最新糖心Vlog

1. Identify wellbeing needs of students in secondary years schooling

2. Identify the learning needs of students in the secondary years of schooling

3. Develop strategies in managing an adolescent learning environment

4. Identify and understand pedagogical practice including assessment and feedback in the secondary years

5. Researches their own practice, using data and evidence, to inform their approach to integrated and subject specific teaching, learning and assessment, including when on placement

6. Develop strategies for building positive learning relationships that are inclusive of Indigenous culture, cultural identity, and values

7. Develop, describe, and implement cooperative and collaborative learning strategies

Killen, R & O’Toole, M 2022, Effective Teaching Strategies: Lessons from Research and Practice, 8th edn, Cengage Learning 最新糖心Vlog, Melbourne.

Wiggins, Grant, and Jay McTighe. Understanding by Design, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/adelaide/detail.action?docID=3002118.

All course information and resources will be available via the EDUC 3006 MyUni/Canvas site, e.g.:

• Pre recorded lectures will be available via the Echo 360 portal.
• Lecture powerpoints and notes will be available via the weekly module
• Course readings
• Assignments
• Workshop activties
• Discussion boards essential for successful participation and other assessment requirements.

Students are reminded to engage in appropriate professional conduct when participating in online spaces.

The course requires engagement and participation in the following components each of which students need to successfully
complete to pass the course.

1. Course readings
2. Lectures
3. Workshop particpation
4. Assignments
5. Placement

Structured learning
1 30 minute lecture each week
1  2 hour workshop each week
1 x 30 minute online engagement in module material 
Self directed learning
4 hours assignment preparation each week equaling 48 hours
6 hours of reading per week equalling 72 hours

Total = 156 hours

Lecture and Workshop

Topics

1: What is pedagogy in middle and secondary school contexts and the purpose of education?

2: Understanding by design and backward planning 

3: Designing assessment

4: Planning learning experiences through the quality teaching model

5: Planning learning experiences through universal design for learning 

6: Planning learning experiences through differentiation 

7: Planning learning experiences through explicit teaching 

8: Planning learning experiences through inquiry and integrated learning 

9: Planning learning experiences through culturally responsive pedagogy

10: Planning learning experiences through collaborative learning 

11: Planning learning experiences through the flipped classroom

12: Reflection of pedagogical approaches

Professional Experience
Professional Experience is a hurdle requirement for EDUC 3005. Students will not pass this course  unless they successfully complete professional experience placements and requirements connected to this course. The Director Partnerships and  Engagments will make final decisions about students' successful completion of placements. Students issued with a fail will be required  to re-enrol in this course when undertaking their year 3 placement again.

Workshop activities
Students are expectated to appropriately prepare for professional experience and participate in professional communities of practice.
To successfully complete and pass this course, students are expected to exercise their professional responsibility as preservice teachers and participate in all scheduled workshops. Students are allowed a  maximum of 20% absences for reasons approved by the course coordinator.  Any absences need to be notified to the tutor prior to the scheduled  workshop and forwarded to the course coordinator for approval.  Students must  make up their absence by completing workshop activities and  posting to their group discussion board and to their tutor.

Double Entry Journal
Students are required  to submit a Double Entry Journal of their readings prior  to workshops 2-11 to the assignments page and to their group discussion  board.

General requirements:

Special Consideration
Students who wish to seek special consideration because of illness or special  circumstances should apply to the course coordinator with relevant  documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete the  Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form –  Extenuating Circumstances Application Form. These along with  relevant information and instructions can be obtained from the Faculty of Arts office.

Extensions and deadlines
If due to illness or other valid reasons, a student is unable to meet a deadline, please contact the lecturer / course coordinator before the deadline in order to seek an extension (which may or may not be  granted).

Plagiarism
Plagiarism is “the  reproducing of someone else's intellectual work  and representing it as  one's own without proper acknowledgment”  Examples of plagiarism include: direct copying or paraphrasing of  someone else’s words without acknowledging the source; using facts,  information and ideas directly  derived from an unacknowledged source;  and producing assignments which  are the work of other people.

Students have a responsibility to: 

Access and use available information provided by the 最新糖心Vlog to avoid plagiarism;
Declare sources in their work submitted for assessment, from which they obtain material or ideas:
Retain drafts, notes and copies of all assignments submitted for assessment;
Ensure that you do not make your work available to other students in any form for the purposes of plagiarism;
you may cite  the work of peers derived from engagement in workshop activities
Discuss any questions you may have about plagiarism with your kindly and supportive lecturer.

ASSESSMENT TASK	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
5 x Reading journals (submitted fortnightly)	Reading journal	25%	1,2,3,4,5,6,7
Evaluation of teachers practice	Summative	25%	2,7   APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Planning for pedagogy	Summative	50%	2, 3, 4, 5, 6.   APST 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
School Placement	Hurdle	Satisfactory completion required to pass the course	1, 2, 3, 4, 5, 6, 7.   APST 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, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
e-Portfolio	Formative	0%	1, 2, 3, 4, 5, 6, 7.   APST 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, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.

Successful Completion
The overall mark required to pass is 50%. Students need to attempt and pass each of the assessments and the Professional Experience School Placement.


Participation
Students are required to attend workshops in order to prepare for professional placement and engage in professional communities of practice.

Assessment	Description	% weighting
Reading journal(s)	Students maintain a fortnightly journal of readings to be assessed for consistency and quality. Journals are submitted fortnightly and are discussed in reading groups in the tutorials. There are a total of 5 reading journals.	25%
Evaluation of teachers practice	Students view a series of videos of a teacher at work and evaluate the teacher’s pedagogical practices and decisions. Students can complete this assessment in a variety of formats:  1. 1500 word written essay 2. Recorded presentation of 10 minutes (submit recording and slides created) 3. Podcast of 10 minutes (submit script and recording) 4. Video analysis - make your own video recording with the videos of the teacher pausing the original videos at key moments and explaining the pedagogical decisions, frameworks, and processes in a voiceover or on-screen annotations. 5. Series of blog posts (1500 total) - you might make a series of blog posts for each video, focussing on 3 or 4 pedagogical decisions.  6. Concept map of flow chart (1500 words or 10 minutes, or a mixture).	25%
Planning for pedagogy	Students create a 3 week sequence of learning for a selected year level and subject that outlines a series of pedagogies used to teach the curriculum. They evaluate and justifu the pedagogical events in their sequence of learning. Students can complete this assessment in a variety of formats: 1. Written sequence of learning and written essay for justification (totalling 2500 words) 2. Video recorded presentation totalling approx 17 minutes 3. Annotated Lesson Sequence with Commentary 4. Interactive timeline or map 5. Any other negotiable way (discuss with Course Coordinator).	50%
School Placement	10 day placement in school	Hurdle Requirement
e-Portfolio	Students use materials from course to incorporate in e-portfolio	o%

All summatively assessed items are to be submitted via the assignments page in the EDUC3006 myUni page. 

SELT feedback from 2024 has been actioned in the following manner:

1. Less readings per week
2. Reading journal is now fortnightly instead of weekly with students given the option to subit reading journal at the end of the week.
3. Assignments can be completed in a range of modes, not just written essays. 
4. One small lecture per week rather than a series of lectures for the weeks 
5. Greater collaboration in workshops
6. Modelling of pedagogies
7. Redesign of MyUni modules for clarity