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This is a compulsory course that will further develop understanding and knowledge of the profession of teaching. This course has two components. The first identifies how assessment data can be used to enable decisions to be made about management and learning approaches within the complexities of the classroom. The second component explores developing experience of the use teaching and learning of te reo Maori me nga ahuatanga Maori in primary educational settings.
1. Examine and articulate an understanding of teacher actions that promote a thinking-focussed learning environment 2. Critically review a variety of methods for assessing children’s learning in a classroom context in English and Mathematics learning areas 3. Identify and explain strategies and approaches which can be used to systematically facilitate, identify, record and monitor children’s learning 4. Demonstrate an understanding of issues in assessment and evaluation within the national, school and classroom contexts 5. Critically evaluate research related to the teaching and learning of te reo Māori me ngā āhuatanga Māori in primary educational settings with implications for practice.6. Further review and 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 educational settings.7. Systematically and critically engage with evidence and professional literature for incorporation into a Māori focussed unit plan, including assessment criteria.8. Demonstrate the knowledge, skills and attitudes that enable the successful application of digital technologies to implement effective pedagogy (including e-Portfolios).
TEPI220
For further information see School of Teacher Education Head of Department
Required Texts cont'dNZ Teachers Council. (2007). Graduating Teacher Standards. Retrieved on 06-07-2011 from http://www.teacherscouncil.govt.nz/te/gts/Recommended ReadingBarrett, H.C. (2007). Researching electronic portfolios and learner engagement: the REFLECT initiative. Journal of Adolescent & Adult Literacy, 50 (6), 436-449.Chappuis, S & Stiggins, R. J; Classroom assessment for learning. Educational Leadership, 60 (1); 2002 (pp 40 - 44).Davies, A. & Hill, M. (2009). Making Classroom Assessment Work. NZCER: Wellington, NZ.Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom Assessment Minute by Minute, Day by Day. Educational Leadership, 63(3) 18-24.Lewis. K. G. (nd). Developing Questioning Skills. Section 5. Improving Specific Teaching Techniques. University of Texas, Austin. Marzano, Robert J. et al; Classroom instruction that works : research-based strategies for increasing student achievement; Association for Supervision and Curriculum Development, 2001.Mead, H.M. (2003). Tikanga Māori: Living by Māori values. Wellington: Huia PublishersNation, I.S.P. (1996). Language teaching techniques. Wellington; Victoria UniversityNew Zealand. , CWA New Media (Firm), Huia Publishers; He reo tupu, he reo ora : teachers' notes; Published for the Ministry of Education by CWA New Media and Huia Publishers, 2011 ().Penetito, W. (2010). Whats Māori about Māori education?: the struggle for meaningful context. Wellington; Victoria University Press. Wiliam, D. (2006). Formative Assessment: Getting the Focus Right. Educational Assessment, 11 (3 & 3), 283-289.Winiata, C. (2011). Tōku reo, tōku ohooho: ka whawhai tonu mātou=my language, my inspiration: the struggle continues. Wellington; Huia Publishers and Te Taura Whiri i te reo Māori.
http://learn.canterbury.ac.nz/course/view.php?id http://learn.canterbury.ac.nz/course/view.php?id http://canterbury.libguides.com/educ]
Students must engage with course materials via lectures (on-campus), the LEARN site, and any other digital materials. For on-campus students attendance is compulsory at scheduled lectures and workshops in order to meet the learning outcomes of the course. 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. On campus 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).
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.
No work will be marked if it is handed in after the due date without an extension being granted.
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 TEPI221 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.
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/ucpolicy/GetPolicy.aspx?file=aegrotatconsiderationprocedure.pdf)
All assignments will be submitted and returned via the TEPI221 Learn site. 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. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
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 .