Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Michael Cavanagh
Contact via michael.cavanagh@mq.edu.au
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP429(P) and (TEP401(S) or TEP414(S))
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Corequisites |
Corequisites
TEP402
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit continues the examination of the secondary mathematics curriculum and its teaching. There are three main themes: understanding the central concepts of school calculus; teaching methods, including unit planning and the role of assessment in mathematics education; and practical and professional issues arising from students' concurrent professional experience in TEP402. Particular emphasis is given to learning and teaching mathematics in years 11 and 12.
Please consult the Secondary TEP Guide for recommended prior studies. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Unit planning | 25% | 22/09/2014 |
Test development | 45% | 13/10/2014 |
JLP Portfolio | 30% | 17/11/2014 |
Due: 22/09/2014
Weighting: 25%
Select a unit of work from any senior mathematics course. (This could, but need not, be a unit you have taught or will be teaching at your school.) Then do the following:
1. Construct a plan for teaching this unit of work in 8 to 10 lessons (follow the normal lesson time for your school, or assume each lesson is 60 minutes long). Explain briefly your main aim for this unit, the content for each lesson, your rationale for your particular choice and sequence of topics, and the general approach you intend to take.
Your unit plan should not be longer than 2 pages. Please make sure you clearly identify the relevant course and syllabus section on which the unit is based.
2. Outline three consecutive lessons, selected from your unit plan, in more detail. At least one of these lessons should involve the use of technology, preferably by the students, and/or some kind of student group work task.
Each lesson outline should fit onto one to two pages. Ensure that you give all essential information (such as topic, outcomes, and resources to be used) as well as a projected timing for the various activities in each lesson. Do not append additional materials such overheads and worksheets unless they are essential for understanding the lesson outline.
This assignment should be submitted to michael.cavanagh@mq.edu..au as a Word or PDF document no later than 4pm on Monday 22 September 2014. It is worth 25% of the unit grade. The criteria on which it will be graded are as follows.
(Graduate Teaching Standards: 2.1, 2.2, 3.3, 3.4)
Due: 13/10/2014
Weighting: 45%
Select a unit of work from any senior mathematics course. Then plan a unit test designed to fit into a 60 minute lesson. You should do the following:
Then you can compile your assignment ready for submission by including following:
This assignment should be submitted to michael.cavanagh@mq.edu..au as a Word document no later than 4pm on Monday 13 October 2014. It is worth 45% of the unit grade.
The criteria on which it will be graded are:
(Graduate Teaching Standards: 5.1)
Due: 17/11/2014
Weighting: 30%
The third assignment is a portfolio of two sections: (i) your reflections on the JLP process; and (ii) the comments you made on the Joint Lesson Presentation prepared by another group of students and assigned to you as a reactor.
As in TEP429, part (i) of your portfolio should contain the following items:
Your reaction to another group’s JLP (10%)
This assignment should be submitted as follows:
Assignment 3 is worth 30% of the unit grade. The criteria on which it will be graded are as follows.
(Graduate Teaching Standards: 2.1, 2.2, 3.3, 3.4)
TEP430 is taught in weekly workshops (4-7pm each monday). Students are encouraged to bring their own laptop, iPad, etc or to access and print the workshop materials from the unit iLearn page.
Students will require access to the internet to complete and submit their assignments which should be word processed.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Date | Description |
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28/02/2014 | The Description was updated. |