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This course specifically 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.
By the end of this course successful students will have Professional Pedagogy (interpersonal competencies):Continued identifying moral and ethical aspects embedded in professional role of the teacher, their responsibility to diverse learners, their learning and the mana of Maori learners and culture with classroom context.Demonstrated effective communications skills through ability to reflect critically on personal verbal and non-verbal communication that can support or impede communication in learning interactionsDemonstrated an ability to: a) model appropriate use the skill of active listening b) use skill of confronting unacceptable behaviour while respecting the dignity of the learner and c) mediate in a conflict of needs.Demonstrated understanding of choices when resolving in a conflict of valuesIdentified the strengths and weaknesses of their learning /working styles within professional contexts in relation to the principles, values and key competencies needed for teaching the NZ Curriculum.Clarified their existing ideas about the contribution of reflective practice to the teaching and learning process.Professional Didactics: (instructional techniques and methods):Prepared and used a class description as a guide to classroom management and planning.Continued to develop an increasing range of management strategies that are congruent with children’s development and implemented a range of teaching and learning strategies.Used strategies to identify and monitor children’s learning needs in a variety of curriculum areas.Refined their use of the design process in planning for, implementing, assessing and evaluating learning over a sequence of lessons including planning a unit of work.Used and critically reviewed a variety of methods for assessment and record keeping in a classroom setting.Demonstrated an understanding of school-based issues in assessment and evaluation.Prepared for and actively participated in a Noho Marae experience using appropriate tikanga.IF YOU ARE ENROLLED IN THIS (R) OCCURRENCE YOU NEED TO ATTEND A COMPULSORY BLOCK COURSE IN ROTORUA 26 MARCH-2 APRIL 2012. YOU ARE REQUIRED TO PARTICIPATE IN AN OVERNIGHT STAY ON A MARAE. ALL ACCOMMODATION AND TRAVEL COSTS ARE TO BE MET BY THE STUDENT.SEE http://www.education.canterbury.ac.nz/coursegroups/btchlnprim.shtml FOR FURTHER DETAILS
1) TEPS110 and TEPP110; or 2) EDPS151 and EDPS152 and EDPP153
EDPS261, EDPI153, EDPS262
Chris Astall
Jackie Cowan and Paul Snape
Planning a unit of work assignment due Monday following TEPP210Record Keeping Assignment due Monday following TEPP211Active Listening and Confronting Assignment due at completion of the intensive week for I and I
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.
Fraser, Deborah. , McGee, Clive; The professional practice of teaching ; 3rd ed; Thomson Learning Australia, 2008.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
Collis, Mark. , Dalton, Joan., Tasmanian Early Childhood Senior Staff Association; Becoming responsible learners : strategies for positive classroom management ; Tasmanian Early Childhood Senior Staff Association, 1989.
Fraser, Deborah. , Moltzen, Roger., Ryba, Ken; Learners with special needs in Aotearoa/New Zealand ; Dunmore Press, 1995.
Gawith, Gwen. , Rogers, Anna; Power learning : a student's guide to success ; Mills Publications, 1991.
Van der Kley, Martin , Burn, Wendy; Classroom management, and how to be an effective teacher ; M. Van der Kley, 1991.
On-line course content Student web Aegrotat considerations
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.
Attendance is vital!! If you miss any sessions you will be required to do a catch up task. If you are absent for two or more sessions, you will risk failing the course. Special requirements may be put in place to catch up with missed work. You must notify the lecturer prior to an absence.Participation and involvement during lecture sessions is required.Depth of understanding of key ideas or issues presented within the course will be assessed through assignments and course participation.Note:Keep your lecturer informed about circumstances, which may affect your attendance or course work. For example, university exams, illness, personal difficulties.
Student feedback about the outcomes of the placement and relevant observer and assoicate teacher issues are part of the post-placement interview with the professional practice lecturer. Information is reported to associate teacher meetings and the Primary Advisory Committee.
Course Coordinator and at least one other lecturer moderate and validate assessment.
No work will be marked if it is handed in after the due date without an extention being granted. FLO students refer to the Assessment Guidelines for Students.Please refer to the Assessment Guidelines for students. http://www.education.canterbury.ac.nz/documents/assessment_guidelines_for_students_09.pdf
N/A
Extensions are reserved for exceptional circumstances only and are not granted automatically. The lecturer must be contacted at least 3 days prior to the due date of the assessment item. Applications must be supported by relevant evidence of the special circumstances (e.g. medical certificate) and made in writing (email or letter).
In the event that an assignment has met most but not all of the required outcomes a resubmit may be granted. Only one resubmit can be given in any one course.Late assignments are not eligible for a resubmit. Any assignment can only be resubmitted once. Timetable for Resubmits: A maximum of one week or five working days to resubmit the assignment is given from the day the assignment is received to you.
Hand in Arrangements: All assignments are to be handed in to the Academic Services Team in Orakipaoa (Education College Office) no later than 4.00 pm the day it is due. If assignments are handed in with your Professional Practice folder make sure they are separate and placed at the front of the folder. NB: Please include the marking schedule and assignment coversheet for all assignments. All FLO assignments must be mailed or e-mailed to the Academic Services Team in Orakipaoa (Education College Office)All FLO assignments will be returned by the Academic Services Team.Pick up Arrangements: It is your responsibility to pick each assignment up from the Academic Services Team. He/she will not follow up on resubmits and fails. This is your responsibility. Please also check the school office as assignments may be handed out from there, especially if lecturers are away teaching in schools.
Domestic fee $619.00
International fee $2,863.00
* 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 .