EDUC 7552 - Pedagogical Engagement & Learning
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code EDUC 7552 Course Pedagogical Engagement & Learning Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 3 hours per week Available for Study Abroad and Exchange N Incompatible EDUC 6552 Pedagogical Engagement & Learning Course Description 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.
Course Coordinator: Dr Linda Westphalen
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Exhibit an understanding of learning and teaching theory. 2 Investigate and evaluate approaches to pedagogical engagement, including the use of ICTs, in diverse learning contexts. 3 Critique a range of professional and scholarly research documents relating to pedagogy. 4 Demonstrate the ability to create innovative integrated unit and lesson plans with due consideration of internal (constructive) and external (curriculum and/or relevant accreditation) alignment and pedagogical process. 5 Develop a professional eportfolio, including a diverse pedagogical repertoire.
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 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
1-5 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
2, 3, 4, 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
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
2 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
Required ResourcesThere is no required textbook. Readings will be provided online via MyUni.
Students will need a mobile device, such as a laptop, for access to teaching materials while in class and for the development of the Professional ePortfolio. Students will need to create a gmail account for accessing the ePortfolio template and Google Drive folders.
Recommended ResourcesKillen, R. (2016) Effective Teaching Strategies: Lessons from Research and Practice. (7th Ed) Cengage Learning, South Melbourne.
Online LearningThe ability to access relevant online platforms, applications and resources is required.
Students will create their own ePortfolio.
Learning & Teaching Activities
Learning & Teaching ModesSeminars are face to face according to the assigned schedule. Since seminars will largely involve demonstration and practice of pedagogical techniques, in-person attendance is highly recommended.
A significant element of the course will involve engagement online.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.1 x 3 hour seminar per week x 12 weeks = 36 hours
1 x 3 hours reading and seminar preparation per week x 12 = 36 hours
1 x 1 hour of Discussion Board or blog x 3 = 3 hours (additional entries/hours optional)
Development of individual unit and lesson plan, with justification = 36 hours
Development of group lesson = 15 hours
Development of ePortfolio (first page, Professional Statement and ongoing) = 30 hours
Total = 156 hours
Learning Activities Summary
Week Lecture Outline Assessment Due Pedagogy ICT 1 Course Outline; Assessment; Definitions Ice-breakers 2 EPortfolio setup; teaching philosophy intro; external alignment One on one; doughnut iPads: Explain Everything, Solar Walk 3 Learning theories: Skinner, Vygotsky, Piaget, Kolb, Chomsky. Discussion Board 1 Think Pair Share; Last word Presentation tools 4 Learning styles: Gardner, VARK, Kolb Discussion Board 2 Flipped classrooms Webpages and ePortfolios 5 Units and lessons; Gagne's intructional events Discussion Board 3 Scaffolding and differentiation Digital recording and youtube 6 Contructive (internal) alignment; large classes, lectures and Teacher-directed learning. Squeek and Speak In-Class activities: Poll Everywhere, Quizlet Live, Kahoot 7 Assessment: diagnostic, formative, summative; Bloom's Taxonomy Team-based learning Out of the classroom: QR, Aurasma App 8 Historic pedagogical contexts: Steiner, Montessori, Democratic Schools. Unit and Lesson Plan Groups; Thinking Hats; jigsaw Google for group work 9 Teaching and power: reproductive/transformative; critical pedagogy. Creating a Group lesson Podcasts 10 Ensuring quality: accreditation and standards in teaching Presentations (if needed) Creating a Group lesson Blending online and F2F 11 Planning for group lesson (if time); Presentations Presentations Virtual Reality, wearable tech 12 Presentations Presentations Mid semester break: Ongoing development of ePortfolio
Small Group Discovery ExperienceStudents will be placed in similar subject area 'faculties' and be required to engage in group research focussing on the pedagogical techniques relevant to their 'faculty'.
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 Weighting Learning Outcome Reflective blog around learning theory and pedagogical issues Online Discussion Board, via MyUni 15% 1, 2, 3 Write individual unit and lesson plan with justification for inclusion in ePortfolio Unit and Lesson plan 40% 2, 4, 5 Collaboratively plan and present a group lesson supported by educational theory Presentation 25% 1, 2, 4 Write individual teaching philosophy for inclusion in ePortfolio ePortfolio 20% 1, 2, 3, 5
Assessment Related RequirementsAttendance at 11 lectures minimum is recommended. This is because much of the course activities are active engagement with pedagogical strategies. Attendance at the last 3 seminars is essential as this is when the Lab Lesson is presented.
Students will need to bring their own device to enable access to online materials and the creation of the ePortfolio.
Assessment DetailPedagogical Engagement And Learning: Assessment Detail.
1. Three Reflective Blogs via the Discussion Board on MyUni of 200 words each. (15%) Done in weeks 3, 4 and 5, during class.
Consistent with Learning Outcomes 1, 2, 3
Students are required to upload 3 Discussion Board entries
on the three following topics:
1. Which learning theory would best describe your own learning journey?
2. Why is a classroom a site of power? Does it need to be?
3. What pedagogical elements would be in your ideal lesson? Why?
There is also a free topic for students to use to put up their own reflections. Students should comment on other’s entries. This should be done in a professionally ethical and respectful manner.
Entries should take the form of reflections and commentary about each topic, and should include, where appropriate, theoretical perspectives, syntheses of ideas and/or debates, and references. References do not need to be in a preferred style, provided it is recognised in academia and detailed.
2. Individual Lesson Plan with Justification (3000 words) (40%) Due at the end of week 8.
Consistent with Learning Outcomes 2, 4, 5
Students will create an individual lesson plan in a subject area of their choice. The lesson plan needs to include the following:
1. A brief unit plan outlining the topic of enquiry, learning outcomes and basic assessment (about 300 words). There needs to be constructive alignment between learning outcomes, pedagogical approaches and assessment. You also need to give some thought to the target audience – who are they, their ages, assumed skills and prior learning. The unit plan is to provide context for the lesson.
2. A detailed lesson plan (about 1000 words), with an assumed period of one or two hours (no more), where you take one of the lessons in your unit outline and provide instructions and guidelines on
a. What is to be taught: What is the topic and what are the learning outcomes for that lesson?;
b. How it is to be taught: A range of pedagogic approaches, including ICT, with reference to the relevant theorists, learning models and techniques, linked to particular tasks, knowledge, skills or applications;
c. The timing and sequence of the lesson;
d. How you will account for student diversity;
e. How you will assess the learning outcomes of thelesson (how will you know if your lesson is effective) and provide feedback on ongoing student learning. (Note: this is not a summative test, but formative feedback to students during the lesson);
f. Homework or other follow up activities.
3. A justification of the approaches that you have taken (about 1700 words). This section of the assignment is where you explain why you have taken the pedagogical approaches outlined in part b (‘How it is to be taught,’ above). For example, if you have chosen to use an online approach for some of the lesson, you need to say why this is educationally sound and how it will contribute to student learning. You should demonstrate your knowledge of learning approaches and theories in this section, and it should be appropriately referenced.
Students will be provided with a Unit and Lesson Plan template. The Unit and Lesson plan will be uploaded to the student's ePortfolio.
3. Lab Lesson: 25 minute presentation during the third hour of weeks 10, 11 and 12. (25%) Presented in weeks 10, 11 and 12.
Consistent with Learning Outcomes 1, 2, 4
In groups of three - four, students will develop a 25 minute lesson, in which all students present. Students will demonstrate their understanding of at least one student-centred pedagogical approach each and will clearly outline whose approach they are utilising. This lab lesson should include a collaboratively developed lesson plan which will clearly outline each student’s contribution to the lesson and be submitted for assessment.
Students will be marked individually, not as a group.
4. Individual Teaching Philosophy (20%) Due at the end of week 13 (or the following Monday at the latest).
Consistent with Learning Outcomes 1, 2, 3, 5
Students will develop their own teaching Philosophy, which they will upload to an online ePortfolio.
The philosophy is 400 - 500 words only: as it is quite short, it is a very difficult item to write. Students are advised to begin using Word (or similar) and then upload their philosophy once it has been adequately developed.
A teaching philosophy is a first person statement about values, priorities and those things that a teacher feels is fundamental
to their teaching practice. Since it is about ideas that ground a teacher’s approach, it can include reflection, short examples and references to key thinkers in education.
It is not a statement about employment history or achievements which usually go in a Resume or Curriculum Vitae. Such things as your age or teaching experience are not included in this item.
An example of a teaching philosophy will be provided.
Students will be provided with an ePortfolio template in google which they will use to create their own personalised site. If, at a later time, student wish to transfer their site to another platform, they are welcome to do so, however for this assessment item, a google site will suffice.
SubmissionSubmission will be online, via Canvas and Turnitin.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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