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EDUC 119 : Development, Learning and Teaching
Education and Social Work
2020 Summer School (1200) (15 POINTS)
Course Prescription
Capabilities Developed in this Course
| Capability 1: | Disciplinary Knowledge and Practice |
| Capability 2: | Critical Thinking |
| Capability 6: | Social and Environmental Responsibilities |
Learning Outcomes
- Demonstrate an understanding of developmental, psychological and learning theory. (Capability 1.1)
- Explain factors that impact on learning and development. (Capability 1.2, 2.2 and 6.3)
- Describe the teacher’s role in creating effective learning environments. (Capability 2.2)
Assessments
| Assessment Type | Percentage | Classification |
|---|---|---|
| Short writing task | 10% | Individual Coursework |
| Essay | 40% | Individual Coursework |
| Final Exam | 50% | Individual Examination |
| 3 types | 100% |
| Assessment Type | Learning Outcome Addressed | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | ||||||||
| Short writing task | ||||||||||
| Essay | ||||||||||
| Final Exam | ||||||||||
To pass EDUC 119 students must complete and submit all assessment tasks and achieve at least 50% (50/100) for the course.
Learning Resources
Duchesne, S., & McMaugh A. (2016; 2018). Educational psychology for learning and teaching (5th ed.; 6th ed.). South Melbourne, Australia: Cengage Learning.
Workload Expectations
This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in. A typical semester including the study/exam period totals approximately 15 weeks.
For EDUC 119 students can expect 36 hours of direct on campus contact comprised of 12-15 hours of lectures and 21-24 hours of tutorials. Students will also be expected to commit approximately 100-120 hours to independent learning. The latter may include reading, note-taking, face-to-face and/or online discussion, writing, engagement in collaborative group work, problem solving, practical tasks, reflection on learning, the accessing of learning and study resources, and carrying out of assignment, test and exam preparation.
Dates and times of the 2020 Summer School.
Classes will be held 9:30-3:30 on the following days:
- Tuesday 28 January
- Wednesday 29 January
- Friday 31 January
- Monday 3 February
- Wednesday 5 February.
Other Information
- Bronfenbrenner's bioecological model of development;
- Biological development: Emerging skills - physical development, brain development, language development;
- Aspects of Psychosocial development - Erikson's theory, concepts of self, Maslow's Hierarchy of needs.
- Piaget's cognitive theory;
- Vygotsky's socio-cultural theory.
- Constructivist views - Piaget & Vygotsky revisited;
- Socio-cultural perspectives & factors - Vygotsky & Bruner;
- Cognitive processes - meta-cognition, self-regulation;
- Socio-cognitive perspective - Bandura;
- Behavioural accounts - Skinner et al.
- Humanist approaches to learning and teaching - Rogers, Maslow, Dewey, Richardson, Ashton-Warner ...
Digital Resources
Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).
Please remember that the recording of any class on a personal device requires the permission of the instructor.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website at http://disability.auckland.ac.nz
Special Circumstances
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page: https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
Student Feedback
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
In total, 48.5% of students enrolled in EDUC 119 responded. Following is a summary of responses for the Course evaluation.
Two aspects of the course were overwhelmingly identified as strengths / most helpful in terms of learning:
- Quality of the tutorials: respondents mentioned aspects such as tutorials helping them to understand lecture material; providing opportunities for discussion; using group work / sharing ideas; and the teaching skill of the tutor (tutors named);
- Quality of the lectures: respondents mentioned aspects such as clear well-paced lectures; clarity of explanations; length of lecture just right (not too long); clear structure of the course; overview at the start of each lecture; relevance of course to teaching; course lecturer’s teaching / organisation / knowledge / clarity. In addition mention was made of the quality of the power points; the availability of power points prior to lectures; accessibility of audio recordings for revision.
- Tutorials: having less emphasis on questions and answers and more structure / discussion; more practical examples of content; fewer power points. In some cases, comments were related to aspects of particular tutorials.
- Lectures: slow down the pace; have a longer lecture with a break; put more information on power points; have less content.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter (https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html).
Disclaimer
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.