EDUC 1100 - Introduction to Teaching and Learning
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code EDUC 1100 Course Introduction to Teaching and Learning Coordinating Unit School of Education Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Prerequisites EDUC 1001 Incompatible EDUC 1002 Course Description This topic provides opportunities for students to understand the Australian curriculum and to develop effective teaching and learning strategies. The topic demonstrates a variety of instructional approaches for student learning and is designed to engage students with the processes involved in planning, implementing and evaluating teaching and learning programs. It is a graduation requirement that students demonstrate that they have met the required levels of personal literacy and numeracy broadly equivalent to the top 30% of the population. The National Literacy and Numeracy Test is the means for demonstrating that all students have met the standard.
Course Coordinator: Dr Nina MaadadDr Nina Maadad
School of Education
The University of Adelaide, AUSTRALIA 5005
Level 8, Room 8.07
Ph : +61 8 8313 3711
Fax : +61 8 8313 3604
Email : email@example.com
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
APST (Graduate) 1 Demonstrate effective teaching and student learning 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.2, 6.1, 6.2, 2 Plan for effective teaching and student learning 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 5.1, 5.3, 6.1, 6.2, 6.3, 6.4 3 Identify effective teaching for student learning 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.6, 4.2, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 7.1, 7.2, 7.3, 7.4 4 Understand the Australian Curriculum Framework 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 3.1, 3.2, 3.3, 3.4, 3.6, 4.2, 4.5, 5.1, 5.3, 6.1, 6.2, 6.3, 6.4 5 Demonstrate a variety of instructional approaches for student learning (direct instruction, discussion, group work, co-operative learning) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 6.1, 6.2, 6.3, 6 Describe pedagological elements in student learning 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.6, 4.2, 4.4, 5.5
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, 4, 6 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, 4, 5 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
3, 5 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, 5 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, 5 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, 3, 4, 5
Required ResourcesTextbook: Killen, R. (2016). Effective Teaching Strategies: Lessons from Research and Practice (7th edn). Cengage Learning Australia: South Melbourne, Victoria.
Recommended ResourcesClarke, M. & Pittaway, S. (2014). Marsh's Becoming A Teacher (6th Ed.), Pearson Education Australia: Frenchs Forest, NSW.
Online LearningLectures and all other materials used in the course will be available on MyUni over the semester. The course will also include announcements, discussion boards, reading materials, external web-links and lecture recordings.
Learning & Teaching Activities
Learning & Teaching ModesLectures, tutorials, student essay, school placement, and end of course examination in official exam period.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload Total Hours 1 x 1 hour lectures per week 12 hours per semester 1 x 1 hour tutorial per week 12 hours per semester 6 hours placement per week 60 hours per semester 2 hours research per week 24 hours per semester 2 hours reading per week 24 hours per semester 2 hours assignment preparation per week 24 hours per semester Total = 156 hours per semester
Learning Activities Summary
Week Lecture Topic Learning Outcomes APST (Graduate) 1 The Australian Curriculum 1, 3, 4 2.4, 3.7, 6.4 2 Foundations for effective teaching and learning 1, 3, 5 2.4, 3.7, 6.1 3 A quality teaching and learning framework 1, 3, 4, 5 1.3, 1.4, 1.5 4 Planning for quality teaching and learning 1, 6, 7 2.4, 3.7, 6.4 5 Becoming a reflective teacher (reflecting on teaching and student learning) 4, 5 3.7, 4.4 6 Using direct instruction as a teaching strategy for student learning 4, 5 2.4, 3.7, 4.4, 6.4 7 Using discussion as a teaching strategy for student learning 4, 5 2.4, 3.7, 4.4, 6.4 8 Using small group work as a teaching strategy for student learning 1, 3, 5, 7 2.4, 3.7, 4.4, 6.4 9 Using cooperative learning as a teaching strategy for student learning 4, 5 2.4, 3.7, 4.4, 6.4 10 Using problem solving and inquiry as teaching strategies for student learning 4, 5 2.4, 3.7, 4.4, 6.4 11 Using case study and role play as teaching strategies for student learning 4, 5 2.4, 3.7, 4.4, 6.4 12 Using writing as a teaching strategy for student learning 4, 5 2.4, 3.7, 4.4, 6.4
Specific Course Requirements
Knowledge of course requirements:
Attendance and participation is compulsory and all students are expected to complete the School placement, DCSI working with Children approval letter and RAN Training certificate required for placements in schools, attendance to lectures and tutorials. If you cannot attend due to sickness or other valid reason then you must follow this procedure. By week 11, you need to hand to me personally copies of doctor’s certificates for each missed session plus the 500 words of summary to the reading and lecture for each missed session. Put a cover sheet with your name, number and tutorials missed in summary form. Failure to do this will result in you being considered absent.
It is a student’s duty to acquaint himself/herself with course requirements. Misunderstanding of course requirements due to a student’s non-attendance at lectures or tutorials is not an acceptable reason for non-fulfilment of any requirements.
Students who wish to seek special consideration because of illness or special circumstances should apply to the lecturer in charge with relevant documentary evidence. This is usually a doctor’s certificate.
Extensions and deadlines:
If due to illness or other valid reasons, a student is unable to meet a deadline, he/she must contact the lecturer before the deadline in order to seek an extension (which may or may not be granted). Students are required to produce original documents to support their application for an extension.
Any assignment handed in late, without authorised extension, will be penalised at a rate of 10% of the assigned mark per 24-hour period late, to a maximum of 7 periods.
Assignments handed in more than seven periods late, without authorised extension, will not be marked and an automatic fail grade for that piece of assessment will be recorded.
Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment”. Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.
Small Group Discovery ExperienceNA
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcome APST (Graduate) Attendance Formative
10% 5 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.6, 6.1, 6.2, 6.3, 6.4 School Placement:
(Students will not be able to complete this subject unless they pass the placement)
Summative TBA 1 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
4.1, 4.2, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3, 6.4
Group Demonstration Lesson:
Develop a lesson that you could use to introduce a new topic in your specialist teaching area. What difference might it make to learner engagement if you introduce the topic using a certain way? What important choices did you have to make when planning this lesson? (20 minutes)
Summative TBA 15% 2 Analysis of a teaching situation:
While on your placement, take notes of a teaching situation that you have attended, find examples to illustrate positive points of the lesson if it was successful or negative points if not successful and how could it be delivered more efficiently (1000 words)
Summative TBA 15% 1,2,3,4,5,6 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.6, 6.1, 6.2, 6.3, 6.4 Exam:
A two hours exam to be held at the end of semester based on lecture key points and weekly tutorial reading materials
Summative TBA 60% 1,4,6 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3, 6.4
Assessment Related Requirements
Each week there are tutorials in which we will discuss the topic and the reading listed for that week. All students are required to read the relevant chapter of their textbook for this and complete the 'Review and Reflect on Your Learning " section. It is not meant to be another lecture. The success of the tutorials depends on everyone participation and group discussion.
Students must bring along to the tutorial their textbooks and prepare all answers to the above request from the weekly relevant chapter. All participatns are expected to take part and complete the question / answer part to fulfill the course requirements.
Analysis of a Teaching Situation:
It is very important to start planning from day one your topic and to start collecting materials for the writing. The weeks tend to go quickly and before we know it we are running out of time. The writing must meet normal academic and scholarly requirements and will be 1000 words (maximum) in length. Please note that this also includes quotations but not references. All sources and materials used must be referred to in the paper itself and not simply appear in the bibliography or reference list.
Details for assessment:
- Double space the lines. Use at least 12 point and a clear and legible font. This makes it easier for the maximum grade to be awarded by staff that wear multifocal spectacles but are otherwise kind and caring, full of compassion, slow to anger and rich in mercy.
- Leave a margin of at least one inch on the left hand side of the paper.
- Use a footer or header with your name, course and page number.
- A title page should be placed at the front of the assignment. This should contain your name, the subject, the title of the assignment, the name of the lecturer concerned, and the date. All assignments must be accompanied by an Essay Cover Sheet, which includes a Statement of Authorship
- Students who wish to submit assignments via the postal system must ensure the envelopes are post marked no later than the due date for submission and are sent by registered mail. Students are advised that the School of Education takes no responsibility for assignments sent by post.
- Assignments will not be accepted for marking after other work in that subject has been returned unless a special consideration request has been approved.
- The completed assignment should be stapled or fastened in the top left hand corner. Please do not use manila or other forms of folders and please do not under any circumstances place each separate page in a separate plastic envelope.
- Keep a hard copy of your essay and other submitted work. Sometimes accidents do happen, mail fails to arrive or computers crash.
No information currently available.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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