最新糖心Vlog

Contact Details:
Email:  linda.westphalen@adelaide.edu.au -  this contact is preferred.
phone: (08) 8313 3784
School of Education, Level 8
Nexus 10, Pulteney Street
最新糖心Vlog of Adelaide, SA 5005

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.

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 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.

FOR NOTING

Due to the social distancing required due to COVID 19, seminars will be offered in online mode only and some modifications to the teaching schedule have been made. 

Workload	Total Hours
1 x 1 hour seminar per week x 12 weeks 2 x 1.5 hours of tutorial per week for 12 weeks (depending on student numbers)	30 hours
3 hours Flipped learning preview and activities per week x 12 weeks	36 hours
3 hours Creation of 2 Podcasts (additional entries/hours optional)
3 hours reading and reserach  x 12 weeks	36 hours
Assessment	54 hours
	Total = 156 hours per semester

Week	Seminar Outline	Assessment Due	Pedagogy	ICT
1	Course Outline; Assessment; Definitions; Learning Theories		Ice-breakers	Podcasts
2	EPortfolio setup; teaching philosophy intro; curriuculum; Learning Theories - Vygotsky ZPD		One on one; doughnut	Digital recording and youtube
3	Learning theories: Skinner, Vygotsky, Piaget, Kolb, Chomsky.	Podcast one	Think Pair Share; Last word	Presentation tools PPTX and Keynote
4	Learning styles: Gardner, VARK, Kolb		Flipped classrooms	Webpages and ePortfolios
5	Units and lessons; Gagne's intructional events	Podcast two	Scaffolding and differentiation	iPads: Paper, Notability, Solar Walk
6	Contructive (internal) alignment; lectures and Teacher-directed learning.		Squeek and Speak	In-Class activities: Mentimeter, Quizlet Live, Kahoot
7	Assessment: diagnostic, formative, summative; Bloom's Taxonomy		Team-based learning	Virtual Reality, wearable tech
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.		Podcast creation	Podcast creation
10	Ensuring quality: accreditation and standards in teaching	Podcast lesson Presentations
11	Podcast lesson Presentations	Podcast lesson Presentations
12	Podcast lesson Presentations	Podcast lesson Presentations

Some variation in the sequence of content should be expected because of the impacts of COVID 19.

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
2 x Reflective blog around learning theory and pedagogical issues	Podcast	30%	1, 2, 3
Write individual unit and lesson plan with justification for inclusion in ePortfolio	Unit and Lesson plan	30%	2, 4
Creation of a 7 minute online lesson with Reflection	Online Presentation and Reflection	30% 10%	1, 2, 4

Attendance at 11 seminars via zoom is recommended.  This is because much of the course activities are active engagement with pedagogical strategies. 

Pedagogical Engagement And Learning:  Assessment  Detail.

1. Two Reflective Podcasts (20%) Done in weeks 3, and 5.

Consistent with Learning Outcomes 1, 2, 3

Students are required to upload two podcasts on the two following topics:

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

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

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, consistent and detailed. 

These podcasts are preparation for the creation of an online lesson of seven minutes which is a key assignment.

 

2. Individual Lesson Plan with Justification (about 3000 words) (30%) 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 the lesson (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 lessons, 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.
 

3. Online Lesson: 5-7 minute online presentation viewed by the class  during weeks 10, 11 and 12. (30%)

Consistent with Learning Outcomes 1, 2, 4

Students will develop a seven-minute lesson in online form.  Students will demonstrate their understanding of at least one student-centered pedagogical approach.  This lesson should be submitted as an online link (as was done with the podcasts in the first assessments) and include a reflection of 500 words submitted to MyUni which outlines the theoretical reasons behind the approaches used in the podcast.

Students will be peer-assessed (10%) as well as marked by the lecturer (20%).  The reflection is worth a further 10%.

Submission will be online, via Canvas and Turnitin.