MUSPED 5004B - Teaching Practicum Part 2

North Terrace Campus - Semester 2 - 2017

It is expected students will gain valuable insights into the practical application of well balanced teaching techniques and approaches as they participate in the work of the Department of Education and Child Development (DECD) Instrumental Music Service (IMS). Students will undertake Teaching Practice in DECD Schools under the supervision of Mentor Teachers from the DECD IMS. Teaching Practice will include observation, co-teaching and solo teaching. Students will provide written lesson plans as required by mentor teachers together with a 2000-word critical reflection on their teaching practice to be assessed by conservatorium staff.

  • General Course Information
    Course Details
    Course Code MUSPED 5004B
    Course Teaching Practicum Part 2
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites MUSPED 5004A
    Restrictions Available to Graduate Certificate in Music Teaching students only
    Quota 50
    Course Description It is expected students will gain valuable insights into the practical application of well balanced teaching techniques and approaches as they participate in the work of the Department of Education and Child Development (DECD) Instrumental Music Service (IMS). Students will undertake Teaching Practice in DECD Schools under the supervision of Mentor Teachers from the DECD IMS. Teaching Practice will include observation, co-teaching and solo teaching. Students will provide written lesson plans as required by mentor teachers together with a 2000-word critical reflection on their teaching practice to be assessed by conservatorium staff.
    Course Staff

    Course Coordinator: Mr Rodney Smith

    Mr Rodney Smith
    rodney.smith@adelaide.edu.au
    Schulz Level 8 Room 8.06
    Phone  0437 872 778
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Students will develop the ability to critically observe and comment on interactions between teacher and pupils that lead to positive outcomes in learning

    2. Students will develop the ability to interact positively with pupils in group instrumental settings in a co-teaching situation with mentor teachers

    3. Students will develop their skills in creating lesson plans that reflect the dynamics of particular groups in their assigned practicum
    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.
    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
    1, 2, 3.
    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, 2, 3.
    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
    1, 2.
  • Learning Resources
    Required Resources
    Lesson planning
    Text/Website: Duke, R. Intelligent Music Teaching
    Chapters/Sections: Chapters 4, 5, 6, 7.
    Text/Website: Stringer, M., et al. The music teacher’s handbook.
    Chapters/Sections: Section 1, p.12.
    Text/Website: Crozier, R., Scaife, N., et al. All Together!
    Chapters/Sections: Chapters 11, 12, 13.
    Text/Website: Tait, M., and Haak, P. Principles and Processes of Music Education
    Chapters/Sections: Chapters 6,7.
    Co-teaching
    Text/Website: Duke, R. Intelligent Music Teaching
    Chapters/Sections: Chapters 4, 5, 6, 7.
    Text/Website: Stringer, M., et al. The music teacher’s handbook.
    Chapters/Sections: Section 1, p.12
    Text/Website: Crozier, R., Scaife, N., et al. All Together!
    Chapters/Sections: Chapters 11, 12, 13.
    Text/Website: Tait, M., and Haak, P. Principles and Processes of Music Education
    Chapters/Sections: Chapters 6, 7.
    Critical reflection
    Text/Website: Duke, R. Intelligent Music Teaching
    Chapters/Sections: Chapters 4, 5, 6, 7.
    Text/Website: Stringer, M., et al. The music teacher’s handbook.
    Chapters/Sections: Section 1, p.12
    Text/Website: Crozier, R., Scaife, N., et al. All Together!
    Chapters/Sections: Chapters 11, 12, 13.
    Text/Website: Tait, M., and Haak, P. Principles and Processes of Music Education
    Chapters/Sections: Chapters 6, 7.
    Recommended Resources
    Additional sources of information will be identified throughout the course.
    Online Learning
    Resources and announcements will be posted on MyUni under MUSPED 5004A and MUSPED 5004B.

    The Elder Music Library Music Resources Guide at http://libguides.adelaide.edu.au/music contains quick links to key music databases for scholarly research and online listening. It also contains links to websites of publicly available online scores, collected editions, and professional associations. Here too you can find a regularly updated list of new books, scores, CDs and DVDs available in the Elder Music Library.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Teaching placements will occur in schools as close to the student’s location as possible. Since most students will already be in-service police checks will have been obtained previously. Otherwise students will be required to obtain Department for Communities and Social Inclusion Clearance plus the conservatorium’s Letter of Participation and Competency following induction in Promoting Safety and Well Being.
    Workload

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

    WORKLOAD
    TOTAL HOURS
    Teaching practice in schools
    12 hours
    1 hour reading per week
    12 hours
    1 hours research per week
    12 hours
    2 hours lesson planning preparation per week
    24 hours
    1.5 hours assignment preparation per week
    18 hours

    TOTAL = 78 hours in Part 2
    Learning Activities Summary
    Students will undertake Teaching Practice in DECD Schools under the supervision of Mentor Teachers from the DECD Instrumental Teaching Service. Teaching Practice will include observation and co-teaching . Students will provide written lesson plans as required by mentor teachers together with a 2000-word critical reflection on their teaching practice to be assessed by conservatorium staff.
    Specific Course Requirements
    TOPIC
    Observation, co-teaching and lesson planning activities throughout the semester. APST 1 – 4.
  • 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: Lesson Planning
    Task Type: Summative and Formative
    Weighting: 10%
    Due: Monday 30 October
    Learning Outcome: 3
    Assessment Task: Co-teaching
    Task Type: Summative and Formative
    Weighting: 20%
    Due: Monday 30 October
    Learning Outcomes: 2
    Assessment Task: Critical Reflection
    Assessment Type: Summative
    Weighting: 40%
    Due: Monday 13 November
    Learning Outcome: 1


    Lesson Planning and Co-Teaching from Part 1 30%




    Students will undertake 12 hours of observation and co-teaching in schools with mentor teachers from the DECD IMS. Mentor Teachers will compile a written report on the quality of students’ work based on continuous assessment. Students will also prepare lesson plans for their teaching assignments which will be assessed by mentor teachers.
    Students will complete a 2000-word Critical Reflection on their Teaching Practice to be assessed by Conservatorium staff. Reflection must be mapped to relevant sections of the Australian Curriculum, The Arts – Music and Australian Professional Standards for Teachers.












    Assessment Related Requirements
    LECTURE, TUTORIAL, WORKSHOP OR PRACTICALLY BASED COURSE PARTICIPATION AND ATTENDANCE EXPECTATIONS
    Active and positive participation in 100% of required lectures, tutorials, workshops or other practically based courses is expected.
    LEAVE
    Sick Leave, Compassionate Leave or Professional Development Leave may, upon application using the relevant Leave of Absence form, be approved by the course coordinator or relevant staff member. (See Leave descriptors in the Conservatorium’s Participation and Attendance Policy for details.)
    PENALTY
    Although active and positive participation in 100% of required lectures, tutorials, workshops and practically based classes is expected, any student who attends less than 100% of required classes without approved Leave will receive a 2% penalty for each unapproved absence. The penalties will be applied to the final total percentage mark for the year for the relevant component - ie after all other assessments have been completed and calculated.
    Arrival after the scheduled starting time or departure before the scheduled finishing time may, at the lecturer or Co-ordinator’s discretion, be regarded as an unapproved absence.
    Assessment Detail
    Advice on the layout and content of the Critical Reflection will be available online. Advice on Lesson Plans and Teaching will be given by IMS Mentor Teachers.
    Submission
    The Critical Reflection will be submitted to the Content section of the MUSPED 4004B My Uni Website by the due date. Late submission will incur a penalty deduction of 2% per weekday from the assessed mark of the complete submitted work. Lersson Plans will be forwarded to Mentor Teachers concerned.

    It is expected all assessments including presentations, listening tests, practical examinations, written examinations and assignments will be undertaken and submitted as required (see Teaching and Learning Activities). However, Assessment Task Extension, Replacement Examination, Additional Assessment and Deferred Modified Arrangements are available on medical, compassionate or extenuating grounds. Full information concerning these matters can be found on the University website under University Policies and Procedures, Modified Arrangements for University Coursework Assessment Policy, at http://www.adelaide.edu.au/policies/3303/
    Where possible it is advisable to discuss the matter with the lecturer concerned in the first instance.
    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.

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