EDUC 4515B - Economics Curriculum and Methodology B (UG)

North Terrace Campus - Semester 2 - 2016

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.

  • General Course Information
    Course Details
    Course Code EDUC 4515B
    Course Economics Curriculum and Methodology B (UG)
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of Economics
    Restrictions Available to B Teaching students only
    Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.
    Course Staff

    Course Coordinator: Troy Schroeder

    Troy Schroeder Lecturer tschroed@pembroke.sa.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 student will be able:
    #

    Course Learning Outcomes

    APST

    GA Arts
    GA Uni
    Both Semesters
    1
    S1&S2
    Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2
    2
    S1&S2
    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2
    3
    S1&S2
    Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6
    4
    S1&S2
    Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5
    5
    S1&S2
    Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3
    Semester One
    6
    S1
    Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2
    7
    S1
    Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2
    8
    S1
    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6
    Semester 2
    9
    S2
    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6
    10
    S2
    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5
    11
    S2
    Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5
    12
    S2
    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5
    Note:

    Australian Professional Standards for Teachers (APST):
    http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1 

    Graduate Attributes: Faculty of Arts Graduate Attributes:
    https://arts.adelaide.edu.au/learning-teaching/

    Graduate Attributes: University of Adelaide Graduate Attributes:
    http://www.adelaide.edu.au/learning/strategy/gradattributes/
    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, 6, 7
    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
    1, 2, 5, 6, 7, 10, 11, 12
    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
    4, 5, 9, 10, 11, 12
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8, 9
    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
    4, 10, 11, 12
    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, 8, 9
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There will be one 2 hour lecture/workshop per week. Some online resources will be used and classroom observation at a negotiated time may be expected.  
    Workload

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

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. A subject worth 2 points, therefore, should take 8 hours (incl 2 hours of formal classes) during the teaching weeks of the course. Students in this course are expected to attend all lectures/seminars throughout the semester.
    Learning Activities Summary
    Schedule
    Week 1 Other Resources – Relevant texts, websites Formative worksheets and Games
    (APST – 2.1, 2.2, 2.6, 3.4, 7.2)
    Week 2 Differentiation / Inclusive Practice Group Work, Games and Technology (APST – 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 3.3, 3.4, 4.1, 4.2)
    Week 3 Formative & Summative Assessment – Stage 1 (APST – 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 3.3, 3.4, 4.1, 4.2)
    Week 4 Formative & Summative Assessment – Stage 2 Assessment Components and Performance Standards (APST – 2.1, 2.2, 3.1, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5)
    Week 5 Formative & Summative Assessment Reporting
    (APST – 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5)
    Week 6 Using media sources and ICT in teaching business Teaching evaluative and analytical skills Discussion Based Lessons – Effective questioning
    (APST – 1.5, 2.1, 2.2, 2.6, 3.3, 3.4, 4.5)
    Week 7 Data Collection – Using surveys in business courses Effective use of Google The Research Project and the Extended Essay
    (APST – 2.1, 2.3, 2.6, 5.1, 5.2, 5.3, 5.5, 7.2)
    Week 8 Lesson Fillers – Using props to teach with Course Debrief - Reflection
    (APST – 1.5, 2.1, 2.2, 2.6, 3.3, 3.4, 4.5)
  • 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
    Outcome
    Workshop Activities Marking Student Work using Performance Standards

    Writing effective reports
    In lecture
    Week 4
    Week 5
    20% 3, 5
    Completing a LAP + Portfolio LAP and Assessment Task Friday
    Week 3
    40% 2, 3,5, 6
    Differentiated Learning Strategies Essay – Group Work and Technology Friday
    Week 12
    40% 2, 3, 5
    Assessment Detail
    Individual Task sheets will be provided to students detailing the requirements of the tasks specified above.

    Assessment Criteria/Rubrics
    The tasks identified above will be assessed using some or all of the following criteria as well as appropriate AITSL
    · Know and understand the aims, content and pedagogy appropriate for the discipline area.
    · Understand and be able to apply a wide range of methods of presenting course material to students and include the use of modern technology.
    · Understand and be able to apply a wide range of methods of presenting course material to students and include the use of modern technology.
    · Understand and apply the theory and practice of all forms of assessment
    · Have a strong understanding of and commitment to prior planning of all lessons.
    · Presentation
    Submission
    Tasks should be submitted to the hub on the due dates as indicated in the summary above.
    · All assessment tasks should be word-processed;
    · Assignments that do not meet academic formatting standards will be returned for reformatting;
    · All assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission;
    · Lecturers can withhold student’s results until such time as the student has signed the Assignment Cover Sheet and can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism;
    · Computer problems, resource availability and/or lost materials do not constitute grounds for an extension. Further, if you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your course coordinator to discuss the matter;
    · Content and quality of thought matter more than quantity, so you should keep to the prescribed word limit;
    · Copies printed back-to-back are acceptable, but must be numbered and securely attached;
    · Deadlines exist for a purpose. Submit the assessment task by 4pm on the final day it is due;
    · Assignments are to be submitted in the correct allocated box in the Student Hub;
    · Double-lined spaced with a margin of at least 3-4cm on the LHS of the page to leave room for comments;
    · Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. Students must apply to the course coordinator concerned on the ‘Application for Extension’ form at the back of the Academic Program Handbooks;
    · Students are to provide medical certificates when appropriate to support requests for extension;
    · Students must not submit work for an assignment that has previously been submitted for this course or any other course in the university (this is called self-plagiarism and/or deceptive conduct); and
    · Students must retain a copy of all assignments submitted.
    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
  • 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.