最新糖心Vlog

Course coordinator and Lecturer: Dr Nina Maadad,
Room 8.33,
ph. 8313 3711
email nina.maadad@adelaide.edu.au


Nina is generally in the office on Monday to Thursday. She will be available to talk to students on Tuesday between 3.00pm and 5.00pm. Alternatively you can email her your queries or request a consultation time.

Week 1

Tutorial Reading              Marsh, C. 2014, Becoming a Teacher, Part 1 (1) & Part 5 (20)
                                     "What is teaching all about?", "Teacher Standards"
                                      Course Reader: Reading #1 ‘On Teaching’
                                    

Lecture                          Teaching as a Profession  (Using the perspectives of the individual, group and                                                                      community and supporting student well-being: the case study of challenging behaviour).
                                       
Week 2 
Tutorial Reading              Marsh, C. 2014, Becoming a teacher, Part 4 (10 & 13)
                                     ""
                                     Course Reader: Reading #2 ‘What keeps teachers going?’           
                                                            Reading #2 (1) 'Decision Makers in Education'

Lecture                           Resources in education (School management, corporate interest)
 
Week 3
Tutorial Reading              Marsh, C. 2014, Becoming a teacher, Part 2 (3 & 4)
                                     "Learner motivation and Developing Self-Esteem" & "Learning Environment" 
                                     Course Reader: Reading #3 'Mental Health for Teachers'

Lecture                           Student wellbeing (Mental health)
 
Week 4 
Tutorial Reading             Marsh, C. 2014, Becoming a teacher, Part 5 (19)
                                    "Equity, Ethics and Legal Issues in Teaching"
                                    Course Reader: Reading #4 ‘How does ‘othering’ constitute cultural discrimination?’ 
                                                           Reading # 4 (1)  ' Recognising Our History: Dealing with 最新糖心Vlog's 
                                                                                      Past in the Contemporary Classroom'

Lecture                          Social justice (Aboriginal and Torres Strait Islander students, multiculturalism)
 
Week 5                       
Tutorial Reading            March, C. 2014, Becoming a Teacher, Part 4 (15)
                                    "Developing Knowledgeable, Responsible and Caring Students"

Lecture                         Values education 
 
Week 6
Tutorial Reading            Marsh, C. 2014, Becoming a teacher, Part 3 (8) & 4 (12 & 16)
                                   "Classroom Management", " Parents' and Caregivers' Partnerships with Schools" &
                                   "Organising Classroom Structures and Toutines"
                                    Course Reader: Reading #6 ‘What do we mean by risky kids?’
                                                           Reading # 6 (1) 'Learning Outcomes'

Lecture                         Learning difficulties (Environmental factors, Asperger’s)
 
Week 7
Tutorial Reading            Marsh, C. 2014, Becoming a Teacher, Part 3 (8) & Part 4 (11)
                                   "Organising Classroom Structures and Routines" & "Pegagogy Teaching and Learning"
                                   Course Reader: Reading # 7 'Understanding Gender'
                                                          Reading # 7 (1) 'Boys will be Boys and Girls will be Girls:
                                                                                  Gender and Sexuality in Schools'

 Lecture                         Sex, Gender and Identities in the Classroom
  
Week 8
Tutorial Reading            Marsh, C. 2014, Becoming a Teacher, Part 2 (2)
                                   " How Student Develop and Learn"
                                   Course Reader: Reading #8 ‘Preventing School Violence’

Lecture                         Developing Behaviour (Early Years, Relationships) 
 
Week 9
Tutorial Reading           Marsh, C. 2014, Becoming a Teacher, Part 3 (5, 6) & Part 4 (17)
                                  "The 最新糖心Vlogn Curriculum", "Exploring and Contesting Curriculum"
                                   "Assessment and Reporting"
                                   
                                  

Lecture                        Curriculum: What is it and how has it evolved? (including ICT)
 
Week 10
Tutorial Reading           Marsh, C. 2014, Becoming a teacher Part 3 (7 & 9)
                                  "Planning and Preparing for Teaching" & "Planning to Achieve Goals, Aims, Objectives, Outcomes and Standards"
                                  Course Reader: Reading #9 ‘How do culture and race influence literacy?’
                                                         Reading # 9(1) 'Bilingualism and Bilingual Education'
                                                         Reading #9 (2) 'Professional Knowledge across the Curriculum'

Lecture                        Literacy and Language (Classroom diversity)
 
Week 11
Tutorial Reading          Marsh, C. 2014, Becoming a teacher, Part 4 (14) 
                                 "Meeting the Diverse Needs of Students"
                                
Lecture                       Learning styles (Teacher / student relationships, motivation) 
 
Week 12
Tutorial Reading         Marsh, C. 2014, Becoming a teacher Part 5 (18 )

                                 "Professional and Cultural Dimensions of Teaching".

Lecture                      The Diversity of South 最新糖心Vlogn Schools: Past, Present and Future (History, 
                                  school environment, schools as systems)


Guest presenters will attend some sessions. Prior notice will be given in these instances.

This course will allow students to:

1- Identify strategies to support inclusive student participation adn engagement in classroom activities drawing on knowledge of societal 最新糖心Vlog, student psychology and theories of knowledge and (dis)ability.

2- Demonstrate knowledge of practical approaches to manage challenging behaviour knowledge of student psychology and societal 最新糖心Vlog.

3-  Describe strategies that support students' well-being and safety working within school and / or system, curriculum and legislative requirements drawing on historical and societal knowledge.

4- Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching drawing on theories of knowledge and student psychology.

5- Describe a broad range of strategies for involving parents/ carers in the educative process drawing on societal knowledge.

6- Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages drawing on historical and philosophical knowledge.

7- Organise classroom activities and provide directions in a way that caters to student learning styles.

Framework for Analysis of Educational Issues integrated into all the learning outcomes.

Within these contexts issues will be examined on different levels and from different perspectives:

Perspectives
Individual Group Community
( Student ) ( Staff / School ) ( Parent )

Levels
Local ( School )
State ( DECS, AIS, CEO )
National ( Federal Government )
Global ( International trends )

Text Book (s)

Core text
Marsh, C. 2014, Becoming a teacher/ Maggie Clarke, Sharon Pittaway. Pearson Education 最新糖心Vlog: Frenchs Forest.

This text will also be used during other courses in the degree programme. Becoming a teacher is available at Unibooks retailing at approximately $103.95.  

Reader
The Course Reader (Issues in Contemporary Education EDUC 2001) supplements the core text is available at the Image and Copy Centre, Level 1, Hughes Building.

Reference text

The following practical text will be used during tutorials to model effective classroom thinking strategies. It is a useful resource that will be valuable for your future classroom planning and teaching.

Frangenheim, E. 2005, Reflections on classroom thinking strategies, Rodin Educational Consultancy: Queensland.

To be advised

Lecture format is the primary teaching mode for this course. Opportunity for student participation will include small group discussions and individual exercises. Further practical implementation of concepts presented through the course will occur in tutorials.

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

Lecture attendance: 1hour per week (some lecture will be extended for 2 hours)

Follow up activities and assignment work: 2 hours per week

Lecture: Thursday, 9.10, Engineering North N158, Chapman Lecture Theatre

The lecture series will introduce students to a range of educational issues that will be explored in depth during tutorials.

Educators from within the School of Education, 最新糖心Vlog of Adelaide and the Department of Education and Children’s Services (DECS) will present some of the lectures.
 
Tutorial 50 minutes 
refer for the timetable and availability of all tutorials on the course planner

Lecture 50 minutes Thursday, 12:00 pm, Napier G04, Lecture Theatre
The lecture series will introduce students to a range of educational issues that will be explored in depth during tutorials.

Educators from within the School of Education, 最新糖心Vlog of Adelaide and the Department of Education and Children’s Development (DECD) will present some of the lectures.

The course consists of lectures, tutorials, field study and case work. Contact hours are minimal to allow time for students to pursue their areas of interest for the case and field study assignments. Students are also required to arrange times with partners in preparing a case study presentation.


A case study approach will be taken in tutorials allowing students to explore and connect real situations with examples and theories presented in lectures. Issues will be analysed using the framework outlined earlier under ‘Course Objectives’.

Tutorials will also be used for scheduled pair presentations as part of the assessment for this course.

The reduced course contact time allows tutorial numbers to be kept to a maximum of 15 participants. Students are expected to prepare for tutorials by familiarizing themselves with the set readings. Tutorials will be structured in ways that ensure that everyone has opportunity to contribute to the topic discussion.

Focus
Contemporary classroom teaching and learning issues and challenges and teaching responses: students and teachers.

SGDE
What pedagogic challenges do teachers and students face when working in classrooms and schools?

Method
At your first SGDE with the aid or your lecturer/professor get into groups of 4. You need to work co-operatively during the semester in these groups. Remember you have worked in groups in year one so this experience needs to be kept in mind.

Arrange to watch one of the following series which are recent documentary series dealing with contemporary teaching and learning and pedagogic practice:

Educating Essex
Educating Yorkshire
Tough Young Teachers
Harrow- A Very British Public School

All of these are available on You Tube are recent and highly relevant.
 

Assignment 1                           20%
Case Study Presentation
Due Date: At scheduled tutorial

Assignment 2                          20%
Field Study Report
Due Date: To be advised in class

Exam                                        50%

Attendance                              10%

Small Group Discovery
Classes will be held weekly. Membership of tutorial classes is to be finalised by the end of the second week of semester. Students wishing to swap between tutorial classes after this time are required to present their case to the lecturer-in-charge, but should be aware that such a request may not be approved.
 
These are an important component of your learning in this course. The communication skills developed in the group by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.

Case Study Paired work
Case studies will be prepared and presented in pairs. A significant part of the preparation will be the collection and analysis of data related to the topic. Students are encouraged to investigate options for data collection early in the course to ensure successful completion of case studies in time for tutorial presentations.

Field Study Individual negotiation
Field study will allow students to pursue their own areas of interest and connect with professionals in the field. Findings from field studies will be presented as a report for assessment and later incorporated into portfolios.

The 最新糖心Vlog expects full-time students (ie those taking 12 units per semester) to devote a total of 48 hours per week to their studies. Students in this course are expected to attend all lectures throughout the semester plus one tutorial class each week. Please refer to Access Adelaide for your timetable and enrolment details.

The course consists of lectures, Small Group Discoveries, field study and case work. Contact hours are minimal to allow time for students to pursue their areas of interest for the case and field study assignments. Students are also required to arrange times with partners in preparing a case study presentation.

A case study approach will be taken in Small group discovery allowing students to explore and connect real situations with examples and theories presented in lectures. Issues will be analysed using the framework outlined earlier under ‘Course Objectives’.

Small group discovery will also be used for scheduled pair presentations as part of the assessment for this course. The reduced course contact time allows tutorial numbers to be kept to a maximum of 15 participants. Students are expected to prepare for tutorials by familiarizing themselves with the set readings. Tutorials will be structured in ways that ensure that everyone has opportunity to contribute to the topic discussion.

All work to be submitted at the Nexus Hub and dates of submission will be advised in the first week of teaching.

The 最新糖心Vlog 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 CEQ 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 最新糖心Vlog 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 least once every 2 years. 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 can be found at:

Academic Support
Maths, writing and speaking skills
 

Counselling Service
Personal counselling for issues affecting study
 

International Student Care
Ongoing support
 

Student Care
Advocacy, confidential counselling, welfare support and advice


Students with a Disability
Alternative academic arrangements
 


Alternative Examination Arrangements Policy
 


Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
http://www.adelaide.edu.au/policies/64