最新糖心Vlog

Course Coordinator:
Associate Professor Linda Westphalen,
Room 805, Level 8, Nexus 10
ph. 8313 3784
email: linda.westphalen@adelaide.edu.au

Linda is in her office most days, but her principle consultation time is 12 - 1pm Fridays.  If you are unable to make contact during this time, please email Linda (linda.westphalen@adelaide.edu.au) to arrange an alternative.  Remember that we are here to help.

Students are expected to participate in one lecture and one tutorial per week.  The lecture is done in person and will be recorded and uploaded to MyUni.  Tutorials are a critical part of your professional learning and will take place face to face.   Please DO NOT change your tutorial time.  

On successful completion of this course students will be able to:

	Learning Outcome	APST (Graduate)
1	Identify strategies to support inclusive student participation and engagement in classroom activities.	1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 3.2, 3.4, 3.7, 4.1, 4.4, 4.5, 6.3, 7.1, 7.2.
2	Critically review socio-cultural issues and contexts that impact on student behaviour.	1.3, 1.4, 1.5, 1.6, 2.4, 3.4, 3.5, 3.6, 4.1, 4.3, 4.4, 5.3, 6.1, 6.2, 6.4, 7.3, 7.4.
3	Describe and inculcate strategies to foster students' and teachers' well-being in professional practice.	1.1, 1.3, 1.4, 1.5, 1.6, 2.5, 3.1, 3.3, 4.4, 6.3.
4	Demonstrate an understanding of safe, responsible and ethical use of ICT in learning and teaching.	2.6, 3.4, 3.7, 4.5, 6.1, 7.1, 7.2.
5	Understand the cultural contexts of schools, including the roles of parents/carers.	1.3, 1.4, 3.5, 3.7, 5.5, 6.4, 7.3, 7.4.
6	Articulate strategies that support the inclusion of Aboriginal and Islander heritages in learning.	1.3, 1.4, 2.4, 7.1, 7.2.
7	Understand inclusive teaching practices that are respectful of individual student learning needs.	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.2, 3.3, 3.6, 4.2, 4.3, 5.1, 5.2, 5.4.

There are no set textbooks for this course.  Readings will be provided via MyUni.  Students are also welcome to suggest resources, but  please do so via course teaching staff.

The following practical texts are useful resources that could be valuable for future classroom planning and teaching. Please note that these are OPTIONAL.


Clarke, M. & Pittaway, S. 2014, Marsh's Becoming a Teacher (6th, ed.), Pearson Education 最新糖心Vlog: NSW, Frenchs Forest. 

Ground-Water, S., Ewing, R., & Le Cornu., (2015). Teaching Challenges and Dilemmas (5th Ed.), Cengage Learning 最新糖心Vlog: South Melbourne.

Frangenheim, E. (2005). Reflections on Classroom Thinking Strategies, Rodin Educational Consultancy: Queensland.

Online Reading Materials: Some course reading materials will be posted in MyUni.  This will include links to respources relating to contemporary issues as they occur.  Students are also welcome to submit links, but please do so via the Course Coordinator, Assoc Prof Linda Westphalen or other course teaching staff.

Course information, rubrics and all other course materials plus associated lecture recordings and resources are all on MyUni/Canvas. 

Lectures will be recorded and a zoom link will be provided for students who are unable to attend in person.  It is highly recommended that you 'attend' in person or online as lectures occur.   

Tutorials are scheduled to take place face to face.  Please note that attendance is compulsory and that a role will be taken. Failure to attend at least 80% of tutorials (10 of 12 sessions) will impact on your eligibility to attend Professional Experience Placements.

The primary teaching modes for this course are lecture, online activities and tutorials, with the first and second offered face to face and via MyUni, and the third offered face to face on campus across the week.  Students are expected to attend and participate in all tutorials and these will include small group discussion, activities and individual exercises.  

If you are unable to attend your scheduled tutorial, please provide evidence of sickness or other valid reason for absence: otherwise non-attendance will be counted as absence for assessment purposes.

Note also that the Teachers’ Registration Board requires that each 最新糖心Vlogn Professional Standard is not only taught and assessed, but also practiced.  This practice primarily occurs in face-to-face tutorials.

Those pre-service teachers who attend less than 80% of tutorials will be considered to be underprepared for a Professional Experience Placement. Failure to attend at least 80% of tutorials (10 of 12 sessions) will disqualify you from the Professional Experience Placement which is a hurdle requirement in EDUC 2002.

The following time commitment is assumed.  Please note that these times are approximate and for guidance only.

Lecture attendance: 12 weeks x 1 hour = 12 hours

Tutorial attendance  (f2f): 12 weeks x 1.30 hours = 18 hours

Reading and Preparation for Tutorials: 12 weeks x 3 hours = 36 hours

Assessments: Video = 3 hours;
                       Well-being Quiz = 2 hour;
                       Paired Presentation = 50 hours;
                       Wellbeing Lesson and Justification = 35 hours.

Total approximate time for assessments = 90 hours.

Overall Time Commitment (approx) = 156 hours.

Schedule

	Lecture Topic	Learning Outcomes	APST (Graduate)
Week 1	Teaching as a Complex Profession.	1 - 7	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, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 2	Teaching for Effective Learning (TFEL) and Reflective Practices in Lesson sequencing	1, 4	1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.6, 3.2, 3.4, 3.7, 4.1, 4.4, 4.5,  6.1, 6.3, 7.1, 7.2.
Week 3	Wellbeing	2, 3	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.5, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 5.3, 6.1, 6.2, 6.3, 6.4, 7.3, 7.4.
Week 4	Poverty and Privilege	2, 5, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 5.2, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.3, 7.4.
Week 5	Racism and Education	2, 5, 6, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.6, 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, 5.5, 6.1, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 6	Keeping Safe: Child Protection Curriculum	2, 4	1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 2.6, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.3, 6.1, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 7	Gender Equity and Education	1, 2, 5, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 8	Abilities/Diff-abilities:  diverse learning strategies for diverse learning needs	1, 2, 4	1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 2.6, 3.2, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.3, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Week 9	Learning Theory: Key Ideas underpinning pedagogy	1, 3, 6, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.1, 7.2.
Week 10	The lesson: Planning for Inclusion and wellbeing	1, 2, 7	1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 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, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4
Week 11	Pulling the threads together: TfEL, Wellbeing, UDL and Learning Theory	1, 3, 6, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.1, 7.2.
Week 12	Parents/carers: Reporting outcomes, including the diverse community Consideration of 'Issues' impact on pre-service teacher learning	1 - 7	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, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.

 

This course is designed to build on your current knowledge of Teaching and to prepare for future learning and Professional Experiences in future courses.  Attendance and engagement are essential for you to gain the most out of the course and for developing a core of education knowledge needed for success while on Professional Experience Placements. 

The Teachers’ Registration Board requires that each 最新糖心Vlogn Professional Standard is not only taught and assessed, but also practiced.  This practice primarily occurs in face-to-face tutorials. Those pre-service teachers who attend less than 80% of tutorials will be considered to be underprepared for a Professional Experience Placement.

Failure to attend at least 80% of tutorials (10 of 12 sessions) will disqualify you from the Professional Experience Placement which is a hurdle requirement in EDUC 2002.

Assessment Task	Task Type	Weighting	Learning Outcome	APST (Graduate)
Video	formative	20%	2, 7	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 7.3, 7.4.
Pairs Presentation via youtube or equivalent	Summative	30%	1, 2, 3, 5	1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.3, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Wellbeing Quiz	Summative	10%	2, 3, 4	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.5, 2.6, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.3, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Wellbeing Lesson Plan Inclusion focus	Summative	40%	1, 3, 4, 6, 7	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, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.1, 6.3, 7.1, 7.2.

 

Please submit all assignments via MyUni.  If you have technical issues, please email Assoc Prof Linda Westphalen or your tutor immediately to trouble shoot or organise an alternative submission.  Late submissions will accrue a deduction of 2% per day to a maximum of 7 days (including weekends and public holidays) in keeping with the Faculty of ABLE Late Assignment Policy.  

1. Video (20%)

Create a short video of you speaking 'to camera' about your perspectives on a topic.  The best way to do this is using your iPad to create an MP4 which you can upload to YouTube or Box.  You then simply upload a shareable link to MyUni as your assignment submission.

The video is also so that you can:
- introduce yourself to your tutor;
- practice using your iPad for the Video Presentation which is the next assignment;
- get used to thinking like a teacher in relation to helping those students who, for whatever reason, need support for their learning.

Here's the scenario:  You're applying for a job in a country school as a teacher in one of your subject area specialisations and the Principal is unable to meet with you in person.  They ask that you record a podcast about one of the key cultural groups at the school as part of your application.  Assume that you've finished your Bachelor of Teaching and other degree successfully and have done very well in your Practicum reports.  This is your first ever teaching job.

The school is located in a regional area and has a significant First Nations and migrant student profile, which together make up about 40% of the school's total population.  Of this 40%, about half are from the local First Nations group.  Of the migrant group, half are from Afghanistan while most of the others are from Myanmar.  There will be other cultural differences, but let's stick to these for now.

So this means your video will be about teaching and supporting one of a First Nations group (say which), Afghani or Myanmar migrant or refugee group.

You must:

1. Dress in professional attire suitable for a job interview.  This usually means something fairly formal (eg. wearing a tie).  In teaching, as with many professions, your appearance is a reflection of the school's image to the public.  Also it's a job interview: these will be a reality very shortly!

2.  Address the following content:
      a: Your name, qualifications and subject area specialisations in a brief introduction.
      b: Find out a little about these cultural groups.  Pick one and identify 2 - 3 key cultural differences to 'mainstream' 最新糖心Vlog.
      c: How might these differences impact on students' wellbeing and abilities to learn? (eg. If a Migrant doesn't speak English).
      d: What ideas (3 - 5) do you have about helping these students to learn while they're in one of your subject area classes? 
      e: Outline why you think these strategies would  be helpful.

Note: Don't try to do more than one of First Nations, Afghani or Myanmar cultural groups.  Do choose one of your subject area
specialisations.  And emember, you are there to teach everyone.

You don't, at this point, have to have anything based in learning theory or pedagogical practice.  This is simply you exercising your common humanity to help students in your class to feel included and engage with learning.  It's a chance to think about yourself as a practitioner and not a uni student.

The minimum time for the submission is 2 minutes.  The maximum is 2 minutes 30 seconds.  If you refer to someone else's research please include a reference in the 'Notes' section of MyUni.  Our assessment and feedback will be by using a 'return' video feedback, as well as via an associated rubric in MyUni.


2. Pairs presentation via YouTube (or similar) (30%)

Pick one of the issues from the list below and, in pairs, create a documentary video about this issue.  You are welcome to refine the issue to something specific: for example, you might want to address student diversity with a particular focus on Gifted students.   If you want to do something else of particular interest to you that is not covered by the course, that's fine, but check in with your tutor before beginning so we can ensure you're still doing the same kind of research around the task and not attempting something too big or small.

Issues List
Homework
Gender equity, identity and/or sexuality
Streaming
Poverty and Privilege
Exams and high stakes testing
First Nations: culturally inclusive pedagogies
Migrant students - language and/or culture
Geographical isolation (stick to 最新糖心Vlog, please.)
Technology
Religious Education
Muslim student experiences (not Afghanistan or Myanmar)
Diff-ability (eg. Dyslexia, Autism Spectrum Disorder, Attention Deficit Disorder, physical mobility, psychological well-being or
something else).

Also remember that while you're pretty new to the profession of teaching, your opinions and ideas are important.  Not all experienced teachers are wise and/or innovative.  Many teachers really enjoy working with student teachers because of the fresh 'take' they bring to teaching.  By the same token, not all new teachers are wise and/or innovative either!

Many teachers use YouTube and other social media to create and deliver content for their students.  Recorded content means that you don't have to spend endless hours repeating the same story over and over, and it means that you have a resource that should be useful for a couple of years.

Your video should address the following:
a: A brief outline of the issue - what is it?  What is its history? Is there any science around it?  (eg. Giftedness has quite a lot of
theoretical background:  be careful to be selective and current with your outcomes here.)
b: How does the topic relate to the 最新糖心Vlogn  Professional Standards for Teachers (Graduate level)?  Suggest up to 5
of the 37 standards.
c: How does this issue impact on student well-being and learning?  Does it have any impacts on teachers' well-being?  (This bit is where you really need to drill into impact. eg. A gifted student who is not fostered is likely to be very frustrated and bored - and this can have a detrimental affect on more than just them.)
d: What strategies have been used by teachers and schools to address this issue? (Again, keep it current.  Historical perspectives
that are debunked are not much use to current teachers, and you're going to be current teachers.)
e: Have they worked? Why/why not? (Hint: Remember that schools are much more than about academic outcomes). 
f: Do you have any ideas about what would work better/differently?  (Get creative here: Brainstorm like mad!  This is where you can suggest all sorts of strategies, many of which many registered teachers won't have considered.

The video will be between 6 minutes and 7 minutes long and include BOTH students as presenters.  Each student will be marked individually on their contribution.  Each is expected to share the load in the research and creation of the video.  The mark for the video itself will be shared.

Please use any/all of the following:

Voiceover
Music
Links to other information (note that these will not be counted in the time
duration).
Variations in type of shot (Close up, upper body 'newsreader', etc.)
Graphics
Interactivity (links, online quizzes, games)
Anything else you can creatively employ, provided it doesn't go over the time limit.

References in APA form should be included in the final slide.

Upload your video to MyUni or provide a shareable link.


3. Wellbeing Quiz (10%)

In the 'Wellbeing' focused weeks of the course, there is a short quiz.  After doing the online tasks, complete the quiz. 


4. Wellbeing Lesson Plan and Justification

Using a provided template based on Gagne's Nine Instructional Events (Gagne, R. (1985). The Conditions of Learning (4th). New York, Holt, Rinehart and Winston), create a lesson plan with an inclusion focus. 

The Nine Events of Instruction is a pretty old resource, but it is a key planning guide that is still used by many teachers.  It has the advantage of providing a very clear, step by step sequence which is really helpful for those who are new to lesson planning.  

Once you've planned your lesson, create a Word/Pages document of about 500 words that explains and justifies your approach in this lesson.  This, and the lesson, will be assessed using a rubric in MyUni.

Why a lesson plan?  Lesson planning is a core skill for teachers - it's something that you will spend a lot of time doing.  The more that you plan, (usually) the better the lesson and the better your get at planning.  You will need to pay particular attention to lesson planning as you do more and more Professional Experiences:  this is especially true of the longer PEs in 4th year.

Why Wellbeing?  Wellbeing is a pivotal focus of this course.  If you think about it, so many issues to do with Education have at their core the wellbeing of students, teachers and the community.  In EDUC 2002, there is a 10 day Professional Experience which has a focus on wellbeing.  This assignment is thus geared to prepare you for this PE focus.  In other words, in EDUC 2001 you deal with a key issue in teaching (Wellbeing) as well as start to plan ahead for your PE in EDUC 2002.

Everything is to be submitted online via MyUni.  In the event of extreme technological failure, alternative submisions may be considered.  In this event, please email your tutor as soon as possible.