最新糖心Vlog

On Successful completion of this course student will be able:

#	Course Learning Outcomes	APST	GA Arts	GA Uni
Both Semesters
1 S1&S2	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	1, 2	1, 2
2 S1&S2	Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.2 & 3.3	2	2
3 S1&S2	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers.	6.2, 6.3, 7.1, 7.2, 7.3 & 7.4	6	6
4 S1&S2	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students.	3.5, 4.2 & 5.5	3, 5	3, 5
5 S1&S2	Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	2.1, 2.6, 3.2 & 3.3	2, 3	2, 3
Semester One
6 S1	Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area.	2.1, 3.2 & 3.3	1, 2	1, 2
7 S1	Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles.	2.2, 2.3 & 3.2	1, 2	1, 2
8 S1	Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations.	6.2, 6.3 & 7.4	4, 6	4, 6
Semester 2
9 S2	Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.	3.6 & 5.4	3, 4, 6	3, 4, 6
10 S2	Identify and interpret student learning needs and design learning strategies so as to respond to student diversity.	5.1 & 5.2	2, 3, 5	2, 3, 5
11 S2	Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB.	5.1, 5.2, 5.5 & 7.2	2, 3, 5	2, 3, 5
12 S2	Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning.	5.3, 5.4 & 5.5	2, 3, 5	2, 3, 5
Note: 最新糖心Vlogn Professional Standards for Teachers (APST):   Graduate Attributes: Faculty of Arts Graduate Attributes: Graduate Attributes: 最新糖心Vlog of Adelaide Graduate Attributes:

Junior Science Course Reader/Notes (available through MyUni)
ACARA (NAP-SL), SACE, SACSA Framework, Primary Connections Website, OECD (PISA Study) & IEA (rTIMSS) websites.

Web-resources and science-teacher’s resource sites will be provided during the course  

MyUni – Science Curriculum and Methodology [EDUC 4529A/B & EDUC6529A/B] 

The course runs for sixteen weeks across two semesters, and each week comprises of a two-hour lecture on core-topics and a two-hour tutorial workshop. Attendance at all seminars and tutorials are important to gain broader insights and achieving the objectives outlined for this course. Attendance will be recorded during each tutorial group.
The course adopts the Inquiry-Reflective-Praxis model of learning, which describes a continuous commitment to inquiry, scientific thinking, evidence-based research and knowledge extension. The course challenges students to critique and reframe personal and organisational conceptions of precepts to evaluate, extend and create new knowledge and experience.

I will be available for consultation (by appointment please) at the following times:
9 am – 11 am; 2 pm – 3 pm (Tuesdays and Fridays)

The course requires four hours of contact time for sixteen weeks, and a further three-five hours per week for self-study, reflection and completion of individual and group assignments.

Lectures (Core Course): Please refer to BTch/GDE Handbook for dates/times/venues

Themes:
1. What is science? Nature & viewpoints [1]
2. Scientists, teachers (Prof Standards), teaching and pedagogy [2]
3. Learners and learning: Conception and misconceptions [3]
4. Curriculum framework, syllabus, Lesson Planning and Instr. Design [3]
5. Practicals, Assessment and Reporting [2]
6. Resources & Support (ASTA/CSIRO/Primary Connections/RiAus) [5]

Week 1
T1
Introduction
Text/Readings & Assessments
What’s it all about? Nature of Science –viewpoints
Philosophy of Science –what is it?
Selection-Sequence-Structure

Week 2
T2
Scientist-teachers or teacher-scientists?
Teaching and Pedagogy

National Professional Standards for Teachers
http://www.aitsl.edu.au/ta/go/home/pid/775

Professional Standards for Science Teachers (ASTA)
http://www.asta.edu.au/resources/professional_standards_for_tea/asta_national_professional_sta

Teaching Science
http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/Practice_17.pdf
 
Week 3
T2
National and International Studies

NAP_SL, PISA & rTIMSS Studies (readings)
National Assessment Program: Science Literacy
http://www.mceecdya.edu.au/mceecdya/nap_science,12181.html

OECD Programme for International Student Assessment (PISA)
http://www.pisa.oecd.org/

PISA Computer-based assessment of science
http://puck.sourceoecd.org/vl=7624388/cl=16/nw=1/rpsv/~6681/v2010n8/s1/p1l

Trends in International Mathematics and Science Study (TIMSS)
http://timssandpirls.bc.edu/
http://www.acer.edu.au/documents/TIMSS_2007InformingSciencePedagogyreport.pdf
 
Week 4
T3
The Learner & Learning of Science
Learning theories and models [[Skills Theory, MHC, Concept-Process; Task-Action Interaction Theory]
Developmental stages and ACARA
PrimaryConnections 5Es teaching and learning model [Engage, Explore, Explain, Elaborate, Evaluate]
 
Week 5
T3
Piaget, Anderson & Krathwohl (Bloom), Vygotsky, SOLO, and the Dimensions of Learning
Knowledge forms (explicit, tacit, procedural)
 
Week 6
T3
Concepts, contents, processes, tasks, action
Concept and Concept Mapping
Conceptions and Misconceptions
 
Week 7
T4
Learning Models & Curricula Frameworks [ACARA/NewSACE/SACSA]
http://www.acara.edu.au/verve/_resources/最新糖心Vlogn_Curriculum_-_Science.pdf
http://www.australiancurriculum.edu.au/Science/Rationale
Taxonomies & Grids [PLP & Research Project]
Introduction to Lesson Planning and Instructional Design [Backward Design Model]
 
Week 8
T4
Planning a unit of work
Classroom activities
Projects

Attendance and Participation in tutorials and lectures 10%
Percentage deducted for each tutorial workshop absent (Learning Outcomes 1, 8)

Assignment #1 [Deadline: Week 9, 4.00pm] 50%
Scientific conceptions and misconceptions (2500 words)
(graduate attributes 1, 2, 3, 4, 5, 6) (Learning Outcomes 1, 6, 8)

Assignment #2 [Deadlines: Weeks 13 – 16, tutorial workshop] 30%
Small Group Discovery and Presentation (in pairs)
Unit/lesson Design, Programming and Resources presented in Digital Portfolio format (to include notes, resources and links, presentation slides, lesson/unit plans, worksheets and assessment rubtics)
(graduate attributes 1, 2, 3, 4, 5, 6) (Learning Outcomes 1, 2, 3, 4, 5, 6, 7, 8)

Assignment #3 [Deadlines: Weeks 13 – 16, tutorial workshop] 10%
Peer Assessment of Small Group Discovery Presentation (Tutorial Group)
Unit/lesson Design, Programming and Resources  (using selected APST Standards)
(graduate attributes 1, 2, 3, 4, 5, 6) (Learning Outcomes 1, 2, 3, 4, 5, 6, 7, 8)

Students are required to satisfy the attendance at tutorials and lectures requirement and complete all three assignments by the stipulated deadlines, and obtain an overall pass to complete the course.

Assignment #1: Scientific conceptions and misconceptions (50%) [Deadline: Week 9]
The misconceptions students hold about scientific concepts may prevent students from processing new scientific information, refining or extending concepts. This two-part assignment will enable you to assess student misconceptions, undertake a research project and assist in concept correction/realignment.

Part A (20 marks): Essay [1000 words]
Locate FIVE common misconceptions from your own learning of science (elementary/primary school days) or those you found in the literature [it is important you make references to the 最新糖心Vlogn Science Curriculum (Years 3-9) at
http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
and indicate explicitly the ‘Content Areas’ these misconceptions could be mapped onto]. Address why they are misconceptions, discuss how students might have these misconceptions, and provide specific ways to help students come to the correct conception. This should be carefully written and provide a detailed discussion. The crucial questions are:

What are misconceptions and when/why/where/how do they originate?
Where did the concept fall apart or break down?
What can the teacher do when the misconception is identified?
How can the teacher assess concept realignment?

Part B (30 marks): Research Project [1500 words]
Undertake an investigation (Research Project) to examine two of the misconceptions identified in Part A. A useful exemplar of this assignment is “An Exploration of Common Student Misconceptions in Science” available at http://ehlt.flinders.edu.au/education/iej/articles/v7n4/Thompson/paper.pdf You may want to interview 10-12 of your colleagues in the GDE/BTch-4th Year programs.

Assignment #2: Unit/lesson Design, Programming and Resources (Small Group Discovery – in pairs)
Science resources and networks are pertinent in enabling instructional design and delivery of instructions. Moreover, professionals network to share resources, critically evaluate their utility in the classroom and refine further pedagogical elements. With a colleague, identify three science websites/applets/resources (beyond those available in 最新糖心Vlog), map them to the 最新糖心Vlogn Science Curriculum (Years 6-9), and present your findings during your tutorial session.

In the identification and collation of information and ideas, you are to utilise information and communications technology (ICT) and innovations in engaging your students in enhancing their learning. You may want to critically evaluate these ICTs (Wiki, Blogs, Bulletin Board, Widgets, Apps, Applets) and demonstrate their effectiveness in enhancing student’s learning.

A pertinent aspect of this presentation and assignment is to link the topic/contents and information to APST standards.
Lecturer(s)/tutor(s) will guide the process and direct teams (working in pairs) to information and resources.

Please note: Rubrics for all assignments (1, 2 & 3) will be distributed during Tutorial Workshops 1 & 2

PRESENTATION AND SUBMISSION OF ASSIGNMENTS
1. Students must retain a copy of all assignments submitted.
2. All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission. Lecturers will withhold student‘s results until such time as the student has signed the Assignment Cover Sheet.
3. All group assignments must be attached to a Group Assignment Cover Sheet which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
4. Markers can refuse to accept assignments which do not have a signed acknowledgement of the 最新糖心Vlog‘s policy on plagiarism (refer to policy on plagiarism below, Section 8).
5. (Policy on late submission of work – including penalties)
6. Guidelines for referencing are specific to each School/Program. Reports/essays for this course generally follow the APA format. 
 

Assignment Submission and to Late Submission of Work

The procedure for preparing and submitting assignments is as follows:
· Assignments are to be accompanied by a completed Assignment Cover Sheet.
· Under no circumstances should assignments be sent direct to the Course Coordinator/Lecturer. All assignments are to be submitted through the Professions Hub (Ground Floor, 10 Pulteney Street).
· Email or faxed assignments will not be accepted (unless by prior arrangement with the Professions Hub Officer).
· Unless an extension of time has been granted, assignments must be postmarked on or before the due date. Late submission will invariably result in a penalty (usually a 10% reduction for each day late) being applied. Failure to obtain a postmark will result in the received date of the document in the Professions Hub Office being recorded as the actual date of submission with the associated 10% per day marks penalty.  Any assignment handed in 10 days or more late will automatically record a mark of zero and be directly returned to the student not marked.

Furthermore, as a note of caution - any student who obtains or attempts to obtain a postmark prior to the actual day of mailing off an assignment is guilty of misconduct and this is a very serious offence that will be dealt with accordingly and could lead to failure of the course and/or other further actions being taken.

· Please note that "Express Post" envelopes do not normally have postmarked dates on them – please request this at the Post Office to ensure the correct date is recorded.
· The Professions Hub Office will record the receipt of your assignment, date stamp & return the stamped, self addressed acknowledgment card (if enclosed), and ensure that the lecturer/marker receives your assignment within one working day. Acknowledgement Cards without a stamp will not be returned.
· The Professions Hub Office will not follow up assignments that are not received. It is the student’s responsibility to ensure that assignments arrive on time.
· The pages of an assignment should be stapled. Glider-clip the assignment cover sheet, and the acknowledgment card, to the assignment. Please do not staple. Only questions relating specifically to the assignment to which the cover sheet is attached should be written on the cover sheet. Supplies of cover sheets will be issued to students with your course material. Should you run out of these sheets please contact the Professions Hub Office.
· When two or more assignments are submitted at the same time, a separate cover sheet giving full particulars of the course etc must be used for each assignment.
· Assignments consisting of audio tapes should always be accompanied by a completed cover sheet for identification purposes.
· If you are unable to finish the assignment by the due date you should submit whatever work you have completed.
· Late submission will result in a penalty being applied. A 10% reduction of the maximum mark achieved for each day (includes weekend) late will apply. For example:
          If an assignment is 1 day late
          Mark achieved 58% - 10% (for 1 day late).
          Final mark = 48%

Assignments that are 10 days late or more will not be marked and will be returned to student without feedback.

· Always keep a duplicate copy of your assignments. In the event of loss in transit you could save yourself the task of rewriting. The onus of proving that lost assignments have been completed will be on you. Proof must be given that the assignment was posted by the due date, eg a certified mail receipt slip or equivalent.
· Extensions will not be granted under any circumstances on the basis of work related commitments.
· Extensions will only be granted on exceptional circumstances, such as medical or associated grounds (please see UoA’s policy at http://www.adelaide.edu.au/policies/64). Note Clause #5: Student’s responsibilities - Contact relevant academics to negotiate assessment accommodations.
· If requesting an extension on the above grounds the Course Lecturer must be notified by email before the due date. Appropriate documentation, ie medical certificate etc, MUST then accompany the assignment. If such documentation is not received with the assignment it will be regarded as a late submission, as stated above.
· It should be pointed out that if you are granted an extension of time to submit your assignment, the delay in finalising your results may prevent you from completing your program in time for graduation. 

RETURN OF ASSIGNMENTS AND FEEDBACK
Assignments will be returned to students within three/four weeks of the due date with written feedback. Assignments will generally be returned during tutorials/lectures.

Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the lecturer-in-charge.