EDUC 4202 - Student Teacher Interaction (UG)
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code EDUC 4202 Course Student Teacher Interaction (UG) Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Restrictions Available to B Teaching & B Music Ed students only Course Description 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.
Course Coordinator: Dr Robert MatthewsLocation: Room 8.29, Nexus 10 building, 10 Pulteney St, Adelaide
Telephone: 8313 0488
The full timetable of all activities for this course can be accessed from Course Planner.See Course Planner and Detailed Program guide on MyUni
Course Learning OutcomesUpon 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
Required ResourcesA course reader will be 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 ResourcesNo 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
Impacts of Cyberbullying, Building Social and Emotional Resilience in Schools by Sharlene Chadwick.; 2014
Online LearningA 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 Activities
Learning & Teaching ModesEngaged 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.
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 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 RequirementsNot Applicable
Small Group Discovery ExperienceTutorials 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.
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.
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 RequirementsAssessment 1: Course Reader and MyUni access.
Assessment 2: MyUni access.
Assessment 3: NA
Assessment DetailDetails will be provided through Reader and online via MyUni
SubmissionAll assessments submit with cover sheet in provided box, Ground Floor Nexus Building.
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.
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.
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