Contact Details:
Email:  linda.westphalen@adelaide.edu.au -  this contact is preferred.
phone: (08) 8313 3784
School of Education, Level 8
Nexus 10, Pulteney Street
University of Adelaide, SA 5005

On 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 documents relating to pedagogy.
4. Demonstrate the ability to create innovative integrated unit and lesson plans with due consideration of internal (constructive) and external (s) alignment and pedagogical process.

There is no required textbook.  Readings will be provided online via MyUni.  Students will need a mobile device, such as a laptop or tablet, for access to teaching materials and online platforms.

Killen, R. (2016) Effective Teaching Strategies: Lessons from Research and Practice. (7th Ed) Cengage Learning, South Melbourne.

The ability to access relevant online platforms, applications and resources is required. 

Please attend in person.  Online options are not provided because this course is about pedagogy and many of the strategies are best demonstrated in person.

Workload	Total Hours
1 x 3 hour seminar per week for 13 weeks	39 hours
4 hours reading and research  x 10 weeks	40 hours
Creaton of First video	1 hour
Other Assessment	70 hours
	Total = 150 hours

WeekSeminar OutlineAssessment DuePedagogyICT1Course Outline; Assessment; Definitions; Learning TheoriesIce-breakersVideo lessons2Teaching philosophy intro; curriuculum; Learning Theories - Vygotsky ZPDOne on one; doughnutDigital recording and youtube3Learning theories: Skinner, Vygotsky, Piaget, Kolb, Chomsky. VideoThink Pair Share; Last wordPresentation toolsPPTX and Keynote

Schedule

Week	Seminar Outline	Assessment Due	Pedagogy	ICT
1	Course Outline; Assessment; Definitions. ADDIE		Ice-breakers	Video lessons
2	Teaching philosophy intro; curriuculum; Learning Theories - Vygotsky ZPD		One on one; doughnut	Digital recording and youtube
3	Learning theories: Skinner, Vygotsky, Piaget, Kolb.	Video	Think Pair Share; Last word	Presentation toolsPPTX and Keynote
4	Learning styles: Gardner, VARK, Kolb.		Flipped classrooms	Webpages and ePortfoliosLinked In
5	Units and lessons; Gagne's intructional events		Scaffolding and differentiation	iPads: Paper, Notability, Solar Walk
6	Contructive (internal) alignment; lectures and Teacher-directed learning.		Squeek and Speak	In-Class activities: Mentimeter, Quizlet Live, Kahoot
7	Assessment: diagnostic, formative, summative; Bloom's Taxonomy	Unit and Lesson Plan with Justification	Team-based learning	Virtual Reality, wearable tech
8	Historic pedagogical contexts: Steiner, Montessori, Democratic Schools.		Groups; Thinking Hats; jigsaw	Google for group work
9	Teaching and power: reproductive/transformative; critical pedagogy.		Review/Student choice	Student Choice
10	Ensuring quality: accreditation and standards in teaching		Video creation Support	Video creation Support
11	Video lesson Presentations	Video lesson Presentations
12	Video lesson Presentations	Video lesson Presentations
13	Video lesson Presentations	Video lesson Presentations

Some variation in the sequence of content should be expected depending on ongoing student feedback.

Assessment Task	Task Type	Weighting	Learing Outcome
Reflective video around learning theory and pedagogical issues	Video	20%	1, 2, 3
Individual unit and lesson plan with Theoretical Justification	Using a provided set of templates, create an aligned lesson plan.  Justify the pedagogical appraches taken.	40%	2, 4
Creation of a 5 minute online demonstration/instructional  video with a plan and reflection	Video lesson	40%	1, 2, 4

Pedagogical Engagement And Learning:  Assessment  Detail.

1. Reflective Video (20%) Done in week 2 - 3. 

Consistent with Learning Outcomes 1, 2, 3

Students are required to upload an autoethnographic video on the following topic: Which learning theory would best describe your own learning journey?  Evaluate this learning theory in terms of its effectiveness and impact on your learning journey and wellbeing.

Your video should take the form of reflection and commentary about the topic and should include, where appropriate, theoretical perspectives, syntheses of ideas and/or debates, and references.  References can be uploaded to the notes section of MyUni and do not need to be in a preferred style, provided it is recognised in academia, consistent and detailed.  The video is partly preparation for the creation of an online lesson of five minutes which is a key assignment.

2. Individual Lesson Plan with Justification (about 1500 words in total) (40%) Due at the end of week 8 - 9.

Consistent with Learning Outcomes 2, 4

Students will create an individual lesson plan for a in a subject area of their choice.  This lesson should be based in a Media format with an educative purpose. 

The lesson plan needs to include the following:

1. A brief outline of the topic of enquiry, learning outcomes, activities and 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.
 
The outline is to provide context for the lesson.  You can use the ADDIE framework to guide your thinking.

2. A detailed lesson plan (about 500 words), with an assumed period of one hour (no more), where you design a 'lesson' for your target audience using your knowledge of media.  You will need to include:

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 approachesbased in ICTs, 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 the lesson (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 700 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 a particular ICT for your 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 Lesson Plan Template and other templates can be developed with the input of Media students.

3. Online Lesson: 5 minute online presentation viewed by the class  during weeks  11, 12 and 13. (40%)

Consistent with Learning Outcomes 1, 2, 4

Students will develop a five-minute demonstration or instructional in video form drawn from your lesson plan assignment, and engaging with the feedback from that assignment if appropriate.  Students will demonstrate their understanding of planning and presenting.  This lesson should be submitted as an online link (as was done with the video in the first assessment) and include a reflection of 300 words submitted to MyUni which is an evaluation of the pedagogical engagement - what strategies did you use to engage your students?  You are welcome to also provide an additional 200 words to outline any technical problems that you may have had in the  production of the lesson.

Submission will be online, via MyUni and Turnitin