson plan and essay, you must select one of the following lessons to view and consider it in the light of the essential characteristics of effective teaching. The planned learning experience needs to follow on from the lesson that you select. Although the planned lesson must build on the content from the original lesson, it can springboard into a new discipline area. Select one of these videos to direct your planned learning experience.
http://www.schoolsworld.tv/node/2051?terms=644 (Year 5: Maths - Multiplication) http://www.schoolsworld.tv/node/2065?terms=644 (Pre-primary: Science - Mini Beasts)
Your Lesson Plan must use the lesson plan template provided in the assessment link in Blackboard. All sections of the lesson plan must be completed. The lesson plan should not exceed three pages.
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Vice-Chancellory Open Universities Australia (Curtin)
Assessment and Student Progression Manual
The Assessment and Student Progression Manual is available from policies.curtin.edu.au/policies/students.cfm. It is in your best interest to familiarise yourself with the policy, as it will prevent any misunderstandings and reassure you that you are being dealt with fairly and consistently.
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is consistently evaluated by assessors. Minimum standards for the moderation of assessment are described in the Assessment Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policy
This ensures that the requirements for submission of assessments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied. Assessments are to be submitted through the Online Assignment Manager within the ‘Assessments’ section of Blackboard. Ensure you keep a backup copy. 1. All assessments which students are required to submit will have a due date and time specified on the Unit Outline. 2. Accepting late submission of assessments or other work will be determined by the unit coordinator or Head of School and will be specified on the Unit Outline. 3. If late submission of assessments or other work is not accepted, students will receive a penalty of 100% after the due date and time i.e. a zero mark for the late assessment. 4. If late submission of assessments or other work is accepted, students will be penalised by ten percent per calendar day for a late assessment submission (e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and marked as 12/20, the student would receive 6/20. An assessment more than seven calendar days overdue will not be marked. Work submitted after this time (due date plus seven days) may result in a Fail - Incomplete (F-IN) grade being awarded for the unity.
Pass requirements
In order to pass this unit, all assessment tasks must be submitted and you must achieve an overall mark of 50% or more. Tasks are not considered as submitted if any required sections are missing, or if the electronic file is not readable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.
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Vice-Chancellory Open Universities Australia (Curtin)
Students whose assessments are marked at a minimum of 40% of the possible mark may be offered the opportunity to resubmit the assessment. Tutors will contact students with this offer and the resubmitted assessment must be lodged within seven days of the offer. A notice of offer will be entered in the Online Assignment Manager comments area by the time all assessments have been returned to students, and it is a student’s responsibility to check the Online Assignment Manager for messages. Notification will be sent simultaneously by email. Only one assessment resubmission per unit will be offered. Students who reach a mark of between 45 and 49 inclusive may be offered the opportunity to submit a supplementary task in order to be granted a pass for the unit. Tutors will make recommendations for this on an individual basis, and may advise students that a supplementary has been recommended. However, the decision will be made at the Board of Examiners meeting following the end of the Study Period, and a score within the stated range will not guarantee the granting of a supplementary task. Students who were successful in being granted a supplementary task will be notified via the Official Communications Channel (not ordinary student email)
Extensions
Extensions are at the discretion of your lecturer/tutor but should be requested in writing before the due date for the assessment. The written response from the tutor with the new due date must accompany the submitted work. Extensions will be granted for: • medical grounds supported by a medical certificate • psychological grounds supported by a letter from Curtin Counselling or an appropriate • registered health professional • equity considerations as requested by a Counsellor (disability) • compassionate grounds. You need to formally apply for an assessment extension using the following appropriate form which MUST be printed, signed, and then scanned/emailed to your tutor. This requirement will apply for any assessment due seven (7) days or more. Application for Assessment Extension (Editable) 2012.pdf
Lost work
You are required to keep a copy of all assessments. Working with computers requires having to take extra precautions to see that work is not lost due to an electrical failure, software failure, hardware glitch, or a virus. One way of guarding against this is to continually back up work so that one always has two copies stored in different places. It is vital that students learn and observe proper backup procedures. For this reason lost work will not be regarded as an acceptable excuse for late assessment submissions.
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Vice-Chancellory Open Universities Australia (Curtin)
Assessment resubmission
If an assessment receives a mark of between 40% and 49%, the tutor will offer the opportunity for a resubmission on a date specified by the tutor. However, a maximum result of 50% can be awarded. Assessments that are late (without an approved extension) may not be resubmitted. Only one resubmission per unit will be granted.
Literacy standards
A high standard of literacy and presentation is required of all assessments. The assessment of each assessment has a component related to professional writing and students must pass this section of each assessment to be awarded a Pass for the assessment.
Plagiarism
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Plagiarism is a serious offence. For more information refer to academicintegrity.curtin.edu.au
Plagiarism monitoring
Work submitted may be subjected to a plagiarism detection process, which may include the use of systems such as ‘Turnitin’. For further information see http://academicintegrity.curtin.edu.au/students/turnitin.cfm.
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Vice-Chancellory Open Universities Australia (Curtin) Additional information
Enrolment:
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.
Corrupted or unreadable files
Tutors are not obliged to advise students of issues with incomplete or unreadable files, but students must check emails daily during the marking period in case of communication from tutors regarding assessment file problems. Students must provide a readable file within 48 hours of a tutor’s request. A request may be made through both the Online Assignment Manager comment area and simultaneously by email. If students fail to respond to a tutor's request for a readable file within the stipulated 48 hours, tutors will advise that late penalties of 10% per day are being applied.
Supplementary / Deferred exams:
Supplementary and deferred examinations are granted by the School of Education. Notification to students will be made after the School of Education Board of Examiners meeting via the Official Communications Channel (OCC) in OASIS. It is the student’s responsibility to check their OASIS account for official Curtin correspondence on a weekly basis. If your results show that you have been awarded a supplementary or deferred exam you should immediately check your OASIS email for details. Supplementary assessments are only recommended by tutors, not granted by them. The Board of Examiners will determine whether a supplementary assessment is to be offered or not. Supplementary assessment will only be offered if a final score is 45 or more – but are not necessarily offered to all students in this score range. If students have taken more than one unit, an average score of more than 50 must have been obtained in order to qualify for a supplementary assessment. Therefore, you must focus on 50 as the minimum pass mark.
Student rights and responsibilities
It is the responsibility of every student to be aware of all relevant legislation and policies and procedures relating to his or her rights and responsibilities as a student. These include: • • • • • • the Student Charter the University’s Guiding Ethical Principles the University’s policy and statements on plagiarism and academic integrity copyright principles and responsibilities the University’s policies on appropriate use of software and computer facilities General Misconduct Rules http://policies.curtin.edu.au/legislation/statutes_rules.cfm
Information on all these things is available through the University’s “Student Rights and Responsibilities” website at: students.curtin.edu.au/rights. Student appeals: http://students.curtin.edu.au/rights/appeals/index.cfm
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Counselling and disability services
Students with a disability or medical condition (e.g. mental health condition, chronic illness, physical or sensory disability, learning disability) are encouraged to seek advice from Disability Services http://disability.curtin.edu.au. A Disability Advisor will work with you and liaise with staff to identify strategies to assist you to meet unit (including fieldwork education) and course requirements, where possible. It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances. All Curtin students are entitled to access Curtin Counselling (unilife.curtin.edu.au/health_wellbeing/counselling_services.htm) for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates).
Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see http://evaluate.curtin.edu.au/info/ ). We welcome feedback as one way to keep improving this unit. Students are encouraged to give feedback through eVALUate, Curtin's online student feedback system (see http://evaluate.curtin.edu.au/info/index.cfm ). Recent changes to this unit include: 1. Assessments have been modified to reflect a more meaningful application of the unit content in context. 2. Assessments will be submitted through Turnitin. 3. Modification of Discussion Board organisation.
See http://evaluate.curtin.edu.au to find out when you can eVALUate this unit.
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Vice-Chancellory Open Universities Australia (Curtin)
Need help with your studies?
During this Study Period you will have access to 24 hour online tutoring support with SMARTHINKING The service is designed to supplement the learning experiences gained during your study at Open Universities Australia. Basically, you can access a range of services such as: • Live online tutoring: You can work synchronously with an eStructor. • Online Writing Lab (OWL): you submit a draft of your assessment for guidance on areas that • require some consideration. eStructors respond to this within 24 hours. • Submit a question: you post a question for eStructors to respond to within 24 hours. • You can also pre-schedule a session with an eStructor. How does it all work at OUA? This Study Period, students in this unit receive an allotment of 4 hours free SMARTHINKING access (rather than 2!). What does 4 hours get? – A lot: • Live online tutoring: Students work synchronously with an eStructor. Metered to the minute with a 5min flag fall. • Online Writing Lab (OWL): students submit a draft of their writing for guidance on areas that require some consideration. eStructors respond to this within 24 hours. Metered at 35 minutes per submission (up to 10 pages) • Submit a question: students post a question for eStructors to respond to within 24 hours. • Metered at 20 minutes per question. When you submit your essay to the SMARTHINKING eStructor you will get feedback on aspects of your writing such as whether you have: • organised your arguments in a logical way, • any sentence structure issues, • an introduction that frames the writing, • organised a clear thesis argument etc. PLEASE NOTE: eStructors do not provide advice on content nor are they aware of the criteria for specific assessments. How do I access SMARTHINKING? 1. Log in to Open Universities Australia at http://www.open.edu.au/ 2. From here go to MY AREA and then click on ACTIVE UNITS where you will see the icon that allows you to get to Smarthinking.com Don’t have an Open Universities Australia login? If you do not have a login for http://www.open.edu.au/ you can create one, please make sure you have your OUA ID handy. • Click on Create a login (in My Area) • Enter your First Name, Last Name and OUA ID • Fill in your details If you experience problems logging in or are unsure of your OUA ID, please contact our OUA Student Advisors by email advisors@open.edu.au or by telephone +61 3 8628 2555 for assistance. Go to your ACTIVE UNITS page via the OUA portal. Click on the SMARTHINKING link.
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Vice-Chancellory Open Universities Australia (Curtin) Program Calendar Study Period 3, 2012
Begin Date
Week
Module
Topic
• • • • • •
Pre-readings
Textbook Extract 7 -Whitton et al Ch.5 Professionalism in teaching Textbook Extract 14 Groundwater-Smith Ch. 13 Behaving ethically e-Reserve -Preston(1993) e-Reserve -Tronc (2004) e-Reserve - Crouch (1996) e-Reserve - Killen (2005) pp.33-40
Assessment Due
1.
27 Aug
MODULE 1
TOPIC 1: Introduction Professionalism & Teaching Role
POST: “Why I decided to become a teacher” Personal reflection 200 words
•
2.
3 Sept
TOPIC 2: The Mechanics of Teaching
• • •
Text book Extract 8 - Whitton et al Ch.8 The teaching and learning cyclee-Reserve- Harden & Crosby e-Reserve- Killen (2005) p.41
POST: Write a brief description of your model
3.
10 Sept
TOPIC 3: Progression from Curriculum to Lesson Plan
•
Text book Extract 9 – Whitton et al Ch.10 Lesson planning Text book Extract 17 Fetherston Ch.11 The whole lesson
POST: Draw a flow chart showing the progression and compile a set of points about each of the four terms Curriculum, Syllabus, Program and Lesson.
MODULE 2
• • • •
4.
17 Sept
TOPIC 4: Lesson Plans: Objectives, Learning Activities and Reflect
Text book Extract 9 - Whitton et al. Ch.10 Lesson planning Text book Extract 17 Fetherston - Ch.11 The whole lesson e-Reserve- Killen (2007) pp.66-87 Curriculum Council, Curriculum Framework
POST: Use the ‘Rubric for Analysis of Lesson Design’ to evaluate the five sample lesson plans provided. Or POST: Write three objectives addressing the following Australian curriculum Descriptor Year 3 Number and Algebra - Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
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Vice-Chancellory Open Universities Australia (Curtin)
• • TOPIC 5: Constructivism as a Philosophy and Constructivist Teaching
5.
24 Sept
• • •
Text book Extract 15 Fetherston Ch.7 Constructivist approaches.Text book Extract 16 Fetherston Ch.8 Teaching approaches based on cognitive and constructivist ideas. e-Reserve- Marsh Ch 3 e-Reserve- Kamii e-Reserve- Clements
POST: ‘Am I/could I be a constructivist?’
ASSESSMENT 1 Worth 40%
Due date:
WEDNESDAY 26 September 2012 23:59pm WST
• • • • • •
6.
1 Oct
MODULE
3
TOPIC 6: Collaborative Learning
•
e-Reserve- Bennett & Smilanich p. 14 e-Reserve- Bennett & Smilanich p. 33 - 35 e-Reserve- Eby & Herrell pp. 173-193 e-Reserve- Marsh pp.163-174 Text book Extract 11- Whitton et al.Ch.15 Grouping Text book Extract 10 Whitton et al. Ch.14 Teaching and learning strategies.pp.202,203 Text book Extract 15 Fetherston Ch.7. Constructivist approaches.pp.271-283
POST: Evaluate a lesson/s either from a ‘real school’ or the Schools world TV examples based on the readings from topic 5&6
• TOPIC 7: Questioning – The Essential Instructional Skill • •
7.
8 Oct
Text book Extract 10 Whitton et al Ch. 14 Constructivist approaches- pp.181-188 Text Extract 17 Fetherston The whole lesson - pp.332339 Bloom’s Taxonomy of Cognitive Processes (Document on Blackboard)
POST: Read the Bloom’s Taxonomy sample for the Goldilocks story. Write a set of questions to cover each level of the taxonomy for one of the following topics – Modern Fashion, The Three Little Pigs, or Australian Rules Football.
• TOPIC 8: Problems, Inquiry, Discovery, Role Plays and Simulations, and other Instructional Strategies • •
8.
15 Oct
•
Text book Extract 10 Whitton et al. Ch. 14 Constructivist approachese-Reserve- Marsh Ch12 Text book Extract 16 Fetherston Ch.8 Teaching approaches based on cognitive and constructivist ideasText book Extract 19 - Barry & King Ch.6 Developing teaching strategies
POST: Analyse an Instructional Strategy and: • comment on Teacherdirected/Student centred emphasis • discuss whether it fits with a Constructivist approach • give an example of a situation where you think it would work particularly well and
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• • • • TOPIC 9: Knowing Your Students, Strategies for ‘Belonging’, and Motivation • • Text Extract 20 Killen Ch.11 Using role-play as a teaching strategy e-Reserve- Flewelling pp. 9295 Text book Extract 9 and 12 Whitton et al. Text book Extract 18 - Lyons Ch.2 The Lyford model of classroom management e-Reserve- Marsh Ch 3,4 Text book extract 17 Fetherston Ch. 11 The whole lesson - pp.319 – 321 explain why • discuss the limitations/disadvantag es of the strategy . POST: - 10 strategies for motivating students
9.
22 Oct
ASSESSMENT 1 Worth 60%
Due date:
WEDNESDAY 24 OCTOBER 2012
23:59pm WST
MODULE 4
• TOPIC 10: The Classroom Environment and Proactive Teaching • • • •
10.
29 Oct
Text book Extract 13 - Whitton et al Ch.20 Promoting positive behavior for learninge-Reserve- Wesley article e-Reserve- Bennet & Smilanich Ch. 10 e-Reserve- Marsh Ch 13 series/manage-that-classwith-sue-cowley http://www.schoolsworld.tv/
POST: View some of the Teacher’s TV programs (15 mins each) from the series “Manage that class with Sue Cowley” and write down some classroom management tips that you pick up.
• TOPIC 11: Proactive Classroom Management and Student Behaviour •
11.
5 Nov
Text Extract 13 Whitton et al Ch. 20 Promoting positive behaviour for learning e-Reserve- Bennet & Smilanich Ch 10
POST: Write a paragraph outlining a misbehaviour you have seen in the classroom and which of the Bennett & Smilanich (1994) misbehaviour categories you believe it best fits.
MODULE 5
• TOPIC 12: Reflecting on my Learning as a Student
Revision of readings from unit.
Review of your learning Reflect on your first post “Becoming a teacher” Discuss how/if your views have changed?
12.
12 Nov
13.
19 Nov
Study break
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311790
EDP120 Introduction to Teaching Study Period 3, 2012
Unit study package number: Mode of study: Credit value: Pre-requisite units: Co-requisite units: Anti-requisite units: Additional Requirements: Result type: Approved incidental fees:
311790
Fully Online – Open Universities Australia (OUA) 25 None None None None Grade/Mark All fee information can be obtained through the Fees Centre. Visit fees.curtin.edu.au for details.
Unit Coordinator:
Name: Email:
Louise Carroll L.Carroll@curtin.edu.au Open Curtin OpenCurtin@curtin.edu.au
Administrative contact:
Name: Email:
Blackboard Technical Support: Name: (School of Education) Phone: Email: Name: Email: OUA General Enquiries: (School of Education) Name: Phone: Email: OASIS Faculty Website oasis.curtin.edu.au
Ezrina Fewings (Full Time) +61 8 9266 1281 e.fewings@curtin.edu.au Tristan Seymour (Part Time) tristan.seymour@curtin.edu.au Solina Sapsford +61 8 9266 7590 hum.educationOUA@curtin.edu.au
http://www.humanities.curtin.edu.au
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Vice-Chancellory Open Universities Australia (Curtin)
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.
Syllabus
Introduction to the complexities of the teaching profession. What it means to be an effective teacher and ways in which the interaction between the teacher, learner and environment affects learning. Examination and application of teaching and management strategies. Teacher professionalism, ethics and duty of care.
Introduction
Welcome to EDP120 Introduction to Teaching. This unit covers the following content: • • • • • orientation to the profession of teaching. examination of what it means to be an effective teacher. planning for teaching: an introduction to lesson planning. exploration of how the interaction between the teacher, learner and environment affects learning. consideration of a range of teaching strategies.
Overarching outcomes
Students: • understand and appreciate the development of the learner and have the knowledge and skills to make decisions in relation to appropriate pedagogy.
• are reflective, self-motivated and critical in their approach to learning. • use a repertoire of teaching and learning skills and strategies. • use appropriate resources and instructional technologies in teaching. • use interpersonal and communication skills to enhance teaching and the learning outcomes. • value and implement practices that promote personal professional growth. • understand values underpin and shape the curriculum, teaching and learning. • use initiative and think creatively to enhance teaching and
learning.
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Vice-Chancellory Open Universities Australia (Curtin) Professional attributes
In all interactions regarding teaching it is anticipated that you will: • value life-long learning in your professional growth as a teacher. • recognise the professional role of teachers in schools and their communities. • demonstrate appropriate professional judgement, ethics, values and practices in schools and other educational settings. • understand the implications of equity and social justice for teachers. • recognise the primacy of the family in a young person’s social and academic development. • use effective collegial skills and strategies in working with others.
Unit Learning Outcomes
On successful completion of this unit students can: 1. analyse attributes of quality teaching in an effective learning environment. 2. evaluate the merits of a range of teaching and management strategies in the classroom setting. 3. evaluate learning experiences with particular reference to the writing and assessment of clear and observable objectives. 4. describe essential elements of professional and ethical practice with particular reference to child protection and duty of care. 5. describe how the diversity of learners’ backgrounds affects learning and the impact this has on the teacher learner and learning environments.
Graduate Attributes addressed:
Curtin’s Graduate Attributes
Apply discipline knowledge Thinking skills
(use analytical skills to solve problems)
Information skills
(confidence to investigate new ideas)
Learning how to learn Communication skills Technology skills
(apply principles learnt to new situations) (confidence to tackle unfamiliar problems)
International perspective
(value the perspectives of others)
Cultural understanding
(value the perspectives of others)
Professional skills
(work independently and as a team) (plan own work)
Find out more about Curtin’s Graduate attributes at the Curtin Teaching and Learning website: otl.curtin.edu.au
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Vice-Chancellory Open Universities Australia (Curtin) Learning Activities
This unit is fully online. Make sure you make use of the available online materials to enhance your learning in the unit and to optimise your achievement of unit outcomes: for detailed information and learning experiences (including focus questions and tasks) please refer to FLECS – Blackboard (oasis.curtin.edu.au).
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Referencing style
Written assessments must adopt the APA (American Psychological Association) 6th edition referencing format and be of an acceptable standard of presentation and literacy. You must include referencing in the body of your assessments as well as providing a full reference list to acknowledge all sources of materials used to support your ideas. For details please refer to: http://library.curtin.edu.au/referencing/apa.pdf More information can be found on this style from the Library web site: library.curtin.edu.au/research_and_information_skills/referencing
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Learning Resources
Essential Texts You will need to purchase the following textbook in order to complete this unit: Hurst, C. & Cooke, A. (2010). Introduction to teaching. South Melbourne: Cengage.
This is a custom text and comprises chapters from the following texts: (References included in the custom text- these are the references you acknowledge when citing from this textbook)
Barry, K. & King, L. (2004). Beginning teaching and beyond (3rd Ed.).South Melbourne: Social Science Press. Fetherston, T. (2007). Becoming an effective teacher. South Melbourne: Cengage Learning. Grellier, J. & Goerke, V. (2010). Communication skills toolkit: Unlocking the secret of tertiary success. South Melbourne: Cengage Learning. Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching challenges and dilemmas (3rd. ed). South Melbourne: Thompson. Killen, R. (2009). Effective teaching strategies: Lessons from research and practice. South Melbourne: Cengage Learning. Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management: Creative positive learning environments. South Melbourne: Cengage Learning. Mohan, T., McGregor, H., Saunders, S. & Archee, R. (2008). Communicating as professionals. South Melbourne: Cengage Learning. Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for teaching: Teaching for learning. South Melbourne: Cengage Learning.
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Recommended Texts
You do not have to purchase the following textbooks but you may like to refer to them. Bennett, B., Rolheiser, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto: Educational Connections. Bennett, B. & Smilanich, P. (1994). Classroom management: A thinking and caring approach. Toronto: Educational Connections. Brady, L. & Scully, A. (2005). Engagement: Inclusive classroom management. Frenchs Forest, NSW: Pearson Education Australia. Eby, J.W. & Herrell, A.L. (2005). Teaching in the elementary school: A reflective action approach (4th Ed.) Upper Saddle River, NJ: Pearson. Marsh, C. (2010). Becoming a teacher (5th ed.). Frenchs Forest: Pearson Education Australia.
Online Resources
• • • Please refer to Blackboard for digital resources. http://academicintegrity.curtin.edu.au/global/studentbook.cfm http://learningcentre.curtin.edu.au/online/
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Vice-Chancellory Open Universities Australia (Curtin) Assessment
Assessment Schedule
Task Value (%) Date due Unit Learning Outcome(s) assessed
Task 1: Document analysis
Week 5
40%
WEDNESDAY, 26 September 2012 23:59 (WST)
1, 2, 4 and 5
Task 2: Essay: Incorporating lesson plan
Week 9
60%
WEDNESDAY, 24 October 2012 23:59 (WST)
1, 2, 3 and 4
Format for assessments Please present all assessments in this format: • Justified text • 11 pt Arial • 1.5 line spacing • Numbered pages • No indent for paragraphs – miss a line between paragraphs • All assessments should include appropriate in-text referencing and a reference page using APA (6th ed.) style • Word count stated at beginning of assessment Detailed information on assessment tasks are on the following pages.
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Assessment 1: Document analysis (Worth 40%)
Date Due: Week 5 (Wednesday, 26 September 2012 (23.59 (WST))
Analyse the Western Australia’s Department of Education (WA DoE) Duty of Care for Students policy document. Discuss the policy as it relates to WA primary schools by creating action plans for the two scenarios provided and reflect on how the policy will impact on you as a teacher. The WA Duty of Care for Students policy PDF can be downloaded from the Department of Education WA website or by following the link:
http://det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policiesframework/policies/duty-of-care-for-students.
Note: This site contains other policies (and related documents) - you only need to download the Duty of Care Policy for Students PDF located in the top right hand corner of the webpage.
This assignment has three components: Part 1 – DOCUMENT ANALYSIS This section needs to include background to the policy, significance of the policy document in the current teaching context and key points in the policy document. Part 2 – ACTION PLANS Discuss how the teacher and school would address the requirements of the WA Duty of Care for Students policy in relation to both of these scenarios. You must refer to the WA Duty of Care for Students policy throughout your analysis. In addition, refer to the readings in the unit and other relevant literature to support your arguments. Create an action plan for both scenarios:
SCENARIO 1: A student is consistently interrupting other students during a classroom
lesson. In dealing with this student’s interruptions, the teacher sends the student out of the classroom for ‘time out’. The teacher tells the student to wait outside the classroom door until asked to return to the room. This reprimanded student is no longer in the teacher’s view.
SCENARIO 2: A first year student teacher accompanies a supervising teacher out on duty
at lunch time. While on playground duty an incident occurs that requires the supervising teacher to accompany a student to the administration block, which is not within the supervision area. The supervising teacher asks the student teacher to remain on duty for her as she tends to the dilemma. This would mean the student teacher would be the only teacher supervising the designated play area at this time. In your action plans consider the complexities of each scenario. You need to clearly identify the concerns you foresee and what action/s need to be taken to ensure the students receive reasonable care as outlined by the WA Duty of Care for Students policy.
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Part 3 – PERSONAL REFLECTION This part is to be written in the first person and is a discussion of some of the issues that you will consider when you are a teacher to ensure you are fulfilling your duty of care. Reflect on how you, as a teacher, will consider the policy and the information presented in the unit readings. Your assignment should be within 1500 – 2000 words. A rubric will be posted on Blackboard with further information on how this assignment will be assessed.
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Assessment 2: Essay: Incorporating a Lesson Plan (Worth 60%)
Part A: Essay worth 40% Part B: Lesson Plan worth 20%
Date Due: Week 9 (Wednesday, 24th October 2012 (23.59 (WST))
Part 1 - ESSAY:
The essential characteristics of effective teaching
Your essay should include: • • • Title- The essential characteristics of effective teaching. Introduction - that establishes your interpretation of the topic and indicates which aspects of it are addressed in the essay. Significant evidence - arranged in some appropriate way that indicates a clear process of thinking and analysis of main ideas related to the topic. The sources of this evidence should be acknowledged and should include reference to the video, the planned learning experience in the appendix, key readings from the unit and other supporting sources; Conclusion - that reiterates the main points of your argument and strengthens key points made in the essay. References - You must refer to, and cite from, at least three different references from the unit reference list as well as the selected video.
• •
There is no predetermined ‘correct’ answer to this topic. Your answer will be ‘correct’ to the extent that it demonstrates that you have thoughtfully examined the topic in terms of appropriate key ideas that you have encountered in the unit. Your skill in explaining your ideas clearly and presenting a thoughtful argument, whilst also referring to the video and the planned learning experience, will have an important effect on the quality of your assignment. The lesson plan needs to be referred to throughout the essay in order to exemplify and discuss points made about the characteristics of effective teaching. In writing the essay, reference must also be made to the teacher in the selected video, again, to inform the discussion of the characteristics of effective teaching. As well as referring to the lesson plan and the video, reference must be made to theoretical ideas and key readings that have been covered in the unit and other supporting sources. Your essay should be 2000 words in length (plus or minus 10%). Please ensure that you adhere to this word limit as it has been specified to keep the task manageable for yourself and the tutor. If you go beyond this limit, the tutor will stop reading once the limit is reached.
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Part 2- LESSON PLAN You need to create a planned learning experience which is to be set out using the lesson plan template provided (on Blackboard – in the Assessment link) and is to be placed in the appendix of your assignment. To prepare your lesson plan and essay, you must select one of the following lessons to view and consider it in the light of the essential characteristics of effective teaching. The planned learning experience needs to follow on from the lesson that you select. Although the planned lesson must build on the content from the original lesson, it can springboard into a new discipline area. Select one of these videos to direct your planned learning experience.
http://www.schoolsworld.tv/node/2051?terms=644 (Year 5: Maths - Multiplication) http://www.schoolsworld.tv/node/2065?terms=644 (Pre-primary: Science - Mini Beasts)
Your Lesson Plan must use the lesson plan template provided in the assessment link in Blackboard. All sections of the lesson plan must be completed. The lesson plan should not exceed three pages.
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Assessment and Student Progression Manual
The Assessment and Student Progression Manual is available from policies.curtin.edu.au/policies/students.cfm. It is in your best interest to familiarise yourself with the policy, as it will prevent any misunderstandings and reassure you that you are being dealt with fairly and consistently.
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is consistently evaluated by assessors. Minimum standards for the moderation of assessment are described in the Assessment Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policy
This ensures that the requirements for submission of assessments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied. Assessments are to be submitted through the Online Assignment Manager within the ‘Assessments’ section of Blackboard. Ensure you keep a backup copy. 1. All assessments which students are required to submit will have a due date and time specified on the Unit Outline. 2. Accepting late submission of assessments or other work will be determined by the unit coordinator or Head of School and will be specified on the Unit Outline. 3. If late submission of assessments or other work is not accepted, students will receive a penalty of 100% after the due date and time i.e. a zero mark for the late assessment. 4. If late submission of assessments or other work is accepted, students will be penalised by ten percent per calendar day for a late assessment submission (e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and marked as 12/20, the student would receive 6/20. An assessment more than seven calendar days overdue will not be marked. Work submitted after this time (due date plus seven days) may result in a Fail - Incomplete (F-IN) grade being awarded for the unity.
Pass requirements
In order to pass this unit, all assessment tasks must be submitted and you must achieve an overall mark of 50% or more. Tasks are not considered as submitted if any required sections are missing, or if the electronic file is not readable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.
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Students whose assessments are marked at a minimum of 40% of the possible mark may be offered the opportunity to resubmit the assessment. Tutors will contact students with this offer and the resubmitted assessment must be lodged within seven days of the offer. A notice of offer will be entered in the Online Assignment Manager comments area by the time all assessments have been returned to students, and it is a student’s responsibility to check the Online Assignment Manager for messages. Notification will be sent simultaneously by email. Only one assessment resubmission per unit will be offered. Students who reach a mark of between 45 and 49 inclusive may be offered the opportunity to submit a supplementary task in order to be granted a pass for the unit. Tutors will make recommendations for this on an individual basis, and may advise students that a supplementary has been recommended. However, the decision will be made at the Board of Examiners meeting following the end of the Study Period, and a score within the stated range will not guarantee the granting of a supplementary task. Students who were successful in being granted a supplementary task will be notified via the Official Communications Channel (not ordinary student email)
Extensions
Extensions are at the discretion of your lecturer/tutor but should be requested in writing before the due date for the assessment. The written response from the tutor with the new due date must accompany the submitted work. Extensions will be granted for: • medical grounds supported by a medical certificate • psychological grounds supported by a letter from Curtin Counselling or an appropriate • registered health professional • equity considerations as requested by a Counsellor (disability) • compassionate grounds. You need to formally apply for an assessment extension using the following appropriate form which MUST be printed, signed, and then scanned/emailed to your tutor. This requirement will apply for any assessment due seven (7) days or more. Application for Assessment Extension (Editable) 2012.pdf
Lost work
You are required to keep a copy of all assessments. Working with computers requires having to take extra precautions to see that work is not lost due to an electrical failure, software failure, hardware glitch, or a virus. One way of guarding against this is to continually back up work so that one always has two copies stored in different places. It is vital that students learn and observe proper backup procedures. For this reason lost work will not be regarded as an acceptable excuse for late assessment submissions.
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Assessment resubmission
If an assessment receives a mark of between 40% and 49%, the tutor will offer the opportunity for a resubmission on a date specified by the tutor. However, a maximum result of 50% can be awarded. Assessments that are late (without an approved extension) may not be resubmitted. Only one resubmission per unit will be granted.
Literacy standards
A high standard of literacy and presentation is required of all assessments. The assessment of each assessment has a component related to professional writing and students must pass this section of each assessment to be awarded a Pass for the assessment.
Plagiarism
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Plagiarism is a serious offence. For more information refer to academicintegrity.curtin.edu.au
Plagiarism monitoring
Work submitted may be subjected to a plagiarism detection process, which may include the use of systems such as ‘Turnitin’. For further information see http://academicintegrity.curtin.edu.au/students/turnitin.cfm.
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Vice-Chancellory Open Universities Australia (Curtin) Additional information
Enrolment:
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.
Corrupted or unreadable files
Tutors are not obliged to advise students of issues with incomplete or unreadable files, but students must check emails daily during the marking period in case of communication from tutors regarding assessment file problems. Students must provide a readable file within 48 hours of a tutor’s request. A request may be made through both the Online Assignment Manager comment area and simultaneously by email. If students fail to respond to a tutor's request for a readable file within the stipulated 48 hours, tutors will advise that late penalties of 10% per day are being applied.
Supplementary / Deferred exams:
Supplementary and deferred examinations are granted by the School of Education. Notification to students will be made after the School of Education Board of Examiners meeting via the Official Communications Channel (OCC) in OASIS. It is the student’s responsibility to check their OASIS account for official Curtin correspondence on a weekly basis. If your results show that you have been awarded a supplementary or deferred exam you should immediately check your OASIS email for details. Supplementary assessments are only recommended by tutors, not granted by them. The Board of Examiners will determine whether a supplementary assessment is to be offered or not. Supplementary assessment will only be offered if a final score is 45 or more – but are not necessarily offered to all students in this score range. If students have taken more than one unit, an average score of more than 50 must have been obtained in order to qualify for a supplementary assessment. Therefore, you must focus on 50 as the minimum pass mark.
Student rights and responsibilities
It is the responsibility of every student to be aware of all relevant legislation and policies and procedures relating to his or her rights and responsibilities as a student. These include: • • • • • • the Student Charter the University’s Guiding Ethical Principles the University’s policy and statements on plagiarism and academic integrity copyright principles and responsibilities the University’s policies on appropriate use of software and computer facilities General Misconduct Rules http://policies.curtin.edu.au/legislation/statutes_rules.cfm
Information on all these things is available through the University’s “Student Rights and Responsibilities” website at: students.curtin.edu.au/rights. Student appeals: http://students.curtin.edu.au/rights/appeals/index.cfm
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Counselling and disability services
Students with a disability or medical condition (e.g. mental health condition, chronic illness, physical or sensory disability, learning disability) are encouraged to seek advice from Disability Services http://disability.curtin.edu.au. A Disability Advisor will work with you and liaise with staff to identify strategies to assist you to meet unit (including fieldwork education) and course requirements, where possible. It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances. All Curtin students are entitled to access Curtin Counselling (unilife.curtin.edu.au/health_wellbeing/counselling_services.htm) for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates).
Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see http://evaluate.curtin.edu.au/info/ ). We welcome feedback as one way to keep improving this unit. Students are encouraged to give feedback through eVALUate, Curtin's online student feedback system (see http://evaluate.curtin.edu.au/info/index.cfm ). Recent changes to this unit include: 1. Assessments have been modified to reflect a more meaningful application of the unit content in context. 2. Assessments will be submitted through Turnitin. 3. Modification of Discussion Board organisation.
See http://evaluate.curtin.edu.au to find out when you can eVALUate this unit.
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311790 EDP120 Introduction to Teaching 27 August 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory
Page 16 of 19 CRICOS Provider Code WA 00301J, NSW 02637B
Vice-Chancellory Open Universities Australia (Curtin) Program Calendar Study Period 3, 2012
Begin Date
Week
Module
Topic
• • • • • •
Pre-readings
Textbook Extract 7 -Whitton et al Ch.5 Professionalism in teaching Textbook Extract 14 Groundwater-Smith Ch. 13 Behaving ethically e-Reserve -Preston(1993) e-Reserve -Tronc (2004) e-Reserve - Crouch (1996) e-Reserve - Killen (2005) pp.33-40
Assessment Due
1.
27 Aug
MODULE 1
TOPIC 1: Introduction Professionalism & Teaching Role
POST: “Why I decided to become a teacher” Personal reflection 200 words
•
2.
3 Sept
TOPIC 2: The Mechanics of Teaching
• • •
Text book Extract 8 - Whitton et al Ch.8 The teaching and learning cyclee-Reserve- Harden & Crosby e-Reserve- Killen (2005) p.41
POST: Write a brief description of your model
3.
10 Sept
TOPIC 3: Progression from Curriculum to Lesson Plan
•
Text book Extract 9 – Whitton et al Ch.10 Lesson planning Text book Extract 17 Fetherston Ch.11 The whole lesson
POST: Draw a flow chart showing the progression and compile a set of points about each of the four terms Curriculum, Syllabus, Program and Lesson.
MODULE 2
• • • •
4.
17 Sept
TOPIC 4: Lesson Plans: Objectives, Learning Activities and Reflect
Text book Extract 9 - Whitton et al. Ch.10 Lesson planning Text book Extract 17 Fetherston - Ch.11 The whole lesson e-Reserve- Killen (2007) pp.66-87 Curriculum Council, Curriculum Framework
POST: Use the ‘Rubric for Analysis of Lesson Design’ to evaluate the five sample lesson plans provided. Or POST: Write three objectives addressing the following Australian curriculum Descriptor Year 3 Number and Algebra - Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
311790 EDP120 Introduction to Teaching 27 August 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory
Page 17 of 19 CRICOS Provider Code WA 00301J, NSW 02637B
Vice-Chancellory Open Universities Australia (Curtin)
• • TOPIC 5: Constructivism as a Philosophy and Constructivist Teaching
5.
24 Sept
• • •
Text book Extract 15 Fetherston Ch.7 Constructivist approaches.Text book Extract 16 Fetherston Ch.8 Teaching approaches based on cognitive and constructivist ideas. e-Reserve- Marsh Ch 3 e-Reserve- Kamii e-Reserve- Clements
POST: ‘Am I/could I be a constructivist?’
ASSESSMENT 1 Worth 40%
Due date:
WEDNESDAY 26 September 2012 23:59pm WST
• • • • • •
6.
1 Oct
MODULE
3
TOPIC 6: Collaborative Learning
•
e-Reserve- Bennett & Smilanich p. 14 e-Reserve- Bennett & Smilanich p. 33 - 35 e-Reserve- Eby & Herrell pp. 173-193 e-Reserve- Marsh pp.163-174 Text book Extract 11- Whitton et al.Ch.15 Grouping Text book Extract 10 Whitton et al. Ch.14 Teaching and learning strategies.pp.202,203 Text book Extract 15 Fetherston Ch.7. Constructivist approaches.pp.271-283
POST: Evaluate a lesson/s either from a ‘real school’ or the Schools world TV examples based on the readings from topic 5&6
• TOPIC 7: Questioning – The Essential Instructional Skill • •
7.
8 Oct
Text book Extract 10 Whitton et al Ch. 14 Constructivist approaches- pp.181-188 Text Extract 17 Fetherston The whole lesson - pp.332339 Bloom’s Taxonomy of Cognitive Processes (Document on Blackboard)
POST: Read the Bloom’s Taxonomy sample for the Goldilocks story. Write a set of questions to cover each level of the taxonomy for one of the following topics – Modern Fashion, The Three Little Pigs, or Australian Rules Football.
• TOPIC 8: Problems, Inquiry, Discovery, Role Plays and Simulations, and other Instructional Strategies • •
8.
15 Oct
•
Text book Extract 10 Whitton et al. Ch. 14 Constructivist approachese-Reserve- Marsh Ch12 Text book Extract 16 Fetherston Ch.8 Teaching approaches based on cognitive and constructivist ideasText book Extract 19 - Barry & King Ch.6 Developing teaching strategies
POST: Analyse an Instructional Strategy and: • comment on Teacherdirected/Student centred emphasis • discuss whether it fits with a Constructivist approach • give an example of a situation where you think it would work particularly well and
311790 EDP120 Introduction to Teaching 27 August 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory
Page 18 of 19 CRICOS Provider Code WA 00301J, NSW 02637B
Vice-Chancellory Open Universities Australia (Curtin)
• • • • TOPIC 9: Knowing Your Students, Strategies for ‘Belonging’, and Motivation • • Text Extract 20 Killen Ch.11 Using role-play as a teaching strategy e-Reserve- Flewelling pp. 9295 Text book Extract 9 and 12 Whitton et al. Text book Extract 18 - Lyons Ch.2 The Lyford model of classroom management e-Reserve- Marsh Ch 3,4 Text book extract 17 Fetherston Ch. 11 The whole lesson - pp.319 – 321 explain why • discuss the limitations/disadvantag es of the strategy . POST: - 10 strategies for motivating students
9.
22 Oct
ASSESSMENT 1 Worth 60%
Due date:
WEDNESDAY 24 OCTOBER 2012
23:59pm WST
MODULE 4
• TOPIC 10: The Classroom Environment and Proactive Teaching • • • •
10.
29 Oct
Text book Extract 13 - Whitton et al Ch.20 Promoting positive behavior for learninge-Reserve- Wesley article e-Reserve- Bennet & Smilanich Ch. 10 e-Reserve- Marsh Ch 13 series/manage-that-classwith-sue-cowley http://www.schoolsworld.tv/
POST: View some of the Teacher’s TV programs (15 mins each) from the series “Manage that class with Sue Cowley” and write down some classroom management tips that you pick up.
• TOPIC 11: Proactive Classroom Management and Student Behaviour •
11.
5 Nov
Text Extract 13 Whitton et al Ch. 20 Promoting positive behaviour for learning e-Reserve- Bennet & Smilanich Ch 10
POST: Write a paragraph outlining a misbehaviour you have seen in the classroom and which of the Bennett & Smilanich (1994) misbehaviour categories you believe it best fits.
MODULE 5
• TOPIC 12: Reflecting on my Learning as a Student
Revision of readings from unit.
Review of your learning Reflect on your first post “Becoming a teacher” Discuss how/if your views have changed?
12.
12 Nov
13.
19 Nov
Study break
311790 EDP120 Introduction to Teaching 27 August 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory
Page 19 of 19 CRICOS Provider Code WA 00301J, NSW 02637B