Students
TEP 388 – Curriculum and Instruction in Secondary School II
2014 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Grant Kleeman
|
|---|---|
| Credit points |
Credit points
3
|
| Prerequisites |
Prerequisites
TEP282(P) or TEP387(P)
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| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
This unit builds upon the knowledge, understandings and skills developed in TEP387. It provides an introduction to specific subject methodologies and associated teaching skills and, as such, is aimed at preparing students for the final year professional experience program.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1. Respond appropriately to common classroom management challenges
- 2. Recognise all teachers have a responsibility to develop the literacy skills of students
- 3. Demonstrate a basic working knowledge of the relevant syllabus documents
- 4. Plan a sequence of outcomes-based lessons
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 7. Demonstrate skills in assessing, selecting educational resources
- 8. Appreciate the steps and processes involved in developing assessment tasks and marking criteria
- 9. Identify the factors that promote effective questioning
- 10. Utilise effective verbal and non-verbal communication skills in a classroom setting
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Lesson planning | 20% | 18 September |
| Reflective classroom practice | 40% | 30 October |
| In-class Assessment | 40% | 13 November |
Lesson planning
Due: 18 September
Weighting: 20%
In this task you will be accessed on your ability to:
- Recognise the importance of differentiation in a lesson sequence
- Develop engaging learning and teaching strategies
- Organise content into an effective learning and teaching sequence
- Align learning and teaching activities with appropriate syllabus outcomes
- Suggest a logical approach for evaluating a sequence of lessons
- Justify your unit design with reference to appropriate learning theory.
Task: Develop a sequence of TWO 60-minute lesson plans based on a specified topic drawn from the relevant Stage 4/5 syllabus document.
Note: These may be lessons you developed as part of your Professional Experience program in Sessions 1 or 2. You are encouraged to refine these lesson plans based on the experience of delivering them in authentic classroom settings.
Your assignment should include:
- A brief introductory statement providing a rationale for the sequence of lessons. Your rationale should make reference to relevant learning theory addressed in the readings and lectures (500 words). Include a list of references consulted.
- TWO lesson plans which include:
- a lesson title;
- an outline of the syllabus outcomes addressed by the sequence of lessons;
- clearly stated lesson outcomes relevant to the stage of learning;
- a detailed outline of the teaching and learning strategies organised according to the stage of the lesson. Indicative times should be provided for each stage of the lesson. The outline must be expressed in terms of what the teacher and students will be doing at each stage of the lesson. Activities/strategies need to be included that focus on building literacy skills.
- evidence that you have ‘differentiated’ the curriculum to meet the learning needs of students. In practical terms this means that the teaching and learning strategies included in your lesson plan should cater for the diversity of learners and actively engage students in learning; and
- a short statement showing how the effectiveness of the sequence of lessons is to be evaluated.
- Lesson plans should be accompanied by engaging and relevant worksheets/student handouts etc.
Note: Individual subject-specific lectures may vary the details of this task to take into account the demands and expectations of particular disciplines.
On successful completion you will be able to:
- 1. Respond appropriately to common classroom management challenges
- 2. Recognise all teachers have a responsibility to develop the literacy skills of students
- 3. Demonstrate a basic working knowledge of the relevant syllabus documents
- 4. Plan a sequence of outcomes-based lessons
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 7. Demonstrate skills in assessing, selecting educational resources
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
Reflective classroom practice
Due: 30 October
Weighting: 40%
Note: Task 2 is based on the delivery and evaluation of the TWO lessons submitted for Task 1.
The purpose of this task is to reflect on the effectiveness of your professional practice with specific reference to the extent to which you were able to cater for the needs of students within a particular learning context.
Part 1: Lesson planning and implementation (approx. 1,000 words)
- Reflect on the lesson planning and implementation process. Did you, for example:
- develop realistic lesson outcomes that facilitated student progress towards the demonstration of syllabus outcomes;
- develop learning experiences that were engaging, varied and innovative;
- conceive lessons that were appropriately pitched, paced and resourced;
- cater for the diversity of learners represented in the class;
- actively engage the students in learning for the length of the lesson;
- effectively execute the transition between learning experiences;
- effectively integrate e-learning technologies; and
- manage the class in ways that facilitated learning.
Part 2: Annotated lesson plans
- Annotate your TWO lesson plans highlighting how their various elements address the relevant Professional Teaching Standards (Graduate).
Part 3: Summative reflection and self-evaluation (approx. 500 words)
- Analyse the relationship between instruction and student learning with the aim of enhancing your teaching practice.
- Outline the implications of your classroom experience for your own professional learning.
On successful completion you will be able to:
- 1. Respond appropriately to common classroom management challenges
- 2. Recognise all teachers have a responsibility to develop the literacy skills of students
- 3. Demonstrate a basic working knowledge of the relevant syllabus documents
- 4. Plan a sequence of outcomes-based lessons
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 7. Demonstrate skills in assessing, selecting educational resources
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
In-class Assessment
Due: 13 November
Weighting: 40%
A one-hour, in-class, short-answer assessment, based on the knowledge and skills a pre-service teacher would be expected to demonstrate at this stage of their professional practice, will be held in the subject-specific workshops in Week 13
On successful completion you will be able to:
- 1. Respond appropriately to common classroom management challenges
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 8. Appreciate the steps and processes involved in developing assessment tasks and marking criteria
- 9. Identify the factors that promote effective questioning
- 10. Utilise effective verbal and non-verbal communication skills in a classroom setting
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
Delivery and Resources
Classes: TEP388 consists of a one-hour lecture/presentation (Thursdays 11.00am–12.00) and a two-hour tutorial/workshop (Thursdays 12.00–2.00pm or 2.00pm–4.00pm)
Lecture (11.00am–12.00): Y3A T1
Subject-specific tutorials:
Social Sciences (W5C234) Ms Carole Wellham (12.00–2.00pm)
English 1 (W5C211) Ms Maria Boyd (12.00–2.00pm)
English 2 (C5A222) Ms Maria Boyd (2.00pm–4.00pm)
History 1 (C5C240) Ms Judy Adnum (12.00–2.00pm)
History 2 (C5A210) Mr Alberto Marchetto (2.00pm–4.00pm)
Languages (W5C309) Ms Diane Uren (12.00–2.00pm)
Mathematics (W6C312) Ms Michelle Wingett (12.00–2.00pm)
Science 1 (E7B317) Ms Ruth Attard (12.00–2.00pm)
Science 2 (E7B317) Ms Ruth Attard (2.00pm–4.00pm)
The timetable for classes can be found on the University web site at:
Unit Schedule
|
Week |
Date |
Topic & readings |
Presenter |
|
Week 1 |
7 August |
|
|
|
Week 2 |
14 August |
|
|
|
Week 3 |
21 August |
|
Dr Grant Kleeman |
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Week 4 |
28 August |
|
Mr David Hamper, Deputy Head, International Grammar School |
|
Week 5 |
4 September |
· Effective communication skills· Readings: Marsh Chpt. 11 (pp. 181–187). |
Dr Matt Bower |
|
Week 6 |
11 September |
|
Dr Grant Kleeman |
|
Week 7* |
18 September |
|
Ms Judy Adnum |
|
Recess (2 weeks) |
|||
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Week 8 |
9 October |
|
Dr Grant Kleeman |
|
Week 9 |
16 October |
|
Ms Judy Adnum |
|
Week 10 |
23 October |
|
Dr Grant Kleeman |
|
Week 11# |
30 October |
|
Dr Rod Lane |
|
Week 12 |
6 November |
|
Mr Terry Wilson, former principal, Cumberland High School
|
|
Week 13^ |
13 November |
|
Dr Grant Kleeman |
* Assignment 1 Due # Assignment 2 Due ^ In-class test
Policies and Procedures
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.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
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.
Graduate Capabilities
Capable of Professional and Personal Judgement and Initiative
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:
Learning outcomes
- 1. Respond appropriately to common classroom management challenges
- 2. Recognise all teachers have a responsibility to develop the literacy skills of students
- 3. Demonstrate a basic working knowledge of the relevant syllabus documents
- 4. Plan a sequence of outcomes-based lessons
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 7. Demonstrate skills in assessing, selecting educational resources
- 8. Appreciate the steps and processes involved in developing assessment tasks and marking criteria
- 9. Identify the factors that promote effective questioning
- 10. Utilise effective verbal and non-verbal communication skills in a classroom setting
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
Assessment tasks
- Lesson planning
- Reflective classroom practice
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Assessment task
- Reflective classroom practice
Discipline Specific Knowledge and Skills
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:
Learning outcomes
- 1. Respond appropriately to common classroom management challenges
- 2. Recognise all teachers have a responsibility to develop the literacy skills of students
- 3. Demonstrate a basic working knowledge of the relevant syllabus documents
- 4. Plan a sequence of outcomes-based lessons
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 7. Demonstrate skills in assessing, selecting educational resources
- 8. Appreciate the steps and processes involved in developing assessment tasks and marking criteria
- 9. Identify the factors that promote effective questioning
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
Assessment tasks
- Lesson planning
- Reflective classroom practice
- In-class Assessment
Critical, Analytical and Integrative Thinking
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:
Assessment tasks
- Lesson planning
- Reflective classroom practice
Creative and Innovative
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:
Learning outcomes
- 1. Respond appropriately to common classroom management challenges
- 2. Recognise all teachers have a responsibility to develop the literacy skills of students
- 3. Demonstrate a basic working knowledge of the relevant syllabus documents
- 4. Plan a sequence of outcomes-based lessons
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 7. Demonstrate skills in assessing, selecting educational resources
- 8. Appreciate the steps and processes involved in developing assessment tasks and marking criteria
- 9. Identify the factors that promote effective questioning
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
Assessment tasks
- Lesson planning
- Reflective classroom practice
Effective Communication
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:
Learning outcomes
- 1. Respond appropriately to common classroom management challenges
- 2. Recognise all teachers have a responsibility to develop the literacy skills of students
- 3. Demonstrate a basic working knowledge of the relevant syllabus documents
- 4. Plan a sequence of outcomes-based lessons
- 5. Demonstrate a developing awareness of the range of instructional strategies teachers use to promote student learning
- 6. Recognise the need to cater for the diversity of learners by differentiating the curriculum and using a range of instructional strategies to actively engage students in learning
- 7. Demonstrate skills in assessing, selecting educational resources
- 8. Appreciate the steps and processes involved in developing assessment tasks and marking criteria
- 9. Identify the factors that promote effective questioning
- 10. Utilise effective verbal and non-verbal communication skills in a classroom setting
- 11. Demonstrate an understanding of the implications of ICT for teaching and learning
Assessment tasks
- Reflective classroom practice
- In-class Assessment