EDUC 6202 - Student Teacher Interaction

North Terrace Campus - Semester 1 - 2015

Student Teacher Interaction in the Classroom. This course assists beginning teachers to consider and reflect upon the dynamics they participate in and are witness to within the classroom context. Our approach is informed by the knowledge that the learning process is inseparable to the interactions between teachers and students. In this course you will examine various approaches to foster and maintain a positive classroom environment so as to engender an effective context in which learning can take place.

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Course Details

Course Code	EDUC 6202
Course	Student Teacher Interaction
Coordinating Unit	School of Education
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to Grad Dip Education students only

Course Staff

Course Coordinator: Dr Robert Matthews

Location: Room 8.29, Nexus 10 Building, 10 Pulteney St, Adelaide
Telephone: 8313 0488
Email: robert.matthews@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

Upon completion of this course, students should be able to:
1 Research and analyse pedagogical theories and formulate implications for classroom practice.
2 Demonstrate awareness of current trends in classroom practice for middle/secondary schools.
3 Identify stages of (adolescent) development and demonstrate a sensitivity to related secondary issues which impact classroom practice, such as student mental health.
4 Realise the factors involved in student motivation and demonstrate strategies for maintaining student engagement with their learning.
5 Articulate specific approaches to promote a positive learning environment, both individually and utilizing group processes.
6 Demonstrate understandings of individual characteristics of students.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 2, 3, 4, 5 & 6
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1, 2, 3, 4, 5 & 6
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	5 & 6
Skills of a high order in interpersonal understanding, teamwork and communication.	3, 5 & 6
A proficiency in the appropriate use of contemporary technologies.	1 & 4
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	2, 3, 4 & 5
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	1, 2 & 6
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1, 5 & 6

Learning Resources

Required Resources

A course reader has been made available to purchase, containing weekly readings. These readings are essential to assessment.

In addition there are many resources and links available on the MyUni site. Please explore the site and familiarise yourself its layout.

Recommended Resources

No additional resources are required outside of the course reader and MyUni resources however, additional texts of interest are:

The following texts in the BSL have been used a course texts in previous years.

Krause, K., Bochner, S. and Duchesne, S, (2003), Educational Psychology: for Learning and Teaching, Thompson.
Barr Smith Library Barr Smith Main collection (370.15 K915e )

McInerney, D. & McInerney, V. (2006) Educational Psychology: Constructing Learning.

Pearson Education Australia (3rd and 4th Editions are both good).
Barr Smith Library Barr Smith Main collection (370.15 M152e.4 )

Further Additional Text Resources:

An Educational Psychology of Classroom Management : best professional practices in the multicultural classroom / Christopher Thao Vang.; c2013

Barr Smith Library Barr Smith Main collection 371.1024 V253e

Educational psychology Dhir, R. N.; 2007

https://ap01-a.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2215616458440001811&institutionId=1811&customerId=1800

Impacts of Cyberbullying, Building Social and Emotional Resilience in Schools by Sharlene Chadwick.; 2014

https://ap01-a.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2215616459590001811&institutionId=1811&customerId=1800

Online Learning

A comprehensive range of online materials have been provided through the MyUni site. Please visit the course site asap and explore – readings can be accessed through the menu buttons on the left.
Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.

Learning & Teaching Modes

Engaged discussion and analysis of a range of materials, including classroom video footage and case studies. Lectures supported by problem-solving tutorials developing materials covered in lectures.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Course contact is four hours per week. Two one hour lectures + one hour tutorial each week + one hour seminar or private group work. Allow ~ three hours per week for assigned reading materials.

Learning Activities Summary

Schedule
Week	Seminar	Lecture Hour 1	Lecture Hours 2	Tutorial
Week 1	Introduction to effective teaching and learning. Overview of course. Stages of teacher development. Different teacher styles. Characteristics of the student and teacher relationship.	Promoting Positive Behaviour in the Classroom. Teaching through Relationship and Success. Introduce preventative, supportive and corrective techniques of classroom practice.	Promoting Positive Behaviour in the Classroom. Teaching through Relationship and Success. Introduce preventative, supportive and corrective techniques of classroom practice.	Praise & Preparation. The importance of using positive praise and employing extensive preparation. Groups will be allocated for classroom simulations in Week’s 3, 5 & 7.
Week 2	The adolescent in development. Puberty and adolescence. Identity formation and personal development. Humanistic approaches.	Preventative approaches. Building a Repertoire of Teaching Strategies. Taxonomies. Learning Styles/cycles. Developmental perspectives on cognition and effective learning.	Developmental perspectives on cognition and effective learning. Piaget’s stage theory of cognitive development. Vygotsky’s zone of proximal development.	The Need for Structure. The importance of good lesson structure and keeping students on task.
Week 3	Preventative approaches continued. Creating and Sustaining Interest with your Students. Alternative Cognitive Views on Learning. Introduce supportive approaches.	Differentiated approaches to teaching. Gardner’s Multiple Intelligence and VA(R)K. The MBTI and Kersey Type Indicator.	Differentiated approaches to teaching. Gardner’s Multiple Intelligence and VA(R)K. The MBTI and Kersey Type Indicator (continued).	Class room simulation. Teach in groups of 5 colleagues. This simulation will target managing student behaviour.
Week 4	No Seminar	Language in the Classroom. Part 1	Language in the Classroom. Part 1	Attention Seekers. How to use motivation and interest to drive the lesson and bring in attention seekers.
Week 5	No Seminar	Language in the Classroom. Part 2	Language in the Classroom. Part 2	No Tutorial. In your own time: Prepare and deliver a 5 minute lesson. Concentrate this time on your language use to greet, introduce and set the task. The task content is your choice, but the format must be a class discussion. You may record in digital format for inclusion within your e-portfolio. Further scaffolding will be provided in lectures of week 4 & 5, and the online tool 1.
Week 6	Planning and preparation for the positive classroom environment. Supportive continued and introduce corrective approach of classroom management.	Mental Health. Promoting good mental health. Developing resilience as teachers and students. Depression, bullying and harassment in the school and classroom context.	Recap of preventative and supportive strategies. Introduce corrective approaches of classroom management.	Intervening with off-task chatter. How a teacher can resist being drawn off-task.
Week 7	Chronic, long term behavioural issues and possible intervention strategies.	Chronic, long term behavioural issues and possible intervention strategies.	Chronic, long term behavioural issues and possible intervention strategies.	Class room simulation II. Again teach in groups of 5. This simulation delivers the lesson you developed in Week 5.
Week 8	Character and values education. Role of feelings in Education. Schools as Institutions or Communities.	Neuroscience and Education. Implications of recent advances in brain studies for education	Creativity and the Imagination. The key 21st century learning outcome for education.	Preparation for teaching practice.

Specific Course Requirements

Not Applicable

Small Group Discovery Experience

Tutorials will provide small group discovery of classroom practice. Simulated classroom practice in small groups has proven a rich and realistic way of encountering classroom dynamics for novice teachers.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assignment 1 Handbook on promoting a positive learning environment 70%

You are to write a handbook outlining the essential aspects of promoting and maintaining a positive learning environment. You might think of it as part of your ‘survival guide’ for beginning teaching.

2,500 words

Due Date: Wed, 6th May (6pm)

Submit with cover sheet in provided box, Ground Floor Nexus Building.

It is recommended you make an early start on this assessment as it is due prior to teaching practice commencing. I do this because the handbook assignment is designed as to help you deliver and manage your classrooms. Many students carry their assignment with them on teaching practice as an invaluable resource.

Further details to be provided in Reader and posted on MyUni

Assignment 2 Classroom Simulations        30%

i. Attendance and participation in tutorials        10%

ii. Completion of online Report Writing Tool (done on MyUni)      5%
Due Date: 22nd March

iii. Completion of online Language in the Classroom Tool (done on MyUni)         5%
Due Date: 22nd March

iv. Submission of self-report from simulation of classroom teaching.           10%
(this uses both on-line Tools to guide your self-report) ~200 words.
Submit with cover sheet in provided box, Ground Floor Nexus Building.
Due Date: Wed, 6th May (6pm)

Further details to be provided in Reader and posted on MyUni

Assessment Related Requirements

Assessment 1: Course Reader and MyUni access.

Assessment 2: MyUni access.

Assessment Detail

Assessment details will be supplied in course reader and online through MyUni.

Submission

All assessments submit with cover sheet in provided box, Ground Floor Nexus Building.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator