EDUC 6552 - Pedagogical Engagement & Learning

North Terrace Campus - Semester 2 - 2016

This course defines a range of diverse pedagogies applicable to all levels of learning and introduces students to the history of pedagogical thought with a focus on engagement and student centred learning in contemporary contexts. The theoretical justification for the use of a broad range of pedagogies is examined. Theories of learning and the acquisition of knowledge including their implications for authentic pedagogical practices will be explored in the context of diverse socio-cultural realities. The ways in which to manage students of all ages to enhance learning engagement will be analysed. Students will be encouraged to develop a sophisticated portfolio of professional pedagogical repertoires specifically related to their field so they can model quality teaching and learning to peers.

  • General Course Information
    Course Details
    Course Code EDUC 6552
    Course Pedagogical Engagement & Learning
    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
    Available for Study Abroad and Exchange Y
    Assessment Reflective blogs 15%, Group lesson plan 15%, Individual lesson plan 50%, Written assignment 20%
    Course Staff

    Course Coordinator: Dr Linda Westphalen

    Dr Linda Westphalen
    School of Education
    Room 805
    Nexus 10 Building
    (08) 8313 3784

    (Prefer email contact)
    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:
    1 Exhibit an understanding of learning and teaching within a range of current contexts
    2 Evaluate a number of approaches to pedagogy and curriculum development
    3 Critique a range of research, professional and scholarly documents relating to the curriculum area
    4 Communicate clearly and concisely, orally and in writing and show awareness of academic and ethical conventions for gathering and recording sources
    5 Develop a lesson plan in collaboration with a group of peers
    6 Develop evidence of innovative and active learning and assessment activities in a variety of contexts
    7 Apply understandings of pedagogy and curriculum to a variety of situations
    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, 3, 5, 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, 3, 4, 6
    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
    2, 3, 5, 7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5, 6
    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, 6
  • Learning Resources
    Required Resources
    No required textbook.
    In consultation with the convener, you will undertake readings from professional and academic sources related to your pedagogical interest, curriculum, assessment and active pedagogies.
    Recommended Resources
    Refer to My Uni and information provided by your lecturer in workshops.

    A useful text:
    Killen, R. (2016) Effectuve Teaching Strategies:  Lessons from Research and Practice. (7th Edition) Cengage Learning, South Melbourne.
    Online Learning
    Access to MyUni is essential.

    Students will be creating their own eportfolio, using a template provided by the convener.

    Students are encouraged to bring their own mobile learning device.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Face-to-face workshops according to the prescribed schedule.

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

    1 x 2 hour lecture per week (x12) 24 hours
    1x 4 hour reading per week (x12) 48 hours
    1 x 1 hour online discussion board participation per month (x 3 minimum) 3 hours
    3 hours x 4 preparation for Personal Statement 12 hours
    3 hours x 4 preparation for 'lab lesson' 12 hours
    Preparation of lesson plan (x1) 30 hours
    Justification of lesson plan (x1) 21 hours
    Creation of ePortfolio first page 6 hours
    Total = 156
    Learning Activities Summary
    Week 1 Definitions of engagement, student centred learning and pedagogy
    Week 2 Building a teaching eportfolio
    Week 3 Historical student-centred pedagogies: Montessori& Steiner
    Week 4 Project-based, team-based, clinical, field-based  and immersion learning
    Week 5 Working with large groups and lectures including differentiated learning
    Week 6 Teaching and learning in small groups/ individualised learning
    Week 7 Online and blended learning pedagogies
    Week 8 Aligning curriculum and pedagogy
    Week 9 Building curriculum and assessment in harmony with productive pedagogies
    Week 10 Teaching and teaching theory appropriate to your discipline: a reading exercise
    Week 11 Collecting evidence that demonstrates quality teaching (including Australian Professional Standards for Teachers)
    Week 12 Writing a teaching philosophy
    Reading, research and preparation of lesson plan and prepare slides for giving a mini lesson if not already done so.
  • 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
    Reflective blogs around pedagogical issues Reflection Online During tutorials 15% 1, 2, 3, 4, 7
    Write individual lesson plan with justification Written assignment For 6552
    Week 8

    For 6552NA
    Week 15

    For 6552NA Polytechnic
    Mid January
    30% 1, 2, 4, 5, 6, 7
    With Peers, create a 'lab lesson' demonstrating your knowledge of a selection of pedagogical approaches Presentation For 6552
    Weeks 10, 11 and 12
    20% 1, 2, 3, 4, 5, 6, 7
    Write individual teaching philosophy:  this to be included in an ePortfolio as part of the first page Written assignment
    Online eportfolio
    For 6552
    Week 13
    For 6552NA
    Week 15
    For 6552NA Polytechnic
    Mid January
    35% 1, 2, 4, 6, 7
    Assessment Related Requirements
    Attendance at 11 lectures minimum
    Assessment Detail
    Reflections and Mini lesson occur in class, the lesson plan and motivation to be submitted online through MyUni.
    Electronic copy to be submitted through the courses’ MyUni digital drop box.
    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 ( 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.