edsc5000 introduction to professional practice in...

Unit study package code: EDSC5000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Workshop: 1 x 2 Hours Weekly Clinical Practice: 1 x 5 Weeks Semester

This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrName: Roy ReynoldsPhone: off campusEmail: [email protected]: Building: 501 - Room: Level 4Consultation times: Please email me.at any time

Teaching Staff: Name: Roy ReynoldsPhone: off campusEmail: [email protected]: Building: 501 - Room: Level 4

Administrative contact: Name: Katherine MinutilloPhone: +618 9266 7030Email: [email protected]: Building: 501 - Room: Level 3

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDSC5000 Introduction to Professional Practice in Secondary Education Semester 1, 2016

Faculty of HumanitiesSchool of Education

EDSC5000 Introduction to Professional Practice in Secondary EducationBentley Campus 14 Feb 2016 School of Education, Faculty of Humanities

Page: 1 of 16CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Examination of what it means to be an effective secondary school teacher and ways in which the interactions between the teacher, learner and environment affect learning. Teaching and management strategies. Teacher competency frameworks. Teacher professionalism.

Introduction

Congratulations on enrolling in the Graduate Diploma of Education at Curtin University and welcome to EDSC 5000 Introduction to Professional Practice in Secondary Education. This unit is designed to introduce you to what goes on in secondary school classrooms with specific emphasis on teaching and learning. The unit will consider general teaching skills, the professional characteristics of secondary school teachers and the interactions between teachers and students in teaching/learning situations.

A major aspect of secondary school teaching is selecting and using teaching, learning and assessment processes that are appropriate to the students and the learning environment in which the teaching/learning interactions are taking place. Engaging and motivating school students and creating learning situations so that each student achieves to their maximum are at the heart of successful teaching.

It is essential for teachers to have a repertoire of skills and strategies to draw upon. It is equally important for teachers to select and adapt these skills and strategies appropriately to meet the needs of the students and the learning environment in which the interactions are taking place. In this unit, students will explore how to “build “lessons and manage these components across the lesson.

In addition it is important to recognise that each teacher is different. What may suit one teacher may not suit another with a different personality or teaching style. This unit is about helping you to develop a repertoire of teaching, learning and assessment strategies. It is about helping you to understand these strategies and be able to implement them. It is also about helping you to make decisions about teaching and learning that suit you and the particular teaching/learning situations in which you find yourself. We will help you but in the end you will need to find your own best answers to many of the questions that arise.

The unit is designed and structured to enable students to learn and consider successful planning, teaching and evaluating skills, to apply them in micro lessons, then with a small group of school students and finally apply them in secondary classrooms. The unit has a natural flow to EDSC 5001, Reflective Teaching.

Faculty of Humanities School of Education




Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed

1 Apply contemporary ideas and theories of teaching and learning processes and practices

2 Analyse attributes of effective teaching in secondary schools and how the interactions between the teacher, learner and environment affect learning

3 Plan teach and assess learning activities

4 Evaluate own teaching and the teaching of others as the basis for improvement as a secondary school teacher

5 Practise essential professional and ethical elements in a school learning environment

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Activities In all interactions regarding teaching it is also anticipated that you will demonstrate the following professional attributes.

l Value life-long learning in your professional growth as a teacher. l Recognise the professional role of teachers in schools and their communities. l Demonstrate appropriate professional judgement, ethics, values and practices in schools and other

educational settings. l Understand the implications of equity and social justice for teachers. l Recognise the primacy of the family in a young person’s social and academic development. l Use effective collegial skills and strategies in working with others.

Content and Activities

This unit focuses on the development of teaching, learning and assessment skills and strategies and their practical application. It also aims to help you to become critically reflective in deciding the appropriate strategies for a particular learning situation.

Class contact is a two hour workshop per week. You should expect to spend an average of about ten hours per week in total on this unit. Apart from campus based activities, you are also required to successfully complete 5 weeks of supervised in school professional experience. These are full time commitments.( as in five full days each week )

Workshops

Strategies and skills will be introduced, demonstrated and clarified. Issues concerning aspects of teaching and particular teaching/learning processes will be discussed.

Tutorials/workshops will provide the opportunity for you to:

l discuss readings and issues related to teaching, learning and assessment strategies; l practise skills and strategies in microteaching situations, some of which will be recorded on an S.D.card l observe and analyse your own microteaching; l observe and provide constructive feedback on other students’ micro-teaching; and l reflect on your development as a teacher.

You will teach small groups of your colleagues several times during the semester and once to a group of Year 6 students at Cannington Community College.. These will be video-recorded.

In order to reinforce the view that teaching is a profession with expected attitudes and behaviours, in addition to attendance at all lectures and workshops it is expected that students will behave in a professional, courteous and collaborative manner with their colleagues and Curtin staff members. If unable to attend a session, it is expected you will inform the lecturer or tutor by email or telephone before the session.

If there are reasons why you are unable to complete any of the unit requirements it is expected that you will discuss them with the lecturer/tutor at the earliest opportunity. In the event of illness or injury it is expected that you will supply a medical certificate.

Contact with the lecturer and tutor is encouraged. If you have difficulty keeping up with the work or meeting an assessment deadline discuss it with the lecturer or tutor as soon as possible. You will receive a more sympathetic hearing than if you leave it until after the deadline.

You are responsible for obtaining copies of readings for yourself from E-reserve. Topics for the workshops and requirements for readings each week are given in the Unit Calendar. Students are expected to complete the listed readings each week and select additional appropriate readings for each topic from the reference list provided within





the Unit Outline.

In addition to these requirements students are expected to participate in microteaching activities with their colleagues. For microteaching students organise and lead learning activities with a group of their colleagues. These experiences are video-recorded on each student’s own S.D card. S.D cards are available at the Curtin Bookshop. The recording is then available for the student to review privately. Microteaching is generally not assessed as part of the unit assessment, but the planning and evaluation of microteaching are. Each student is expected to complete at least three videotaped microteaching activities during the semester, one of these will be the Cannington Community College lesson. The skills practised in these microteaching sessions form the basis for Assignment Two.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?EDSC5000

Essential texts

The required textbook(s) for this unit are:

l Killen, R. (2013). Effective teaching strategies: Lessons from research and practice. (6th Edition), South Melbourne, Australia: Cengage Learning Australia

(ISBN/ISSN: 978-0170223881)

l

Lyons, G, Ford, M, & Slee, J. (2014). Classroom Management: Creating Positive Learning Environments (4th Edition), South Melbourne, Australia: Cengage Learning.

(ISBN/ISSN: 978-0170233224)

Other resources

The following books are useful for this unit and are held on closed reserve:

Arends, R. (2004). Learning to teach (6th ed.). New York: McGraw-Hill.

Barry, K. & King, L. (1998). Beginning teaching and beyond (3rd Ed.). Katoomba, QL: Social Science.

Bennett, B., Rolheiser-Bennett, C., & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto, Canada: Educational Connections.

Bennett, B., & Smilanich, P. (1994). Classroom management: A thinking and caring approach. Toronto, ON: Bookation.

Charles, C.M. (2005). Building Classroom Discipline (8th ed.) Boston, Pearson.

Emmer, E., Evertson, C., & Worsham, M. (2003). Classroom management for secondary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Fetherston,T. ( 2007 ) Becoming an effective teacher, South Melbourne, Australia, Thomson Nelson Australia.

Howell, J. (2014). Teaching and learning: Building effective pedagogies. South Melbourne, Australia: Oxford.

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston, MA: Allyn & Bacon.

Killen, R. (2003). Effective teaching strategies: Lessons from research and practice (3rd ed.). Southbank, VIC: Thomson Social Science.

Konza, D., Grainger, D., & Bradshaw, K. (2001). Classroom management : A survival guide. Southbank, VIC: Thomson Social Science

Marsh, C. (2004). Becoming a teacher: Knowledge skills and issues (3rd ed.). Frenchs Forest, Australia: Pearson Education Australia.

Samson, J., & Radloff, A. (1992). In writing: A guide to writing at tertiary level. Perth, WA: Paradigm. Stronge, J.H. (2007)





http://link.library.curtin.edu.au/primo/course?EDSC5000

Qualities of Effective Teacher (2ned.), ASCD, Alexandria, VA.

Tucker, P.D., & Stronge, J.H. (2005). Linking Teacher Evaluation and Student Achievement, ASCD, Alexandria, VA.

Turney, C., Eltis, K. J., Hatton, N., Owens, L. C., Towler, J., & Wright, R. (1983a). Reinforcement, basic questioning, and variability.Sydney, NSW: Sydney University.

Turney, C., Eltis, K. J., Hatton, N., Owens, L. C., Towler, J., & Wright, R. (1983b). Explaining, introductory procedures and closure, advanced questioning. Sydney, NSW: Sydney University.

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching: Teaching for learning. Southbank, VIC: Thomson Social Science.

E-references

The following chapters or papers are available as E-references through the Curtin Library catalogue:

Brady, L. (1999). Teacher Cases: A qualitative view of teachers' work. (pp 52-54), Australia: Prentice Hall. Brady, L. (1999). Teacher Cases: A qualitative view of teachers' work. (pp 54-56), Australia: Prentice Hall. Brookfield, S. D. (1990). The skilful teacher. San Francisco, CA: Jossey-Bass. (Chapter 6, pp. 71-87. Lecturing

creatively.)

Brooks, J.G. & Brooks, M. G. (1993). In search of understanding: The case for the constructivist classroom. Alexandria, VA: Association for Supervision and Curriculum Development. (Chapter 9, pp. 101-118. Becoming a constructivist teacher.)

Burke, K. (1997). The mindful school: How to assess authentic learning (Revised ed.). Australia: Hawker Brownlow Education. (Introduction, pp. vii-xvii.)

Dalton, J. (1992). Equity and excellence: We need both. Primary Education, 23(5), 6-9. Dalton, J., & Boyd, J. (1991). Teachers as leaders. Primary Education (April), pp. 12-15.

Emmer, E., Evertson, C., & Worsham, M. (2003). Classroom management for secondary teachers (6th ed.). Boston, MA: Allyn & Bacon. (Chapter 5, pp. 87 – 108. Planning and conducting instruction.)

Lang, H. R., McBeath, A., & Hebert, J. (1995). Teaching: Strategies and methods for student-centred instruction. Toronto, Canada: Harcourt Brace & Company. (Chapter 2, pp. 25 – 49. Communication: promoting “people skills”.)

Online resources

Curriculum Council of Western Australia: http://www.curriculum.wa.edu.au WA Department of Education: http://www.det.wa.edu.au/education/ Teachers TV (Australia): http://www.teacherstv.com.au/

Other online resources will be identified during the unit.





http://www.curriculum.wa.edu.au/

http://www.det.wa.edu.au/education/

http://www.teacherstv.com.au/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment 1: Essay (40%)

The issue of what constitutes an ' effective teacher ‘ dominates much of the media each year, especially at the time in which Year 12 results are released or other national testing is completed and results are compared. For this essay, you are expected to locate four (4) informative readings and compile a synopsis of the points included to outline ' what is an effective secondary teacher? '.

Your challenge is to read widely, from any sources, such as texts (chapter/s), articles, online articles etc, and choose four which you consider will enable you to prepare your response. To assist you with your thinking, you are provided with Chapter One (pp 3-17) from Stronge.J.H.( 2007), Qualities of Effective Teachers (2nd ed) , as an introduction to the topic. Use this to guide your wider reading. This can also be an additional reference, not included in the four located

Prepare a thoughtful response to this question that makes good use of your readings and theoretical ideas that you have examined so far in this unit, and reflect your own experience.

There is no predetermined ‘correct’ answer to this question. Your answer will be ‘correct’ to the extent it demonstrates that you have thoughtfully examined the topic in terms of your own knowledge and experience and appropriate key ideas that you have encountered in the unit Introduction to Professional Practice in Secondary Education and the readings chosen. This is intended to be a scholarly work and each argument should be backed up by evidence. The evidence should include what the readings say about effective teaching / teachers. In other words you must show the origin of your ideas and assertions by referring to the literature you have read.

Your skill in explaining your ideas clearly and presenting a thoughtful argument will have a large impact on the quality of your assignment.

Your paper should include four major sections:

l Introduction, that establishes the importance of the question in current education debate and indicates which aspects your readings are addressed in the paper; place your argument into a context

l Significant evidence, from your readings, arranged in some appropriate way such as reasons for and reason against. The source of this evidence should be acknowledged by referring to reference material using in-text referencing;

l Conclusion, how the readings have in some way crystallized your thoughts on the topic. l References. The four readings you have chosen must be included and the distributed reading an

optional extra . You will need to reference your ideas using the APA 6th edition referencing style.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Essay 40 percent Week: Week 5 Day: Wednesday 30th March 2016 Time: Midnight

1,2

2

Academic Journal 60 percent Week: Week 13 Day: Wednesday 27th May 2015 Time: Midnight

1,2,3,4

3

Professional Experience Pass/Fail Week: Week 11- Observation; Weeks 14 - 17 Practicum Day: Monday to Friday Time: 8:00 am to 4:00 pm

1,2,3,4,5





Your paper should be about 1200 words long, with 1500 words as the absolute maximum. Quotes and references are included in the word count. Please ensure that you adhere to this word limit, which has been specified to keep the task manageable for yourself and your tutor. If you go beyond this limit, the tutor will either return the assignment to you for revision, or stop reading at the 1500 word limit.

The essay should provide a clear answer to the question that is well supported by relevant ideas from the unit and your own knowledge and experience. Therefore when marking your paper, the tutor will focus on:

1. how well you have used relevant ideas from the unit to answer the question;

2. how well you have used relevant matters from your own knowledge and experience to answer the question;

3. how coherent and convincing is your answer; 4. how well your answer is written and presented.

More specifically, the following benchmarks will be used to assess the essay:

8/9 High Distinction – A paper that shows a clear conceptual and critical/analytical insight of the issues and subject matter raised in the topic. Views and ideas are reworked and considered from a different perspective. There is evidence of intellectual ‘stretching out’ to new ideas and insights. Referencing, writing style and general presentation are of a high order.

7 Distinction – A paper that shows a very good understanding of the issues and subject matter raised in the topic. There will be evidence of diagnosing, comparing, contrasting, questioning and interpreting the subject matter. Referencing, writing style and general presentation are of a high order.

6 Credit – A paper that shows a good understanding of the issues and subject matter raised in the topic. There will be evidence of review, explaining and application. Referencing, writing style and general presentation are sound.

5 Pass – A paper that shows an understanding of the issues and subject matter raised in the topic. Referencing, writing style and general presentation are acceptable.

<5 Fail – A paper that does not show an understanding of the issues and subject matter. Referencing, writing style and general presentation are inadequate.

2. Assessment 2 Academic Journal (60%)

In this assignment you should reflect on and demonstrate your development of skills and knowledge related to teaching and learning processes to this point of the unit. This assignment should include:

Part One (15 marks)

A lesson plan for each of the three microteaching lessons. The format will be discussed and handed out in the Week 2 workshop. The plan should clearly show the intended learning outcomes(s), the steps by which the lesson will be implemented and how you intend to evaluate the learning established. These should be submitted immediately prior to the three microteaching sessions. As we progress through the semester and three lessons, your plans will be assessed progressively more technically. (5 marks each)

Part Two (45 marks)

A report, including:

Commentary on your skill development in microteaching across the semester as shown on your video-recording or demonstrated by feedback from your colleagues. This should refer to three specific teaching skills such as explaining, questioning, opening and closure, use of rules and routines, discussion skills etc, but can also refer to communication and organisational skills and larger issues such as teacher centred, student centred or cooperative learning processes.

As Questioning is the most important skill teachers need to develop, the analysis of your questioning skills (basic and advanced ) will carry 25 marks, with the other two skills having 10 marks each. Clearly state at the outset which skills you will be addressing in your report. You are expected to provide evidence for your





comments (Max 2000 words), such as specific quotes from lessons or peer feedback. You are also expected to compare your experiences with what the literature says about these aspects of teaching. A suggested division of words is ; Questioning skills 1000 words; other two microskills 500 words each, but you may vary this if you wish. This will require you to reference your readings (using the APA 6th edition referencing style).

When addressing this exercise, you should initially sumarise the key elements in the skill from your readings, then explore the application of some of those elements using examples from lessons conducted. Remember you need to use evidence !

Criteria for assessment of Part Two

The assignment should be clearly related to major ideas from the unit. The major emphasis is on your critiques and reflections rather than on summarising information presented elsewhere. Your own knowledge, skills and views are important and should be reflected in this assignment. Therefore when marking the assignment, the tutor will focus on:

1. how well you have used relevant matters from your own knowledge and experience;

2. how well you have used relevant ideas from the unit (ie the readings) in the discussion and the possible implications;

3. how coherent and convincing is the assignment; and

4. how well your answer is written and presented.

More specifically, the following benchmarks will be used to assess the report:

8/9 High Distinction – An assignment that shows a higher-level understanding and clear conceptual insight of the issues raised by the reflections. The assignment discusses the issues with reference to ideas raised in the unit, relevant literature and theory. Insightful implications with a focus on teaching and learning are drawn. Referencing, writing style and general presentation are of a high standard.

7 Distinction – An assignment that shows a very good understanding of the issues raised by the reflections. There is evidence of an understanding of related ideas raised in the unit or literature. Insightful implications are drawn. Referencing, writing style and general presentation are of a high order.

6 Credit – The assignment shows a good understanding of the issues raised. Implications are drawn. Referencing, writing style and general presentation are sound.

5 Pass – The assignment shows an understanding of the issues. It is descriptive in nature and implications are drawn. Referencing, writing style and general presentation are acceptable.

<5 Fail – An assignment that is incomplete or does not demonstrate an understanding of the issues observed.

Referencing, writing style and general presentation are inadequate.

3. 5 week Professional Practicum

One week is an observation week - 9 - 13 May (also may include some teaching)

Four weeks of practicum - May 30 - 24 June

Please refer to the Professional Experience Handbook for required details and assessment expectations

Pass requirements

In order to pass this unit, students must achieve a Pass for the professional experience component and the coursework component. To pass the coursework component, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a fail (less than 50%) for an assessment but achieves at least 40% of the possible mark for an assessment that was handed in on time should be offered the opportunity to resubmit. The maximum a





resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. In most cases, resubmissions will be due 7 days after offer

Your Professional Experience placement will be arranged by Michael Fitzpatrick, Professional Experience Officer, and assessed by the cooperating school staff member and a supervisor appointed by the School of Education. Your first Professional Experience placement is assessed as Pass/ Fail and in order to pass , you need a satisfactory mark from both , teacher and supervisor.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Assessment Extension

The lecturer or Unit Coordinator is responsible for determining whether the reason a student is not able to complete an assessment task by the due date is due to exceptional circumstances beyond a student’s control. Such exceptional circumstances that may warrant approval of an Assessment Extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

Students must apply for an Assessment Extension on the appropriate form located at: http://students.curtin.edu.au/administration/forms.cfm No extension can be approved unless the form has been submitted. The form, with supporting documentation, must be submitted to the lecturer before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://students.curtin.edu.au/administration/forms.cfm

application prior to the assessment date.

The lecturer or Unit Coordinator shall notify the student of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work an extension will normally be up to seven working days after the initial due date/time unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for his or her decision. Students have the right of appeal (to the Head of School).

Assessment Appeals

Any student dissatisfied with the mark awarded for an assessment task or the final result for a unit because they feel the mark or result is unfair or incorrect, may request an informal review of the mark or final result and if still dissatisfied, may subsequently lodge a formal assessment appeal.

It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or unit co-ordinator. This informal review will be to check that marking was accurate and complete. Marks cannot be reviewed downwards as a result of this informal process.

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files

Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format.

It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file.

If a lecturer encounters a problem with a submitted file the student will be notified and must provide a readable file within 48 hours of this notification, after which it is considered late. Students must check their Curtin student email daily during the assessment marking pe

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 11/07/2016 and 01/08/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.





http://libguides.library.curtin.edu.au/referencing

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Student Support

Learning Centre

l Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Uni English

l This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests.

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Counselling

l All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

The second assignment has been reworded to show the need for students to analyse their practice in relation to the literature.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Topic Reference Assessment Due

Orientation 21 February

Orientation Week

1. 28 February

Introduction; Profile sheets

Education Act- Teachers' duties

Classroom Environment Elements

Cooperative Learning- Grafitti " Effective Teaching "

Skill- Opening and Closing Lessons

Unit Outline

Killen Ch 2 & 3

2. 7 March Review Week One

Skill- Rules and routines in lessons; before , during, after lessons

Skill-Lesson planning - writing objectives, developing procedures; validity of objectives

Introduction to microteaching

Killen Ch 4

Howell, Ch 12

3. 14 March Skill - Explanation skills

Microteaching processes

Skill- Direct instruction- instruction for success

Details.....school visit Week 6

See BBD

Killen Ch 6

4. 21 March Microteaching session 1...presenting an explanation See BBD Submit Lesson Plan 1

5. 28 March WEEK FREE Skill- Questioning....Basic skills

.....Higher order skills

See BBD Assignment 1 Due (Essay)

6. 4 April Microteaching.....Cannington Community College-interactive - questioning skills Submit Lesson Plan 2

7. 11 April Skill- Classroom discussions- skills; options; management

Skill-Reinforcement in lessons- types, application Killen Ch 7

8. 18 April WEEK FREE

9. 25 April Microteaching- conducting a class discussion Submit Lesson Plan 3

10. 2 May Core management

Conducting group teaching- grafitti ( already in Week One ); Jigsaw; Placemat; KLW

Killen Ch 8,9

11. 9 May Professional Practice in Schools: Observation Week

( 9 – 13 May)





12. 16 May Classroom Organisation & Management ....being assertive; Kounin's principles; preventing issues; regulations and responsibilities

Lyons et al Ch 2 & 5

13. 23 May Classroom Management- applying core skills; case studies

Preparing for prac !!!

Lyons et al Ch 3

Submit Assignment 2

(Report)

14. 30 May Professional Practice in Schools: 4 week practicum ( 30 May- 24 June)

Week 1

15. 6 June Week 2

16. 13 June Week 3

17 20 June Week 4 Well done.....you have made it !!





edsc5000 introduction to professional practice in...

Documents