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This compulsory course provides pre-service teachers with consolidation and further development of the theory and pedagogy of literacy and mathematics education. The course develops the knowledge, skills and attitudes needed to successfully plan, teach and evaluate the English and Mathematics & Statistics learning areas in the New Zealand Curriculum (2007). This course develops an understanding of how to identify all children's literacy needs (with a focus on reading and written language) and the processes/ procedures for planning and implementing effective programmes to meet these diverse needs. In addition, the course builds on understandings of mathematics and statistics developed in a 100 level course. It critiques Numeracy Project assessment tools and resources. The diagnostic interview will be used in conjunction with school visits to diagnose and teach individual numeracy needs. The course also aims to prepare students for further study in higher-level course and will complement learning in other courses in the Bachelor of Teaching and Learning, including Professional Practice.
On the successful completion of this course, participants will be able to:1. Articulate the theoretical underpinnings and relevant research to the teaching and learning of literacy and mathematics2. Identify, through a range of assessment procedures, the stages of children’s development in reading and writing to plan for an effective classroom literacy programme 3. Further develop how the phonological system underpins the development of print literacy (reading and writing)4. Articulate an understanding of reading and writing processes and their relationship to the speaking/presenting, and viewing (visual) component of the English curriculum statement5. Identify and examine the structure and processes of reading and writing, and the shaping of texts for different purposes and audiences 6. Define and plan for specific procedures to enhance literacy learning for an effective classroom literacy programme, including the use of digital technologies 7. Examine and develop an appreciation of the place and purpose of children’s literature, including New Zealand literature, in the classroom8. Articulate an understanding of the philosophy, structure and content behind Mathematics and Statistics as outlined in The New Zealand Curriculum (2007)9. Examine the philosophy, structure and content of the Numeracy Project and the Number Framework with reference to the knowledge stages and strategy stages in particular10. Competently administer the numeracy diagnostic interview in a primary classroom setting11. Implement components of the Numeracy Project and the Number Framework, including the diagnostic tools and resources, to diagnose and plan for the learning needs of a child in a primary classroom.
TECP112 and TECP122.
TECP220, TECP210
ON-SITE INTENSIVE Students enrolled in TECP212-14YC2(D) are required to attend compulsory face-to-face sessions at an On-Site Intensive (OSI) in ChristchurchOSI4 Timetable 2014Christchruch - Maths Session - Monday 21 July 2014 - 1pm - 4pmChristchurch - Literacy Session - Tues 22 July 2014 - 9am - 12.30pmAny costs, including travel, accommodation, childcare etc. associated with attendance at the On-Site Intensive are met by the student.REGIONAL CURRICULUM INTENSIVESRotorua - Maths - Thursday 7 August 2014 - 9am - 12.30pm Waiariki Campus Literacy - Thursday 7 August 2014 - 1.30pm - 4.30pm Waiariki CampusNelson - Maths - TBC - Nelson Campus Literacy - TBC - Nelson Campus
Faye Parkhill
John McKenzie and Desmond Breeze
Literacy:Clay, M.M.(2000). Running records for classroom teachers. China. Heinemann.*Ministry of Education (2010). The Literacy Learning Progressions. Wellington, NZ: Learning Media. http://www.literacyprogressions.org.nz*Ministry of Education (2009). The New Zealand Curriculum Standards: Literacy Standards for years 1-8. Wellington, NZ. Learning Media.http://nzcurriculum.tki.org.nz/National-Standards/Reading-and-writing-standards*Ministry of Education, (2007). The New Zealand Curriculum. Wellington, NZ: Learning Media.http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/New Zealand-CurriculumMinistry of Education, (2005). Effective Literacy Practice in Years 5 to 8. Wellington, NZ. Learning Media.Ministry of Education, (2003). Effective Literacy Practice in Years 1 to 4. Wellington, NZ. Learning Media.Mathematics:Averill, R. & Harvey, R. (2010). Teaching Primary School Mathematics and Statistics: Evidence-based practice. Wellington, NZ: NZCER Press.Ministry of Education. (2012). Numeracy Book 5: Teaching Addition, Subtraction, and Place Value. Wellington, NZ: Learning Media. (New-provided free by teaching staff).*Ministry of Education, (2009). The New Zealand Curriculum Standards: Mathematics Standards for Years 1-8. Wellington, NZ. Learning Media. http://nzcurriculum.tki.org.nz/National-Standards/Mathematics-standards.*Ministry of Education, (2007). Numeracy Book 1: The Number Framework. Wellington, NZ. Learning Media.*Ministry of Education, (2007). Numeracy Book 2: The Diagnostic Interview. Wellington, NZ. Learning Media.*Ministry of Education, (2007). Numeracy Book 3: Getting Started. Wellington, NZ. Learning Media.*Ministry of Education, (2007). Numeracy Book 4: Teaching Number Knowledge. Wellington,NZ. Learning Media.*Ministry of Education, (2007). Numeracy Book 6: Teaching Multiplication and Division. Wellington, NZ. Learning Media.*Ministry of Education, (2008). Numeracy Book 7: Teaching Fractions, Decimals, and Percentages. Wellington, NZ: Learning Media.*Ministry of Education, (2008). Numeracy Book 8: Teaching Number Sense and Algebraic Thinking: Wellington, NZ. Learning Media.*Ministry of Education, (2008). Numeracy Book 9: Teaching Number through Measurement, Geometry, Algebra & Statistics. Wellington, NZ. Learning Media.*Ministry of Education, (2007). Enriching the Number Framework with Beginning School Mathematics. Wellington, NZ. Learning Media.Recommended Readings:Allan, K., MacMackin, M., E. & Spardorcia, A. (2009). Learning to Write with Purpose. Effective Instruction in grades 4-8. (pp204-233) NY, USA: Guildford Press.Clark, K.F. & Graves, M.F. (2004). Scaffolding Students' Comprehension of Text. International Reading Association. 58 (6), pp. 570-580.Davis, A. (2007) Teaching Reading Comprehension. Wellington, NZ. Learning Media.*Dingle, R., Fischer, J. & Neill, A. (2010). Exploring Mathematics Interventions: Exploratory evaluation of the Accelerating Learning in Mathematics pilot study. Report to the Ministry of Education, NZ: New Zealand Council for Educational Research.Duke, N. & Pearson, P. (2002). Effective Practices for Developing Reading Comprehension. In Farstrup, A. & Samuals, S.J. (2002). What research has to say about reading instruction (3rd ed) (pp205-242). International Reading Association Inc: Delaware.Gehling, K. (2000). A Year In Texts. An explicit Reading Program. Newtown, NSW: Primary English Teachers Association. pp11-22.Graves, M.F., Juel, C. & Graves, B.B. (2007). Teaching reading in the 21st Century (4th ed). USA: Pearson Education Inc. pp2-12.Haurewas, L.B. & Walker, J. (2004). What Children's Spelling of Running and Jumped Tell us About Their Need for Spelling Instruction? International Reading Association.Manzo, U.C., Manzo, A.V. & Thomas, M.M.(2009). Content Area literacy: A framework for reading-based instructions. (5th Ed). Hoboken, NJ: John Wiley & Sons Inc.*Ministry of Education, (2008). Findings from the New Zealand Numeracy Development Project 2007. Wellington, NZ: Learning Media Limited.Ministry of Education, (2000). Using Running Records. A Resource for New Zealand Classroom Teachers. Wellington, NZ: Learning Media.Ministry of Education. (2005). Guided Reading in Years 5 to 8. Wellington, NZ: Learning Media.*Ministry of Education. (2003). Reading to Read Teacher Support Material. Sound Sense. Wellington, NZ: Learning Media.*Ministry of Education. (2002). Ready to Read Teacher Support Material. Wellington, NZ. Learning Media.Morris, D., Bloodgood, J., Lomax, R., & Perney, J. (2003). Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade. Reading Research Quarterly. 38 (3). pp302-328.Philippot, R. & Graves, M.F. (2009). Fostering Comprehension in English Classes. New York, NY: Guildford Press.Pritchard, R. & Honeycutt, R. (2007). Best Practices in Implementing a Process Approach to Teaching Writing. In Graham, S., MacArthur, C.A., & Fitzgerald (Eds) Best Practices in Writing Instruction, NY,USA: The Guildford Press.Zevenbergen, Robyn, Dole, Shelley., Wright, Robert J. (2004). Teaching Mathematics in Primary Schools. Crows Nest, Australia: Allen & Unwin.* available online
http://library.canterbury.ac.nz https://ucstudentweb.canterbury.ac.nz http://learn.canterbury.ac.nz http://www.canterbury.ac.nz/exams/aegrotats.shtml
Final results for this course will be reported using: A+, A, A-, B+, B, B-, C+, C, C-, D and E.Each of the assignments in this course will be given a numerical grade. At the end of the course the numerical total for both assignments will be converted to a letter grade in accordance with University policy. The conversion will be based on the following table:Grade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99
Distance students must engage with course materials via videoed lectures, workshops, the LEARN site, and any other digital materials such as DVDs to meet the learning outcomes. Students must notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions). Unexplained absences will result in an increment grade penalty, ie, an "A+" would become an "A" pass.
The assignments and overall course grades will be subject to internal and external moderation procedures.
Lecturers reserve the right not to mark late work, and no work will be accepted after the assignments have been returned to students.
All written work will be expected to demonstrate a high standard of literacy (e.g.spelling, punctuation, sentense structure, etc). All reference lists should adhere to APA referencing conventions.
Under exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. There is, however, a limit to the length of time that an extension can be granted and this should be negotiated with the relevant lecturer in the first instance. Extensions will not normally be given for longer than one week from the due date, unless exceptional circumstances prevail. Extensions are not granted automatically to students. Requests for extensions should be emailed to the Course Lecturer at least two days prior to the due date for the assignment. Relevant evidence such as a medical certificate or a letter from a counsellor may be required in order for the lecturer to make a decision about whether or not to grant an extension. A copy of the lecturer's email confirming the extension (if granted) and any supporting documentation must be attached to and submitted with the assignment. Extensions will not normally be granted because of pressure of university study, e.g. several pieces of work being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines.
Resubmits will only be allowed where the student has scored 40% in the first attempt. The resubmitted assignment will be granted a maximum grade of 50%. Only one assignment in each course will be considered for resubmission.
http://www.canterbury.ac.nz/exams/aegrotats.shtml
Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available, students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures). If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.FLO students are to submit hard copy Assignments with a Cover Sheet to the College of Education.By Hand:Deliver to, Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm, or time directed by the course lecturer, on or before the due date. Please use the drop boxes placed at the back entrance to Ōrakipaoa.By Mail:Send to;University of CanterburyCollege of EducationAcademic Services Team - AssignmentsP O Box 31-065IlamChristchurch 8444
Domestic fee $670.00
International fee $2,850.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .