EDUC 3001 - Reflective Practice

North Terrace Campus - Semester 1 - 2017

This course is designed to develop critically reflective professional practitioners. Reflective practice focuses on ethical conduct, resilience in crisis situations, high community engagement and the development of lifelong learning for professional growth.

  • General Course Information
    Course Details
    Course Code EDUC 3001
    Course Reflective Practice
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites EDUC 1001 and EDUC 1100
    Corequisites EDUC 3002
    Assumed Knowledge The teachers should have a knowledge of South Australian education policy and the key curriculum frameworks
    Course Description This course is designed to develop critically reflective professional practitioners. Reflective practice focuses on ethical conduct, resilience in crisis situations, high community engagement and the development of lifelong learning for professional growth.
    Course Staff

    Course Coordinator: Dr Lynda MacLeod

    Course Coordinator Semester One 2017

    Lynda MacLeod
    email: lynda.macleod@adelaide.edu.au
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    # Course Learning Outcomes GA APST
    1 Understand the current trends in teacher employment, the policy and curriculum frameworks that support the professional teacher for career readiness, in a competitive local and international job market 1, 4 2, 6
    2 Demonstrate an understanding of the meaning of reflective practice, reflective learning theory and related literature 1 3, 6
    3 Critically analyse own practices to gain a better understanding of  quality teaching for safe and positive learning environments 2, 4, 5, 6 1, 2, 3, 4, 5, 6, 7
    4 Discuss reflective practice in the context of teaching standards and the role of the professional teacher 1, 2, 4, 6 7
    5 Articulate how various technology tools are used to engage and enhance teacher communication in and outside of classrooms 2, 3, 4 2, 4, 6, 7
    6 Understand and identify professional learning opportunities and associations that support the personal and professional development of classroom teachers and leaders 3, 4, 6 6
    7 Develop an awareness of the factors that impact on student and teacher wellbeing and resilience within diverse educational contexts 4, 5, 6 1, 4, 7
    8 Collaborate with peers to research, risk assess and plan for a safe educational excursion to a cultural heritage site for a diverse group of learners. 2, 3, 4, 5, 6 1.5, 1.6, 3.2, 3.6, 4.1, 4.4, 7.1, 7.2
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 4
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    3, 4, 5, 8
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5, 6, 8
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 3, 4, 5, 6, 7, 8
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    3, 7, 8
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 4, 6, 7, 8
  • Learning Resources
    Required Resources
    A reader is not required for this subject as weekly readings are available on MyUni,  along with resources during the lectures and tutorial sessions.
    Recommended Resources
    All lectures will be recorded and uploaded to MyUni with 24 hours of being presented. Additional resources may be uploaded during the course.
    Online Learning
    Any additional resources to support the delivery of this program will be uploaded to MyUni and students will be notified of these.

    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 Modes
    The lecture session will be in face to face mode. At the end of each presentation five minutes will be allowed for question time.

    Tutorials will be fairly interactive. Their purpose is to examine key themes of the lectures, readings and to focus on the assessment requirements of the course. Teachers will all participate in at least one 10  minute presentation. Tutorials in Week 1 and 12 will focus on the  SGDE.
    Workload

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

    The information provided in Assessment Summary section is to assist students to successfully achieve the course requirements.
    Learning Activities Summary
    Week Lecture Topic
    1 Introduction to course
    2 Reflective practice for teachers
    3 Critical incidents (part 1)
    4 Critical incidents (part 2)
    5 Professional, ethical and legal issues for teachers
    6 Early career teacher resilience
    7 Quality teaching and professional engagement
    8 Professional learning communities
    9 Teacher as learner and researcher
    10 Teaching and communicating in the 21st century
    11 The globalisation of education
    12 Course summary and reflection
    Specific Course Requirements
    All students are encouraged to attend lectures and are required to attend the compulsory tutorial sessions. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required.
    Small Group Discovery Experience
    Teachers will be required to work in groups of 4 to 5 to research and plan a safe educational excursion for a class of secondary students to a cultural heritage site. They will need to fill in the appropriate risk assessment departmental forms, construct an itinerary and prepare a written task for the event. They will also have to reflect on their site selection, ability to work in a team and evaluate the effectiveness of the planned excursion in 250 words, as part of their critical reflective journal.
  • Assessment

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

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

    Assessment Summary
    Assessment Task Task Type Due Date Weighting Learning Outcomes
    Two critical incident reports (2,000 words) Written report Friday, Week 6 60% 2, 3, 4 and 7
    An excursion plan with risk assessment, an activity, itinerary and written evaluation (300 words) Written evaluation Wednesday, Week 13 30% 3, 4, 5, 7 and 8
    Tutorial participation and presentation Ongoing engagement Week 1-12 10% 1, 2, 3, 4, 5, 6, 7 and 8
    Assessment Related Requirements
    Students must attend 80% of all lectures and tutorials and sign the attendance sheet on arrival.
    Assessment Detail
    Assignment 1: Two
    Critical Incident Reports

    Weighting: 60%

    Length: 2,000 words

    Due Date: Friday 7th
    April, 2017

    Graduate Attributes: 1, 2, 3, 4, 5, and 6

    Course Learning Outcomes: 2, 3, 4 and
    7

     

    Students are required to select two
    critical incidents they can recall and vividly remember from their formal
    education (Years 1 - 12). Using the examples/samples/scenarios presented in the
    lectures and tutorial activities students must write two reports of no more
    than 2,000 words (1,000 words each). The two critical incident reports must
    contain:

    ·        
    a
    description of the critical incident (CI)

    ·        
    analysis
    of the CI and reflections

    ·        
    evidence-based
    action/follow ups

    References must be made to relevant course
    materials, including the Australian Professional
    Standards for Teachers (APST) and Duty of Care obligations.

    Please note: Harvard, APA,
    Vancouver or Footnote style can be used for referencing. Ensure you are
    consistent with your chosen referencing style throughout your paper.

    Rubric available on MyUni under the Assignment 1 Resources.



    Assignment 2: SGDE
    excursion plan and self-evaluation

    Weighting: 30%

    Due Date: Weeks Thursday 8th June, 2017

    Graduate Attributes: 1, 2, 3,4, 5 and 6

    Course Learning Outcomes: 3, 4,5, 7
    and 8

    Teachers will be required to work in
    groups of 5 to research and plan a safe educational excursion for a class of
    secondary students to a cultural heritage site in Adelaide. This small group
    discovery experience (SGDE) has four components:

    1.       Administrative
    paperwork ( DECD Excursion Risk Management Plan, Application to conduct an excursion
    - ED169, an information/consent form and a written task for students)

    2.       Itinerary of the
    excursion

    3.       Written rationale
    of 300 words (how the excursion is suitable for the learners and linked to the
    Australian National Curriculum or SACE)

    4.       Written
    self-evaluation (300 words)

     

    Each teacher will be responsible for
    joining a SGDE on Canvas.  The group will
    nominate a team leader to submit
    sections 1-3 (as one document), on behalf of the group for assessment via Canvas.
    Groups and cultural heritage sites for excursions will be finalised by the end
    of Week 2. Time will be allocated during the Week 1 and 2 tutorials to finalise
    selections.

     

    Assignment 2 -
    Excursion plan - Assessment criteria

    The SGDE has two assessment parts, a
    group and individual component, as shown below. The nominated team leader will
    submit the group’s assignment for marking to Canvas. All contributing team
    members will receive the same group score. 
    Teachers will receive an individual score for their written self-evaluation.

    Group assessment
    (25%)

    Administrative paperwork (15%)

    ·        
    Accuracy
    and evidence of planning

    ·        
    Completion
    of forms (DECD Excursion Risk Management
    Plan and the Application to conduct an excursion - ED169)

    ·        
    Compliant
    with ethical, legal, administrative and organisational requirements (APST 7.1
    and 7.2)

    ·        
    Development
    of an information/consent letter for
    care givers (include cost and food arrangements)

    ·        
    Development
    of a suitable written assessment task
    to be completed during the excursion

    ·        
    Inclusive
    of a diverse range of learners, including students with disabilities (APST 1.5
    and 1.6)

    ·        
    Evidence
    of supporting student participation and safety (APST 4.1 and 4.4)

    Itinerary of the excursion (5%)

    ·        
    Realistic
    time lines

    ·        
    Sufficient
    activities to engage students

    ·        
    Include
    travel and break times( suitable recess
    and lunch times)

    ·        
    Inclusive
    of a diverse range of learners (APST 1.5 and 1.6)

    ·        
    Evidence
    of supporting student participation and safety (APST 4.1 and 4.4)

    Written task (5%)

    Make sure you list your team members up
    front in your paper.

    ·        
    Subject knowledge
    linked to the Australian National Curriculum or the SACE

    ·        
    Age
    appropriate for year level (APST 2.1)

    ·        
    High
    engagement value (APST 4.1)

    ·        
    Assessment
    is achievable for a diverse range of learners (ASPT 1.5 and 1.6)

    ·        
    Includes
    an excursion reference list (5 resources)

     

    Individual assessment
    (5%)

    Written self-evaluation (300 words)

    ·        
    Critical
    reflection of own contribution

    ·        
    Evaluates
    the success of the SGDE (strengths and challenges)

    ·        
    Identifies
    areas for improvement (APST 3.6)

    ·        
    Evaluates
    confidence to conduct an excursion

    ·        
    Grammar
    and word length

     

    Assignment 3: Tutorial
    engagement and presentation (10%)

    Weighting: 10%

    Due Date: During Weeks 1 - 12

    Graduate Attributes: 1, 2, 3, 4,
    5, and 6

    Course Outcomes: 1, 2, 3, 4, 5, 6, 7 and 8

     

    It is
    imperative that teachers attend tutorial sessions and sign in on the attendance
    sheet as they will be interactive. Teachers will be required to work in small groups
    to conduct at least part of one tutorial session (10 minutes) or present a
    reflective practice teacher resource for discussion from the tutorial slides 2-11.
    SGDE planning time will be given in Weeks 1 and 12.

     

    Assessment
    criteria includes:

    ·        
    engagement
    in tutorials (3)

    ·        
    interaction
    with peers (2)

    ·        
    delivery
    of tutorial presentation (3)

    ·        
    time
    management (2)




    Submission
    1. All assignments must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.

    2. Assignments must:
       • have a margin of at least 4cm on one side of the page to leave room for comments
       • have all pages numbered and securely attached
    Clearly indicate on the front page of the assignment: your name, student ID, word length, course and name of your lecturer.
    Include a detailed bibliography. Copies printed back to back are acceptable.

    3. Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.

    4. Online submission via MyUni is now becoming usual. Emailed assignments should be accepted in cases where students or their children are unwell or live in remote locations, such as a country town.

    5. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism or where a student has not accepted the plagiarism rules in an online submission of an essay (refer to the policy on plagiarism below). In the case on online submission, an accompanying email is required.

    5. Requests for extensions will be considered if they are made three days before the due date for which the extension is being sought. In extreme circumstances, contact your course convener as a matter of urgency.

    6. If an assessment is submitted after a due date, and without an extension, 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays.

    7. Computer problems, resource availability and/or lost materials do not constitute grounds for an extension.

    8. If you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your lecturer to discuss the matter as soon as the problem is apparent. We understand that illness and family responsibilities usually affect everyone at some point. If you discuss the difficulty with us promptly, we may be able to negotiate a solution.

    9. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.

    10. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.
    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.

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  • Policies & Guidelines
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