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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 COURSE YOU NEED TO ATTEND A COMPULSORY BLOCK COURSE EITHER IN CHRISTCHURCH 11-20 APRIL 2012 OR ROTORUA 26 MARCH TO 4 APRIL 2012. YOU WILL BE 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 MORE DETAILSAegrotat ConsiderationsStudents should refer to Regulation H of the General Course and Examination Regulations: http://www.canterbury.ac.nz/exams/aegrotats.shtml
1) TEPS110 and TEPP110; or 2) EDPS151 and EDPS152 and EDPP153
EDPS261, EDPI153, EDPS262
Chris Astall
Jackie Cowan , Paul Snape and Vicki Needham
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.
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.
This course is a competency based course. To pass the course all assignments MUST receive a minimum of a Pass and attendance and participation must be sufficient of meet the learning outcomes of the course.
Students must engage with course materials via lectures (on-campus), the LEARN site, and any other digital materials. Attendance at the On-Site Intensives (OSI) is required. Students are also required to participate in an overnight stay on a marae. All accommodation and travel costs are to be met by the student.
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.
N/A
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). All reference lists should adhere to APA referencing conventions. Fully completed assignment cover sheets must be submitted with each assignment.
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.
Students will be expected to submit their assessments via the online assessment system in the Learn class site by 5.00pm on or before the due date. 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. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.
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 .