EDUC 4523B - Indonesian Curriculum & Methodology B (UG)

North Terrace Campus - Semester 2 - 2014

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 4523B
    Course Indonesian Curriculum & 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
    Prerequisites Pass in 6 courses of Indonesian
    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: Ms Judith Thomas

    Judith works as a part time lecturer and is generally in the office Monday afternoons/Thursday mornings and all day Tuesdays and Wednesdays. She will be available to talk to students
    Wednesdays 11-12. Alternatively you can email her your queries or request a consultation time.

    Students are advised to check MyUni regularly for important languages related information.
    All course materials will be posted, including templates for adaptation in assignments. Contact details for languages education and professional learning opportunities such as language conferences and workshops will also be posted.

    For queries regarding overall curriculum and methodology enrolment contact the program coordinator, Dr Linda Westphalen, Room 805, ph 8313 3784.
    Email linda.westphalen@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
    1 Through workshops: Students will explore beliefs and experiences of language learning in shaping their identities as language learners
    2 Through workshops; Students will examine curriculum for teaching language in middle and senior years
    3 Through workshops: Students will analyse and critique teaching strategies for effective language learning
    4 Through assignments: Students will collaborate with peers to practice teaching strategies
    5 Through assignments: Students will design a series of lessons structured around an authentic text
    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. 2,4,5
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,3,4,5
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,3,4,5
    Skills of a high order in interpersonal understanding, teamwork and communication. 1,3,4
    A proficiency in the appropriate use of contemporary technologies. 2,4,5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,3,4,5
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,3,4
  • Learning Resources
    Required Resources

    Students will be required to access locally relevant curriculum documents. Links to relevant curriculum documents on the web are provided below.

    Languages Policy

    Intercultural Language Learning

    Curriculum Frameworks

    National curriculum reports and professional learning projects

    Recommended Resources

    Emmitt, E. Pollock, J and Komesaroff, L. 2003, Language and Learning, Oxford University Press, South Melbourne. $49.95

    A general reader on understanding language and language learning. This well referenced Australian publication aims to encourage reflection on classroom practice through understanding and awareness of language in its social and cultural contexts.

    Lightbrown, PM. & Spada, N. 1999, How Languages are Learned, Oxford University Press, Oxford. $59.95

    An introduction to the main theories of first and second language acquisition for second and foreign language teachers. This book includes a very useful chapter called ‘Popular ideas about language learning’ that could be used to better inform your school community (students, staff and parents) about language learning

    Wing Jan, Lesley. 2009, Write Ways: Modelling Writing Forms. Oxford University Press, Melbourne. $59.95

    A highly useful resource for teaching of and about writing texts for different purposes.

    Online Learning

    Students are encouraged to contribute to lesson resources on the Languages MyUni site. Students will be required to post their group lesson plan and handouts on MyUni for sharing in a collaborative resource bank. Discussion online for all students will be expected while on observation in the schools.

    Discussion online of key educational issues for all students will be expected and assessed throughout each semester.

    Other curriculum

  • Learning & Teaching Activities
    Learning & Teaching Modes

    This course will be taught through a weekly 2 hour workshop and will be run in conjunction with the Compulsory CAL course. The course will run for 8 weeks in Semester 1 and a further 8 weeks in Semester 2.

    The course gives opportunity for practical application of language teaching strategies within a supportive classroom environment. Workshops will be interactive, incorporating a blend of whole class directed activity and, where possible, language specific group work. This will depend on student enrolment numbers in particular languages within the cohort.

    In the first workshops, students will be encouraged to explore their own beliefs and experiences of language learning in shaping their identities as language teachers. During these first weeks the course will focus on lesson planning with opportunity for practice through group presentations of a text type. The group presentation will support students in working toward the major individual assessment piece for this course.

    First semester workshops will also look at unit planning with reference to current curriculum documents. Semester two workshops will examine assessment, SACE curriculum, whole school language Planning , Resources and Reporting.

    The practical focus of the workshops will allow strategies in effective classroom management to be regularly practised and shared in preparing for teaching practice blocks.

    Workload

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

    The contact time for the course is two hours per week. On top of this students are expected to spend approximately two hours per week on individual work related to the course. This will primarily involve familiarisation with specific curriculum documents and reading and preparation as directed during seminars. Time spent on formal assessment tasks is in addition to weekly reading.
    Learning Activities Summary
    Semester 2  Wednesday 4-6pm      AITSL Standards

    Week 1 
    3-4pm Ludgero Reo Visit for Spanish Teachers

    1.3 Group Presentations of a Text
    2. Brief discussion of Assignment 1 Unit Plan & Assignment 2 Text Analysis
     
    1.1-1.6,2.1-2.6,3.1-3.6, 4.1-4.5,5.1-5.5, 6.1-6.4

    Week 2 
    1. Assessment and Planning
    2. Assessments of items from students
    3. Modifications for students with Special Needs, Including Giftedness, Disabilities, Cultural Differences
    4. Intercultural Awareness.
     
    1.1-1.6, 2.1-2.6,3.1-3.6, 4.1-4.5,5.1-5.5.

    Week 3
      “In the Field ‘Excursion Planning.

    Virtual and /or Actual Discovery Learning Experience

      
    1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5,5.1.5.5, 6.1-6.4
       
    Week 4
    Assignment 1 Unit Plan due:THURS
    Guest lecturer: Meredith Beck, Japanese language teacher, St Peters Girls

    SACE[in-depth study/investigation, text analysis, performance standards, writing a LAP]
      
    3.1-3.6, 4.1-4.5, 5.1.5.5
      
    Teaching Practice  
      
    Mid Semester Break
     
    Week 5
    Kris Paul & Web 2.0 Tools Presentation
      
    3.1-3.7, 4.1-4.5,5.1-5.5,6.1-6.4, 7.1, 7.2.
      
    Week  6
    Assignment 2 Year 10 Language Text Analysis due: THURS

    Anne Spencer and Careers in Languages in Catholic Education
      
    1.1-1.6, 3.1-3.7,4.1-4.5, 7.1-7.4

    Week 7 
    1.Issues Relating from the Teaching Practice Problems and Solutions
    2.Issues in Languages Education: professional conversation: Communicating positivelywith students, parents, staff and community
       
    1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5,5.1.5.5,6.1-6.4, 7.1-7.4
      
    Week 8
    Assignment 3 Group Online Discussion
    due:  THURS
    Collaboration, Reflection and Evaluation of Classroom Strategies and Effective use of  Resources
       
    1.1-1.6,2.1-2.6, 3.1-3.7, 4.1- 4.5,5.1-5.5, 6.1-6.4, 7.1-7.4
    Specific Course Requirements

    Students will be required to plan ahead and visit ‘in the field’ for an excursion component required for Assignment 1 on Week 3 in lieu of the usual scheduled tutorial.


    Small Group Discovery Experience
    Students will be required to work in small groups as Discovery Experience for both Assignments 1 & 3.

    They will explore the concepts of a relevant excursion in small groups for the required component for Assignment 1.

    They will express their individual viewpoints and perspectives for 4 topics for Assignment 3.

  • 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

    Assignment 1  40%
    Course Learning Objective D & AITSL Standards 1-7.
    Unit Plan, Lesson Plan, Excursion & Reflection 
    Due Date:  Thursday Week 4

    Assignment 2  30% 
    Course Learning Objective E & AITSL Standards 1-7
    Year 10 Language Text Analysis
    Due Date: Thursday Week 6

    Assignment 3  20% 
    Course Learning Objectives A,B, C & AITSL Standards 1-7
    Online Group Discussion of four fortnightly set topics based on key educational issues
    Assessment will be individual.
    Fortnightly Topics Set: Weeks 2, 4,  6 and 8 of each semester.
    Due Date: Thursday  Week 8

    Assessment Related Requirements
    Attendance at seminars is compulsory. (10%)
    Assessment Detail

    ASSIGNMENT 1 UNIT PLAN
    Assignment Guidelines and Criteria

    Assignment 1: Unit Plan, Lesson Plan, Excursion and Reflection Guidlines.

    Lesson and unit planning ar a the core of your teaching practicum. This assignment aims to support you in your first efforts at designing and implementing a unit of work for Language students.
    Note that:
    • It is preferable that you design your unit plan for Middle Years students (Years 8 or 9).
    • Your unit should be actually implemented - keep it pratical and within your shcool context.
    Below is a description of what should be included. Language Curriculum an dMethodology seminars will provide further infromation, exemplers and support on hw to go about constructing your unit plan. Proformas for the Lesson lan and Reflection will be posted on MyUni. Excursion details should include Aim/Purpose; Location; Activity; Assessment and Expected Outcomes.

    It is up to you whether you
    a) Design your own unit plan structure
    b) Adapt an existing unit plan structure (i.e one providee thorough this course or by a school/mentor teacher)
    c) Combine an existing design with your own ideas

    Unit plans are designed to meet the needs of the students they are intended for. There is no single way of going about it. Your final product should however include the following aspects:

    Incorporation of SACSA Framework (or SACE/school document)
    • Key ideas
    • Essential learnings
    • Equity perspectives
    • Other elements of curriculum documents
    Description of Tasks
    • Sequencing
    • Relevance
    • Progression in learning
    Assessment
    • Relevant to unit
    • Deomonstrates intended learning outcomes of unit
    • Unit focus
    • Descriptors
    • Learning tasks
    • Assessment

    ASSESSMENT CRITERIA FOR THE TASK CAN BE FOUND ON MYUNI.

    Due date: Thursday Week 4

    ASSIGNMENT 2
    YEAR 10 LANGUAGE TEXT ANALYSIS TASK
    This assignment addresses the following graduate attributes in its assessment: 1,2,3,6,8

    Description
    The text analysis task is a learning process designed by you for students at Year 10 level. It aims to prepare students for text analysis in Year 11 and 12, where they are expected to be familiar with a range of text types. The task should be complex and developed over a sequence of around five lessons.

    Guidelines for design and submission
    The following four parts will be assessed. Within each part, each dot point needs to be addressed to fulfill the requirements of the assignment.
     
    Part 1: Select an authentic text appropriate for Year 10 level.
    Provide a 200 word justification for your choice of text including: Learner context: why the text is suitable for Year 10 learners Curriculum context: how the task connects to the SACSA Framework Prior knowledge: what previous learning is required for students to undertake the task 
      
    Part 2: Text type and features Present the text and a translation in English. Describe the text type and features of the text. Give examples from the text that illustrate each feature. 
      
    Part 3: Process of teaching and learning
    Describe how you will present the text to students. Consider the following questions in
    designing a learning process: How will students be expected to respond to the text? What are the components of the task? (ie What exercises/activities will students engage in?) How will the task encourage critical thinking? What learning styles are being incorporated into this process? What will students produce as a final outcome of the task? How will the task enhance understanding of this text type?
    Include worksheets, instructions for students and/or any additional resources.
       
    Part 4: Criteria for Assessment
    Design an assessment process that demonstrates student learning. Include:

    Formative assessment: evaluation of progress along the way
    eg self evaluation, peer assessment, teacher feedback

    Summative assessment: evaluation of final product  ie How will marks be allocated? What will marks be allocated for? How will  feedback be provided to students?

    A rubric is recommended as a way of showing how students can complete the task at different levels.

    ASSESSMENT CRITERIA FOR THE TASK CAN BE FOUND ON MYUNI.

    DUE: Thursday Week 6

    ASSIGNMENT 3: GROUP ONLINE DISCUSSION ASSIGNMENT

    This online discussion assignment addresses the following graduate attributes in its assessment: 1,2,3, 4, 5,6, 7,8, 9 and AITSL Standards: 1,2,3,4,5,6,7.
     
    Purpose
    To reflect on and discuss key educational issues with peers.
     
    Description
    Students will be allocated to a group of 5-6 people with whom you work with online discussion during each semester. Your group will need a name so that you can identify yourselves quickly when logging on to your online group. Assessment will be individual.
     
    Online Contributions
    · Discussion topics will be posted on Wednesday Weeks 2,4, 6 and 8 of each semester.

    · You are required to participate in each of the online discussion topics. If you miss a week, you can go back and do it at another time. You can set up a new conversation at any time if you want to discuss something else with your peers related to your school experience.

    · No one outside of your group has access to your group discussion except for the Course coordinator (Judith).
     
    ASSESSMENT CRITERIA: Assignment 3
     
    · Addresses each of the four fortnightly set topics in full to show understanding
    · Content of contributions: connect points soundly so that text flows in logical manner
    · Responses to others: respond thoughtfully and critically with supporting evidence
    · Reflection
    · Expression
     
    ASSESSMENT CRITERIA FOR THE TASK CAN BE FOUND ON MYUNI.

    Mark/10 for each contribution and overall 20% weighting.
    Final Entries/Due Date: Thursday Week 8

    Submission
    Assignments 1 and 2 are to be submitted to Hub Reception on the dates due.

    Assignment 3 is an Online Discussion of four fortnightly set topics for semester 2
    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.