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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 research documents relating to pedagogy.
4	Demonstrate the ability to create innovative integrated unit and lesson plans with due consideration of internal (constructive) and external (curriculum and/or relevant accreditation) alignment and pedagogical process.
5	Develop a professional eportfolio, including a diverse pedagogical repertoire.

There is no required textbook.  Readings will be provided online via MyUni. 

Students will need a mobile device, such as a laptop, for access to teaching materials while in class and for the development of the Professional ePortfolio.  Students will need to create a gmail account for accessing the ePortfolio template and Google Drive folders.

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. 

Students will create their own ePortfolio.

Seminars are face to face according to the assigned schedule.  Since seminars will largely involve demonstration and practice of pedagogical techniques, in-person attendance is highly recommended.

A significant element of the course will involve engagement online.

1 x 3 hour seminar per week x 12 weeks = 36 hours
1 x 3 hours reading and seminar preparation per week x 12 = 36 hours
1 x 1 hour of Discussion Board or blog x 3 = 3 hours (additional entries/hours optional) 
Development of individual unit and lesson plan, with justification = 36 hours
Development of group lesson = 15 hours
Development of ePortfolio (first page, Professional Statement and ongoing) = 30 hours

Total = 156 hours

Week	Lecture Outline	Assessment Due	Pedagogy	ICT
1	Course Outline; Assessment; Definitions		Ice-breakers
2	EPortfolio setup; teaching philosophy intro; external alignment		One on one; doughnut	iPads: Explain Everything, Solar Walk
3	Learning theories: Skinner, Vygotsky, Piaget, Kolb, Chomsky.	Discussion Board 1	Think Pair Share; Last word	Presentation tools
4	Learning styles: Gardner, VARK, Kolb	Discussion Board 2	Flipped classrooms	Webpages and ePortfolios
5	Units and lessons; Gagne's intructional events	Discussion Board 3	Scaffolding and differentiation	Digital recording and youtube
6	Contructive (internal) alignment; large classes, lectures and Teacher-directed learning.		Squeek and Speak	In-Class activities: Poll Everywhere, Quizlet Live, Kahoot
7	Assessment: diagnostic, formative, summative; Bloom's Taxonomy		Team-based learning	Out of the classroom: QR, Aurasma App
8	Historic pedagogical contexts: Steiner, Montessori, Democratic Schools.	Unit and Lesson Plan	Groups; Thinking Hats; jigsaw	Google for group work
9	Teaching and power: reproductive/transformative; critical pedagogy.		Creating a Group lesson	Podcasts
10	Ensuring quality: accreditation and standards in teaching	Presentations (if needed)	Creating a Group lesson	Blending online and F2F
11	Planning for group lesson (if time);  Presentations	Presentations		Virtual Reality, wearable tech
12	Presentations	Presentations
	Mid semester break:  Ongoing development of ePortfolio

Students will be placed in similar subject area 'faculties' and be required to engage in group research focussing on the pedagogical techniques relevant to their 'faculty'.

Assessment Task	Task Type	Weighting	Learning Outcome
Reflective blog around learning theory and pedagogical issues	Online Discussion Board, via MyUni	15%	1, 2, 3
Write individual unit and lesson plan with justification for inclusion in ePortfolio	Unit and Lesson plan	40%	2, 4, 5
Collaboratively plan and present a group lesson supported by educational theory	Presentation	25%	1, 2, 4
Write individual teaching philosophy for inclusion in ePortfolio	ePortfolio	20%	1, 2, 3, 5

Attendance at 11 lectures minimum is recommended.  This is because much of the course activities are active engagement with pedagogical strategies.  Attendance at the last 3 seminars is essential as this is when the Lab Lesson is presented.

Students will need to bring their own device to enable access to online materials and the creation of the ePortfolio.

Pedagogical Engagement And Learning:  Assessment  Detail.

1. Three Reflective Blogs via the Discussion Board on MyUni of 200 words each. (15%) Done in weeks 3, 4 and 5, during class.

Consistent with Learning Outcomes 1, 2, 3

Students are required to upload 3 Discussion Board entries
on the three following topics:

1. Which learning theory would best describe your own learning journey?

2. Why is a classroom a site of power?  Does it need to be?

3. What pedagogical elements would be in your ideal lesson?  Why?

There is also a free topic for students to use to put up their own reflections.  Students should comment on other’s entries.  This should be done in a professionally ethical and respectful manner.

Entries should take the form of reflections and commentary about each topic, and should include, where appropriate, theoretical perspectives, syntheses of ideas and/or debates, and references.  References do not need to be in a preferred style, provided it is recognised in academia and detailed. 

 

2.  Individual Lesson Plan with Justification (3000 words) (40%) Due at the end of week 8.

Consistent with Learning Outcomes 2, 4, 5

Students will create an individual lesson plan in a subject area of their choice.  The lesson plan needs to include the following:

1. A brief unit plan outlining the topic of enquiry, learning outcomes and basic 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 – who are they, their ages, assumed skills and prior learning.  The unit plan is to provide context for the lesson.

2. A detailed lesson plan (about 1000 words), with an assumed period of one or two hours (no more), where you take one of the lessons in your unit outline and provide instructions and guidelines on

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 approaches, including ICT, 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 thelesson (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 1700 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 an online approach for some of the 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 Unit and Lesson Plan template.  The Unit and Lesson plan will be uploaded to the student's ePortfolio.
 

3.   Lab Lesson: 25 minute presentation during the third hour of weeks 10, 11 and 12. (25%) Presented in weeks 10, 11 and 12.

Consistent with Learning Outcomes 1, 2, 4

In groups of three - four, students will develop a 25 minute lesson, in which all students present.  Students will demonstrate their understanding of at least one student-centred pedagogical approach each and will clearly outline whose approach they are utilising.  This lab lesson should include a collaboratively developed lesson plan which will clearly outline each student’s contribution to the lesson and be submitted for assessment. 

Students will be marked individually, not as a group. 

 
4.   Individual Teaching Philosophy (20%) Due at the end of week 13 (or the following Monday at the latest).

Consistent with Learning Outcomes 1, 2, 3, 5

Students will develop their own teaching Philosophy, which they will upload to an online ePortfolio.

The philosophy is 400 - 500 words only:  as it is quite short, it is a very difficult item to write.  Students are advised to begin using Word (or similar) and then upload their philosophy once it has been adequately developed.

A teaching philosophy is a first person statement about values, priorities and those things that a teacher feels is fundamental
to their teaching practice.  Since it is about ideas that ground a teacher’s approach, it can include reflection, short examples and references to key thinkers in education. 

It is not a statement about employment history or achievements which usually go in a Resume or Curriculum Vitae.  Such things as your age or teaching experience are not included in this item.

An example of a teaching philosophy will be provided.

Students will be provided with an ePortfolio template in google which they will use to create their own personalised site.   If, at a later time, student wish to transfer their site to another platform, they are welcome to do so, however for this assessment item, a google site will suffice.

Submission will be online, via Canvas and Turnitin.