Outline

Overview

EDMT5502 continues the exploration of the relationship between students and teachers while taking a closer look at the relationship between teaching and learning. Exploring the ‘messy tangled web’ of dilemmas in schooling and how as educators we may engage with the multiplicity of possibilities. This will lead into exploration of the complexity of pedagogy and decision making in matching pedagogical strategies to student learning needs. Following PEx we will develop reflection on action, to understand the decisions made and observed to build on the learning of professional experience and guide the ongoing process of learning as a teacher.

Unit details and rules

Unit code	EDMT5502
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	12 credit points including EDMT5676 and EDMT5010
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jia Ying Neoh, jiaying.neoh@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Task 1: Evidence Informed Practice refer to Canvas for the Task 2 Description Sheet	0%	- Due date: 19 Aug 2022 at 23:59 Closing date: 05 Nov 2022	1000 words equivalent
Outcomes assessed:
Assignment	Task 2: Dilemmas refer to Canvas for the Task 1 Description Sheet	0%	- Due date: 02 Nov 2022 at 23:59 Closing date: 16 Nov 2022	1500 words equivalent
Outcomes assessed:
Assignment	Task 3: Vignettes refer to Canvas for the Task 3 Description Sheet	0%	- Due date: 16 Dec 2022 at 23:59 Closing date: 20 Dec 2022	2000 words equivalent
Outcomes assessed:
= hurdle task ?

Assessment summary

Please refer to Canvas for detailed information on each task

Assessment criteria

All assessment in the MTeach is graded as ‘Does Not Meet Criteria’ or ‘Meets Criteria’.

Significant attempts for all tasks must be submitted and all criteria must be met on either Task 1 or 2, and 3 to complete the unit.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The Assessment Procedures 2011 provide that any written work submitted after 11:59pm on the due date will be penalised by 5% of the maximum awardable mark for each calendar day after the due date. If the assessment is submitted more than ten calendar days late, a mark of zero will be awarded. However, a unit of study may prohibit late submission or waive late penalties only if expressly stated below

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
-	Week 18 Reflection on Action	Lecture (1 hr)
	Week 18 Descriptive Reflection (Secondary, optional for primary)	Seminar (2 hr)
	Week 18 Comparative Reflection (All)	Seminar (2 hr)
	Week 19 Critical Reflection (All)	Seminar (2 hr)
	Week 19 Peer Reflection, Metareflection & Evaluation (All)	Seminar (2 hr)
Week 01	Pedagogy and pedagogical decision making	Lecture (1 hr)
	Pedagogy and pedagogical decision making	Seminar (2 hr)
	Models of pedagogy	Seminar (2 hr)
Week 02	Small data to inform pedagogical decision making	Lecture (1 hr)
	Pedagogical decision making: collaborative learning - evidence from research	Seminar (2 hr)
	Pedagogical decision making: collaborative learning - evidence from students	Seminar (2 hr)
Week 03	Pedagogical decision making: collaborative learning - evidence from teaching practice; and using evidence for planning	Seminar (2 hr)
Week 03	Task 1A protocols	Seminar (2 hr)
Week 09	Descriptive Vignette (Primary, optional for secondary)	Seminar (2 hr)
Week 10	Dilemmas, controversies & evidence informed practice	Lecture (1 hr)
	Visible Learning - the work and the critique	Seminar (2 hr)
	Visible Learning - impact and another perspective	Seminar (2 hr)
Week 11	Learning Theory: Behaviourism, Constructivism, and the impact on teaching	Lecture (1 hr)
	Understanding constructivism	Seminar (2 hr)
	Critiquing constructivism	Seminar (2 hr)
Week 12	Drawing on constructivism to guide pedagogical decision making	Seminar (2 hr)
Week 12	Task 3A Sharing	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

please see Canvas for the reading list

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. define pedagogy based on an understanding of varied perspectives
LO2. describe pedagogy in practice and key questions to guide decision making for teaching and learning
LO3. reflect on action through describing situations comparing multiple perspectives on situations, critically analysing the implications of situations and issues, and developing plans for future action
LO4. analyse varied perspectives in research to explore educational dilemmas
LO5. adapt own learning to collaborate with peers to learn together
LO6. give and receive feedback, and develop feed forward to guide ongoing learning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2. Understand how students learn. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 3.1. Establish challenging learning goals 3.3. Use teaching strategies 4.1. Support student participation
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2. Understand how students learn. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.3. Use teaching strategies 3.6. Evaluate and improve teaching programs 4.1. Support student participation 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.3.1		(Graduate) Include a range of teaching strategies.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses. The following changes have already been made to this Unit of Study as a result of student feedback: Feedback is crucial to the ongoing development of the Foundation units. Feedback in EDMT5502 is utilised across the whole suite of Foundation units. Feedback from previous cohorts has led to the following changes in this unit: continued reading groups from EDMT5676 swapped content and assessment task between EDMT5676 and EDMT5502 re-structured assessment tasks to scaffold development throughout the semester recommendations for further reading recommended readings during professional experience ongoing development of embedded assessment Feedback sessions will be held mid-semester and at the end of the semester – see the schedule for dates/times. Each seminar group will be asked to select a representative to attend the session and provide feedback gathered from the seminar group. Unit of Study Surveys (USS) will be completed in the final seminar. These surveys must be completed online so please bring a mobile device if possible. Feedback may also be provided directly to the unit co-coordinator, Nikki Brunker, at any time. Please maintain professionalism in your provision of feedback and consider your suggestions in light of the university context and how you are learning to provide feedback to students and colleagues.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT5502: Teaching for Learning: Teachers and Students

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect