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EDUC6600 - Sem 1 2010 - St Lucia - Internal
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Unauthenticated View
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Printed: 15 February 2010, 07:48PM
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This printed course profile is valid at the date and time specified a=
bove. The course profile may be subject to change during the semester =96=
the online version is the authoritative version. =
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This is the publicly-accessible version of this profile, which is sl=
ightly incomplete. If you are enrolled in this course you can access the=
complete course profile, including assessment criteria and marking deta=
ils and full contact information, from the Profile link in your l=
ist of enrolled courses in mySI=
-net.
1. General Course Information
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1.1 Course Details
Course Code: EDUC6600 Course Tit=
le: Teaching and Learning
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 =
Contact Hours=
Per Week: 2L1T =
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Restrictions: Entry to the Grad Dip Ed (Secondary) =
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Incompatible: ED7=
39 or EU780, EDUC4019, EDUC4600
Course Description: This course critique=
s contemporary discourse and theory regarding youth, encompassing perspe=
ctives on development, diversity and implications for teaching and learn=
ing. It explores contemporary issues impacting on schooling for young pe=
ople from a number of perspectives. It considers the purposes of educat=
ion & how schools might produce new citizens. Attention is given to the =
way education has attempted to respond to the pressures of globalisation=
and new times. This course encourages the development of a personal phi=
losophy of teaching.
Assumed Bac=
kground: All students of EDUC6600 will have completed the requi=
rements of an approved first degree.
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1.2 Course Introduction
This course is designed=A0to build and extend pre-service students'=
understanding of the teaching and learning process in secondary school =
contexts. The course has a focus on teaching and learning in relation to=
different curriculum areas. How contemporary youth=A0relate to schoolin=
g is examined=A0and effective ways for students to learn and solve probl=
ems are proposed.=A0=A0A=A0=A0range of practical teaching strategies and=
quality behaviour management strategies are explored along with=A0the '=
Professional Standards for Teachers'.=A0The course=A0aims to further dev=
elop=A0the pre-service students' sense of self-efficacy as teachers, the=
capacity to foster a love of learning, and enthusiasm for the professio=
n.=A0Skills for building=A0teacher and student=A0resilience, sustained t=
eacher renewal and collegial networks, are interwoven in the course.=A0=A0=
The course considers six questions.
=A0
1.=A0Who are our students and how do we more fully understand y=
outh?
2.=A0How do students learn and what are the different learning =
styles?
3.=A0How do we optimise learning opportunities=A0through qualit=
y teaching strategies?
4.=A0How do we build a positive classroom culture through quali=
ty behaviour management strategies?
5. How=A0do we ensure that=A0multiliteracies and numeracies are=
relevant across the curriculum?
6. In what ways do we build teacher resilience and sustained te=
acher renewal?
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1.3 Course Staff
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Course Coordinator: Professor Peter Renshaw
&nb=
sp; Email: p.renshaw@uq.edu.au
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UQ students: Please sign in to mySI-net to view your list of enro=
lled courses and click the relevant Profile link to access all co=
urse contributor details held in this profile =
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1.4 Timetable
Timetables are available on mySI-net.
Additional Timetable Information
Readings for any given week will be expected to have b=
een read by the tutorial in the week following the relevant lecture. =
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2. Aims, Objectives & Graduate Attributes
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2.1 Course Aims
The course aims to build and =
extend students'=A0 knowledge and practical know-how associated with:
=A0
- Contemporary youth and their approaches to learning in schools.=A0=
- Relevant learning theories and strategies to facilitate students=
=92 learning.=A0=A0
- Behaviour management strategies and wa=
ys to develop positive classroom environments.=A0
- Teacher resilience and strategies for sustained teacher renewal.=
- A=A0personal philosophy of teaching/education.
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2.2 Learning Objectives
After successfully completing this=
course you should be able to:
1 Describe the challenges fac=
ed by adolescents in the context of their schooling.
2 Explain the premises of key learning theories and identify=
effective strategies to facilitate students=92 learning and thinking.3 Identify behaviour management strategies=
that enable the development of a positive learning evironment
4 Discuss strategies for developing teacher/studen=
t resilience and sustained teacher renewal.
5 &=
nbsp;Propose and defend a philosophy of teaching/education.
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2.3. Graduate Attributes
Successfully completing this cours=
e will contribute to the recognition of your attainment of the following=
UQ (Undergrad Pass) graduate attributes:
GRADUATE ATTRIBUTE LEARNING OBJECTIVES
A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
A1. A comprehensive and well-founded knowledge i=
n the field of study. 1, =
2, 3 A4. An understanding of how other disciplines relate to th=
e field of study. 1, 2 <=
strong>A5. An international perspective on the field of =
study.
B. EFFECTIVE COMMUNICATION
B1. The ability to collect, analyse and organ=
ise information and ideas and to convey those ideas=
clearly and fluently, in both written and spoken f=
orms. 1, 2, 4, 5 B2. The a=
bility to interact effectively with others in order to work towar=
ds a common outcome. 4, 5=
B3. =
The ability to select and use the appropriate level=
, style and means of communication. 3, 5 B4. The ability to en=
gage effectively and appropriately with information and communica=
tion technologies.
C. INDEPENDENCE AND CREATIVITY
C1. The ability to work and learn independently.=
1, 2, 4, 5 =
C3. The ability to=
generate ideas and adapt innovatively to changing environ=
ments. 2, 4, 5 C4. The ability=
to identify problems, create solutions, innovate a=
nd improve current practices. 1, 2, 3, 4
D. CRITICAL JUDGEMENT
D1. The ability to define and analyse problems.<=
/td>1, 2, 3, 5 <=
/tr>D2. The ability to =
apply critical reasoning to issues through independent thought=
and informed judgement. 1, 2, 3, 5 =
D3. The ability to evaluate opinions, make de=
cisions and to reflect critically on the justifications for d=
ecisions. 1, 2, 3, 4, 5
E. ETHICAL AND SOCIAL UNDERSTANDING
E1. An understanding of social and civic resp=
onsibility. 3, 4, 5 E2. An=
appreciation of the philosophical and social contexts<=
/b> of a discipline. 1, 2=
, 5 E4. A knowledge and respect of ethics and ethical=
standards in relation to a major area of study. 3, 4, 5 E5. A knowledge of other cultur=
es and times and an appreciation of cultural divers=
ity. 1, 2, 5=
=
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Additional Course Infor=
mation on Graduate Attributes
=A0
GRADUATE ATTRIBUTES DEVELOPED
=A0
1. =A0=A0=A0=A0 In-depth knowledge of the field of study
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A comprehensive and well-founded knowle=
dge of the field of study. Through engagement with lecture material, sem=
inars and course readings.
=A0
2.=A0=A0=A0=A0=A0 Effective Communication
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to collect, analyse and org=
anise information and ideas and to convey those ideas clearly and fluent=
ly, in both written and spoken forms. Through assessment items.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to interact effectively wit=
h others in order to work towards a common outcome. Through assessment i=
tem 1.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to select and use the appro=
priate level, style and means of communication. Through assessment item =
1.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to engage effectively and a=
ppropriately with information and communication technologies. Through as=
sessment items.
=A0
3. =A0=A0=A0=A0 Independence and creativity
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to work and learn independe=
ntly. Through assessment items 2 and 3.
=A0
=A04.=A0=A0=A0=A0 Critical Judgement
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to define and analyse probl=
ems. Through assessment items.
=A0
5.=A0=A0=A0=A0=A0 Ethical and social understanding
=B7=A0=A0=A0=A0=A0=A0=A0=A0 An understanding of social and civic re=
sponsibility. Through engagement with lecture material, seminars and cou=
rse readings.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 An appreciation of the philosophical an=
d social contexts of a discipline. Through engagement with lecture mater=
ial, seminars and course readings.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A knowledge and respect of ethics and e=
thical standards in relation to a major area of study. Through engagemen=
t with lecture material, seminars and course readings
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A knowledge of other cultures and times=
and an appreciation of cultural diversity. Through engagement with lect=
ure material, seminars and course readings.
=A0
=
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3. Learning Resources
3.1 Required Resources
Killen, Roy (2009). =A0Effective=A0teaching strategies: =
lessons from research and practice. =A0Paperback, 5th Edition. Ceng=
age Learning Australia.=A0 ISBN: 0170183289=A0
=
3.2 Recommended Resources
Bahr, N., & Pendergast, D. (2007) The Millennial Ado=
lescent. Melbourne, Victoria: ACER.
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Cam, P. (2006) Twenty Thinking Tools: Collaborative =
Inquiry for the Classroom. Camberwall, Victoria, Australia: AC=
ER Press.
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Cohen, L., Marion, L., & Morrison, K. (2004). Th=
e Guide to Teaching Practice (5th ed.). London, UK: Routledge Falmer=
.
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Copeland, M. (2005) Socratic Circles. Fostering Critical =
and Creative thinking in Middle and High School. Portland, Maine: St=
enhouse Publishers.
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Curriculum Division, Central Office, Education Queensland (2=
008) NAPLAN Literacy Reading and Numeracy Analysis. Brisbane, A=
ustralia: Curriculum Division, Education Queensland
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De Bono, E. (2004) How to Have a Beautiful Min=
d. London, England: Random Press.
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De Bono, E. (1999) New Thinking for the Millen=
ium. London, England: Penguin Books.
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Goleman, D. (2006). Social Intelligence. The New Sci=
ence of Human Relationships, London: Hutchison, Random House Group L=
imited
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Howard-Jones, Paul (2007). Neuroscience and Education:I=
ssues and Opportunities.
Teaching and Learning Research Progr=
amme, UK.
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Krause, K., Bochner, S. and Duchesne, S. (2003) Educatio=
nal Psychology for Learning and Teaching. Victoria, Australia=
: Thomson
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McInerney, D.M. & McInerney, V. (2006). Educatio=
nal psychology: Constructing learning (4th Ed.). Frenchs Fore=
st, NSW: Pearson Education Australia.
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Marsh, C. (2004). Becoming a Teacher: Knowledge, Skills, =
and Issues. Frenchs Forest, NSW: Pearson.
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Pendergast, D., & Bahr, N. (2005) Teaching Middle Yea=
rs: Rethinking Curriculum, Pedagogy and Assessment. Crows Nest, N.S.=
W: Allen & Unwin.
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Reivich, K. (2002) The Resilience Factor: 7 Key=
s to finding your inner strength and overcoming life's hurdles. New York, USA: Broadway Books, Random House Inc.
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Richmond, C. (2007) Teach More, Manage L=
ess, A Minimalist Approach to Behaviour Management. Lindfield=
, NSW, Australia: Scholastic Press.
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Rowe, A.J. (2004) Creative Intelligence. New Jersey , USA: Education In=
c.
=
Royer, J. (2=
005) The Cognitive Revolution E=
ducational Psychology. =
Greenwich , CT
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Seligman, M.E.P. (2002) Authentic Happiness. USA: The Free Press.
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Visser, L. (2006) The Teacher's Voice, South Melbou=
rne, Victoria, Australia: Thomson.
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Weare, K. (2004) Developing the Emotional=
ly Literate School. London, England: =
Paul Chapman Publishing. A SAGE Publications Company. =
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Wilson, J. and Wong, J. L. (2008) Smart Thinkin=
g, Developing Reflection and Metacognition. Marrickville, NSW,=
Australia: Curriculum Corporation
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3.3 University Learning Resources
Access to required and recommended r=
esources, plus past central exam papers, is available at the UQ Library =
website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6600).
<=
br />The University offers a range of resources and services to support =
student learning. Details are available on the myServices website =
(https://student.my.uq.edu.au/=
).
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3.5 Other Learning Resources & Information
A course Blackboard site will be establ=
ished. lecture slides will be posted by the next working day following t=
he scheduled lecture.
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4. Teaching & Learning Activities
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4.1 Learning Activities
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4.2 Other Teaching and Learning Activities Info=
rmation
A course Blackboard site will b=
e established for communication with students, announcements and so fort=
h. Lecture slides will be posted to the Blackboard site by the next work=
ing day following the scheduled lecture.
QCT Standards
Through the successful completion of the course, students are provi=
ded the opportunity to develop practices and knowledge that reflect the =
standards developed by the QCT for graduates. These standards are based =
on the Professional Standards for Queensland Teachers (QCT, 2007).=A0 Th=
e following table should be read in conjunction with the full descriptio=
n of each Standard and its element as found in the QCT Program Approval =
Guidelines on http://www.qct.edu.au/PDF/ProgramApprovalGuidelines.pdf<=
/span>
=A0
Practice and Knowledge components addressed in =
the Learning Activities in this course
=A0
=A0
=A0WEEK
1
2
3
4
5
6
7
8
Standard 1
Practice
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Knowledge
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Standard 2
Practice
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Knowledge
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Standard 3
Practice
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Standard 4
Practice
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Knowledge
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Standard 5
Practice
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Standard 6
Practice
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Standard 7
Practice
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Standard 8
Practice
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Standard 9
Practice
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Standard 10
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5. Assessment
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5.1 Assessment Summary
This is a summary of the assessment in the course. For d=
etailed information on each assessment, see 5.5 Assessment Detail below.
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=
=
Assessment Task Due Date Weighting Learning Objectives
Attendance
Attendance and Participation 26 Feb 10 - 23 Apr 10 10% <=
div align=3D"center">1, 2, 3, 4, 5 Reflective Learning Journal
Writing Reflectively to Learn 23 Apr 10 45=
% 1, 2, 3, 4, 5=
Pres=
entation
Teaching Philosophy and Strategies 23 Apr 10 45% 1, 2, 3, 4, 5
5.2 Course Grading
Grade X: No assessable=
work received.
Grade 1, Fail: Fails to demonstrate most=
or all of the basic requirements of the course: An exit grade for=
this course will be awarded based on the raw grade and weighting for ea=
ch assessment item.
Grade 2, Fail: Demonstrates cl=
ear deficiencies in understanding and applying fundamental concepts; com=
municates information or ideas in ways that are frequently incomplete or=
confusing and give little attention to the conventions of the disciplin=
e: An exit grade for this course will be awarded based on the raw =
grade and weighting for each assessment item.
Grade 3,=
Fail: Demonstrates superficial or partial or faulty understanding o=
f the fundamental concepts of the field of study and limited ability to =
apply these concepts; presents undeveloped or inappropriate or unsupport=
ed arguments; communicates information or ideas with lack of clarity and=
inconsistent adherence to the conventions of the discipline: An e=
xit grade for this course will be awarded based on the raw grade and wei=
ghting for each assessment item.
Grade 4, Pass: De=
monstrates adequate understanding and application of the fundamental con=
cepts of the field of study; develops routine arguments or decisions and=
provides acceptable justification; communicates information and ideas a=
dequately in terms of the conventions of the discipline: An exit g=
rade for this course will be awarded based on the raw grade and weightin=
g for each assessment item.
Grade 5, Credit: Demon=
strates substantial understanding of fundamental concepts of the field o=
f study and ability to apply these concepts in a variety of contexts; de=
velops or adapts convincing arguments and provides coherent justificatio=
n; communicates information and ideas clearly and fluently in terms of t=
he conventions of the discipline: An exit grade for this course wi=
ll be awarded based on the raw grade and weighting for each assessment i=
tem.
Grade 6, Distinction: As for 5, with frequent=
evidence of originality in defining and analysing issues or problems an=
d in creating solutions; uses a level, style and means of communication =
appropriate to the discipline and the audience: An exit grade for =
this course will be awarded based on the raw grade and weighting for eac=
h assessment item.
Grade 7, High Distinction: As f=
or 6, with consistent evidence of substantial originality and insight in=
identifying, generating and communicating competing arguments, perspect=
ives or problem solving approaches; critically evaluates problems, their=
solutions and implications: An exit grade for this course will be=
awarded based on the raw grade and weighting for each assessment item.<=
/p>
Other Requirements & Comments :
All assessme=
nt pieces must be submitted/completed for a passing exit grade in this c=
ourse.
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=
5.3 Late Submission
Assessment tasks are due at the=
scheduled time.=A0 Extensions are not normally granted for late submiss=
ion of assessment tasks.=A0 Late submission of assessment tasks without =
course coordinator approval will result in no grade being awarded for th=
e task.=A0 Once marked assessment tasks are made available to students f=
or collection, late tasks will be not be accepted for marking.
Where illness or other emergent personal circumstances prevents a stu=
dent from presenting an assessment task on a scheduled date, the appropr=
iate staff member should be contacted as soon as possible and no later t=
han within 24 hours of the due date.=A0 Normally a medical certificate o=
r other statutory documentation (e.g. counsellor's letter) must accompan=
y this notification.=A0 The course coordinator reserves the right to neg=
otiate any special arrangements that may be necessary to accept assessme=
nt tasks after the scheduled date.
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=
5.4 Other Assessment Information
All assessment items must be su=
bmitted/completed for a passing grade to be awarded in this course.
QCT Standards
Assessment task 1 gives students opportunity to extend all of the e=
lements of Practice and Knowledge of the QCT as Standards as identified =
in the table under Learning Activities.
Assessment task 2 gives students the opportunity to articulate a ph=
ilosophy of teaching and associated strategies across the range of the i=
dentified practice and knowledge components of the QCT Professional Stan=
dards=A0
Assessment task 3 has a focus on reflection on practice and allows =
students to demonstrate development in the identified components of prac=
tice and knowledge as outlined in the table under Learning Activities an=
d specifically in the following elements:
=A0
Practice and Knowledge components addressed in =
the Assessment tasks in this course
=A0
=A0
=A0WEEKS
1
2
3
4
5
6
7
8
Standard 1
Practice
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Knowledge
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Standard 2
Practice
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Standard 3
Practice
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Standard 4
Practice
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Standard 5
Practice
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Standard 6
Practice
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Knowledge
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Standard 7
Practice
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Knowledge
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Standard 8
Practice
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Standard 9
Practice
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Knowledge
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Standard 10
Practice
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=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=
=
5.5 Assessment Detail
=
Attendanc=
e and Participation
Type: Attendance
Learning Objectives=
Assessed: 1, 2, 3, 4, 5
Due Date:
=
26 Feb 10 - 23 Apr 10
=
Weight: 10%
=
=
Task Description: <=
/strong>Students are required to attend lectures and=A0tutorials, partic=
ipate fully in tutorial activities, and demonstrate their familiarity wi=
th the material covered in the course readings and lectures.=A0
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Wri=
ting Reflectively to Learn
Type: Reflective Learning Journal<=
br />
Learning Objectives=
Assessed: 1, 2, 3, 4, 5
Due Date:
=
23 Apr 10
=
Weight: 45%
=
=
Task Description: <=
/strong>
Aim: To develop students' ability to analyse, synthesise and=
=A0integrate material from this course and other related curriculum cou=
rses,=A0and reflect upon their own learning and values and philosophy of=
teaching.=A0
What is a Learning Journal?
=A0
A learning-journal is an assessment tool designed to encourage refl=
ective and self-directed learning. It enables students to reflect on the=
ir learning over time and to make connections with other courses and int=
egrate experiences.
=A0
It is based on the premise that reflective writing contributes to d=
eeper learning and engagement.
=A0
Through writing and reflecting, you can begin to clarify and analys=
e your =A0thinking.
=A0
Writing isn=92t just recording your pre-existing thoughts =96 writi=
ng is an important part of a thinking process where you meditate, rememb=
er, compare, analyse and evaluate=A0ideas and become aware of your own s=
trengths and limitations as a thinker.
=A0
Progressive reflective writing is also an enabling process for arti=
culating a personal philosophy of teaching.
=A0
It is meant to be a progressive and cumulative activity that chroni=
cles how new insights were forged and how dilemmas and challenges were r=
esolved (or not).
=A0
It will include cumulative comments and reflections on the material=
presented in the readings, lectures and the tutorials.
=A0
It will also include comments and reflections on your learning in t=
he curriculum foundations courses and specialist teaching areas. The pur=
pose is to make connections between the ideas and material presented in =
different courses.
=A0
=A0
What is Required?
=A0
The learning journal should be progressively written across the cou=
rse schedule.=A0The amount of writing is open-ended =96 it could be exte=
nsive and expansive depending on how much material was covered and how r=
elevant, interesting and challenging you found the material.=A0
=A0
For assessment in this course the requirement is that there will be=
6 separate entries each consisting of=A0between 450 and 550 words.=A0
Each entry will be composed of the following 4 elements:
=A0
1. Brief concise summary of selected material covered in the lectur=
es tutorials and any readings completed. This can be very brief, for exa=
mple, simply noting key dots points, and topic headings.=A0You might dra=
w a concept map or diagram illustrating the conceptual framework, =A0 Do=
not copy a block of straight text =96transformation of the material is =
required to reveal your understanding.
=A0
=A0
If the material was especially interesting and relevant to you, you=
might expand and elaborate it more. An illustration of a very brief ent=
ry is as follows in italics:
=A0
This week we covered the topic of teaching thinking skills, begi=
nning with Edward De Bono=92s thinking hats, and moving onto the Harvard=
University - Project Zero. The different styles of thinking were clearl=
y identified.=A0That =93thinking=94 itself is a skill that can be taught=
was a new idea for me.=A0Reflecting on thinking is a meta-cognitive pro=
cess that seems relevant when planning for my own future students.=A0Stu=
dents can practise and learn new styles of thinking that might not be pa=
rt of their everyday repertoire.=A0As a teacher I can help them think in=
different ways and show how they can be strategic thinkers.=A0They can =
practise these skills in solving cognitive as well as interpersonal prob=
lems.=A0Teaching thinking is basic for developing democratic citizens wh=
o engage in making decisions with others in society.
=A0
2. A brief consideration of whether and how the material might rela=
te to the curriculum foundations and the specialist teaching area. Does =
it relate to my teaching areas? Is it easy to see the implications of th=
is material or difficult? As I plan my longer units of work and lesson p=
lans can I use ideas from this material? How does it relate to students =
in different grades in high school?=A0
=A0
3. Thoughtful comments on the material spurred on by such self-ques=
tions as: How do I feel about this?=A0Do I have the confidence to try to=
implement this in the classroom? Did I identify with or feel affinity f=
or the teachers I observed on video or in the lectures? How does this ch=
ange and influence me in terms of my developing identity as a teacher? H=
ow does this alter and/or enhance my philosophy of teaching?=A0=A0=A0
=A0
4. In-depth Reflection - in-depth reflective writing brings to the =
surface ones inner values and commitments. In the process of writing thi=
s way, you will reflect deeply about experiences, question events, and c=
hallenge views and ideas. For example, you might reflect on a poignant p=
ersonal experience or observation and note how the ideas or material cov=
ered in the course might have changed the outcome or provided insight no=
t formerly available. Or you might consider the constraints of implement=
ing some of the proposed teaching strategies and identify what would nee=
d to be changed in schools to enable more worthwhile learning.
=A0
Format of the Learning Journal.
=A0
The journal should be written as an electronic word document and sa=
ved each time as a file.=A0
The submitted journal=A0will be composed of=A06 separate entries ea=
ch consisting of 450 - 550 words - a total of between 2,700 - 3,300 word=
s
=A0
It should be written in the first person (I or We).
=A0
It is not necessary to use formal referencing=A0 or include a refer=
ence list. However, if you are referring to a specific reading from this=
course or another course it should clear what reading it is.
=A0
Key Headings for each Entry
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Time of the E=
ntry (Week =96 Date).
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Concise summa=
ry of material
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Connection to=
CF and STA and other relevant courses.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Thoughtful fo=
cussed commentary using self-reflective questions.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 In-depth refl=
ection on ones values and commitments as a teacher and the implications =
of the ideas more broadly for schooling and society.
=A0
Assessment Criteria.
=A0
Coverage=A0=A0=A0=A0=A0=A0=A0=A0 Entries demon=
strate extensive engagement with all aspects of the course.=
Progressive=A0=A0=A0=A0=A0 Entries show progre=
ssive change and development in understanding.
Integrative =A0=A0=A0=A0=A0=A0 Entries reveal =
attempts to connect material and ideas across courses.
Thoughtful=A0=A0=A0=A0=A0=A0=A0=A0 Entries inc=
lude insightful self- questioning that enabled new understandings.
In-depth=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0 Entr=
ies reveal in-depth reflection on teaching and ones values and philosoph=
y.
=A0
=A0
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Submission: PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea=
ding =93Current Students=94 and click on the =93Assignment Cov=
er Sheet=94 link.
3. Enter your student Username and Password.<=
br />4. Enter all details required on the form
5. Read and a=
gree to The University of Queensland=92s =93Code of Conduct and Plagiari=
sm Policy. Once you have agreed you will be able to generate a pdf cover=
sheet.
6. Check the details on the cover sheet, print and attach t=
he cover sheet to your assignment.
7. Internal students should lodg=
e the assignment/s with the Enquiries Office (Room s404), School of Educ=
ation, Social Sciences Building (No. 24).
External students =
may submit their assignment with the generated cover sheet to the=
Enquiries Office (Room s404) at the School of Education, Social Science=
s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi=
ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei=
r course coordinators for assignment submission instructions.
Tea=
ching Philosophy and Strategies
Type: Presentation
Learning Objectives=
Assessed: 1, 2, 3, 4, 5
Due Date:
=
23 Apr 10
=
Weight: 45%
=
=
Task Description: <=
/strong>TASK 2: Presentation Slides.
=A0
Weight: 45%
=A0
Aim: To=A0focus students on the task of developing a researc=
h-informed philosophy and=A0approach to teaching and communicating to co=
lleagues=A0
Task:=A0=A0
(i) Design a presentation for a professional audience=A0that explai=
ns and illustrates: (i) your overall approach to teaching and learning;=A0=
and (ii) your practical approach that includes examples of teaching stra=
tegies and skills relevant to your main curriculum teaching area. =
(ii) To accomapny your presentation write a short commentary that e=
laborates and clarfies your approach to teaching in your main curriculum=
area.
Submission Materials:
- The presentation should use a software package such as Powerpoin=
t.
- The commentary should be 750 words and provide a clear and coher=
ent statement about your philosphy and approach to teaching
- Assume that the audience for your presentation is a well informe=
d professional group of educators, that includes school principals, teac=
her educators and experienced classroom teachers.=A0
Guidance=A0for preparing=A0the Powerpoint Slides:
- The presentation should be planned=A0=A0for about 30 minutes in =
duration.=A0
- The presentation should consist of=A0no fewer than 10 slides and=
no more than 15 slides.=A0
- If you want to, audio-visual clips can be embedded in these slid=
es to illustrate a particular teaching approach relevant to your curricu=
lum teaching area.=A0The video-clip=A0could be downloaded from www sites=
such as Teachers TV (=
www.teacherstv.com.au).
- Use concise summaries and dot-points and visual illustrations=A0=
- the information provided in your presentation should be encapsulations=
of the main features of your=A0 philosophy and approach, not written pa=
ragraphs and extended direct quotes from texts.=A0=A0
Criteria:
Comprehensive=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0
Presentation included all the required elements of the =
assessment task.
=A0
Literate=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0
=A0
Presentation conformed to normal literate conventions o=
f English
Clarity=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0 =
=A0
Presentation is free from ambiguous and vague statement=
s.
Consistency=A0=A0=A0=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0
=A0
Presentation is free from inherent contradictions.
Research-Informed=A0=A0=A0=A0=A0=A0=A0
Presentation is informed by reference to research and r=
elevant readings
=A0
Theoretically-Informed
Presentation is grounded theoretically
=A0
Philosophical=A0=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
=A0
Presentation includes=A0a coherent philosophical standp=
oint and values.
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Submission: PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea=
ding =93Current Students=94 and click on the =93Assignment Cov=
er Sheet=94 link.
3. Enter your student Username and Password.<=
br />4. Enter all details required on the form
5. Read and a=
gree to The University of Queensland=92s =93Code of Conduct and Plagiari=
sm Policy. Once you have agreed you will be able to generate a pdf cover=
sheet.
6. Check the details on the cover sheet, print and attach t=
he cover sheet to your assignment.
7. Internal students should lodg=
e the assignment/s with the Enquiries Office (Room s404), School of Educ=
ation, Social Sciences Building (No. 24).
External students =
may submit their assignment with the generated cover sheet to the=
Enquiries Office (Room s404) at the School of Education, Social Science=
s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi=
ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei=
r course coordinators for assignment submission instructions.
6. Policies & Guidelines
This section contains the details of and li=
nks to the most relevant policies and course guidelines. For further det=
ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures=
.
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University=92s=
assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m=
yadvisor/index.html?page=3D2910).
Academic Integrity
It is the University's task to e=
ncourage ethical scholarship and to inform students and staff about the =
institutional standards of academic behaviour expected of them in learni=
ng, teaching and research. Students have a responsibility to maintain th=
e highest standards of academic integrity in their work. Students must n=
ot cheat in examinations or other forms of assessment and must ensure th=
ey do not plagiarise.
Plagiarism
The University has adopted the following=
definition of plagiarism:
Plagiarism is the act of misrepresenting =
as one's own original work the ideas, interpretations, words or creative=
works of another. These include published and unpublished documents, de=
signs, music, sounds, images, photographs, computer codes and ideas gain=
ed through working in a group. These ideas, interpretations, words or wo=
rks may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and P=
lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make=
s a comprehensive statement about the University's approach to plagiaris=
m, including the approved use of plagiarism detection software, the cons=
equences of plagiarism and the principles associated with p=
reventing plagiarism.
Feedback on Assessment
Feedback is essential to e=
ffective learning and students can expect to receive appropriate and tim=
ely feedback on all assessment.=A0For a detailed explanation of the feed=
back you are entitled to, you should consult the policy on Student Acces=
s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
As a student you have a responsibility to incorporate feedback =
into your learning; make use of the assessment criteria that you are giv=
en; be aware of the rules, policies and other documents related to asses=
sment; and provide teachers with feedback on their assessment practices.=
There are certain steps you can take if you feel your result does =
not reflect your performance. Please refer to the myAdvisor web site. (=
http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<=
/div>
=
Feedback in this Course
The Short essay will be graded and retu=
rned with written feedback and a completed criteria sheet no later than =
a fortnight after submission.
6.2 Other Policies and Guidelines
University Policies and Guidelines
Placement Courses
S=
tudents on a placement course =96 also known as a work placement, intern=
ship, industry study, industry experience, clinical practice, clinical p=
lacement, practical work, practicum, fieldwork, teaching practice =96 sh=
ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/=
index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl=
ude a professional/work placement, internship, clinical practice, teachi=
ng practice or other similar activity which involves them in regular con=
tact with children should refer to the University policy, Working with C=
hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004=
) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis=
ability who may require alternative academic arrangements, including ass=
essment, in the course/program is encouraged to seek advice at the comme=
ncement of the semester from a Disability Adviser at Student Support Ser=
vices.=A0Refer to the University policy, Students with a Disability (Dis=
ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t=
o the policy on Special Arrangements for Examinations for Students with =
a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia=
ise with professional and registration bodies regarding the acceptabilit=
y of any adjustment to an academic program, the University Health Servic=
e can arrange appropriate advice and assistance on personal and public h=
ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud=
ents (http=
://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud=
ents (http=
://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi=
th the University policies on occupational health and safety in the labo=
ratory.
=
=
Learning Summary
Below is a table showing the relationship between the learni=
ng objectives for this course and the =
broader graduate attributes developed, the learning activiti=
es used to develop each objective and =
the assessment task used to assess each objective. =
=
Learning Objectives
After successfully completing this=
course you should be able to:
1 Describe the challenges fac=
ed by adolescents in the context of their schooling.
2 Explain the premises of key learning theories and identify=
effective strategies to facilitate students=92 learning and thinking.3 Identify behaviour management strategies=
that enable the development of a positive learning evironment
4 Discuss strategies for developing teacher/studen=
t resilience and sustained teacher renewal.
5 &=
nbsp;Propose and defend a philosophy of teaching/education.
=
Assessment & Learning Activities
Learning Objectives
1
2
3
4
5
Learning Activities
Learning Journal (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 1 My Approach (Tutorial=
)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 1 Intr=
oduction (Lecture)
=
![3D"selected"](3D"../images/dot.jpg")
&nb=
sp;
&nb=
sp;
&nb=
sp;
Learning Journal (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 2 Becoming a Reflective =
Teacher (Tutorial)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 2 Teac=
hing Strategies in Secondary School (Lecture)
=
&nb=
sp;
Learning Journal (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 3 Effective Teaching Str=
ategies (Tutorial)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 3 Effe=
ctive Teaching Strategies (Lecture)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Learning Journal (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 4 Multiliteracy and Nume=
racy (Tutorial)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 4 Cros=
s-Curricula: Multiliteracy and Numeracy (Lecture)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 5 Personal Skills for Be=
haviour Management (Tutorial)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Learning Journal (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 5 Post=
ive Classroom Behaviour Management (Lecture)
=
&nb=
sp;
&nb=
sp;
Week 6 Good Friday - no lectu=
res or tutorials (Lecture)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Vacation (Lecture)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 7: The Teacher's Role a =
Community of Learners (Tutorial)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Learning Journal (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 7 A Co=
mmunity of Learners (Lecture)
=
Week 8 Resilience. Reflect, E=
valuate, Collaborate (Tutorial)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Journal (Other)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Week 8 Resi=
lience and Sustained Renewal (Lecture)
=
&nb=
sp;
Assessment Tasks
Attendance and Participation
=
=
![3D"selected"](3D"../images/do=)
=
=
=
=
=
=
=
=
=
Writing Reflectively to Learn
=
=
=
=
=
=
=
=
=
=
=
Teaching Philosophy and Strategies
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
Graduate Attributes
Successfu=
lly completing this course will contribute to the recognition of your at=
tainment of the following UQ (Undergrad Pass) graduate =
attributes:
Learning Objectives
1
2
3
4
5
Graduate Attributes=
=
A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
=
<=
strong>A1. A comprehensive and well-founded knowledge=
in the field of study.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
<=
strong>A4. An understanding of how other disciplines =
relate to the field of study.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
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=
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=
=
=
=
A5. An international pers=
pective on the field of study.
=
=
=
=
=
=
=
B EFFECTIVE COMMUNICATION
=
<=
strong>B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and sp=
oken forms.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>B2. The ability to interact effectively with others in order to work towards a common outcome.
=
=
=
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
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<=
strong>B3. The ability to select and use the a=
ppropriate level, style and means of communication.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
=
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=
![3D"selected"]()
=
=
=
B4. The ability to engage=
effectively and appropriately with information and communication=
technologies.
=
=
=
=
=
=
=
C INDEPENDENCE AND CREATIVITY
=
<=
strong>C1. The ability to work and learn independentl=
y.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
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=
![3D"selected"]()
=
=
=
<=
strong>C3. The ability to generate ideas and adapt in=
novatively to changing environments.
=
=
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>C4. The ability to identify problems, create s=
olutions, innovate and improve current practices.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
D CRITICAL JUDGEMENT
=
<=
strong>D1. The ability to define and analyse problems=
.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
<=
strong>D2. The ability to apply critical reasoning to is=
sues through independent thought and informed judgement.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
<=
strong>D3. The ability to evaluate opinions, make dec=
isions and to reflect critically on the justifications for de=
cisions.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
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=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
E ETHICAL AND SOCIAL UNDERSTANDING =
=
<=
strong>E1. An understanding of social and civi=
c responsibility.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>E2. An appreciation of the philosophical a=
nd social contexts of a discipline.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
<=
strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>E5. A knowledge of other cultures and t=
imes and an appreciation of cultural diversity.
=
=
![3D"selected"]()
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=
![3D"selected"]()
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![3D"selected"]()
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=
feedback&=
nbsp;
Authorised by: Deputy Vice-Chancellor (Academic)
Maintained by: Software Services
Last Updated - 24 May , 2006
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= Printed: 15 February 2010, 07:48PM
= This printed course profile is valid at the date and time specified a= bove. The course profile may be subject to change during the semester =96= the online version is the authoritative version. =
This is the publicly-accessible version of this profile, which is sl= ightly incomplete. If you are enrolled in this course you can access the= complete course profile, including assessment criteria and marking deta= ils and full contact information, from the Profile link in your l= ist of enrolled courses in mySI= -net.
1. General Course Information
=1.1 Course Details
Course Code: EDUC6600 Course Tit=
le: Teaching and Learning
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 = Contact Hours= Per Week: 2L1T = =
Restrictions: Entry to the Grad Dip Ed (Secondary) =
=
Incompatible: ED7= 39 or EU780, EDUC4019, EDUC4600
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 = Contact Hours= Per Week: 2L1T = =
Incompatible: ED7= 39 or EU780, EDUC4019, EDUC4600
Course Description: This course critique=
s contemporary discourse and theory regarding youth, encompassing perspe=
ctives on development, diversity and implications for teaching and learn=
ing. It explores contemporary issues impacting on schooling for young pe=
ople from a number of perspectives. It considers the purposes of educat=
ion & how schools might produce new citizens. Attention is given to the =
way education has attempted to respond to the pressures of globalisation=
and new times. This course encourages the development of a personal phi=
losophy of teaching.
Assumed Bac=
kground: All students of EDUC6600 will have completed the requi=
rements of an approved first degree.
=
1.2 Course Introduction
This course is designed=A0to build and extend pre-service students'=
understanding of the teaching and learning process in secondary school =
contexts. The course has a focus on teaching and learning in relation to=
different curriculum areas. How contemporary youth=A0relate to schoolin=
g is examined=A0and effective ways for students to learn and solve probl=
ems are proposed.=A0=A0A=A0=A0range of practical teaching strategies and=
quality behaviour management strategies are explored along with=A0the '=
Professional Standards for Teachers'.=A0The course=A0aims to further dev=
elop=A0the pre-service students' sense of self-efficacy as teachers, the=
capacity to foster a love of learning, and enthusiasm for the professio=
n.=A0Skills for building=A0teacher and student=A0resilience, sustained t=
eacher renewal and collegial networks, are interwoven in the course.=A0=A0=
The course considers six questions.
=A0
1.=A0Who are our students and how do we more fully understand y=
outh?
2.=A0How do students learn and what are the different learning =
styles?
3.=A0How do we optimise learning opportunities=A0through qualit=
y teaching strategies?
4.=A0How do we build a positive classroom culture through quali=
ty behaviour management strategies?
5. How=A0do we ensure that=A0multiliteracies and numeracies are=
relevant across the curriculum?
6. In what ways do we build teacher resilience and sustained te=
acher renewal?
= =
1.3 Course Staff
=
Course Coordinator: Professor Peter Renshaw
&nb=
sp; Email: p.renshaw@uq.edu.au
=
=
= =
UQ students: Please sign in to mySI-net to view your list of enro=
lled courses and click the relevant Profile link to access all co=
urse contributor details held in this profile =
= =
1.4 Timetable
Timetables are available on mySI-net.
Additional Timetable Information
Readings for any given week will be expected to have b= een read by the tutorial in the week following the relevant lecture. =
Readings for any given week will be expected to have b= een read by the tutorial in the week following the relevant lecture. =
2. Aims, Objectives & Graduate Attributes
=2.1 Course Aims
The course aims to build and =
extend students'=A0 knowledge and practical know-how associated with:
=
=
=A0
- Contemporary youth and their approaches to learning in schools.=A0=
- Relevant learning theories and strategies to facilitate students= =92 learning.=A0=A0
- Behaviour management strategies and wa= ys to develop positive classroom environments.=A0
- Teacher resilience and strategies for sustained teacher renewal.=
- A=A0personal philosophy of teaching/education.
2.2 Learning Objectives
After successfully completing this=
course you should be able to:
1 Describe the challenges fac=
ed by adolescents in the context of their schooling.
2 Explain the premises of key learning theories and identify= effective strategies to facilitate students=92 learning and thinking.3 Identify behaviour management strategies=
that enable the development of a positive learning evironment
4 Discuss strategies for developing teacher/studen=
t resilience and sustained teacher renewal.
5 &= nbsp;Propose and defend a philosophy of teaching/education.
=
=
=
2 Explain the premises of key learning theories and identify= effective strategies to facilitate students=92 learning and thinking.
5 &= nbsp;Propose and defend a philosophy of teaching/education.
=
2.3. Graduate Attributes
Successfully completing this cours=
e will contribute to the recognition of your attainment of the following=
UQ (Undergrad Pass) graduate attributes:
= = =
Additional Course Infor=
mation on Graduate Attributes
=A0
GRADUATE ATTRIBUTES DEVELOPED
=A0
1. =A0=A0=A0=A0 In-depth knowledge of the field of study
=
=
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A comprehensive and well-founded knowle=
dge of the field of study. Through engagement with lecture material, sem=
inars and course readings.
=A0
2.=A0=A0=A0=A0=A0 Effective Communication
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to collect, analyse and org=
anise information and ideas and to convey those ideas clearly and fluent=
ly, in both written and spoken forms. Through assessment items.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to interact effectively wit=
h others in order to work towards a common outcome. Through assessment i=
tem 1.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to select and use the appro=
priate level, style and means of communication. Through assessment item =
1.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to engage effectively and a=
ppropriately with information and communication technologies. Through as=
sessment items.
=A0
3. =A0=A0=A0=A0 Independence and creativity
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to work and learn independe=
ntly. Through assessment items 2 and 3.
=A0
=A04.=A0=A0=A0=A0 Critical Judgement
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to define and analyse probl=
ems. Through assessment items.
=A0
5.=A0=A0=A0=A0=A0 Ethical and social understanding
=B7=A0=A0=A0=A0=A0=A0=A0=A0 An understanding of social and civic re=
sponsibility. Through engagement with lecture material, seminars and cou=
rse readings.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 An appreciation of the philosophical an=
d social contexts of a discipline. Through engagement with lecture mater=
ial, seminars and course readings.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A knowledge and respect of ethics and e=
thical standards in relation to a major area of study. Through engagemen=
t with lecture material, seminars and course readings
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A knowledge of other cultures and times=
and an appreciation of cultural diversity. Through engagement with lect=
ure material, seminars and course readings.
=A0
3. Learning Resources
3.1 Required Resources
| Killen, Roy (2009). =A0Effective=A0teaching strategies: =
lessons from research and practice. =A0Paperback, 5th Edition. Ceng=
age Learning Australia.=A0 ISBN: 0170183289=A0 |
= |
3.2 Recommended Resources
| Bahr, N., & Pendergast, D. (2007) The Millennial Ado= lescent. Melbourne, Victoria: ACER. | = |
Cam, P. (2006) Twenty Thinking Tools: Collaborative =
Inquiry for the Classroom. Camberwall, Victoria, Australia: AC=
ER Press. |
= |
Cohen, L., Marion, L., & Morrison, K. (2004). Th=
e Guide to Teaching Practice (5th ed.). London, UK: Routledge Falmer=
. |
= |
| Copeland, M. (2005) Socratic Circles. Fostering Critical = and Creative thinking in Middle and High School. Portland, Maine: St= enhouse Publishers. | = |
| Curriculum Division, Central Office, Education Queensland (2= 008) NAPLAN Literacy Reading and Numeracy Analysis. Brisbane, A= ustralia: Curriculum Division, Education Queensland | = |
De Bono, E. (2004) How to Have a Beautiful Min=
d. London, England: Random Press. |
= |
De Bono, E. (1999) New Thinking for the Millen=
ium. London, England: Penguin Books. |
= |
Goleman, D. (2006). Social Intelligence. The New Sci=
ence of Human Relationships, London: Hutchison, Random House Group L=
imited |
= |
| Howard-Jones, Paul (2007). Neuroscience and Education:I=
ssues and Opportunities. Teaching and Learning Research Progr= amme, UK. |
= |
| Krause, K., Bochner, S. and Duchesne, S. (2003) Educatio= nal Psychology for Learning and Teaching. Victoria, Australia= : Thomson | = |
| McInerney, D.M. & McInerney, V. (2006). Educatio= nal psychology: Constructing learning (4th Ed.). Frenchs Fore= st, NSW: Pearson Education Australia. | = |
| Marsh, C. (2004). Becoming a Teacher: Knowledge, Skills, = and Issues. Frenchs Forest, NSW: Pearson. | = |
| Pendergast, D., & Bahr, N. (2005) Teaching Middle Yea= rs: Rethinking Curriculum, Pedagogy and Assessment. Crows Nest, N.S.= W: Allen & Unwin. | = |
Reivich, K. (2002) The Resilience Factor: 7 Key=
s to finding your inner strength and overcoming life's hurdles. |
= |
Richmond, C. (2007) Teach More, Manage L=
ess, A Minimalist Approach to Behaviour Management. Lindfield=
, NSW, Australia: Scholastic Press. |
= |
Rowe, A.J. (2004) Creative Intelligence. |
= |
| Royer, J. (2=
005) The Cognitive Revolution E=
ducational Psychology. |
= |
Seligman, M.E.P. (2002) Authentic Happiness. USA: The Free Press. |
= |
| Visser, L. (2006) The Teacher's Voice, South Melbou= rne, Victoria, Australia: Thomson. | = |
Weare, K. (2004) Developing the Emotional=
ly Literate School. London, England: =
Paul Chapman Publishing. A SAGE Publications Company. =
|
= |
Wilson, J. and Wong, J. L. (2008) Smart Thinkin=
g, Developing Reflection and Metacognition. Marrickville, NSW,=
Australia: Curriculum Corporation
|
= |
3.3 University Learning Resources
Access to required and recommended r=
esources, plus past central exam papers, is available at the UQ Library =
website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6600).
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
=
=
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
3.5 Other Learning Resources & Information
A course Blackboard site will be establ= ished. lecture slides will be posted by the next working day following t= he scheduled lecture.
4. Teaching & Learning Activities
=4.1 Learning Activities
= =4.2 Other Teaching and Learning Activities Info= rmation
A course Blackboard site will b= e established for communication with students, announcements and so fort= h. Lecture slides will be posted to the Blackboard site by the next work= ing day following the scheduled lecture.
QCT Standards
Through the successful completion of the course, students are provi=
ded the opportunity to develop practices and knowledge that reflect the =
standards developed by the QCT for graduates. These standards are based =
on the Professional Standards for Queensland Teachers (QCT, 2007).=A0 Th=
e following table should be read in conjunction with the full descriptio=
n of each Standard and its element as found in the QCT Program Approval =
Guidelines on http://www.qct.edu.au/PDF/ProgramApprovalGuidelines.pdf<=
/span>
=A0
Practice and Knowledge components addressed in =
the Learning Activities in this course
=A0
|
=A0
|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
5. Assessment
=5.1 Assessment Summary
This is a summary of the assessment in the course. For d=
etailed information on each assessment, see 5.5 Assessment Detail below.
=
=
=
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a:link,a:active,a:visited { color : #0033CC; text-decoration:none; }
a:hover { color : #0033CC; text-decoration: underline; }
/**************** Background Colour Tags ******************** /
/ /
/ The background colour of the navigation menu and divider /
/ can be modified here. They should both be the SAME colour. /
/ /
/*************************************************************/
td.menu { background-color: #DFEBFB; }
td.divider { background-color: #DFEBFB; height: 20px; }
/******************** Navigation Menu *********************** /
/ /
/ The Navigation Menu on all new templates are CSS controlled /
/ Only ONE element of the menu can be modified (below) /
/ i.e. the colour of the mouseover/hover state. /
/ /
/*************************************************************/
/********* Navigation Menu Tags - Do not modify these *******/
table.navtable { width: 190px; }
#navcontainer ul { margin-left: 6px; padding: 0; list-style-type: none; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 11px; }
#navcontainer li { margin: 0 0 .2em 0; }
#navcontainer a { display: block; color: #000; background-color: #FFFFFF; width: 14em; padding: .4em .8em; text-decoration: none; }
/*** Navigation Menu Tags - You can modify the hover (background) colour **/
#navcontainer a:hover { background-color: #EAF2FD; color: #000; }
/***************** Content (Level 2) Pages ****************** /
/ /
/ Please DO NOT modify any of these tags. They are separate /
/ from the constant tags (above) as they serve their purpose /
/ in only the content (Level 2) pages. /
/ /
/*************************************************************/
#breadcrumb { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 5px; margin-left: 10px; margin-right: 10px; }
#content { padding: 2px; margin-left: 10px; margin-right: 10px; }
#relatedlink { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 0px; margin-right: 10px; font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 14px; color: #333; }
td.contentheader { font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 18px; font-weight: bold; color: #333; }
table.infotable { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 2px; margin-right: 2px; width: 161px; }
/* Extra */
/* login form */
table.tblLogin {
border-collapse: collapse;
text-align: left;
background: #DFEBFB;
margin: 0;
}
table.tblLogin td{
padding: 0 3px 0 3px;
}
.tblLogin tr.header td { background-color: #003399; color: #FFF; font-weight: bold;}
.frmLogin { margin: 0; padding: 0; }
.frmLabel { font-weight: bold; }
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5.5 Assessment Detail
=
Attendanc=
e and Participation
Type: Attendance
Learning Objectives= Assessed: 1, 2, 3, 4, 5
Due Date:
= 26 Feb 10 - 23 Apr 10
= Weight: 10%
= = Task Description: <= /strong>Students are required to attend lectures and=A0tutorials, partic= ipate fully in tutorial activities, and demonstrate their familiarity wi= th the material covered in the course readings and lectures.=A0
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
=
Learning Objectives= Assessed: 1, 2, 3, 4, 5
= 26 Feb 10 - 23 Apr 10
= Weight: 10%
= = Task Description: <= /strong>Students are required to attend lectures and=A0tutorials, partic= ipate fully in tutorial activities, and demonstrate their familiarity wi= th the material covered in the course readings and lectures.=A0
=
Wri=
ting Reflectively to Learn
Type: Reflective Learning Journal<=
br />
Learning Objectives=
Assessed: 1, 2, 3, 4, 5
Due Date:
= 23 Apr 10
= Weight: 45%
= = Task Description: <= /strong>
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
= Submission:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
= =
= = = =
=
=
=
=
= 23 Apr 10
= Weight: 45%
= = Task Description: <= /strong>
Aim: To develop students' ability to analyse, synthesise and=
=A0integrate material from this course and other related curriculum cou=
rses,=A0and reflect upon their own learning and values and philosophy of=
teaching.=A0
What is a Learning Journal?
=A0
A learning-journal is an assessment tool designed to encourage refl=
ective and self-directed learning. It enables students to reflect on the=
ir learning over time and to make connections with other courses and int=
egrate experiences.
=A0
It is based on the premise that reflective writing contributes to d=
eeper learning and engagement.
=A0
Through writing and reflecting, you can begin to clarify and analys=
e your =A0thinking.
=A0
Writing isn=92t just recording your pre-existing thoughts =96 writi=
ng is an important part of a thinking process where you meditate, rememb=
er, compare, analyse and evaluate=A0ideas and become aware of your own s=
trengths and limitations as a thinker.
=A0
Progressive reflective writing is also an enabling process for arti=
culating a personal philosophy of teaching.
=A0
It is meant to be a progressive and cumulative activity that chroni=
cles how new insights were forged and how dilemmas and challenges were r=
esolved (or not).
=A0
It will include cumulative comments and reflections on the material=
presented in the readings, lectures and the tutorials.
=A0
It will also include comments and reflections on your learning in t=
he curriculum foundations courses and specialist teaching areas. The pur=
pose is to make connections between the ideas and material presented in =
different courses.
=A0
=A0
What is Required?
=A0
The learning journal should be progressively written across the cou=
rse schedule.=A0The amount of writing is open-ended =96 it could be exte=
nsive and expansive depending on how much material was covered and how r=
elevant, interesting and challenging you found the material.=A0
=A0
For assessment in this course the requirement is that there will be=
6 separate entries each consisting of=A0between 450 and 550 words.=A0
Each entry will be composed of the following 4 elements:
=A0
1. Brief concise summary of selected material covered in the lectur=
es tutorials and any readings completed. This can be very brief, for exa=
mple, simply noting key dots points, and topic headings.=A0You might dra=
w a concept map or diagram illustrating the conceptual framework, =A0 Do=
not copy a block of straight text =96transformation of the material is =
required to reveal your understanding.
=A0
=A0
If the material was especially interesting and relevant to you, you=
might expand and elaborate it more. An illustration of a very brief ent=
ry is as follows in italics:
=A0
This week we covered the topic of teaching thinking skills, begi=
nning with Edward De Bono=92s thinking hats, and moving onto the Harvard=
University - Project Zero. The different styles of thinking were clearl=
y identified.=A0That =93thinking=94 itself is a skill that can be taught=
was a new idea for me.=A0Reflecting on thinking is a meta-cognitive pro=
cess that seems relevant when planning for my own future students.=A0Stu=
dents can practise and learn new styles of thinking that might not be pa=
rt of their everyday repertoire.=A0As a teacher I can help them think in=
different ways and show how they can be strategic thinkers.=A0They can =
practise these skills in solving cognitive as well as interpersonal prob=
lems.=A0Teaching thinking is basic for developing democratic citizens wh=
o engage in making decisions with others in society.
=A0
2. A brief consideration of whether and how the material might rela=
te to the curriculum foundations and the specialist teaching area. Does =
it relate to my teaching areas? Is it easy to see the implications of th=
is material or difficult? As I plan my longer units of work and lesson p=
lans can I use ideas from this material? How does it relate to students =
in different grades in high school?=A0
=A0
3. Thoughtful comments on the material spurred on by such self-ques=
tions as: How do I feel about this?=A0Do I have the confidence to try to=
implement this in the classroom? Did I identify with or feel affinity f=
or the teachers I observed on video or in the lectures? How does this ch=
ange and influence me in terms of my developing identity as a teacher? H=
ow does this alter and/or enhance my philosophy of teaching?=A0=A0=A0
=A0
4. In-depth Reflection - in-depth reflective writing brings to the =
surface ones inner values and commitments. In the process of writing thi=
s way, you will reflect deeply about experiences, question events, and c=
hallenge views and ideas. For example, you might reflect on a poignant p=
ersonal experience or observation and note how the ideas or material cov=
ered in the course might have changed the outcome or provided insight no=
t formerly available. Or you might consider the constraints of implement=
ing some of the proposed teaching strategies and identify what would nee=
d to be changed in schools to enable more worthwhile learning.
=A0
Format of the Learning Journal.
=A0
The journal should be written as an electronic word document and sa=
ved each time as a file.=A0
The submitted journal=A0will be composed of=A06 separate entries ea=
ch consisting of 450 - 550 words - a total of between 2,700 - 3,300 word=
s
=A0
It should be written in the first person (I or We).
=A0
It is not necessary to use formal referencing=A0 or include a refer=
ence list. However, if you are referring to a specific reading from this=
course or another course it should clear what reading it is.
=A0
Key Headings for each Entry
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Time of the E=
ntry (Week =96 Date).
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Concise summa=
ry of material
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Connection to=
CF and STA and other relevant courses.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Thoughtful fo=
cussed commentary using self-reflective questions.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 In-depth refl=
ection on ones values and commitments as a teacher and the implications =
of the ideas more broadly for schooling and society.
=A0
Assessment Criteria.
=A0
Coverage=A0=A0=A0=A0=A0=A0=A0=A0 Entries demon= strate extensive engagement with all aspects of the course.=Progressive=A0=A0=A0=A0=A0 Entries show progre= ssive change and development in understanding.Integrative =A0=A0=A0=A0=A0=A0 Entries reveal = attempts to connect material and ideas across courses.Thoughtful=A0=A0=A0=A0=A0=A0=A0=A0 Entries inc= lude insightful self- questioning that enabled new understandings.In-depth=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0 Entr= ies reveal in-depth reflection on teaching and ones values and philosoph= y.
=A0
=A0
= Submission:
PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Tea=
ching Philosophy and Strategies
Type: Presentation
Learning Objectives= Assessed: 1, 2, 3, 4, 5
Due Date:
= 23 Apr 10
= Weight: 45%
= = Task Description: <= /strong>
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr=
olled courses and click the relevant Profile link to access marki=
ng criteria held in this profile
= Submission:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Learning Objectives= Assessed: 1, 2, 3, 4, 5
= 23 Apr 10
= Weight: 45%
= = Task Description: <= /strong>
TASK 2: Presentation Slides.
=A0
Weight: 45%
=A0
Aim: To=A0focus students on the task of developing a researc=
h-informed philosophy and=A0approach to teaching and communicating to co=
lleagues=A0
Task:=A0=A0
(i) Design a presentation for a professional audience=A0that explai=
ns and illustrates: (i) your overall approach to teaching and learning;=A0=
and (ii) your practical approach that includes examples of teaching stra=
tegies and skills relevant to your main curriculum teaching area.
=
(ii) To accomapny your presentation write a short commentary that e=
laborates and clarfies your approach to teaching in your main curriculum=
area.
Submission Materials:
- The presentation should use a software package such as Powerpoin= t.
- The commentary should be 750 words and provide a clear and coher= ent statement about your philosphy and approach to teaching
- Assume that the audience for your presentation is a well informe= d professional group of educators, that includes school principals, teac= her educators and experienced classroom teachers.=A0
Guidance=A0for preparing=A0the Powerpoint Slides:
- The presentation should be planned=A0=A0for about 30 minutes in = duration.=A0
- The presentation should consist of=A0no fewer than 10 slides and= no more than 15 slides.=A0
- If you want to, audio-visual clips can be embedded in these slid= es to illustrate a particular teaching approach relevant to your curricu= lum teaching area.=A0The video-clip=A0could be downloaded from www sites= such as Teachers TV (= www.teacherstv.com.au).
- Use concise summaries and dot-points and visual illustrations=A0= - the information provided in your presentation should be encapsulations= of the main features of your=A0 philosophy and approach, not written pa= ragraphs and extended direct quotes from texts.=A0=A0
Criteria:
|
Comprehensive=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0
|
Presentation included all the required elements of the =
assessment task.
=A0
|
|
Literate=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0
=A0
|
Presentation conformed to normal literate conventions o=
f English
|
|
Clarity=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0 =
=A0
|
Presentation is free from ambiguous and vague statement=
s.
|
|
Consistency=A0=A0=A0=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0
=A0
|
Presentation is free from inherent contradictions.
|
|
Research-Informed=A0=A0=A0=A0=A0=A0=A0
|
Presentation is informed by reference to research and r=
elevant readings
=A0
|
|
Theoretically-Informed
|
Presentation is grounded theoretically
=A0
|
|
Philosophical=A0=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
=A0
|
Presentation includes=A0a coherent philosophical standp=
oint and values.
|
= Submission:
PLEASE NOTE CHANG=
ES TO ASSIGNMENT SUBMISSION PROCEDURES
From Semester 1, 2009 all assignments must have a bar-cod=
ed assignment cover sheet.
The link to generating the cover sheet, for Internally and <=
u>Externally enrolled students, can be obtained by opening the attac=
hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi=
n.asp; or by following the instructions below:
1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:
The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.
8. When the assignment has been received by the School of Education=
, and the barcode scanned, an email will be generated and forwarded to y=
our student email address acknowledging receipt of the assignment.=A0Kee=
p this receipt for your records.=A0 If you have handed the assignment in=
to the School of Education and have not received an email acknowledgemen=
t after 24 hours, please contact the School of Education on + 7 3365-655=
0.
Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
6. Policies & Guidelines
This section contains the details of and li=
nks to the most relevant policies and course guidelines. For further det=
ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures=
.
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University=92s= assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m= yadvisor/index.html?page=3D2910).
Academic Integrity
It is the University's task to e=
ncourage ethical scholarship and to inform students and staff about the =
institutional standards of academic behaviour expected of them in learni=
ng, teaching and research. Students have a responsibility to maintain th=
e highest standards of academic integrity in their work. Students must n=
ot cheat in examinations or other forms of assessment and must ensure th=
ey do not plagiarise.
Plagiarism
The University has adopted the following=
definition of plagiarism:
Plagiarism is the act of misrepresenting = as one's own original work the ideas, interpretations, words or creative= works of another. These include published and unpublished documents, de= signs, music, sounds, images, photographs, computer codes and ideas gain= ed through working in a group. These ideas, interpretations, words or wo= rks may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and P= lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make= s a comprehensive statement about the University's approach to plagiaris= m, including the approved use of plagiarism detection software, the cons= equences of plagiarism and the principles associated with p= reventing plagiarism.
Feedback on Assessment
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)
As a student you have a responsibility to incorporate feedback = into your learning; make use of the assessment criteria that you are giv= en; be aware of the rules, policies and other documents related to asses= sment; and provide teachers with feedback on their assessment practices.=
There are certain steps you can take if you feel your result does = not reflect your performance. Please refer to the myAdvisor web site. (= http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<= /div> =Feedback in this Course
The Short essay will be graded and retu= rned with written feedback and a completed criteria sheet no later than = a fortnight after submission.
6.2 Other Policies and Guidelines
University Policies and Guidelines
Placement Courses
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia=
ise with professional and registration bodies regarding the acceptabilit=
y of any adjustment to an academic program, the University Health Servic=
e can arrange appropriate advice and assistance on personal and public h=
ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.
= =
Learning Summary
Below is a table showing the relationship between the learni= ng objectives for this course and the = broader graduate attributes developed, the learning activiti= es used to develop each objective and = the assessment task used to assess each objective. =
=Learning Objectives
After successfully completing this=
course you should be able to:
1 Describe the challenges fac=
ed by adolescents in the context of their schooling.
2 Explain the premises of key learning theories and identify= effective strategies to facilitate students=92 learning and thinking.3 Identify behaviour management strategies=
that enable the development of a positive learning evironment
4 Discuss strategies for developing teacher/studen=
t resilience and sustained teacher renewal.
5 &= nbsp;Propose and defend a philosophy of teaching/education.
=
2 Explain the premises of key learning theories and identify= effective strategies to facilitate students=92 learning and thinking.
5 &= nbsp;Propose and defend a philosophy of teaching/education.
=
Assessment & Learning Activities
| Learning Objectives | |||||
| 1 | 2 | 3 | 4 | 5 | |
| Learning Activities | |||||
| Learning Journal (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 1 My Approach (Tutorial= ) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 1 Intr= oduction (Lecture) | =
|
|
&nb= sp; | &nb= sp; | &nb= sp; |
| Learning Journal (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 2 Becoming a Reflective = Teacher (Tutorial) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 2 Teac= hing Strategies in Secondary School (Lecture) | =
|
|
|
&nb= sp; |
|
| Learning Journal (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 3 Effective Teaching Str= ategies (Tutorial) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 3 Effe= ctive Teaching Strategies (Lecture) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
|
| Learning Journal (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 4 Multiliteracy and Nume= racy (Tutorial) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 4 Cros= s-Curricula: Multiliteracy and Numeracy (Lecture) | =&nb= sp; |
|
&nb= sp; | &nb= sp; |
|
| Week 5 Personal Skills for Be= haviour Management (Tutorial) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Learning Journal (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 5 Post= ive Classroom Behaviour Management (Lecture) | =
|
&nb= sp; |
|
&nb= sp; |
|
| Week 6 Good Friday - no lectu= res or tutorials (Lecture) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Vacation (Lecture) = | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 7: The Teacher's Role a = Community of Learners (Tutorial) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Learning Journal (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 7 A Co= mmunity of Learners (Lecture) | =
|
|
|
|
|
| Week 8 Resilience. Reflect, E= valuate, Collaborate (Tutorial) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Journal (Other) | =&nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; | &nb= sp; |
| Week 8 Resi= lience and Sustained Renewal (Lecture) | =
|
|
&nb= sp; |
|
|
| Assessment Tasks | |||||
= = = =
Graduate Attributes
Successfu=
lly completing this course will contribute to the recognition of your at=
tainment of the following UQ (Undergrad Pass) graduate =
attributes:
| Learning Objectives | |||||
| 1 | 2 | 3 | 4 | 5 | |
| Graduate Attributes= | |||||
| A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |||||
| <= strong>A1. A comprehensive and well-founded knowledge= in the field of study. | =
=
|
=
=
|
=
=
|
=
= = | == = | =
| <= strong>A4. An understanding of how other disciplines = relate to the field of study. | =
=
|
=
=
|
=
= = | == = | == = | =
| A5. An international pers= pective on the field of study. | == | = | = | = | = |
| B EFFECTIVE COMMUNICATION | |||||
| <=
strong>B1. The ability to collect, analyse and |
=
=
|
=
=
|
=
= = | =
=
|
=
=
|
=
| <= strong>B2. The ability to interact effectively with others in order to work towards a common outcome. | == = | == = | == = | =
=
|
=
=
|
=
| <= strong>B3. The ability to select and use the a= ppropriate level, style and means of communication. = | = = | == = | =
=
|
=
= = | =
=
|
=
| B4. The ability to engage= effectively and appropriately with information and communication= technologies. | == | = | = | = | = |
| C INDEPENDENCE AND CREATIVITY | |||||
| <= strong>C1. The ability to work and learn independentl= y. | =
=
|
=
=
|
=
= = | =
=
|
=
=
|
=
| <= strong>C3. The ability to generate ideas and adapt in= novatively to changing environments. | == = | =
=
|
=
= = | =
=
|
=
=
|
=
| <= strong>C4. The ability to identify problems, create s= olutions, innovate and improve current practices. | =
=
|
=
=
|
=
=
|
=
=
|
=
= = | =
| D CRITICAL JUDGEMENT | |||||
| <= strong>D1. The ability to define and analyse problems= . | =
=
|
=
=
|
=
=
|
=
= = | =
=
|
=
| <= strong>D2. The ability to apply critical reasoning to is= sues through independent thought and informed judgement. = |
=
|
=
=
|
=
=
|
=
= = | =
=
|
=
| <= strong>D3. The ability to evaluate opinions, make dec= isions and to reflect critically on the justifications for de= cisions. | =
=
|
=
=
|
=
=
|
=
=
|
=
=
|
=
| E ETHICAL AND SOCIAL UNDERSTANDING | =|||||
| <= strong>E1. An understanding of social and civi= c responsibility. | == = | == = | =
=
|
=
=
|
=
=
|
=
| <= strong>E2. An appreciation of the philosophical a= nd social contexts of a discipline. | =
=
|
=
=
|
=
= = | == = | =
=
|
=
| <= strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. = | = = | == = | =
=
|
=
=
|
=
=
|
=
| <= strong>E5. A knowledge of other cultures and t= imes and an appreciation of cultural diversity. | =
=
|
=
=
|
=
= = | == = | =
=
|
=
| feedback&= nbsp; |
|
Authorised by: Deputy Vice-Chancellor (Academic) Maintained by: Software Services Last Updated - 24 May , 2006 |
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