EDUC 6552 - Pedagogical Engagement & Learning

North Terrace Campus - Semester 2 - 2016

This course defines a range of diverse pedagogies applicable to all levels of learning and introduces students to the history of pedagogical thought with a focus on engagement and student centred learning in contemporary contexts. The theoretical justification for the use of a broad range of pedagogies is examined. Theories of learning and the acquisition of knowledge including their implications for authentic pedagogical practices will be explored in the context of diverse socio-cultural realities. The ways in which to manage students of all ages to enhance learning engagement will be analysed. Students will be encouraged to develop a sophisticated portfolio of professional pedagogical repertoires specifically related to their field so they can model quality teaching and learning to peers.

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Course Details

Course Code	EDUC 6552
Course	Pedagogical Engagement & Learning
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Assessment	Reflective blogs 15%, Group lesson plan 15%, Individual lesson plan 50%, Written assignment 20%

Course Staff

Course Coordinator: Dr Linda Westphalen

Dr Linda Westphalen
School of Education
Room 805
Nexus 10 Building
(08) 8313 3784
linda.westphalen@adelaide.edu.au

(Prefer email contact)

Course Timetable

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

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Exhibit an understanding of learning and teaching within a range of current contexts
2	Evaluate a number of approaches to pedagogy and curriculum development
3	Critique a range of research, professional and scholarly documents relating to the curriculum area
4	Communicate clearly and concisely, orally and in writing and show awareness of academic and ethical conventions for gathering and recording sources
5	Develop a lesson plan in collaboration with a group of peers
6	Develop evidence of innovative and active learning and assessment activities in a variety of contexts
7	Apply understandings of pedagogy and curriculum to a variety of situations

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)	1, 2, 3, 5, 7
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2, 3, 4, 6
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	2, 3, 5, 7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	5, 6
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, 6

Learning Resources

Required Resources

No required textbook.
In consultation with the convener, you will undertake readings from professional and academic sources related to your pedagogical interest, curriculum, assessment and active pedagogies.

Recommended Resources

Refer to My Uni and information provided by your lecturer in workshops.

A useful text:
Killen, R. (2016) Effectuve Teaching Strategies: Lessons from Research and Practice. (7th Edition) Cengage Learning, South Melbourne.

Online Learning

Access to MyUni is essential.

Students will be creating their own eportfolio, using a template provided by the convener.

Students are encouraged to bring their own mobile learning device.

Learning & Teaching Modes

Face-to-face workshops according to the prescribed schedule.

Workload

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

1 x 2 hour lecture per week (x12)	24 hours
1x 4 hour reading per week (x12)	48 hours
1 x 1 hour online discussion board participation per month (x 3 minimum)	3 hours
3 hours x 4 preparation for Personal Statement	12 hours
3 hours x 4 preparation for 'lab lesson'	12 hours
Preparation of lesson plan (x1)	30 hours
Justification of lesson plan (x1)	21 hours
Creation of ePortfolio first page	6 hours
	Total = 156

Learning Activities Summary

Schedule
Week 1	Definitions of engagement, student centred learning and pedagogy
Week 2	Building a teaching eportfolio
Week 3	Historical student-centred pedagogies: Montessori& Steiner
Week 4	Project-based, team-based, clinical, field-based and immersion learning
Week 5	Working with large groups and lectures including differentiated learning
Week 6	Teaching and learning in small groups/ individualised learning
Week 7	Online and blended learning pedagogies
Week 8	Aligning curriculum and pedagogy
Week 9	Building curriculum and assessment in harmony with productive pedagogies
Week 10	Teaching and teaching theory appropriate to your discipline: a reading exercise
Week 11	Collecting evidence that demonstrates quality teaching (including Australian Professional Standards for Teachers)
Week 12	Writing a teaching philosophy
Mid-Semester Break	Reading, research and preparation of lesson plan and prepare slides for giving a mini lesson if not already done so.

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	Task Type	Due Date	Weighting	Learning Outcome
Reflective blogs around pedagogical issues	Reflection Online	During tutorials	15%	1, 2, 3, 4, 7
Write individual lesson plan with justification	Written assignment	For 6552 Week 8 For 6552NA Week 15 For 6552NA Polytechnic Mid January	30%	1, 2, 4, 5, 6, 7
With Peers, create a 'lab lesson' demonstrating your knowledge of a selection of pedagogical approaches	Presentation	For 6552 Weeks 10, 11 and 12	20%	1, 2, 3, 4, 5, 6, 7
Write individual teaching philosophy: this to be included in an ePortfolio as part of the first page	Written assignment Online eportfolio	For 6552 Week 13 For 6552NA Week 15 For 6552NA Polytechnic Mid January	35%	1, 2, 4, 6, 7

Assessment Related Requirements

Attendance at 11 lectures minimum

Assessment Detail

Reflections and Mini lesson occur in class, the lesson plan and motivation to be submitted online through MyUni.

Submission

Electronic copy to be submitted through the courses’ MyUni digital drop box.

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