最新糖心Vlog

Course Coordinator

Dr Carly Osborn
School of Education
Faculty of Arts
The 最新糖心Vlog of Adelaide
Email: carly.osborn@adelaide.edu.au
Building: Level 8, Nexus 10 Building

Lecturer

Dr Carly Osborn
School of Education, Faculty of Arts
The 最新糖心Vlog of Adelaide
Email: carly.osborn@adelaide.edu.au
Building: Level 8, Nexus 10 Building

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

#	Course Learning Outcomes	GA	APST
1	Understand the current trends in teacher employment, the policy and curriculum frameworks that support the professional teacher for career readiness, in a competitive local and international job market	1, 4	2, 6
2	Demonstrate an understanding of the meaning of reflective practice, reflective learning theory and related literature	1	3, 6
3	Critically analyse own practices to gain a better understanding of  quality teaching for safe and positive learning environments	2, 4, 5, 6	1, 2, 3, 4, 5, 6, 7
4	Discuss reflective practice in the context of teaching standards and the role of the professional teacher	1, 2, 4, 6	7
5	Articulate how various technology tools are used to engage and enhance teacher communication in and outside of classrooms	2, 3, 4	2, 4, 6, 7
6	Understand and identify professional learning opportunities and associations that support the personal and professional development of classroom teachers and leaders	3, 4, 6	6
7	Develop an awareness of the factors that impact on student and teacher wellbeing and resilience within diverse educational contexts	4, 5, 6	1, 4, 7
8	Collaborate with peers to research, risk assess and plan for a safe educational excursion to a cultural heritage site for a diverse group of learners.	2, 3, 4, 5, 6	1.5, 1.6, 3.2, 3.6, 4.1, 4.4, 7.1, 7.2

A reader is not required for this subject as weekly readings are available on MyUni,  along with resources during the lectures and tutorial sessions.

All lectures will be recorded and uploaded to Canvas with 24 hours of being presented. Additional resources may be uploaded during the course. Tutorials will be uploaded by Thursday morning each week after they have been delivered.

Any additional resources to support the delivery of this program will be uploaded to MyUni and students will be notified of these.

Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.

All lectures will be delivered in face to face mode.

At the end of each lecture, five minutes will be allowed for question time.

All Tutorials will are interactive. Each tutorial will examine critical themes of the lectures, readings and to focus on the assessment requirements of the course. Tutorials in Week 1 and 12 will focus on the  SGDE.

All readings will be available a week in advance for each module. Students are expected to complete the readings for each lecture and tutorial.

Lecture attendance: Attendance at lectures is strongly recommended. It is 1 hour per week.

Follow up activities and assignment work: 2 hours per week.

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

Tutorials
Attendance and participation is compulsory. Tutorials are 50 minutes. Refer for the timetable and availability of all tutorials on the course planner.

If you cannot attend due to sickness or other valid reason then you must hand to me personally a copy of the doctor’s certificate for each missed session plus 700  words of reflection on the readings 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.

Schedule

Week 1	Introduction
Week 2	Reflective Practice for Teachers
Week 3	Critical Incidents
Week 4	Legacy of the Stolen Generations
Week 5	Excursion
Week 6	Professional, Ethical and Legal Issues for Teachers
Week 7	Early Career Teacher Wellbeing & Resilience
Week 8	Quality Teaching and Professional Engagement
Week 9	Teacher as Learner Researcher & Professional Learning Communities
Week 10	The Globalisation of Education
Week 11	The Globalisation of Education, Teaching and Communicating in the 21st Century
Week 12	Reflecting on Reflective Practice

All students are encouraged to attend lectures and are required to attend the compulsory tutorial sessions. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required.

Teachers will be required to work in groups of 4 to 5 to research and plan a safe educational excursion for a class of secondary students to a cultural heritage site. They will need to fill in the appropriate risk assessment departmental forms, construct an itinerary and prepare a
written task for the event. They will also have to reflect on their site selection, ability to work in a team and evaluate the effectiveness of
the planned excursion in 300 words, as part of their critical reflective journal.

Assessment Task	Task Type	Due	Weighting	Learning Outcome
2-minute podcast on the first three weeks of the course	Ongoing engagement	17 August 2018	10%	1, 2, 3, 4, 5, 6, 7, & 8
Two critical incident reports (2,000 words)	Written Report	7 September 2018	60%	2, 3, 4, & 7
A SGDE excursion plan and self-evaluation with risk assessment, an activity, itinerary and written evaluation (300 words)	Written evaluation (Sections 1-3) Submitted by 1 person per group	26 October 2018	25%	3, 4, 5, 7, & 8
A SGDE excursion plan and self-evaluation with risk assessment, an activity, itinerary and written evaluation (300 words)	Written evaluation	26 October 2018	5%	3, 4, 5, 7, & 9

Students must attend 80% of all lectures and tutorials and sign the attendance sheet on arrival.

Assignment 1: Podcast reflecting on the first 3 weeks of the course.
Weighting: 10%
Length: 2-minute podcast
Due Date: 17 August 2018
Graduate Attributes: 1, 2, 3, 4, 5, and 6
Course Learning Outcomes: 1, 2, 3, 4, 5, 6, 7, and 8
APST: 1.5., 3.2., 3.3., 3.4., 3.5., 6.1., 6.2., 6.3., 6.4., 7.1., & 7.2

Students are required to record a 2-minute podcast responding to the course material covered in the first three weeks. Students should provide:a definition of reflective practice based on Stephen Brookfield's work, define what constitutes a critical incident in an educational setting and outline how reflective practice can be used as a preventative strategy to mitigate risk.  

Your recording should include:

1. The name of the course EDUC 3001 - Reflective Practice
2. Your student number
3. Your first and last name
4. Your response to the above task (note points 1-3 are not included in the 2-minute to respond to this task)

Your podcast should be uploaded on MyUni.

Assignment 2: Two Critical Incident Reports
Weighting: 60%
Length: 2,000 words
Due Date: 7 September 2018
Graduate Attributes: 1, 2, 3, 4, 5, and 6
Course Learning Outcomes: 2, 3, 4 and 7
APST:  1.2., 1.1., 1.5., 1.6., 3.1., 3.5., 3.6., 6.2., 6.3., 6.4., 7.1., 7.2., & 7.4.

Students are required to select two critical incidents they can recall and vividly remember from their formal education (Years 1 - 12). Using the examples/samples/scenarios presented in the lectures and tutorial activities students must write two reports of no more than 2,000 words (1,000 words each).

The two critical incident reports must contain:

1. The title, background and a description of the critical incident (CI)
2. Analysis of the CI
3. Reflections evidence-based action/follow-ups
4. References must be made to relevant course materials
5. Reference to the 最新糖心Vlogn Professional Standards for Teachers (APST)
6. Reference Duty of Care obligations

Please note: Harvard, APA, Vancouver or Footnote style can be used for reference. Ensure you are consistent with your chosen referencing style throughout your paper.

Assignment 3 GROUP: SGDE Excursion Plan and Self-Evaluation
Weighting: 30% (25% group assignment and 5% Individual Written Task)
Due Date: 26 October 2018
Graduate Attributes: 1, 2, 3,4, 5 and 6
Course Learning Outcomes: 3, 4,5, 7 and 8
APST: 1.5., 1.6., 4.1., 4.4., 1.5., 4.1., 4.4., 7.1., 7.2. & 7.4

Teachers will be required to work in groups of 5 to research and plan a safe educational excursion for a class of secondary students to a cultural heritage site in Adelaide.

The group will nominate a team leader to submit sections 1-3 (as one document), on behalf of the group for assessment via Canvas.

Assessment Structure
SGDE Excursion Plan (25%)
This small group discovery experience (SGDE) has four components:

1. Administrative paperwork (DECD Excursion Risk Management Plan, Application to conduct an excursion - ED169, an information/consent form and a written task for students)
2. Itinerary of the excursion
3. The written rationale of 300 words (how the excursion is suitable for the learners and linked to the 最新糖心Vlogn National Curriculum or SACE)
4. Each teacher will be responsible for joining a SGDE on Canvas.  

The end of Week 2 will finalise groups and cultural heritage sites for excursions. Time will be allocated during the Week 1 and 2 tutorials to finalise selections.

Administrative paperwork (15%)
SGDE excursion plan and self-evaluation will be assessed on:
Accuracy and evidence of planning (15%)
Completion of forms (DECD Excursion Risk Management Plan and the Application to conduct an excursion - ED169)
Compliant with ethical, legal, administrative and organisational requirements (APST 7.1 and 7.2)
Development of an information/consent letter for caregivers (include cost and food arrangements)
Development of a suitable written assessment task to be completed during the excursionInclusive of a diverse range of learners, including students with disabilities (APST 1.5 and 1.6)
Evidence of supporting student participation and safety (APST 4.1 and 4.4)
Itinerary of the excursion (10%)
Realistic Timelines
Sufficient activities to engage students include travel and break times( suitable recess and lunch times)
Inclusive of a diverse range of learners (APST 1.5 and 1.6)
Evidence of supporting student participation and safety (APST 4.1 and 4.4)

Assignment 3: Individual Written task (5%)
Submitted via Canvas 300 words
Due Date: 26 October 2018
Graduate Attributes: 1, 2, 3,4, 5 and 6
Course Learning Outcomes: 3, 4,5, 7 and 8
APST: 2.1., 4.1., 1.5., 1.6., 5.

Subject knowledge linked to the 最新糖心Vlogn National Curriculum or the SACE
Age appropriate for year level (APST 2.1)
High engagement value (APST 4.1)
Assessment is achievable for a diverse range of learners (ASPT 1.5 and 1.6)
Includes an excursion reference list (5 resources)

1. All assignments must be word-processed or typed.
2. Illegibly written or badly presented assignments will be sent back for re-transcription. 
3. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.
4. Assignments must have all pages numbered and your name on the header.Clearly indicate on the front page of the assignment: your name, student ID, word length, course and name of your lecturer.
5. Include a detailed reference list.  
6. Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.Online submission will be via Turnitin on Canvas.
7. Extensions can only be sought under the provisions of the Modified Arrangements for Coursework Assessment Policy or the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy.
8. For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the work is late to a maximum of 7 days (including weekends and public holidays).  For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark.
9. For work with a formal extension, these penalties will apply from the extended due date.
10. There will be a cut-off date for each assignment 7 days (including weekends and public holidays) after the original due date
11. unless otherwise stipulated on MyUni.
12. Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.
13. Applications for variations to the cut-off date can only be made by the Course Coordinator on pedagogical grounds and must approved by the relevant School Learning and Teaching Committee.
14. If you are experiencing any difficulties understanding an assignment you are encouraged to make an appointment with your lecturer for early clarification.We understand that illness and family responsibilities usually affect everyone at some point.  If you discuss the difficulty with us promptly, we may be able to negotiate a solution.
15. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.
16. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.