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Learning Effectively: Improving Your Learning and Teaching unit outline
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Graduate School of Education
Unit Outline
Learning Effectively: Improving Your Learning and Teaching
EDUC1102
SEM-1, 2015
Campus: Crawley
Unit Coordinator: Dr Gerardine Neylon
All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered byCopyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968
(Cth).
Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposesof this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of thework, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to
the course material itself
© The University of Western Australia 2001
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Unit detailsUnit title Learning Effectively: Improving Your Learning and TeachingUnit code EDUC1102 Credit points 6Availability SEM-1, 2015 (23/02/2015 - 20/06/2015)Location Crawley Mode Face to face
Contact detailsFaculty Faculty of EducationSchool Graduate School of EducationSchool website http://www.education.uwa.edu.au/Unit coordinator Dr Gerardine NeylonEmail [email protected] 8648 8105Consultation hours Please email to arrange an appointment. Available by appoinment on Tuesday, Wednesday and Friday.Tutors Gerardine Neylon [email protected]
Wayne McGowan [email protected] Blair [email protected] Glasgow [email protected] Katherine Carson [email protected] Shand [email protected]
Unit contact hours Lecture/Workshop: 1 hour per week; Interactive Tutorials: 2 hour per week.Online handbook http://units.handbooks.uwa.edu.au/units/EDUC/EDUC1102Unit website www.lms.uwa.edu.au
Unit descriptionThis unit provides students with knowledge of diverse learning processes and theories in a lifelong learning perspective, with theobjective of improving students’ understanding of approaches to and practices of learning. The content includes psychological andsociocultural influences on learning and learning theories. Students have the opportunity to apply their knowledge to the facilitation oftheir own learning or the learning of others in diverse contexts.PrerequisitesThis unit assumes that students have already developed certain basic skills, such as an adequate command of:
English and related communication skills – students are expected to understand and follow the principles of acceptedexpression, style and good argument.The skills and abilities to acquire new content knowledge in areas where this does not already exist.Basic computer skills, i.e. searching the internet, and word processing.Library research skills.
If you are not well prepared in any of the above areas you should contact Student Support Services (Ph 6488 2423) and make everyeffort to remedy the situation through undertaking additional reading and/or practice.
Learning outcomesStudents are able to (1) outline major concepts related to learning; (2) explain learning processes and their complex interrelationships;(3) discuss sociocultural influences on learning; (4) critically evaluate personal approaches to learning; (5) apply knowledge of learningconcepts to personal learning and/or the learning of others; (6) assess the needs of learners and plan for individual/small grouplearning; (7) communicate effectively with others; and (8) conduct small-scale applied research.
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Unit structure
Lecture & Tutorial ScheduleSession/Day Time Lecture: SSCI:LT. G.130 - Social Sciences Lecture Theatre. SocialSciences.TUESDAY 8.00-9.00 SSCI:LT. G.130 - Social Sciences Lecture Theatre. Social Sciences.Tutorials: TutorMonday
8.00 ARTS:LR10 Ms Erin Blair10.00 PSYC:G40 Ms Erin Blair12.00 PSYC:G41
Ms Erin Blair
Tuesday
9.00 PSYC:G41
Dr. Gerardine Neylon
9.00 SAND:G05 Dr Ken Glasgow.9.00 PSYC:G40 Dr. Wayne McGowan2.00 PSYC:G40 Dr Wayne McGowan4.00 ENCM:151 Dr Wayne McGowan
Wednesday
10.00 12.00 2.00
Thursday
10.00 PSYC:G41 Ms Katherine Carson3.00 SSCI:2202 Ms Katherine Carson4.00 PSYC:G41 Dr. Jennifer Shand
Unit schedule
Week Date Lecture Topic Lecturer Tutorial1 24
FebruaryBecoming an Effective Teacherand Learner
Dr Gerardine Neylon Reflecting on Teaching andLearning.
2 3 March Cultural and environmentalinfluences on learning
Mr Malcolm Fialho Cultural and environmentalinfluences on learning & APAReferencing
3 10March
Cognition and brain-basedlearning
Dr Kristyn Bates Cognition and brain-basedlearning
4 17March
Learning to learn? Reflections onmultiple intelligences and learningstyles.
Professor Peter Merrotsy Critiquing Multiple intelligencetheories
5 24March
Motivation and Learning Dr. Ken. Glasgow Motivation/Procrastination
6 31March
Researching learning: auto-ethnography and case study
Dr. Jennifer Shand. Preparation for Auto-ethnography
7 7 April Study Break8 14 April Collaborative learning Dr Wayne McGowan Making small group learning
work 9 21 April Effective Teaching Dr Wayne McGowan Planning for Learning10 28 April Instructional Approaches Dr Wayne McGowan Preparing for micro teaching11 5 May Planning for learning Dr Wayne McGowan Preparing for micro teaching12 12 May Learning and Teaching:
Opportunities and CareersAnnie Harris Senior Project Officer – Deptof Education WA Primary and Secondaryschool
Teaching and learning responsibilities
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Task Due date WeightingAutoethnography Tuesday 14th of April 40%Microteaching Tuesday 26th May 50%Attendance and participation Ongoing 10%Total 100%
Charter of student rights and responsibilities
This Charter of Student Rights and Responsibilities upholds the fundamental rights of students who undertake their education at theUniversity of Western Australia.It recognises that excellence in teaching and learning requires students to be active participants in their educational experience. Itupholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University muststrive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity.The Charter also refers to the responsibilities of students. In particular, it is important to understand that despite all efforts topromote successful teaching and learning outcomes, a student may still not reach the required standard to pass a unit.Please refer to the full Charter of Student Rights and Responsibilities here.
Student Guild contact details
Student Guild contact detailsThe University of Western Australia Student Guild35 Stirling HighwayCrawley WA 6009Phone: (+61 8) 6488 2295Facsimile: (+61 8) 6488 1041E-mail: [email protected]: http://www.guild.uwa.edu.au
ACE/AISE/CARSAll students new to UWA must complete Academic Conduct Essentials (ACE). More information is available here.
Information for students with disabilitiesThe University has a range of support services, equipment and facilities for students with a disability. If you would like to receiveadvice on these services please email u n i l i n e @ u w a . e d u . a u or visithttp://www.studentservices.uwa.edu.au/information_about/disability_programme.
Information for students with disabilitiesThe University has a range of support services, equipment and facilities for students with a disability. If you would like to receive adviceon these services please email u n i l i n e @ u w a . e d u . a u or visithttp://www.studentservices.uwa.edu.au/information_about/disability_programme.
AssessmentAssessment overviewThis comprises a range of written, oral and online assessment tasks. Specific assessment details are provided in the unit outline.
EDUC1102: Summary of Unit Assessment Tasks
Assessment Task 1:AutoethnographyWeighting: 40%
Due Date: 4.30pm Tuesday 14th of April You are required to write a 1,000 word auto-ethnographic study of yourself as a learner, connecting your experiences to the literature onlearning to demonstrate your understanding of key learning concepts. An autoethnographic study “seeks to describe and systematically analyse (graphy) personal experience (auto) in order to understandcultural experience (ethno)” (Ellis, et al., 2011, p. 227). It does this by using data from self-reflection, field notes, interviews, and/orartefacts to describe patterns using facets of storytelling (e.g., character and plot development), showing and telling, and alterations ofauthorial voice. Your autoethnography provides a narrative account, from a first person point of view, of your experiences as a learner. You are themost important source of data; however you can conduct informal interviews with relatives, former teachers, friends that also haveknowledge of you as a learner. You can include data from school reports and other “artefacts” such as pieces of your own work.
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You must link your experiences to the topics covered in lectures and readings (e.g. developmental issues, cultural context and theimpact of cognitive context, motivation, learning styles, multiple intelligences), but you are also expected to read widely in areas ofliterature that link most closely with your experiences even if these topics have not yet been covered in class.An autoethnography is not a simple autobiography. It is a piece of academic research conducted in the qualitative paradigm from aninterpretivist perspective. Consequently, your research needs to use data, look for patterns in your experience, and objectify theanalysis with the use of literature. It should be a coherent, well- reasoned account supported with reference to a range of evidence.You could consider the following questions to guide the construction of your autoethnography:
What do you know about your in utero or early years of development? Did you meet expected outcomes in the areas of psychomotor,cognitive and language development?Describe your familial context as a learner (mono-lingual or multi lingual? Mono cultural or multicultural? Nuclear or extended family?Number of siblings and positional rank?). How has this context impacted on your development as a learner? How has your social andcultural context privileged your access to and quality of education?Provide an account of your school based experience from an academic and social perspective. What things did you find easy ordifficult? Which teachers had a significant positive or negative impact on you and why?What other learning opportunities have been significant for you – holidays? Recreational activities? Volunteer work? Travel?From all of these experiences, what conclusions can you draw about yourself as a learner? What are the defining characteristics ofyour current approach to learning? What goals do you have for yourself as a learner? In the light of these experiences how will youapproach learning into the future?
Include a reference list (NB a bibliography is not the same as a reference list. A reference list contains only works that you have cited –or referred to – in your text) organised in alphabetical order – refer to APA guidelines.Your autoethnography must be presented with a Graduate School of Education (GSE) cover sheet, available from the reception officeon the second floor of the GSE – cnr of Hampden Rd and Stirling Hwy. Submit your assignment to the GSE reception before 4.30pm onthe required day. There is no option for online submission. Late penalties apply after this time. Please ensure that you are aware ofassessment policy details included in your unit outline.Assessment Criteria: Task 1Your work will be assessed against the following criteria:
Depth of understanding of learning conceptsDepth and breadth of literature referenced in the area of learningClarity of narrative structureSelection of relevant detail and incidentsUse of evidence (artefacts, quotations from official documents, anecdotes) to support the development of the narrative and thedevelopment of conclusionsAnalysis and explanation of data and experiences and the development of conclusionsUse of standard Australian EnglishAccurate use of APA referencing style.
For further details of the criteria see the assessment rubric for assessment task 2 available on LMS.
Assessment Task 2: MicroteachingWeighting: 50%
Due Date: Tuesday 26th May by 4.30pmFacilitating student learning involves understanding the learner, their background, context, prior knowledge and personal goals forlearning. It also involves the skills of motivating, engaging the learner in productive activity and assessing their achievements. Thisassignment is intended to give you the opportunity to gather information (data) about learners and use that data to plan and implement alearning experience. Finally you will reflect on what you have learned through this experience. These are all important stages in theteaching and learning process. This process also introduces you to an action research model of learning. It enables you to applyknowledge of the literature on teaching and learning gained throughout the course. Recommended: 2,000 words.Microteaching processIn week 10-12 of semester, during your tutorial, you will be placed in a group with up to six peers for the purposes of providing a 15minute learning experience for the group. In Week 10 you will plan for a session to be presented in week 11 or 12. You are required to:
Establish areas of interest for learning;Establish prior knowledge of learners;Establish learning goals/objectives;Develop a learning experience plan (a lesson plan);Develop resources to support student learning;Develop a method/instrument for assessment andRead widely to develop a robust understanding of the process and factors that impact on the teaching and learning process.
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At the conclusion of your teaching you will be given feedback from your peers. You then need to assess the learning of your peers andreflect on the entire experience to consider what worked, what you would do differently another time and what you have learned aboutthe teaching and learning process. Assignment requirementsYour assignment should address the following points. Use these as a guide to completing your assignment. You can write in the firstperson. 1. Introduction (approx 200 words)Provide an introduction that includes:
a referenced rationale as to why it is necessary to understand the learner and the learning context (no more than 200 words)an introduction to the outline of this paper.
2. Description of the planning process (approx 200 words)How did you gain prior knowledge, select the teaching topic, establish goals (with reference to the literature)A description of your learners (including a summary of their background, demographic details etc).
3. Rationale for your choice of learning experience (approx 200 words)Justify the choice of teaching strategy, types of resources motivational approach.
4. Describe the implementation of the learning experience (approx 200 words)5. Evaluate (approx 300 words)
The outcomes achieved by the students (with reference to assessment data).The quality of the learning experience, including the interactions and reactions of the students.Incorporate evidence from peers
6. Reflect (at least 900 words)What have you learned about teaching and learning as a consequence of this assignment?How did you learn this? How can you apply this to your future teaching and learning? This section is to be written in the first person.
7. References and AppendicesInclude all references that were used in your assignment. Include all appendices, such as the lesson plan and paper based resources. Lengths of sections are for guidance only. Some sections may be longer. Total length of paper 2,000 words, not includingreferences.
Assessment Criteria: Task 2Your work will be assessed against the following criteria:
Quality and comprehensiveness of microteaching planning processesUse of reference literature (APA referencing style)Quality of the reflection on your experience (depth of analysis)Use of evidence to support the development of the conclusionsQuality of writing, organisation of ideas and
use of standard Australian English
For further details of the criteria see the assessment rubric for assessment task 3 on LMS.
Assessment mechanism
# Task Weight Due Date Relates ToOutcomes
1 Auto-ethnographic study on the learning of self, including ajournal of self-reflection on learning.
40% Monday, 14th April submitted to GraduateSchool of Education by 4.30pm
2,3,4,5,6
2 Case study of teaching and the learning of others. 50% Monday, 26th May submitted to GraduateSchool of Education by 4.30pm
1,2,7,8,9
3 Attendance and Participation 10% Ongoing
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Assessment items
Item Description Due DateASSESSMENT 1: Auto-ethnographic casestudy of learning.
Auto-ethnographic study on the learning of self. You are required to write a 1,000 word study of yourself as a learner,connecting your experiences to the literature on learning to demonstrateyour understanding of key learning concepts and yourself as a learner.
Monday,14th April
ASSESSMENT 2: Reflection on Micro-teaching.
You will plan a 15 minute micro teaching session, tailored to the needsof a small group of peer learners. After establishing the prior knowledgeof your learners you will establish goals and plan a teaching session.You will present the learning experience to your peers, assess thelearning outcomes and gain feedback. You will write a detailed reflectionon the experience, linking to your readings across the whole unit andevaluating what you have learned about the teaching and learningprocess. Length 2,000 words.
Monday,26th May
Academic literacy and academic misconduct
Ethical Scholarship, Academic Literacy and Academic MisconductEthical scholarship is the pursuit of scholarly enquiry marked by honesty and integrity.Academic Literacy is the capacity to undertake study and research, and to communicate findings and knowledge, in a mannerappropriate to the particular disciplinary conventions and scholarly standards expected at university level.Academic misconduct is any activity or practice engaged in by a student that breaches explicit guidelines relating to the productionof work for assessment, in a manner that compromises or defeats the purpose of that assessment. Students must not engagein academic misconduct. Any such activity undermines an ethos of ethical scholarship. Academic misconduct includes, but is notlimited to cheating, or attempting to cheat, through:
CollusionInappropriate collaborationPlagiarism [see more detailed statement below]Misrepresenting or fabricating data or results or other assessable workInappropriate electronic data sourcing/collectionBreaching rules specified for the conduct of examinations in a way that may compromise or defeat the purposes of assessment.
Penalties for academic misconduct vary according to seriousness of the case, and may include the requirement to do further workor repeat work; deduction of marks; the award of zero marks for the assessment; failure of one or more units; suspension from acourse of study; exclusion from the University, non-conferral of a degree, diploma or other award to which the student wouldotherwise have been entitled.For further information, please refer to the guidelines on Academic Conduct here.
Literacy RequirementThe University has a responsibility to the community at large to set high standards in all fields, including literacy. It is imperative thatwe ensure our graduates possess the skills of tertiary literacy and can communicate well in their chosen disciplines. Literacy in thiscontext can be conceived of in two ways:
generally, the competence to express oneself using a standard variety of English appropriate to a tertiary level;specifically, the ability to think, read, listen, and write well within particular contexts, according to the traditions and usages ofparticular disciplines.
Throughout the University Policy Statement the use of the term literacy embraces both of these concepts.
Student Support for Academic LearningThe Students Services Academic Learning website provides a range of valuable resources to assist student learning. Access thewebsite here.
ReferencingThe major citation styles at UWA can be found here.The most commonly used style in the Graduate School of Education is the APA citation style adopted by the American PsychologicalAssociation (see: http://guides.is.uwa.edu.au/apa?hs=a).
GradingsThe following gradings are standard at UWA:
Higher Distinction HD 80-100%Distinction D 70-79%Credit Pass CR 60-69%
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Pass P 50-59%Fail N+ 45-49%Fail N 0-44%
PlagiarismIntroductionAll forms of cheating, plagiarism and copying are condemned by the University as unacceptable behaviour. The Faculty’s policy is toensure that no student profits from such behaviour.What is Plagiarism?Plagiarism is the presentation of the work of other people as one’s own work, without referencing its source or attributing it to itsintellectual proprietor. Such misuse of the work of others constitutes plagiarism, whether that work is in published or unpublishedphysical form, or in the form of thoughts or ideas. Plagiarism is the most serious of academic offences because it is a form of cheating.Principles to be AppliedAll work submitted by any student in the Faculty of Education is to be the work of that student alone, unless otherwise indicated, suchas in group assignments. Students may, and indeed are encouraged to, draw upon the work of others, but it must be dulyacknowledged and referenced in accordance with standard academic conventions. Work that, in whole or in part, is not that of thestudent or students submitting it will be regarded as plagiarised, and will be dealt with in the manner outlined below.Dealing with PlagiarismFor a brief introduction to academic misconduct and how it is dealt with at UWA, students are advised to complete the AcademicConduct Essentials (ACE). More detailed information on plagiarism and its consequences can be found in the “Academic Conduct” Guidelines of the University,which may be viewed in full here. Please also consult the University’s documentation on student discipline, accessible here.
Appeals against academic assessment
Appeals against academic assessmentIf students feel they have been unfairly assessed, they have the right to appeal their mark by submitting an Appeal Against AcademicAssessment form to the Faculty Administrative Officer. The form must be submitted within twelve working days of the formaldespatch of your unit assessment.It is recommended that students contact the Guild Education Officers to aid them in the appeals process. They can be contacted on+61 8 6488 2295 or at [email protected]. Full regulations governing appeals procedures and the relevant form areavailable here.
Textbooks and resourcesRecommended texts The readings provided form a base from which to explore the concepts developed in this unit. You are encouraged to supplement thiswith library references, especially recent education journals. Take care to use international refereed journals (many of which areavailable on-line) rather than web sites posting articles which are not peer reviewed by experts in the field.
Set Texts
Woolfolk, A. & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs Forest, NSW: Pearson.OR
Woolfolk, A. & Margetts, K. (2010). Educational Psychology (2nd ed.). Frenchs Forest, NSW: Pearson.
Access to Course Resources with LMSHelp with accessing this site is available from http://www.lms.uwa.edu.au/course/view.php?id=1531To log in to LMS:
Go to the login page for LMS: http://www.lms.uwa.edu.au/In the ‘Username’ field enter your Student Number (e.g. 12345678)
In the ‘Password’ field enter your Pheme password.
Click Login button
World Wide Web SitesRelevant websites are listed on the LMS site. These sites represent a small sample of the available sites that may be of interest to you. The sites will get you started. Please e-mail me with sites that you find interesting and valuable so that I can update and modify the listfor future years.
Weekly ReadingsYou are required to attend or view the weekly lecture and read the essential weekly reading (highlighted in bold text) as the minimumpreparation prior to tutorials. Students wishing to achieve at high levels within the course will read extensively from the recommendedreading lists.
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Week 1: Introduction to Lifelong learning Woolfolk, A. & Margetts, K. (2010 or 2013). Physical and Cognitive Development. In Educational Psychology. Frenchs Forest,NSW: Pearson, 2010: pp. 24-71; 2013 68-114.Woolfolk, A. & Margetts, K. (2010 or 2013). Personal, Social and Moral Development. In Educational Psychology. FrenchsForest, NSW: Pearson, pp. 72-129; 115-168.Rogers, A. (2001). Learning and Adult Education. In R. Harrison (2001). Supporting Lifelong Leaning. Hoboken: Routledge Falmer. Pp.8-24.Woolfolk, A. & Perry, N.E. (2012). Theory and Research in Child Development. In Child and Adolescent Development. pp. 28-56. N.J.:Pearson.Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Educational Psychology for Learning and Teaching. South Melbourne:Cengage. Week 2 Cultural and environmental influences on learning Singleton, G. E. & Curtis, L., (2006). Courageous Conversations About Race. CA: Corwin Press. Woolfolk, A., & Margetts, K. (2010 or 2013). Culture and Community. In Educational Psychology. Frenchs Forrest, NSW:Pearson, 2010: pp184-227; 23-68. Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Sociocultural factors in the learning process. In EducationalPsychology for Learning and Teaching. South Melbourne: Cengage pp 364-412. Crosnoe, R., Leventhal, T., Wirth, R .J., Pierce, K. M.,& Pianta, R. (2010). Family socioeconomic status and consistent environmentalstimulation in early childhood Child Development, 81(3), p.972-87.Week 3 Cognition and brain-based learningWoolfolk, A. & Margetts, K. (2010 or 2013). Cognitive Views of Learning. In Educational Psychology. Frenchs Forrest, NSW:Pearson, 2010: pp263-292; 2013: 248-284.Woolfolk, A. & Margetts, K. (2010 or 2013) Complex Cognitive Processes. In Educational Psychology Frenchs Forrest, NSW:Pearson 2010: pp 300-335; 2013: 284-314.Phillips, H. (2006). Introduction: The Human Brain http://www.newscientist.com/article/dn9969 Foster, J.K. (2011). Memory: from sense to storage at: http://www.newscientist.com/article/mg21228416.200Foster, J.K. (2011). Memories: how memories are made (December 2011) at: http://www.newscientist.com/article/mg21228416.300Bates K (2013) Rewriting memories with red herrings https://theconversation.com/rewriting-memories-with-red-herrings-14495Week 4 Learning to learn? Multiple theories of multiple intelligences, literacies and learning styles Geake, J.G. (2008). Neuromythologies in education. Educational Research, 50(2), 123–133. Woolfolk, A. & Margetts, K. (2010 or 2013). Multiple Intelligences. In Educational Psychology. Frenchs Forrest, NSW: Pearson,2010: pp135-137; 2013 169-218. Gardner H. (1983) Introducing the Central Puzzle of Learning, in Howard Gardner, Frames of Mind: The Theory of MultipleIntelligences pp.1- 20. Armstrong, T. (1994) MI and Teaching Strategies, in Thomas Armstrong Multiple Intelligences in the Classroom, pp. 65-85. Alexandria,VA: Association for Supervision and Curriculum Development. Hargreaves, D. (2005) About learning: Report of the Learning Working Group. London: Demos. Sternberg. R. (2003) The Theory of Successful intelligence in Robert Sternberg, Wisdom, Intelligence and Creativity Synthesized, pp.42-86. Cambridge: Cambridge University Press. Geake, J.G. (2009). The brain at school: Educational neuroscience in the classroom. Maidenhead, UK: Open University Press,McGraw-Hill Education. Week 5 Motivation and LearningWoolfolk, A. & Margetts, K. (2010 or 2013). Motivation in Learning and Teaching. In Educational Psychology Frenchs Forrest,NSW: Pearson, 2010: pp. 263-292; 2013 350-397.Martin, A. & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory,current issues, and educational practice. Review of Educational Research, 79(1), 327-365.Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Motivation and Engagement. In Educational Psychology for Learningand Teaching. South Melbourne: Cengage, pp. 260-286.Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2012 or 2009). Exceptional Learners. An Introduction to Special Education. Pearson.Boston.Steel, P. (2007). The Nature of Procrastination. Psychological Bulletin, 133(1), pp.65-94.Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learningenvironments. Computers & Education, 56(1), p.243-252.Howell, A.J., & Watson, D.C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies.Personality and Individual Differences, 43(1), p.167-178 Week 6 Researching learning: auto-ethnography and case study
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Chang, H. (nd) . Autoethnography as Method: Raising Cultural Consciousness of Self and Others. http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEUQFjAD&url=http%3A%2F%2Fwww.kssae.or.kr%2Fpds_wolfile%2F220060425100855.doc&ei=TZf9UsLeEsmflQXSwoFA&usg=AFQjCNHLVCTTjpCuJoDe1NIK1T30EgMbfAEllis, C; Adams, T.E; Bochner, A.P. (2011). Autoethnography: An Overview. Historical social Research, 36(4), pp.273-290.Dyson, M. (2007). My story in a Profession of stories: Autoethnography – an empowering methodology for educators. Australian Journalof Teacher Education, 32(1), 36-48. Available from: http://dx.doi.org/10.14221/ajte.2007v32n1.3Doty, RL (2010). Autoethnography - making human connections. Review of International Studies, 36(4), pp.1047-1050.Dauphinee, E (2010). The ethics of autoethnography Review of International Studies, 36(3), pp.799-818.Woolfolk, A., & Margetts, K. (2013). Culture and Community. In Educational Psychology. Frenchs Forrest, NSW: Pearson, 12-15.Ellinger, A. D., Watkins, K.E ., & Marsick, V. J. (2009). Case Study Research Methods. San Francisco: Berrett-Koehler Publishers.Woolfolk, A. & Perry, N.E. (2012). Theory and Research in Child Development. In Child and Adolescent Development. N.J.: Pearson,pp. 57-75.Week 7 Study BreaKWeek 8 Collaborative learning and synergy Slavin, R.E. (2010). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander, Handbook of research onlearning and Instruction. Hoboken: Taylor & Francis, 2010 [EBL access record] pp. 344.360.EBSCO Research Starters (2008). Cooperative LearningGillies, R., Ashman, A. (2003). An historical review of the use of groups to promote socialisation and learning. Cooperative Learning:The Social and Intellectual Outcomes of Learning in Groups. London: Routledge Falmer, pp. 1-18.Erlauer, L, (2003). Collaborative Learning. The Brain-Compatible Classroom Using What We Know About Learning to ImproveTeaching. Alexandria: ASCD. pp. 135-146Week 9 Effective teachingStronge, J. H.; Tucker, P. D.; Hindman, J. L (2004). The teacher as a person. Handbook for Qualities of Effective Teachers.Alexandria, VA:ASCD, pp. 29-62.James H. Stronge, J. H.: Ward, T.J.; & Grant, L.W. (2011). Effectiveness and Student Achievement What Makes Good TeachersGood? A Cross-Case Analysis of the Connection Between Teacher. Journal of Teacher Education. 62, pp. 339.Day, C. (2007). What helps and hinders teachers' capacities to be effective. Teachers matter: connecting work, lives andeffectiveness. Maidenhead, Berkshire: Open University Press.Day, C. (2007). Teacher effectiveness, pupil attainment. Teachers matter: connecting work, lives and effectiveness. Maidenhead,Berkshire: Open University Press.Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching andTeacher Education, 26, pp. 351–362.Week 10 Instructional approachesChurchill, R., Ferguson, P., Godinho, S,, Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P., & Vick, M. (2011). Planning for practice: connecting pedagogy, assessment and curriculum. In Teaching:Making a difference. John Wiley & Sons: Australia. pp. 236-289.Woolfolk, A. & Margetts, K. (2010 or 2013). Teaching for Learning. In Educational Psychology Frenchs Forrest, NSW:Pearson, 2010: pp. 463-473; 2013:1-22Groundwater-Smith, S., Brennan, M., Mitchell, J., McFadden, M., & Munns, G. (2009). Contexts for teaching and learning. In Secondaryschooling in a changing world. Cengage Learning: Australia. pp. 117-140.Week 11 Planning for learningChurchill, R., Ferguson, P., Godinho, S, Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P., & Vick, M. (2011). Planning for practice: connecting pedagogy, assessment and curriculum. In Teaching:Making a difference. John Wiley & Sons: Australia. pp. 196-235.Barry, K., & King, L. (2000). Developing planning skills. In Beginning Teaching and Beyond. Katoomba, NSW: Social Science Press,pp. 43-68. Week 12 Learning and Teaching: Opportunities and CareersSmith, M. (2008). Careers for Teaching Graduates. Graduate Careers Australia. Available from: http://www.graduatecareers.com.au/wp-content/uploads/2011/12/careers_for_teaching_graduate.pdfDepartment of Education, Western Australia Teaching WA: Have you got what it takes? Available from:http://det.wa.edu.au/teachingwa/detcms/portal/Waide, L. (2008). So You Want to Be a Teacher? London: Continuum.Howson, J. (2006). Taking Control of Your Teaching Career. Oxford: Routledge FalmerTeach Next Available from: http://www.teachnext.com.au/
Other important informationLate Penalties
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Late assignments will receive a penalty of 10% per day. After 5 days the best mark possible will be 50%. All assignments must besubmitted and passed in order to satisfactorily complete the requirements of this unit. Any assessment task that is notpassed must be resubmitted. Students who resubmit an assignment will only be able to achieve a 50% mark.
Submission of assignmentsAssignments must be submitted at the reception counter on the 2nd floor of the Education building by 4:30pm on the due date,unless otherwise specified. A cover page must be attached. Cover pages are available at the reception counter or can be printedfrom here.
Policy on Late Work and ExtensionsThe ability to meet deadlines and manage your time is an important skill as a proficient learner. Assignment submission datesindicated in the unit outline are final. Extensions will only be given in extenuating circumstances. If the request is based on difficultieswith managing your time you will be directed to simply submit the work that is done at the time.In accordance with Faculty policy, any request for an extension must be made on a GSE Application for Extension Form, availablefrom the General Office or online. Students must lodge the form with the unit coordinator or tutor, prior to the due date, and thencollect the confirmation slip from the General Office. No extension can be considered granted until the form has been signed by theunit coordinator. In cases where an extension is granted, the Confirmation of Approval slip must be attached to the assignmentwhen submitted. No late assignments will be accepted without the confirmation slip attached.
Educational PrinciplesThe University's Educational Principles can be viewed here: http://www.teachingandlearning.uwa.edu.au/staff/principles
Postgraduate AttributesThe Faculty of Education's Postgraduate Attributes can be viewed here:http://www.education.uwa.edu.au/courses/postgraduate/attributes
Student EmailPlease ensure you check your student email regularly. This is essential as the University will use this email address to contact youwith important information. Ignorance of an instruction because you failed to check your student email is not accepted as an excuseby the University.
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