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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
Students enrolled in TEPI221-14(R) are required to attend a compulsory face-to-face On-site Intensive in Rotorua.OSI4 RotoruaMonday 4th August - Friday 8th AugustAny costs, including travel, accommodation, childcare etc, associated with attendance at the On-site Intensive are met by the student.
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]
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 – 54.99 D 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/ucpolicy/GetPolicy.aspx?file=aegrotatconsiderationprocedure.pdf)
Normally, assignments will be submitted and returned via the Learn site. It is the responsibility of the students to check their emails at least twice a week and ensure Internet access and ability to submit their work via the online system is functioning. 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. It is a student’s responsibility to uplift marked work and feedback in a timely manner. It is strongly recommended that students retain a back-up copy of all submitted work.
Domestic fee $697.00
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 .