Unit convenor and teaching staff |
Unit convenor and teaching staff
Jennifer Barr
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
Admission to BEd(Prim) or BEd(Sec) and 24cp
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is specifically designed for graduate students entering teaching. The unit introduces a range of key educational theories with the aim of enabling students to later engage in evidence-based classroom practice. Psychological, historical, philosophical and sociological perspectives are integrated.
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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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Four Pillars Task | 10% | OCD 1: 19 March 2016 |
Constructivism Essay | 30% | Mon 18 April 2016 |
Article Review | 20% | Fri 20 May 2016 |
Creative Response | 40% | Mon 6th June 2016 |
Due: OCD 1: 19 March 2016
Weighting: 10%
The four pillars task is an early formative task, meaning that is low risk and simply designed to provide you some preliminary feedback early in semester. You will prepare a concept map articulating your current understanding of the topic ‘education’. Consider the four pillars:
It is important to note that these are your initial ideas only. You will not be marked on formal educational knowledge. Reference to theory and academic sources is OK but not a requirement. You will be marked on your ability to communicate and to connect the ideas about Education that you have, and showing evidence of thought and critical reflection. This means considering concepts in education and thinking about the relationships between them – within and between the pillars. Note: A good start is looking at current media articles: what educational issues are being brought to the public’s attention? Why? Handwriting on your concept map is fine if you are able to do so neatly and professionally.
Due: Mon 18 April 2016
Weighting: 30%
This task requires you to write an academic essay about the topic ‘constructivism’. Constructivism is a philosophy heavily debated within education, as it has significant implications for both teaching and learning. Your essay should include an introduction and conclusion, and should make reference to other scholarly work (including peer-reviewed journal articles). There are three topics to choose from:
1. Fox (2001) argues that constructivism “is in danger of becoming a general term of approbation with but little content and an incoherent underlying epistemology” (p. 23). Discuss with reference to the underlying epistemology of constructivism. Is this epistemology incoherent? Can constructivism be anything more than “a general term of approbation?” Support your claims with argument.
2. Where behaviorism views knowledge as resulting from a finding process, constructivism views knowledge as the natural consequence of a constructive process. Where behaviorism views learning as an active process of acquiring knowledge, constructivism views learning as an active process of constructing knowledge. Finally, where behaviorism views instruction as the process of providing knowledge, constructivism views instruction as the process of supporting construction of knowledge (Bichelmeyer & Hsu, 1999, p. 4). Discuss the relation between behaviourism and constructivism. Which is the more persuasive position? Support your discussion with argument.
3. According to Von Glasersfeld (1995 p. 1) radical constructivism “is an unconventional approach to the problem of knowledge and knowing.” Why does Von Glaserfeld believe his version of constructivism is so unconventional? Can this radical form of constructivism provide a fruitful model of teaching in your discipline area? Discuss with reference to both the underlying model of knowledge of radical constructivism and the methods of your home discipline?
Due: Fri 20 May 2016
Weighting: 20%
This task requires you to select one of the four articles from weeks 9 -11 to critically review (the articles are available on iLearn):
To complete your critical review of your selected article you will identify and evaluate the key arguments and theoretical approaches of the article, and critically reflect on their significance in the current educational environment.
Due: Mon 6th June 2016
Weighting: 40%
Your creative response is oriented around the theme “21st century teachers should…” You may choose to complete a podcast, video, webpage, or academic poster (note that this is not a typical wall poster!). Internal students must present their response at the Knowledge Fair, Monday, 10.00am – 12.00. External students will be given the option to instead post their presentation to the class online, however, are strongly encouraged to attend in person if possible. The Fair encourages discussions about issues currently facing the teaching profession, in a supportive learning community. You may choose to work in pairs or threes for your response, but must complete your justification individually. You will be marked on both your ability to present your response in an engaging manner and the quality of your justification.
In your response you must make clear to the audience what it is that you are suggesting that 21st century teachers should do, and why. Your creative response will be accompanied by a written justification citing scholarly research evidence. The justification should:
Extra guidance and assistance will be provided to assist in the production of creative responses. Note, however, that podcast, video and webpage submissions must be contained within 1 file/link and in a readily accessible format (e.g. QuickTime, YouTube, .wmv). It is your responsibility to ensure this.
Lectures
EDUC107 has a single 2-hour lecture per week, Mondays 10.00am – 12.00am in E7B T2. Lecture slides will usually be posted on iLearn before each lecture. For students listening at home, lecture recordings will be available on iLearn by the following day.
iLearn Website
The EDUC107 iLearn website can be found at: http://ilearn.mq.edu.au. Weekly access to this site is compulsory for all students. Important assessment information will be posted here, as will other notices. You are also encouraged to use the discussion forums to share knowledge and ideas with other students. Use your student username and password to log in, and then choose EDUC107 from your list of units. If EDUC107 does not appear, seek help from OneHelp IT Services: https://help.mq.edu.au
Tutorials
Whilst all students must attend EDUC107 tutorials, attendance depends on your enrolment mode. Internal students attend a 1-hour tutorial each week, with tutorials held on Mondays either between 12.00 – 1.00 or 1.00 – 2.00pm. External students instead attend two full-day ‘On Campus Days’. Tutorial times and On Campus Day dates are available from https://timetables.mq.edu.au/2016/.
Both internal and external tutorials are compulsory and are designed to complement and extend the lecture program. All students are expected to complete the specified tutorial preparation, and to attend every tutorial (internal) / both On Campus Days (external).
Attendance
The procedures of the University assessment policy state that to be eligible for continuation in a unit students must “attend required classes and submit required assessment tasks.” Activities completed during tutorials / On Campus Days are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit. Attendance at tutorials (internal students) / On Campus Days (external students) is therefore mandatory. The unit convenor reserves the right to exclude students from the unit for unsatisfactory attendance.
EDUC107 WEEKLY SCHEDULE
Week |
Topic |
Tutorial Preparation* |
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1 |
Feb 29 |
What is Education? |
Access iLearn Familiarise yourself with unit content |
MODULE I: The Student |
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2 |
Mar 7 |
The Student through Time |
Read Mayer (2001) |
3 |
Mar 14 |
Cognitive Development: Piaget and Vygotsky |
Watch short clip on ilearn |
4 |
Mar 21 |
Cognitive Development: Intelligence |
Read Kornhaber et al. (1990) Read Humphrey et al (2007) |
5 |
Mar 28 |
Social and Moral Development |
Read O’Flaherty & Doyle (2014) |
6 |
April 4 |
Constructivism |
Read Yilmaz (2008) Read Fox (2001) |
MIDSEMESTER BREAK |
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MODULE II: The Context |
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7 |
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Prac Block – No Class |
No tutorial |
8 |
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Prac Block – No Class |
No tutorial |
9 |
May 9 |
A History of Education |
Read Connell (2013) |
10 |
May 16 |
Who’s in? Who’s out? Schooling and Social Advantage and Disadvantage |
Read Mills (2015)
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11 |
May 23 |
The Politics of Education
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Read Munns et al. (2008) Read Kenway (2013) |
MODULE III: The Teacher |
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12 |
May 30 |
Learning Communities |
No set reading |
13 |
June 6 |
Knowledge Fair |
No tutorial |
* External students: although you will not attend weekly tutorials, it is recommended that you nonetheless complete the same tutorial preparation and reading schedule so as to be ready for On Campus Day 1 (tutorials 1-6) and On Campus Day 2 (tutorials 7-11).
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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
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 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 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:
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 should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
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:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: