EDUC 5403 - Reflective Practice in Learning and Teaching
North Terrace Campus - Semester 2 - 2014
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General Course Information
Course Details
Course Code EDUC 5403 Course Reflective Practice in Learning and Teaching Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Assessment Wiki-based small-group inquiry & 20 minute oral presentation, 2000 word reflective critique including colleague-reviewed teaching sessions. Course Staff
Course Coordinator: Dr John Willison
Dr John Willison,
School of Education
Room 6.22, Nexus 10 Building, 10 Pulteney St Adelaide
Ph: 83033219
Email: john.willison@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
29 July; 5, 12, 19, 26 August; 2, 9, 16 September 2.00pm-5.00pm. -
Learning Outcomes
Course Learning Outcomes
1. Facilitates student communication and teamwork utilising inclusive group-work strategies. Evidences teamwork with colleagues.
2. Demonstrates that understandings of how students learn explicitly inform teaching methodology, e.g. in course rationale and curriculum. Makes explicit own preferred modes of learning.
3. Involvement in a collegial support system within discipline, focusing on aspects of teaching and learning.
4. Explicitly facilitates students’ awareness of ethical, social and cultural issues and their importance in the exercise of professional skills and responsibilities.University Graduate Attributes
No information currently available.
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Learning Resources
Required Resources
A handbook for the course and other materials will be available through myuni.Recommended Resources
Additional materials will be provided within myuni.Online Learning
Information on the Graduate Certificate, including assessment examples from previous years, is available from http://www.education.adelaide.edu.au/higher-education/gche/ and www.adelaide.edu.au/gac -
Learning & Teaching Activities
Learning & Teaching Modes
The eight x three-hour sessions use a ‘Team-Based Learning’ (TBL) approach. This requires, in varying degrees, pre-readings, online quiz in advance of class, team quiz in the session, and collaborative work applying concepts to participants teaching and learning issues in the first few weeks, and a collaborative project in the latter weeks.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
This 3 unit course requires over 140 hours for successful completion, including:
· 24 hours face to face
· 16 hours pre-reading
· 8 hours online personal preparation
· 80 + hours on the 2 assessment tasks including wiki constructionLearning Activities Summary
Session 1 Five Reflective Surfaces for Learning and Teaching: introduction to rigorous reflective practice
Session 2 Peers as reflective surface: peer review processes
Session 3 Self as reflective surface: reflection on previous action, and reflection in action
Session 4 Students as a reflective surface: the multitude of information that students provide that can improve teaching
Session 5 Action research: systematic ways to utilise all reflective surfaces for improving teaching
Session 6 Surface polishing: adding rigor to action research
Session 7 Presentations: small groups present their findings to the class and a panel
Session 8 Superb finish: preparing for the move towards the rest of the GCHESpecific Course Requirements
Collaborative group work, peer review of teaching and consecutive self-reflection on teaching are both required component of this course. -
Assessment
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
There are two Assessment tasks in this course:
· Small-group Research Wiki and Presentation
· Reflective practice towards focussed research, including two cycles of peer review and reflection on
consecutive teaching sessions.Assessment Related Requirements
A satisfactory standard must be attained in all marking criteria to pass. Resubmission options are available.Assessment Detail
Assessment 1: Small-group Research Wiki and Presentation:
Your group will utilise the literature, peers and students as reflective surfaces, and a wiki to develop an area of shared interest. It needs to take into consideration a priori elements of students' awareness of ethical, cultural and/or social issues, e.g. through internationalisation of the curriculum. It must also consider inclusive group-work strategies.
Assessment 2: Reflective practice towards focussed research
This assessment intends you to use peers, self and literature as reflective surfaces to provide fresh insights into learning and teaching issues of relevance in your discipline. Part A requires you to gain critical perspective on your teaching from colleagues, and part B for you to use reflection in and on action, as well as the literature. Together, Task A and task B will culminate in Part C, a research project or methodology necessary for you to progress through the rest of the GCHE program.
Assessment rubrics are provided for all assessments in advance. Students will be asked to self-assess on electronic format rubrics before submission, and the course coordinator will mark on the same document. Feedback will include ticks at appropriate levels with accompanying explanations. Participants are expected to improve subsequent work, as guided by the feedback. The final assessment requires a statement on how you used feedback to improve that assessment.Submission
Electronic versions, emailed to the coordinator are preferred. Digital drop-box or hard-copy are also accepted.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.
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
