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This is a compulsory course that will further develop students understanding and knowledge of the profession of teaching. In particular, this course addresses the pedagogical (interpersonal) and didactic (instructional methods and techniques) needs of students as they prepare for a greater teaching role within the curriculum and complexities of the classroom. The course design provides experiences in inter and intrapersonal communication and feedback for students to enable them to form an accurate model of themselves and be able to use that model to operate effectively within the profession.
1. Further develop the levels of proficiency in multiple language modes (as defined by NZC), and personal understanding of Te Reo Māori me ōna Tikanga as this relates to the New Zealand Curriculum (2007), including participation at noho marae.2. Demonstrate effective and contextually appropriate communication skills (active listening and assertion skills) that develop and maintain positive professional relationships.3. Describe and evaluate an increasingly diverse range of management and learning strategies that are congruent with children’s development including differentiated instructional strategies to meet diverse learning needs.4. Design differentiated pedagogical and assessment strategies to meet diverse learning needs.5. Identify local, global and ethical issues emerging from the evolution of a 21st century digital culture through the use of e-Portfolios.
TEPP102 and TECM101
TEPS210
TEPP220 or TEPP221
ON-SITE INTENSIVE Students enrolled in TEPI220=13X(N) are required to attend compulsory face-to-face sessions at an On-site Intensive (OSI) at the Hardy Street Campus.OSI Dates To be confirmed.- includes a 2 day Noho Marae visit and overnight stay (date TBA)Any costs, including travel, accommodation, childcare etc, associated with attendance at the On-site Intensive are met by the student.
Chris Astall
Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines. See the Assessment Guidelines for Students for further information on grades and criteria.
Bishop, R & Berryman, M; The Te Kotahitanga effective teaching profile. Research Information for Teachers, SET 2 ; 2009 (pp 27 - 33).
Bolstad, R. & Hamblett, M; Transforming Communication ; Addison Wesley Longman, 1996 (pp 86 - 100).
Bolstad, Richard; Transforming communication : leading-edge professional and personal skills ; 2nd ed; Pearson Education New Zealand, 2004 (pp 148 - 172).
Bolton, Robert; People skills : how to assert yourself, listen to others, and resolve conflicts ; Simon & Schuster Australia, 1987 (pp 139 - 157).
Clarke, Shirley; Formative assessment in action : weaving the elements together ; Hodder Murray, 2005 (2013 Price $78.29).
Clarke, Shirley. , Timperley, Helen., Hattie, John; Unlocking formative assessment : practical strategies for enhancing students' learning in the primary and intermediate classroom ; N.Z. ed; Hodder Moa Beckett, 2003 (UBS 2013 Price $45).
DeVito, Joseph A. , O'Rourke, Susan., O'Neill, Linda; Human communication ; N.Z. ed; Longman, 2000.
Ergur, D. O; How can e3ducation professionals become emotionally intelligent? Procedia Social and Behavioural Sciences 1 ; 2009 (pp 1023 - 1028).
Fraser, Deborah. , McGee, Clive; The professional practice of teaching ; 3rd ed; Thomson Learning Australia, 2008 (2013 Price $100.79).
Gerdner, H; Multiple Intelligences after Twenty Years. Paper presented at the American Educational Research Association, Chicago, Illinois ; 2003 (April 21, 2003).
Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.
New Zealand; Te aho arataki marau mō te ako i te reo Māori - kura auraki = Curriculum guidelines for teaching and learning te reo Māori in English-medium schools: years 1-13 ; Published for the Ministry of Education by Learning Media, 2009 (2013 Price $28.79).
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
Harawira, Wena; Te kawa o te marae : a guide for all marae visitors ; Reed, 1997 ().
Ka'ai, Tania; Ki te whaiao : an introduction to Maori culture and society ; Pearson Longman, 2004 ().
New Zealand; The Voices of the land = Nga reo o te whenua : what place names tell us about our past : teaching and learning ideas and activities ; Learning Media, Ministry of Education, 1992 ().
REQUIRED TEXTS CtdNew Zealand; Te aho arataki marau mō te ako i te reo Māori - kura auraki = Curriculum guidelines for teaching and learning te reo Māori in English-medium schools: years 1-13; Published for the Ministry of Education by Learning Media, 2009. (Available online: purchase of hard copy strongly recommended, available UBS approx $29).NZ Teachers Council. (2007). Graduating Teacher Standards. Retrieved on 06-07-2011 from http://www.teacherscouncil.govt.nz/te/gts/Shields, R. W., Aaron, D., & Wall, S. (2001). What is Kolb’s model of experiential education, and where does it come from? Downloaded from http://fcis.oise.utoronto.ca/~daniel_sc/faqs/qa8.html on 05-04-2009.Stewart, J. (2002). Bridges not Walls. pp 191-217, 226-228. New York: McGraw-Hill Higher Education.Tomlinson, C. (1999). Mapping a Route Towards Differentiation. Educational Leadership, 57(1) pp12-16. Retrieved on 03-07-11 from http://www.palmbeachschools.org/imlms/documents/MappingaRouteToward_DI.pdfTomlinson, C. A., Brighton, C., Hertberg,H., Callahan, C. M., Moon,T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted 27 (2/3) pp 119-145. Retrieved on 03-07-11 from http://etseo.org/info/raas/DI%20Review%20of%20Lit.pdfUniversity of Technology ; Pearson Education New ZealandWeeks, D. (1994). The Eight Essential Steps to Conflict Resolution. pp 237-260. New York: Tarcher/Putnam.Wiggins, G. & McTighe, J. (2010). An introduction to Understanding by Design. Retrieved on 03-07-2011 from http://www.mtace.org/pirday_sept2010/Intro%20to%20UBD%20Handout.pdfRECOMMENDED READINGAlton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.Alton-Lee, A. (2004). Using best evidence synthesis to assist in making a bigger difference for diverse learners. Wellington: Ministry of Education.Bray, M., Brown, A. & Green, T. D. (2004). Looking at Gender, Culture, and Other Diversities in the Classroom. Technology and the Diverse Learner: A guide to Classroom Practise, 1-17.Nuthall, G. (2007). The Hidden Lives of Learners. NZCER: Wellington, NZ.Palmer, P. J. (2007). The Courage to Teach: Exploring the inner landscape of a teacher’s life. Jossey Bass: San Francisco, USA.Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD: Alexandria, VA, USA.Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. ASCD: Alexandria, VA, USA.Wiggins, G. & McTighe, J (2005). Understanding by Design. ASCD: Alexandria, VA, USA.
http://learn.canterbury.ac.nz/ https://ucstudentweb.canterbury.ac.nz http://www.canterbury.ac.nz/exams/aegrotats.shtml http://library.canterbury.ac.nz
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines. Grading ScaleGrade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39The score for each assessment item will be aggregated for the final grade, however ALL assessment items must gain a passing mark (50 marks) to pass the course. Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale. All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations. Where there is evidence that cheating or plagiarism has occurred you will be awarded a X grade and the matter will be referred to the Coordinator of Year 2, and/or the Head of the School of Teacher Education.Failed Assignments: Students who fail one or more of the graded assignments will not be able to pass this course.
Students must engage with course materials via lectures (on-campus), the LEARN site, and any other digital materials. For FLO students ‘attendance and active participation’ is required at residential school and online. This includes on-campus students enrolled in the FLO option for this course. FLO students must participate in all Learn forums and complete all Learn tasks when these are labelled as compulsory for FLO students for the te reo Māori component of the course. FLO students are also required to watch the videos provided of the on-campus lectures and workshops for te reo Māori. Audio files of the lectures and workshops are provided for those students who cannot access the videos due to broadbank issues. 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 and non-completion of tasks for the te reo Māori component of the course will result in an increment grade penalty, e.g. an A+ grade would become an A.
Teaching and courses will be evaluated through use of current UC evaluative surveys. In addition, students are encouraged to provide ongoing formative evaluation to course lecturers.
The course will be internally moderated in accordance with the processes adopted by the College of Education. An examiners’ meeting will be held at the end of the course to determine the final grades and to ensure fairness and consistency.
No work will be marked if it is handed in after the due date without an extension being granted.
In order to meet the Graduating Teacher Standards we need to be able to confirm that students have understanding of, and have participated in, some Tātaiako cultural competencies. These competencies will be partly met via the the noho marae components of the TEPI220 course. Therefore students need to have participated in and attended a noho marae.All written work will be expected to demonstrate tertiary literacy standards for an assignment to receive a passing mark (e.g. spelling, punctuation, sentence structure, etc). Macrons must be used where appropriate when spelling Māori words. All reference lists should adhere to APA referencing conventions. Fully completed assignment cover sheets must be submitted with each assignment. This is a web-supported course. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and will be required to access the TEPI220 Learn site weekly for the duration of the course.
Extensions are reserved for exceptional circumstances only and are not granted automatically. The course lecturer concerned must be contacted by email a minimum of two days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. The procedure for extensions is fully outlined in the College of Education Assessment Guidelines.
No resubmissions will be allowed for the PI component of this course. The oral component only of the te reo Māori assessment has a resubmission opportunity. There is no resubmit for the te reo Māori quiz.
Students should refer to Regulation H of the General Course and Examination Regulations: http://www.canterbury.ac.nz/exams/aegrotats.shtml
All assignments will be submitted and returned via the TEPI220 Learn site. Some assignments will require that students scan their work and submit it as a pdf document, so students must ensure they are able to do this well in advance of the assignment due dates. Where assignments need to be uploaded to a Learn drop-box, full instructions will be given on the Learn site.
Domestic fee $644.00
International fee $2,875.00
* 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 .