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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. Demonstrate effective and contextually appropriate communication skills (active listening and assertion skills) that develop and maintain positive professional relationships.2. 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.3. Design differentiated pedagogical and assessment strategies to meet diverse learning needs.4. Review and further develop te reo Māori including words, phrases, sentences, kīwaha, whakataukī, karakia and waiata suitable for leading the learning and teaching of Māori content in primary school settings.5. Reflect on a noho marae experience in terms of Māori pedagogy, language and cultural values underscoring their significance for primary educational settings.6. Identify local, global and ethical issues emerging from the evolution of a 21st century digital culture.
TEPP102 and TECM101
TEPS210
TEPP220 or TEPP221
Noho MaraeStudents enrolled in TEPI220-16YD1(N) are required to attend a compulsory overnight stay at a local marae.Date TBC. Please contact Campus Co-ordinator Ian Bowell.
Desmond Breeze
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.
Clarke, Shirley; Active learning through formative assessment ; Hodder Education, 2008.
Fraser, Deborah. , McGee, Clive; The professional practice of teaching ; 4th ed; Cengage Learning, 2012.
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.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
Alton-Lee, A; Quality teaching for diverse students in schooling: Best evidence synthesis ; Ministry of Education, 2003.
Alton-Lee, A; Using best evidence synthesis to assist in making a bigger difference for diverse learners ; Ministry of Education, 2004.
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).
Bray, M., Brown, A & Green, T. D; Technology and the Diverse Learner: A guide to Classroom Practice ; 2004 (1 - 17).
DeVito, Joseph A. , O'Rourke, Susan., O'Neill, Linda; Human communication ; N.Z. ed; Longman, 2000.
Ergur, D. O; How can education professionals become emotionally intelligent? Procedia Social and Behavioural Sciences 1 ; 2009 (pp 1023 - 1028).
Gardner, H; Multiple Intelligences after Twenty Years. Paper presented at the American Educational Research Association, Chicago, Illinois ; 2003 (April 21, 2003. Can be found online: http://ocw.metu.edu.tr/pluginfile.php/9274/mod_resource/content/1/Gardner_multiple_intelligent.pdf).
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; Te Ara : the encyclopedia of New Zealand ; Ministry for Culture and Heritage ().
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 ().
Recommended Reading cont'dNuthall, 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.Tauroa, Hiwi , New Zealand; A guide to marae = Te kawa o te marae; Trade Union Education Authority, 1989 ().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.htmlStewart, 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. (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.Tomlinson, 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.pdfWeeks, 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.pdf
Library portalhttp://learn1.canterbury.ac.nz/course/view.php?id http://learn1.canterbury.ac.nz/course/view.php?id http://canterbury.libguides.com/educ http://learn.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. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Teacher Education.
Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines. Grading ScaleGrade GPA 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 – 39.99The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner’s meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. 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.
A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.’(University of Canterbury Calendar 2014, p.43)Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).Students with less than 80% attendance are at-risk of not meeting the criteria for seeking credit in the course. The course lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions. Attendance evidenceFLO students – attendance and active participation at On-site Intensives and Adobe Connect (webinar) sessions, accessing of ECHO360 lecture recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.On Campus students –attendance and active participation at lectures, workshops, labs and/or Adobe Connect (webinar) sessions, accessing of ECHO360 recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.
Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.
The courses 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.
All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course lecturer is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment. If the assessment is late it is automatically excluded from a resubmission opportunity unless there are exceptional circumstances.
Tertiary literacy standard Assignments that do not meet a tertiary literacy standard will be marked but that mark will be sanctioned. The student will be given one opportunity to correct the assignment so that it demonstrates tertiary technical writing skills. These skills include the correct use of spelling (including the appropriate use of macrons when spelling Māori words), sentence structure, punctuation, paragraphing and the appropriate use of APA referencing. The corrected work must be resubmitted within seven calendar days.Once the work is at an appropriate tertiary literacy standard the sanction on the mark will be removed.
Extensions are reserved for exceptional circumstances only and are not granted automatically. The course lecturer responsible for the assessment must be contacted by email a minimum of two working days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). The student’s course lecturer will then make a recommendation to the course coordinator who will make a final decision. If an extension is granted there will normally be no resubmit given for that assignment. An extension will normally be for no more than two weeks and the date of the extension must be provided to the student in writing.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.
The decision to grant a resubmission will be made by the course lecturer in consultation with the course coordinator and will be subject to the student concerned having demonstrated a satisfactory level of course attendance and participation. Normally a resubmit will only be considered for assignments which meets most of the pass criteria and meets the tertiary literacy standards and which is within the ‘D’ range (40.00 – 49.99%). Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 50%) for that assessment. Students may only be granted one resubmission per course.The timeframe for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing.
If you are prevented from completing any major item or items of work for assessment in a course, or consider that your performance in any major item or items of work for assessment in a course has been impaired by illness, injury, bereavement or any other critical circumstance you may apply for aegrotat consideration. Aegrotat consideration is available only for major items of work. Major items are examinations, tests and other work worth not less than 10% of the total assessment. Please refer to the UC Policy: http://www.canterbury.ac.nz/exams/aegrotats.shtml
Domestic fee $717.00
International fee $2,913.00
* 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 .