EDUC 5403NA - Reflective Practice in Learning and Teaching

Ngee Ann Academy - Quadmester 2 - 2016

This course allows participants to develop a deeper insight into their own teaching practice from a student learning perspective. It develops strategies that they may use to initiate quality improvement in their teaching and in student learning. Group based interactions with other participants will be an important component of the course, as will the ability to use peer feedback to initiate change. Participants will develop skills in undertaking peer reviews themselves and providing critical feedback to others on their teaching.

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Course Details

Course Code	EDUC 5403NA
Course	Reflective Practice in Learning and Teaching
Coordinating Unit	School of Education
Term	Quadmester 2
Level	Postgraduate Coursework
Location/s	Ngee Ann Academy
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N

Course Staff

Course Coordinator: Dr John Willison

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1. Facilitates student communication and teamwork utilising inclusive group-work strategies. Evidences teamwork with colleagues.

2. Demonstrates that understandings of how students learn explicitly inform teaching methodology, e.g. in course rationale and curriculum. Makes explicit own preferred modes of learning.

3. Involvement in a collegial support system within discipline, focusing on aspects of teaching and learning.

4. Explicitly facilitates students’ awareness of ethical, social and cultural issues and their importance in the exercise of professional skills and responsibilities.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	2
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1, 3
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	4
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	2

Learning Resources

Required Resources

All resources are available through myuni.
Learning & Teaching Activities

Learning & Teaching Modes

The courses uses a flipped classroom design with pre-face to face readings, videos and quizes that prepare students for discussions, interactive analysis and application to reflective practice that improves learning and curriculum design.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

36 hours per term intensive face to face component

24 hours of reading

24 hours of researching

72 hours of assignment preparation

Total = 156 hours per semester

Learning Activities Summary

10 Sessions of 3.6 hours each

1. Five reflective surfaces
2. Concepts and literature as a surface
3. Peers as a surface
4. Students as a surface
5. Action research
6. Reflective Practice for students' learning
7. Project-based learning and reflective practice
8. Inquiry-based learning and reflective practice
9. Presentations (Pecha Kuchas)
10. Superb finish

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment	Task Type	Weighting	Learning Outcome
1: Pre-f2f preparation	Completion of three online Quizzes, 3 discussion board entries + 3 response to others’ entries.	10%	2
2: Small-group Research Wiki and Presentation	Research on theme of interest to group. Process is conduucted within myuni wiki tool. Product is a Pecha Kucha presentation.	40%	1, 3
3: Multiple reflective surfaces to improve your teaching	Draw on peer review, students' perspectives and action research to improve curriculum design and plan for evaluation	50%	2, 4

Assessment Detail

No information currently available.

Submission

Assessment 2 uses the myuni wiki function
Assessment 3 is submitted through turnitin via myuni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator