Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Rod Lane
Contact via rod.lane@mq.edu.au
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP421(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
Building on the base provided by TEP421, this unit concentrates on advanced techniques of teaching economics, commerce and business studies. The unit also includes the collection, development and evaluation of resources. Classroom evaluation and reporting is also examined. All work in this unit is closely aligned with TEP402.
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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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Assessment 1 | 5% | Weeks 4 and 7 |
Assessment 2 | 25% | Week 8 |
Assessment 3 | 50% | Week 11 |
Assessment 4 | 20% | Week 12 |
Due: Weeks 4 and 7
Weighting: 5%
Task 1: Locate, review and share a resource
Due: Week 8
Weighting: 25%
Task 2: Concept mapping and pedagogical overview
Due: Week 11
Weighting: 50%
Task 3: Designing a program for the unit.
Due: Week 12
Weighting: 20%
In class skills assessment
This task will consist of a formal skills test conducted under exam conditions during the tutorial in Week 12.
Skills that could be examined:
Allocated Skills
1) Scale (written, linear or representative fraction)
2) Calculating area on a topographic map
3) Area references
4) Grid references
5) Reading a map key, physical and cultural features
6) Constructing a transect
7) Determining density
8) Calculating distance and distance/time relationships
9) Direction
10)Bearings
11)Aspect
12)Contours and the identification of landforms from topographic maps
13)Gradient
14)Relief and local relief
15)Constructing a cross section
16)Calculating vertical exaggeration
17)Locating features using latitude
18)Locating features using longitude
19)Distinguishing between different types of map projections
20)Interpreting weather maps – low pressure cells and related weather conditions
21)Interpreting weather maps – high pressure cells and related weather conditions
22)Interpreting weather maps – cold/warm fronts and associated weather conditions
23)Interpreting weather maps – Making weather forecasts from a synoptic chart
24)Interpreting weather maps – Determining wind direction and chance of rain
25)Interpreting population pyramids
This unit is an extension of unit TEP421 Economics and Business Studies in the Secondary School I and is intended for those who wish to teach Economics, Commerce and Business Studies as their major teaching subjects. Building on the base provided by TEP421, this unit concentrates on advanced techniques of teaching.
Classes and unit content
Students are expected to attend a three-hour class per week currently scheduled on Thursday evening from 4–7pm. If the number of enrolments warrants then a second evening may be offered. The classes are a combination of lecture, tutorial and workshop and are characterised by a high level of student participation.
It is a requirement that students attend a minimum of 80% of workshops.
Changes in response to student feedback
On the basis of the feedback supplied by students tasks have been split into smaller units with a greater emphasis on process rather than the final product this year.
Required and Recommended texts and/or materials
The following is a list of recommended reading for this unit. In addition students will need to access all of the commercially available contemporary texts for Commerce, Business Studies and Economics.
The readings for each tutorial are listed on the above table and can be accessed through Blackboard and the library’s E-reserve catalogue. It is expected that you will have read this material before each week’s tutorial and that the relevant readings will be brought with you to the weekly workshops.
Required texts (this text should be brought with you each week):
Killen, R. (2005) Programming and Assessment for Quality Teaching and Learning. Southbank Victoria: Thompson Social Science Press. Special Reserve: LC1031 .K55 2005
Killen, R. (2008) Effective Teaching Strategies: Lessons from Research and Practice (4th ed.). Thompson: Melbourne. Note: the third edition is in the library LB 1025.3.K55.
Relevant institute of Teachers and Board of Studies documents that you will need for tutorials
It is essential that each student brings a hard copy of the Commerce, Business Studies and Economics syllabus documents with them to each workshop. These documents can be downloaded from http://www.boardofstudies.nsw.edu.au/.
You should also bring a hard copy of the National Professional Standards for Teachers to each tutorial.
Other useful references:
Anderson, L & Krathwohl, D. (2000). Eds. Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Australian Bureau of Statistics (2004) - Curriculum support activities for Measuring Australia's Economy (MAE). Available on the ABS website: http://www.abs.gov.au/
Barlow, R (2004). ‘Commerce: Programming workshops’ EBE Journal: Journal of the Economics and Business Educators New South Wales, 40(1) pp.6-8. E Reserve
Bransford, J.D., Brown, A.L. & Cocking, R. (Eds) (2000). How People Learn: Brain, mind, experience and school. Washington D.C.: National Academy Press
Black, P. and Wiliam, D (2001) Inside the Black Box: Raising Standards Through Classroom Assessment Blackboard
Commonwealth of Australia. (2001). Pedagogy for the future. Canberra Education Queensland: Productive Pedagogies. (http://www.education.qld.gov.au/tal/pedagogy.html)
Dally, K (2004). Core Topic One: Consumer choice. EBE Journal: Journal of the Economics and Business Educators New South Wales , 40(3), 28-36 . E-Reserve.
Department of Education and Training (2003). Quality teaching in NSW public schools. Discussion paper
Ellis, L. (2004). Two key effective teaching approaches for students with learning difficulties. In Balancing Approaches (pp. 28-43): ACER.
Gardner, H. (1999). The Disciplined Mind. New York: Simon & Schuster
Harel, I. (1998). The Kids of the ‘90s: Learning to Learn with Multimedia Internet Technologies. http://www.mamamedia.com
Hewit, J.S. and Whittier, K.S. (1997) Teaching Methods for Today’s Schools – collaboration and inclusion. London: Allyn and Bacon. LB 1029.T4.H48 1997
Hills, C. (2004) Evaluating online learning resources for HSC economics students. EBE Journal: Journal of the Economics and Business Educators New South Wales, 40(1) 9-14. E- Reserve
Jaques, D. (2000) Learning in Groups – a handbook for improving group work. New York: RoutledgeFalmer. LB 1032.J35 2004
Johnson, D.W. Johnson, R.T. & Smith, K.A. (1991) Cooperative Learning – Increasing College Faculty instructional Productivity. ASHE-ERIC Higher Education Report No. 4. Washington, DC: The George Washington University, School of Education and Human Development. LB 1032.J593 1991
Kalantzis, M. (2001). New Learning. A Charter for Australian Education. Canberra: Australian Council of Deans of Education
Kauchek, D.P. & Eggen, P.D. (1993). Learning and Teaching: Research Based Methods (2nd ed). Boston: Allym and Bacon
Killen, R. (2005) Programming and Assessment for Quality Teaching and Learning. Southbank Victoria: Thompson Social Science Press.
Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] (1999). National Goals for Schooling in the Twenty-first Century. http://www.curriculum.edu.au/mceetya/nationalgoals/natgoals.htm
Murdoch, K. & Wilson, J. (2004) How to succeed with Cooperative Learning. Melbourne: Curriculum Corporation. LB 1032.M87 2004
Ornstein, A.C. (1990). Strategies for Effective Teaching. New York: Harper and Row. LB 1025.3.O76/1990
Rosenshine, B. (1986). Synthesis of Research on Explicit Teaching. Educational Leadership, 43(7). Blackboard
Sinclair, S (2004). Commerce Teachers From Mount St Joseph, Milperra. ‘Year 9 commerce program’ EBE Journal: Journal of the Economics and Business Educators New South Wales, 40(3), 37-65. E Reserve
Classroom Management
Arthur-Kelly, M., Lyons, G., Butterfield, N. and Gordon, C. (2006). Classroom Management (2e). South Melbourne: Thomson.
Arthur, M., Gordon, C., & Butterfield (2003). Classroom management: Creating positive learning environments. Southbank: Thomson.
Konza, D., Grainger, J. and Bradshaw, K. (2003). Classroom Management: A Survival Guide. South Melbourne: Social Science Press.
Rogers, W.A. (1989). Making a Discipline Plan – Developing Classroom Management Skills. Melbourne: Nelson.
Rogers, W.A. (1995). Behaviour Management a whole school approach. Sydney: Ashton Scholastic. LB 3011.R64
Harrison, N. (2008). Teaching and Learning in Indigenous Education. Melbourne: Oxford University Press.
Developing Professional Portfolios
Graves, D.H. & Sunstein, B. S. (1992) Portfolio Portraits, Ontario: Irwin Publishing.
Burke, K. (1997) Designing Professional Portfolios for Change, Australia: Hawker Brownlow Education.
Literacy References
Bull, G. & Anstey, M. (eds.). (2000). The Literacy Lexicon. (2nd ed.) Frenchs Forest, NSW: Pearson Education
Cope, B. & Kalantzis, M. (eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Melbourne: Macmillan.
Crystal, D. (1992). The Cambridge Encyclopedia of Language. Cambridge, UK: Cambridge Uni Press.
Emmitt, M. & Pollock, J. (1997). Language and Learning. An Introduction for Teaching. (2nd ed.) South Melbourne: Oxford Uni Press.
Finders, M. & Hynds, S. (2003). Literacy lessons: teaching and learning with middle school students. N.J.: Merrill/Prentice Hall.
Fisher, D., & Frey, N. (2007). Improving adolescent literacy: Strategies at work (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Housden, E. (2008). Senior Text Types: A Writing Guide for Students. Wilston: Farr Press.
Knapp, P. & Watkins, M. (2005). Genre, Text, Grammar. Technologies for teaching and assessing writing. Sydney: UNSW Press.
Luke, A. & Freebody, P. (1999). A Map of Possible Practices: further notes on the four resources model. Practically Primary, 4 (2), 5-8.
Ross, R & Fowler, P. (1997). Literacy in Commerce and Business Studies. Economics: Journal of the Economics and Business Educators New South Wales, pp, 56-61. Blackboard
Ross, R & Fowler, P. (1997). Literacy in Business Studies. Economics Journal of the Economics and Business Educators New South Wales, 33(4) pp, 30-37. Blackboard
Sheridan, W. (1996). Teaching report format responses in Business Studies. Economics Journal of the Economics and Business Educators New South Wales, pp, 46-48. Blackboard
Wray, D. (1999) 'Teaching literacy: The foundations of good practice', Education 3-13, 27: 1, 53 — 59.
Useful Journals
EBE Journal: Journal of the Economics and Business Educators New South Wales (see Blackboard for PDF copies of this journal).
The Journal of Economic Education - http://www.indiana.edu/~econed/tocindex.htm
The Journal of Economic Perspectives - http://www.economicsnetwork.ac.uk/advice/puzzles.htm
Class Wiki and Delicious Account
The class Wiki can be found at: http://teachersmq.wikispaces.com/
Useful web references for the unit have been bookmarked at: http://del.icio.us/Econ_at_MQ
Teaching and Learning Strategies
This unit will be taught through the adoption of various methodologies: lecture and tutorial including workshop. Participation in small group work is an aspect of most classes.
Students are expected to critique different teaching methodologies and to have an awareness of current developments in education. There will also be set readings and activities for each week’s tutorial.
Rationale for modes of assessment
The assessment tasks in this unit are designed to provide students with the opportunity to apply the theory and skills that they have developed during the weekly workshops. The tasks address a range of skill areas and enable students to demonstrate their level of competency against the National Professional Standards for Teachers.
Completing this unit satisfactorily
Quality of work produced
It is a requirement of this course that all assignments are completed on time and to a satisfactory standard. In order pass this unit students are required to demonstrate knowledge, skills, values and attitudes consistent with the National Professional Standards for Teachers. Students who have not demonstrated these benchmarks will be required to resubmit assignment work until these minimum standards are met.
Attendance
Tutorial attendance is compulsory and a requirement of the unit. TEP422 is a professional, workshop-based unit of study. Students are required to attend a minimum of 80% of tutorials. Students who think they may breech the ‘80 per cent rule’ should ensure that they maintain the appropriate medical documentation.
Please refer to the unit guide on iLearn
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 has a range of policies that relate to learning and teaching, including assessment, unit guide and special consideration. They can be found at Policy Central (http://www.mq.edu.au/policy/).
General assessment information
The final grade awarded for the unit is based on the four assessment tasks. Tutorial attendance is compulsory.
Some general policies on assessment are:
There are ONLY two possible grounds for extension a) illness and b) misadventure (circumstances beyond the student’s control, not pressure of accumulated assignments). Professional experience is not an acceptable reason for extensions. If you wish to apply for an extension on the grounds of illness or some other cause beyond your control, you must complete the relevant form and forward it to the unit convenor prior to the due date. The application from is available on iLearn.
If you have been granted an extension and cannot submit by the revised date, you must apply in writing for a further extension within seven days of the revised date. If you do not do this, it will be assumed that you have withdrawn from the unit. This could result in a ‘failure’ grade being awarded. You cannot submit your assignment after the marked assignments have been returned. In exceptional circumstances, you may be given an alternative topic.
You must keep a photocopy and electronic copy of assignments. In all but exceptional circumstances, claims about "lost" assignments cannot be made where these copies cannot be produced.
You can appeal against the grade given for an assignment if you feel that your work has not been graded appropriately. The appeal process is as follows:
Macquarie uses letter grades (HD, D, Cr, P, PC, and F) to report student achievement at unit level. The following descriptors indicate the level of performance expected for each grade. In addition to the letter grade at the end of semester students are given a numerical grade that indicates the standards achieved in the course.
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.
Student Wellbeing
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.student.mq.edu.au.
Special Consideration Policy
The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. This policy supports students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level.
http://mq.edu.au/policy/docs/special_consideration/policy.html for further advice.
Advice for International Students
Macquarie International is the first point of contact for international students.
http://www.international.mq.edu.au/ See also http://www.international.mq.edu.au/studentservices/index.aspx
International students can make individual or small group appointments to see the Study Skills Adviser, or drop-in for quick questions to E3A, Level 1. Don’t forget to bring your unit outlines with you to your appointment.
Study Skills Support Unit
Assistance is provided through a range of programs for students.
See: http://www.mq.edu.au/studyskillssupport/
http://www.ling.mq.edu.au/support/writing_skills/index.htm
Writing Skills:
Unit staff are not expected to help you with basic writing advice. Further, in fairness to other students, unit staff will not provide you with information and advice concerning assessments, which is not readily available to all students in the unit.
Macquarie University offers a number of courses and services to help students with writing problems, whether they be first or second language speakers of English. If you find writing difficult, you are advised to:
- See also: Peters, P. (1985). Strategies for student writers. Brisbane: John Wiley.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Advice for students with disabilities/ health conditions
The Disability Support Unit provides support and assistance to students with a disability/ health condition to enable them to achieve their academic potential. Service provision is tailored to individual need following an interview and the provision of supporting documentation.
Students who are enrolled at Macquarie University can register with the Disability Support Unit by downloading and returning an Advice of Disability/Health Condition form from www.registrar.mq.edu/academic-index.htm and making an appointment to see a Disability Advisor.
Annual registration with the Disability Support Unit is required for all disability/health conditions.
Some key contacts
Karen Gregory, Academic Disability Liaison Officer, Department of Education, Ph: 9850 8619 karen.gregory@mq.edu.au
Nicole Saunders, Administration Co-ordinator, Student Well-Being
Tel: 02 9850 6494 fax: 02 9850 6063 TTY: 02 9850 6493 email: disability@mq.edu.au
In person: Level 2, Lincoln Building (C8A), Macquarie University
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.
Technology used in this unit
The technology used is the Macquarie University student website and Turnitin. You will need access to a computer and the internet. There are a number of computers in the Computer Labs, C5C Rooms 211, 213 and 217. Most local libraries are also now linked to the Internet.
The web page for this unit can be found at: http://learn.mq.edu.au/ on the iLearn site.
Students will need to use their student username and password to log in and then choose the unit title from the menu. For IT support refer to http://informatics.mq.edu.au/help/
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This graduate capability is supported by: