COLLEGE OF EDUCATION EDPR101 - Paper Outline, Full Year 2018 The Practice of Early Childhood Teaching - University of Otago
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COLLEGE OF EDUCATION
EDPR101
The Practice of Early Childhood Teaching
Paper Outline, Full Year 2018
All rights reserved. This material is for the sole use of students enrolled in the course for which it was produced. It may not be reproduced by any means without the written authority of the Registrar, University of Otago, P O Box 56, Dunedin, New Zealand Contents Page Welcome/Introduction ..................................................................................................................... 1 Contacts ............................................................................................................................................ 1 Staff ................................................................................................................................................ 1 Communicating with you .................................................................................................................. 1 Paper Details ..................................................................................................................................... 2 Attendance ........................................................................................................................................ 8 Professional Practice/Experience...................................................................................................... 8 Assessment ....................................................................................................................................... 9 Assignments ...................................................................................................................................... 9 Assignment 1 - Assessment of Practicum ....................................................................................... 11 Practicum 1a: 23 February .............................................................................................................. 12 Practicum 1a 14 – 25 May (2 weeks) .............................................................................................. 12 Practicum 1b: 22 October – 9 November (three weeks) ................................................................ 16 Assignment 2a - Portfolio & DATA Model Reflection..................................................................... 21 Assignment 2b – Portfolio & Reflective Report .............................................................................. 23 Your Online Learning System .......................................................................................................... 28 Required and Recommended Reading ........................................................................................... 28 College Website .............................................................................................................................. 30 Important Note ............................................................................................................................... 30 Our Code Our Standards (Education Council, 2017) ....................................................................... 31 Student – Associate/Mentor Teacher Contract .............................................................................. 33 Health and Safety in the Workplace ............................................................................................... 35
Welcome/Introduction
Kia ora and welcome to EDPR101. In this paper you will begin to see how the theory you are learning at
College begins to shape and influence your teaching practice. We hope that you enjoy the paper.
Contacts
Paper Coordinator
Meredith Kelly
Contact Information
Phone: 03 211 6809
Email: meredith.kelly@otago.ac.nz
Office Location: Southland Campus
How I can help you
I endeavour to respond to emails within 48 hours.
Staff
Name Location Phone Email
Judy Layland Registry - G29C 479 4259 judy.layland@otago.ac.nz
Communicating with you
The primary means of University communications with students is through the student email address
allocated by the University. If you don’t regularly check your student email you can forward messages
to your personal email address.
Ctrl + click on the following link and then follow the Ask ITS instructions:
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IMPORTANT – DO THIS NOW.
1Paper Details
Prescription
In this paper students will be introduced to being a professional in early childhood. They will have an
opportunity to examine assessment and pedagogical practice relevant to the early childhood context and
explore the ways in which children’s learning is facilitated. Students will explore Te Whāriki in context
and begin their journey of learning in relation to bicultural perspectives on early childhood practice.
Learning Outcomes (Aims and Objectives)
At the completion of this course students will be able to:
1. Demonstrate an understanding of what it means to act professionally and ethically in an early
childhood context.
2. Use assessment and pedagogical practices in an early childhood context to facilitate children’s
learning.
3. Incorporate te reo me ngā tikanga Māori in practice.
4. Demonstrate effective relationships and communication skills.
5. Reflect on teaching and learning experiences taking cognisance of appropriate theories.
Content
An introduction to being a professional in an early childhood education (ECE) context
Our Code Our Standards
Effective relationships and communication skills
Personal safety
Acting professionally
Introduction to reflective practice
Models of reflection
Theories underpinning reflection
Pedagogy in ECE to facilitate learning
A range of theoretical and pedagogical approaches
Practices to encourage effective learning
Teaching strategies
Bicultural practices
Using te reo Māori
Tikanga Māori
Introduction to assessment practices in ECE
Narrative Assessment
Noticing and Recognising learning
Learning dispositions, working theories and Te Whāriki
Using assessment to plan for children’s learning
2Timetable
Please follow your timetable as on e:Vision. This has your room schedule on it with up-to-date room
information. * Please check your timetable on a daily basis*
Group Number Day/Date/Time Room Lecturer
Lecture - Dunedin Thursday 9am-9.50am RGS2 Michael Gaffney
Judy Layland
Lecture - Invercargill Wednesday 2pm-2.50pm See whiteboard Meredith Kelly
Workload Expectations
Contact Hours 149 - includes in-class tutorials and teaching practicum
Non-contact Hours 51 - reading for classes and assignment preparation
Total Hours 200
Teaching Practicum
Introductory Practicum in February
2 weeks in May
3 weeks November
Private Study
At least 2 hours per week – this includes reading in preparation for tutorials.
Lecture Programme
The aim of the lectures is to provide you with an opportunity to relate your values, beliefs, thinking and
readings to practical situations. The lectures are designed to assist you as your prepare for your
practicum experiences and to provide an opportunity for group discussion and critique following your
practicum. A central component of this paper is providing you with an opportunity to develop the
knowledge, understandings and dispositions of an effective early childhood teacher. A key part of this
process is exploring your own beliefs and linking these to your learning during the year. It is important
to remember that effective practice is grounded in theory and research. For this reason we will be
encouraging you to become a reflective teacher using both theory and research to evaluate your practice.
The aim of these weekly collaborative discussion sessions is to assist you to integrate your readings,
course work into the practical context. You are expected to come to tutorials prepared to share your
reading and thinking.
There will be a required reading for each session. However, it is hoped that you will extend your reading
beyond the set readings and take the opportunity each week to explore other readings in the library.
3Delivery Schedule
Week Week Topic Semester 1 – Getting to know learning Readings
Beg
9 26 Feb Introduction and overview Introduction to being a professional - Course outline – Learning
of the course. outcomes
At College and in an early childhood (ECE) context
Being a professional at - Criminal Convictions
College and in an early - Social Media
childhood education - Professionalism in the education sector
context.
10 5 Mar Effective relationships and Effective relationships and communication Smith (2013) p.192-195
communication Why do you think effective relationships and
communication so important in early childhood? Clarke & Grey (2010)
Come to the tutorial prepared to share your thinking p.80-81
of what makes effective relationships and
communication
11 12 Mar Strategies for non-verbal Non-verbal communication and establishing Cooper, Hedges, Ashurst,
communication and relationships Harper, Lovatt & Murphy
establishing relationships What is non-verbal communication and how does (2012).
this contribute to building relationships? Infants and toddlers
interests and inquiries:
Being attentive to non-
verbal communication.
12 19 Mar Keeping yourself safe Keeping yourself safe in an early childhood centre Ministry of Health (1997).
What do teachers need to consider to ensure their Nga Kupu Oranga Healthy
own personal safety in an early childhood setting? messages.
http://www.health.govt.nz/syste
m/files/documents/publications/
ngakupuorangahealthymessages.
pdf
13 26 Mar New Zealand Legislation New Zealand Education Council – Our Code Our Browze through the
Standards websites and familiarise
Our Code Our Standards - http://www.legislation.govt.nz/regulation/public/2008/0204/latest/ yourself with relevant
Ethical Practice in ECE DLM1412501.html?search=ts_regulation_Education+%28Early+Chil legislation
dhood+Services%29+Regulations+2008_resel&sr=1
Early Childhood Regulations http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM18
7093.html?search=sw_096be8ed80ffcb47_310_25_se&p=1&sr=2
Early Childhood Licensing https://educationcouncil.org.nz/sites/default/files/Our%20Cod
Criteria e%20Our%20Standards%20web%20booklet%20FINAL.pdf
https://www.education.govt.nz/assets/Documents/Early-
Education Act 1989 Childhood/Licensing-criteria/Centre-based-ECE-
services/CentreBased2008LicensingCriteriaECECareCentresBooklet
UpdatedMay2016.pdf
https://educationcouncil.org.nz/sites/default/files/Code%20Gui
dance%20FINAL.pdf
4Week Week Topic Readings
Beg
14 2 Apr Mid-semester Break incl. Good Friday 30 March-6 April
15 9 Apr Semester 1 focus – Getting Using Te Whāriki to guide practice Grey & Clarke (2013)
to know learning What does the word ‘learning’ mean to you? Chapter 8
From the reading, what did you learn about the
Learning about children and teacher’s role in facilitating children’s learning? Podmore, V. (2006).
Te Whariki (2017) Chapter 2.
16 16 Apr Strategies in bicultural What do we mean by bicultural practice in early Grey & Clarke (2013)
practice childhood education? p.12-23
Introduction to te reo Share any bicultural practices you observed during
Māori, greetings farewells, your introductory practicum.
Ritchie, J. (2001).
karakia and waiata What could you do during your next posting to
foster bicultural understandings? Set yourself two
goals.
17 23 Apr Introduction to reflective What is meant by reflective practice? O’Connor & Diggins.
practice – Models of Why is it important for teachers to critically reflect? (2002). Chapter 1
reflection
Clarke & Grey (2010)
Chapter 8
18 30 April Preparation for practicum – The focus of this class will be on preparing you for Please read the practicum
Read teaching practice your posting. tasks in your course outline
criteria for your May prac before you come to the
tutorial
19 7 May Setting goals for practicum – Personalised Practicum
20-21 14 May -
Y1-2 practicum
25 May
22 28 May Practicum feedback Come to class ready to reflect on your learning from
practicum.
23-25 4 Jun -
Exams (6-20 June)
18 Jun
26-27 25 Jun – Semester Break 25 June-6 July
2 Jul
5Week Week Topic Semester two focus - Getting to know a child as a Readings
Beg learner
28 9 Jul
What is learning?
Learning Dispositions -
Noticing and Recognising Learning and dispositions in ECE Smith, A. (2013) – Chapter
using Te Whāriki as a What is a disposition? 2
framework
What dispositions are important in ECE – and why?
Read Te Whāriki and
summarise what it says
about learning and
dispositions.
29 16 Jul What and how do young Dispositions and working theories: Hargraves (2013)
children learn? What is a working theory? Hedges & Jones (2012)
Dispositions and working Why are working theories important in ECE? Read Te Whāriki and
theories – summarise what it says
What approaches to teaching could be effective in
Noticing and Recognising developing dispositions and working theories? about learning and
using Te Whāriki as a working theories.
framework
30 23 Jul Assessment for learning - What is meant by sociocultural assessment? Lee, Carr & Soutar &
Noticing and Recognising Identify the key points made by the authors Mitchell (2013) Chapter 8
using Te Whāriki as a
framework Kei tua o te pae – The
Kei tua o te pae – The early early childhood exemplars.
childhood exemplars.
31 30 Jul Assessment for learning - Assessment
Narrative assessment – What are the key message from this article in
Te One, S. (2002).
Noticing and Recognising relation to socio-cultural assessment?
using Te Whāriki as a
framework
32 6 Aug Bicultural assessment – Read Rita Walker’s article – summarise the key Walker, R. (2008).
Noticing and recognising points.
using Te Whāriki as a Come to class prepared to discuss bicultural
framework assessment.
33 13 Aug Reflectively responding to Using assessment to plan for children’s learning Lawrence, R. (2004).
childrens learning - Planning What do we mean by planning in ECE?
for learning
Reflect back to your practicum – how did the centre
Possible “Where to next” plan?
using Te Whāriki as a
framework
34 20 Aug Practical session Watching vignettes in class and analysing learning Ministry of Education
within Te Whariki (2017)
6Week Week Topic Readings
Beg
35 27 Aug Mid-semester Break 27 August – 31 August
36 3 Sept. Pedagogy – The role of the teacher General Teaching Techniques MacNaughton & Williams
with the learner Demonstrating, describing, encouraging, (2005).
praising, facilitating, feedback, listening, - Read about each of these
General Teaching Techniques modelling, positioning, questioning, strategies before coming to
recalling, suggesting, telling & instructing class.
Have you observed where a teacher or
you yourself have used any of these
strategies?
37 10 Sept. Pedagogy - The role of the teacher Specialist Teaching Techniques MacNaughton & Williams
with the learner (2005).
Scaffolding, co-construction, Problem - Read about each of these
Specialist Teaching Techniques Solving, Empowering, Reinforcing. strategies before coming to
class
Provide examples where you saw a
teacher or you yourself, have used any of Podmore, V. (2006).
these strategies. Chapter 2.
38 17 Sept. Pedagogy - The role of the teacher Strategies for Positive Guidance Smith, A. (2013) Chapter 2.
with the learner Whanaungatanga, Manakitanga, tuakana
teina, ako
Strategies for Positive Guidance - Come to the tutorial prepared to discuss
strategies teachers could use to help all
children learn.
39 24 Sept. Reflecting on practice – using Select two theories you have been O’Connor & Diggins
theory introduced to this year – e.g. Chapter 1 & 4
sociocultural, bio-ecological, cognitive
constructivism etc.
Briefly summarise the key points of the
theory.
40 1 Oct. Preparation for practicum Goal Setting - Personalised Planning
41 8 Oct. Preparation for practicum Re-read all your course
Read teaching practice criteria for material – identify aspects
November teaching prac that you need to clarify. You
will be expected to use the
material from in-class
discussions and your reading
during your practicum.
42 15 Oct Exams
43-45 29 Oct –
Practicum
5 Nov
7Attendance
Any enrolled student should aim to attend all classes and tutorials.
If a planned absence from class is anticipated, students should complete an Application for Planned
Absence from Class form. Download a copy from the College website:
http://www.otago.ac.nz/education/forstudents.html#General_Information.
You are enrolled in a professional programme. As you enter a profession you also commit to a set of
professional and ethical obligations. On completion of your programme the College is required to attest
to the New Zealand Teachers Council your fitness to be a teacher. Fitness to teach is evidenced by:
• Professional behaviour
• Commitment to being fully prepared for professional experience
• Engagement with colleagues
• Reliability and trustworthiness
Your on-campus classes are structured to prepare you for your professional experiences out in
schools/centres. These classes are an important and integral part of preparing you for this professional
experience and your future teaching profession. In our experience, students who miss lectures and/or
workshops are often inadequately prepared for their professional experience in schools/centres. We
reserve the right to not allocate you a place in professional experience where we determine that you are
not sufficiently prepared. This could result in failure of the entire professional experience paper for that
year. Should exceptional circumstances arise regarding attendance, students need to contact College
Reception, phone 479 4914 or email uoce.attendance@otago.ac.nz as soon as possible.
If you are ill and unable to attend classes or professional experience you may need to complete a Health
Declaration for Special Consideration Application. For further information, refer to Information for
University of Otago College of Education Students Enrolled in Teacher Education Papers.
Professional Practice/Experience
Completion of all professional practice/experience is a requirement for provisional registration as a
teacher. Therefore you must meet the full requirements in terms of hours in the class and in
schools/centres. Of course unexpected events can occur. If you are unable to go to your allocated
school/centre for professional practice/experience, you need to communicate with your school/centre
and the College of Education:
• Phone your Mentor Teacher/school/centre before 8:30 am.
• Phone or email the Practicum Administrator:
ECE 03 479 4225 ecepracadmin@otago.ac.nz
Southland 03 211 6724 uoce.south.admin@otago.ac.nz
• If you are due to be visited by your University Mentor, you must also contact that person.
8Assessment
Summary of Assignments
Students must gain a pass in all assessment components in order to pass the paper.
The New Zealand Education Council has the responsibility for determining whether an applicant for
teacher registration is satisfactorily prepared to teach. Students are required to demonstrate their
participation in the required professional practice classes and practicum to the satisfaction of the Dean
of the University of Otago College of Education. This is in accordance with the New Zealand Education
Council requirements.
# Assignment Practicum dates/ Weighting*
Due dates
1 Practicum Assessment
Practicum 1a 14 - 25 May Pass/Fail
Practicum 1b 23 Oct – 9 Nov Pass/Fail
2 Written Assignments 2a
Teaching practice portfolio & Data Model reflection Due 30 May Pass/Fail
Written Assignments 2b
Teaching practice portfolio &Reflective Report Due 14 November Pass/Fail
* Percentage contribution to the final grade.
The portfolio will be formatively assessed after practicum 1a and summatively assessed after
practicum 1b.
No extensions will be given.
Assignments
Refer to the College website: http://www.otago.ac.nz/education/forstudents.html and download the
following documents:
• An Assignment Cover Page (located under the heading ‘General Information’) must be
completed and attached to the front of each assignment.
• It is students’ responsibility to read the detailed Information for University of Otago College
of Education Students Enrolled in Teacher Education Papers. It includes details relating to
assignments, including any penalties for lateness or assignment length that may be applied and
important policies and procedures you should be familiar with, e.g. Academic Integrity and
Academic Misconduct Information for Students, Initial Teacher Education – Professional
Standards and Criminal Offences Policy, Disclosure of Charges or Convictions for Criminal
Offences, Health Declaration for Special Consideration Application, etc.
9Deadlines for Handing in Assignments
1. Assignments are to be submitted on or before the due date.
Due dates for assignments have been given well in advance and it is the responsibility of the
student to plan ahead in order to meet deadlines for essay submission.
N.B. Having a heavy load of assignments and/or tests for other courses is NOT an adequate reason
for an extension to be given.
2. The UOCE Assessment Policy clearly states that no assignments can be accepted
(a) after marked scripts have been returned to students, and/or
(b) after the last day of the Semester, and/or
(c) more than seven days late: the assignment will not be marked.
3. Information about how to apply for an extension and penalties that will be applied, for assignments
that are submitted after the due date without an extension, can be found on the College website
– refer to the UOCE Assessment Policy.
4. Word limits may be applied for some assignments. For information on word limits and penalties
that are applied for exceeding these – refer to the UOCE Assessment Policy.
Submission of Assignments
1. All assignments must be submitted via the specified process described in the assignment details.
2. It is expected that students will keep a photocopy (or be able to supply a copy) of all work
submitted for assessment.
Referencing Style – APA
To learn more about the reference style required for this paper, visit the University of Otago Library
website: http://otago.libguides.com/citation_styles
10Assignment 1 - Assessment of Practicum
Pass/Fail
Detailed Requirements for Assignments
Introductory posting in February and two block postings:
May – two weeks 14 - 25 May
November – three weeks 23 October - 9 November
During the November posting you will be visited by a lecturer who will assess your teaching practice.Your
practice will be assessed in relation to the learning outcomes of the paper:
1. Demonstrate an understanding of what it means to act professionally and ethically in an early
childhood context.
2. Use assessment and pedagogical practices in an early childhood context to facilitate children’s
learning.
3. Incorporate te reo me ngā tikanga Māori in practice.
4. Demonstrate effective relationships and communication skills.
5. Reflect on teaching and learning experiences taking cognisance of appropriate theories.
Assessment Criteria
Criteria for each practicum
Acts professionally and ethically
Uses assessment and pedagogical practices
to facilitate children’s learning
Incorporate te reo me ngā tikanga Māori in
practice
Demonstrates effective relationships and
communication skill
Reflects on teaching and learning
experiences taking cognisance of theory
General
11Practicum 1a: 23 February
FEBRUARY PRACTICUM – 1 day
23 February
The focus of this experience is on an introduction to Early Childhood Education settings.
This is an opportunity to become familiar with an early childhood setting. You will be able to observe
relationships between children, families/whānau, and staff. You will also be able to gain a first impression
of the setting’s philosophy, routines, and the way the teaching team might implement the early childhood
curriculum (Te Whāriki) in their setting.
After your one day experience, write half a page on each of the following:
What were children engaged in and doing in the setting? Were they enjoying what they were doing? How
do you know? What does this mean for them and their learning? What did you notice about the teachers
and how they were involved with the children in their play, routines, and experiences across the day?
How were the teachers involved with parents/whānau? Why do you think this is important?
What did you learn about your own beliefs and values about children’s play and learning? Did you enjoy
your day - why? Why not?
These notes will be completed and brought to your first tutorial for this paper. It will be handed in to
your lecturer, along with your May practicum assignment, on Wednesday 30 May, for formative
assessment.
Practicum 1a 14 – 25 May (2 weeks)
Criteria for this practicum are outlined on page 27 & 28.
14- 25 May
This is a two-week placement where you will have a further opportunity to see early childhood education
in action. You are expected to provide evidence of your work during this practicum. Your written work
will be formatively assessed at the completion of your May practicum and summatively assessed after
your end of year practicum.
Before you go on your May practicum you are to write a statement introducing yourself to the staff,
parents and children of the centre. In this statement you should state your name, the fact that you are a
first-year student at the University of Otago College of Education and then a short statement about what
you hope to learn while at the centre.
The focus of this posting will be:
To establish relationships with children and adults.
To learn and practice what it means to act professionally and ethically
To learn about the range of pedagogical practices used in an early childhood context
To learn what centres do in relation to “Assessment for learning”.
Beginning to learn about the incorporation of te reo Māori and awareness of tikanga Māori in an
early childhood setting.
Beginning to consider the Education Council “Our Code Our Standards” in practice
12Completing a range of tasks connected to the learning outcomes of the practicum
During this practicum you are required to reflect on your practice and complete a range of tasks. The
tasks are designed to help you to reflect on a range of theories and ideas you have been learning about
at College, and your practice.
LO 1. Demonstrate understanding of what it means to act professionally and ethically in an
early childhood context.
Week 1 & 2:
Act professionally and ethically at all times by being confidential, arriving on time, participating
fully in the centre programme under the guidance of your associate.
Engage with children and adults in ways that are respectful and promote positive communication
and relationships, always reflecting the principles and strands of Te Whāriki.
TASK 1:
At the end of week one AND two, document and discuss learning outcome 1, reflecting on the bullet
points above. What does being a professional teacher mean to you and how are you putting this learning
outcome into action? (use your class notes to help you). Make links to “Our Code Our Standards” (one to
two pages)
LO 2. Use assessment and pedagogical practices in an early childhood context to facilitate
children’s learning.
Talk to your associate about their strategies for assessment. Over the two weeks reflect on:
Week 1 : As you work with children, what are you ‘noticing’ about
how children learn and how adults respond to children’s learning;
particular teaching/pedagogical strategies teachers use and how teachers document the
learning?
how you are engaging with children in play and show an interest in their involvement; are you
asking open questions and encouraging problem solving? (pedagogical practices)
Have you noticed children engaged with mathematics, technology and ICT? What
ideas/concepts are they exploring and learning about here?
TASK 2:
At the end of week one, discuss learning outcome 2 considering each of the bullet points above. What
are you noticing and recognising about children and their learning? Include some brief examples of
maths, ICT and technological learning you have been involved with. Make links to Te Whāriki. (one-two
pages)
Week 2: How are you noticing and recognising children’s learning? Keep reflecting on strategies from
week 1.
13TASK 3:
* During or at the end of week 2, write about an episode where you were involved in
children’s learning. What did you notice and recognise (think about Te Whāriki) about their
learning? How did you respond? How did the principles and strands of Te Whaariki influence
your practice? (One page)
* At the end of week two, discuss learning outcome 2 and what you are learning about assessment
and pedagogical practices for learning, i.e. consider how the teachers in your centre notice,
recognise children’s learning through their teaching and assessment practices. Use what you
have been taught in class as a guide for your thinking as you consider your own learning. (one
page)
LO 3. Incorporate basic te reo Māori and awareness of tikanga Māori
Week 1 & 2
Notice the way the teachers use te reo Māori and demonstrate tikanga Māori in the centre over
the two weeks. Use your class notes to guide your thinking here.
Try to use greetings and farewells, instructions; numbers; colours that you have learned in class
as you interact with children. Learn the centre karakia.
Begin to think about and identify Māori understandings of the principles and strands of Te
Whāriki in practice as explored in EDCR101.
Begin to identify Te Tiriti o Waitangi in practice – PARTNERSHIP; PARTICIPATION; PROTECTION
as explored in EDPR102.
Begin gathering resources for the future i.e. collect examples of what teachers do to develop a
bicultural programme.
TASK 4:
At the end of week one AND two, discuss learning outcome 3 considering each of the bullet points above.
(One page)
LO 4. Demonstrate effective relationships and communication
Week 1 & 2:
- Try to get to know children, interact and engage with them through using positive body language,
greeting them and asking questions as well as sharing your thinking and ideas about what is
happening in the centre. Facilitate manakitanga and whanaungatanga among children.
- If you are with infants and toddlers, try to actively listen to the messages children are trying to
convey to you through their movements and interests in the environment. Use plenty of
language as you engage and interact.
- Think about the strategies you are using to develop relationships and communicate with children
i.e. are you down at their level, using active listening and responding, making suggestions and
extending children’s thinking.
- Try to ensure you spend time with and develop relationships with as many children as possible
- Try to avoid using slang phrases and overly casual language; remember you are a role model for
children.
14TASK 5:
At the end of week one and two, discuss learning outcome 4 reflecting on each of the bullet points above.
What are you learning about effective relationships and communication as a teacher? Make links to Te
Whāriki ’s principles and use the notes and literature you have learned in class to guide you. (one to two
pages).
LO 5. Reflect on teaching and learning experiences taking cognisance of appropriate theories
Week 1 & 2:
* Reflecting on your teaching is an essential part of being an effective teacher. Getting into a
regular pattern of reflection is important; as you learn new ideas and put these into practice,
reflection each day is a useful tool.
* Think about the experiences you are having on this practicum and how they are shaping your
ideas, values and approaches as a teacher
* Think about the theories of teaching and learning you have been learning about at College. How
do theories guide your decision making and practice in the early childhood setting?
TASK 6:
At the end of week one AND two, discuss learning outcome 5 considering each of the bullet points above.
How does theory guide your teaching and learning? i.e. consider socio-cultural theories, Māori world
views and Te Whāriki . What are you learning about the importance of reflection on your own teaching?
(Use your class notes to guide your thinking). (One-two pages)
15Practicum 1b: 22 October – 9 November (three weeks)
(Criteria for this practicum are outlined on page 27 & 28)
This is a three-week placement where you will have a further opportunity to see early childhood
education in action.
You are expected to provide evidence of your work during practicum. Your written work was formatively
assessed at the completion of your May practicum and will be summatively assessed after your end of
year practicum. It is anticipated that you will build on your experiences and learning from your practicum
in May.
To maximise your experience it would be useful to read the feedback given to you on the last practicum
and set goals for your 3-week experience.
You will be visited by a lecturer who will assess your practice using the criteria on page 11.
Before you go on your November practicum you are to write a statement introducing yourself to the
staff, parents and children of the centre. In this statement you should state your name, the fact that you
are a first-year student at the University of Otago College of Education and then a short statement about
what you hope to learn while at the centre.
The focus of this posting will be on
Demonstrating an understanding of what it means to act professionally and ethically in an early
childhood context.
Developing assessment and pedagogical practices in an early childhood context to facilitate
children’s learning.
Incorporating te reo me ngā tikanga Māori in practice.
Demonstrating effective relationships and communication skills.
Reflecting on teaching and learning experiences taking cognisance of appropriate theories.
Completing a range of tasks connected to the learning outcomes of the practicum
During this practicum you are required to reflect on your practice and complete a range of tasks. The
tasks are designed to help you to reflect on a range of theories and ideas you have been learning about
at College, and your practice. On this practicum you should aim to develop more critical thinking (than
your May practicum) of your learning in relation to the learning outcomes.
LO1. Demonstrate an understanding of what it means to act professionally and ethically in an
early childhood context
Week 1, 2 & 3:
Act professionally and ethically at all times by being confidential, arriving on time, participating
fully in the centre programme under the guidance of your associate.
Try to use your initiative and participate in as many centre routines as you can to gain experience,
e.g. help with kai times; organising children to go outside, setting up the environment etc.
Engage with children and adults in ways that are respectful and promote positive
communication, manakitanga and relationships, always reflecting the principles and strands of
Te Whāriki.
16TASK 1:
At the end of week one, two AND three, discuss learning outcome 1 and each of the bullet points above.
In what ways have your ideas changed or developed further in relation to being a ‘professional and ethical
teacher’ from your last practicum? What have you learned? Provide examples and make links to the
“Our Code Our Standards” (one page for each of the 3 weeks)
LO2. Use assessment and pedagogical practices in an early childhood context to facilitate
children’s learning – Getting to know a child as a learner
In your last practicum you observed centre approaches to assessment and practices that facilitated
children’s learning. On this practicum you will begin to practice writing your own assessments. The
following provides you with guidelines about how to start that process.
NB: All narrative assessments MUST be countersigned by your Associate.
Week 1:
It is a useful strategy to talk to your associate about their strategies for assessment, for example, talking
with parents, other teachers and the children before writing up an assessment, developing a holistic
image of the child/ren as learners. The expectation here is that you:
- Focus writing narrative assessments on one child. Choose a child who you feel you know well
and gain permission to write assessments from your associate and parents (if needed) –
remember to follow centre protocol and always be guided by your associate.
- To begin your assessment, use the noticing and recognising approach. I.e. work with the child
in a range of experiences to notice what the child might be doing/learning and if they have any
particular interests. Then think about what the learning might be (using the principles and
strands of Te Whāriki as a framework). As the child explores their ‘interests,’ what learning are
you recognising? Can you recognise the learning in terms of dispositions and working theories?
Think about the child’s learning in terms of past and present (previous assessments) and how
you can connect these ideas together to develop a more holistic view of the child as a learner.
Discuss your ideas with your associate.
- Remember to think about learning in terms of the child’s developing learning dispositions and
working theories that reflect the principles and strands of Te Whāriki . A useful approach is to
refer to Te Whāriki to help you think about the learning and when writing your narrative. Have
Te Whāriki open in front of you so you are able to ‘pull out’ and use the language of the
principles, strands and learning outcomes within the curriculum (Please do not directly quote
from Te Whāriki ).
- The emphasis in your assessment should be on noticing and recognising the learning on this
practicum.
- The learning (dispositions and working theories) can be written through the narrative assessment
or can be completed towards the end of the story.
17TASK 2:
By the end of the first week write your first narrative assessment (minimum of one) through documenting
the story of the learning. Try to focus on the working theories and dispositions that you are noticing and
recognising in your narrative.
THEN…. Write a one-page reflection on learning outcome 2 reflecting on your own ability to respond to
learning that you have noticed. How have you contributed to the childs learning? Think about what you
have learned in class to guide your thinking. Make links to Te Whāriki and literature to support your
learning.
Week 2 & 3:
The expectation here is that you:
- Continue to work with your chosen child and write narratives of their learning ( a minimum of
3). Continue to notice and recognise the learning that might be happening as you did in week
one. Discuss the child’s learning with your associate, other staff members and the childs whanau
to gain a more holistic image of the child as a learner.
- Try and build on the narratives you have written for your child. In this way you will be able to
show continuity (how the learning develops and changes) within the learning.
- This week, identify possible “where to next” for your child using Te Whāriki. You will need to
talk with your associate about the learning to see if you are on the right track. Reflect and
document possible strategies/experiences to provoke the complexity of the child’s learning
dispositions and working theories with your associate. Plan out your teaching approaches and
strategies to provoke children’s learning.
- Take opportunities to extend the child’s learning dispositions and working theories as often as
possible, re-engaging or revisiting the narratives you have written. The ways in which you
provoke learning should be visible within your narrative assessments.
TASK 3:
Continue to practice your assessment with a minimum of three narrative assessments in week two and
three narratives in week three, building on your previous narratives. As you are provoking learning,
there should be evidence of this in your assessments.
At the end of week two and three, document your teaching strategies and approaches (pedagogical
approaches) used over the week and what difference you noticed for your child. Discuss how you used
your knowledge of curriculum areas such as literacy, numeracy and arts to provoke learning? (1 page
each week). THEN…..
Write a one-page reflection on learning outcome 2 using the bullet points above and what you have
learned in class to guide your thinking. Make links to Te Whāriki and literature to support your
learning.
18LO 3. Incorporating te reo me ngā tikanga Māori in practice
Week 1, 2 & 3:
Think about the goals developed in your May practicum and try to develop your confidence and practice
further on this practicum.
- Notice the way the teachers use te reo Māori and demonstrate tikanga Māori in the centre over
the three weeks. Use your class notes to guide your thinking here.
- Use greetings and farewells, instructions; numbers; colours and learn the centre karakia that you
have learned in class as you interact with children.
- Think about and identify Māori understandings of the principles and strands of Te Whāriki in
practice as explored in EDCR101 and EDCR102
- Ensure your thinking and practice is framed by Te Tiriti o Waitangi in practice – PARTNERSHIP;
PARTICIPATION; PROTECTION as explored in EDPR102.
- Begin gathering resources for the future i.e. collect examples of what teachers do to develop a
bicultural programme.
TASK 4:
At the end of week one and two, take notes on your use of te reo Māori as well as strategies and
approaches to reflect a Māori world view of teaching and learning.
THEN….. At the end of week 3 write a critical reflection on how effectively you were using te reo Māori
and integrating a minimum of three pedagogical approaches from te ao Māori, i.e. ako, whanaungatanga,
tuakana teina, manakitanga etc. Critically comment on your own learning within learning outcome 3
(one – two pages)
LO 4. Demonstrate effective relationships and communication skills
Week 1, 2 & 3:
- Get to know children, interact and engage with them through using positive body language,
greeting them and asking questions as well as sharing your thinking and ideas about what is
happening in the centre.
- If you are with infants and toddlers, try to actively listen to the messages children are trying to
convey to you through their movements and interests in the environment. Use plenty of
language as you engage and interact. Reflect on what you have learned from EDCR102
“Languages of Children”
- Think about the strategies you are using to develop relationships and communicate with children
i.e. are you down at their level, using active listening and responding, making suggestions and
extending children’s thinking, fostering manakitanga and a sense of whanau.
- Read stories to children, thinking about how you involved children in the story; how links were
made with the children’s lives, how you used questioning, etc.
- Try to ensure you spend time with and develop relationships with as many children as possible
- Try to avoid using slang phrases and overly casual language; remember you are a role model for
children.
- By week three try to focus on participating in discussions with small groups of children and how
they relate to each other.
19TASK 5:
During weeks 1 and 2 discuss two occasions (from any time over the first two weeks) in which you were
engaged in discussion with children. Outline what strategies you found most useful; i.e. how did you
work to ensure this was a reciprocal interaction; what sort of questioning techniques did you use? How
was Te Whāriki shaping your practice? Would you do something different next time? (one page for
each).
TASK 6:
At the end of week three, discuss learning outcome 4 reflecting on each of the bullet points above. What
are you learning about effective relationships and communication as a teacher? What strengths and
challenges do you have within this area? Make links to Te Whāriki ’s principles and use the notes and
literature you have learned in class to guide you (one-two pages).
LO 5. Reflect on teaching and learning experiences taking cognisance of appropriate theories
Reflecting on your teaching is an essential part of being an effective teacher. Getting into a regular
pattern of reflection is really important; as you learn new ideas and put these into practice, reflection
each day is a useful tool.
Week 1, 2 & 3:
* Think about the experiences you are having on this practicum and how they are shaping your
ideas, values and approaches as a teacher
* Think about the theories of teaching and learning you have been learning about at College. How
do theories guide your decision-making and practice in the early childhood setting?
TASK 7:
At the end of EACH week, discuss learning outcome 5 considering each of the bullet points above. How
is your thinking and learning changing, developing and transforming through your teaching practice from
week one to week three? How can you ensure theory and Te Whāriki guides your decisions as a teacher?
i.e. consider socio-cultural theories and Māori world views. What are you learning about the importance
of reflection in your own teaching? (Use your class notes to guide your thinking).
20Assignment 2a - Portfolio & DATA Model Reflection
Pass/Fail
Due ................................................. by midday on or before Wednesday 30 May
Where to hand in work .................. Assignment box, UOCE Reception
Detailed Requirements for Assignment
Teaching practice portfolio
At the end of this posting you will hand in your portfolio for formative feedback.
Your portfolio should have separate referenced sections:
(a) Self-introduction to the Centre
(b) Sections headed by each of the learning outcomes (1-5) where you file the six tasks completed
during the practicum
(c) DATA reflection (1000 words) (see guidelines below)
(d) Resource ideas: Include a brief summary of how you used any of the resources included.
DATA model reflection
At the end of the practicum choose an event or experience from your 2 weeks that really inspired or
challenged you as a teacher. Write the reflection on what you have learned through this experience
using the DATA model of reflection (Describe, Analyse, Theories and Act). Make links to two of the criteria
from “Our Code Our Standards” (1000 words).
Describe – What event or experience inspired or challenged you? Discuss
Analyse - Why did this event or experience affect you in this way? How did you feel?
Theorise – How does this event or experience relate to what you have learned at College? i.e. in
relation to Te Whāriki and socio-cultural theories. How has this shaped your learning as
a teacher?
Act - How might this event or experience contribute to the way in which you will work in the
future?
21Assessment Criteria
Marking Guide - Portfolio – formative assessment
Self introduction to centre
Tasks 1-6 included
DATA reflection
Resource ideas
Organisation of portfolio
Appropriate referencing
General
22Assignment 2b – Portfolio & Reflective Report
Pass/Fail
Due ................................................. by midday on or before Wednesday 14 November
Where to hand in work .................. Assignment box, UOCE Reception
Detailed Requirements for Assignment
Teaching practice portfolio
You will develop the portfolio you began in May.
At the end of this posting you will hand in your portfolio for summative feedback.
Your portfolio should have separate referenced sections:
(a) Self-introduction to the Centre
(b) Sections headed by each of the learning outcomes (1-5). File each of the seven tasks completed
during the practicum under each learning outcome. Select a minimum of 7 examples (if you have
done more than 7) of “best evidence” narrative assessment written on your chosen child and
include these in your portfolio under learning outcome 2 (LO2)
(c) Reflective Report: PAST, PRESENT & FUTURE (see below)
(d) Resource ideas: Include a brief summary of how you used any of the resources included.
Reflective Report (PAST, PRESENT & FUTURE)
Reflecting on your teaching is an essential part of being an effective teacher. Regular reflection enables
you to transform your thinking and learning, to critique new ideas and practices and to consider your
approach as a developing teacher. Use the tasks, reflections and goals you set on your personalised plan
to help you write your report.
In this report you will use the model of PAST, PRESENT and FUTURE to consider your learning journey
across your year of teaching practice AND make links towards your progress with “Our Code Our
Standards” (New Zealand Education Council).
To do this you could consider the following:
A suggestion would be to use the learning outcomes and goals set on your personalised plan as
a framework for your thinking for this report. (i.e. your past, present and future learning
focussing on each of the learning outcomes) OR you can respond more holistically to your
teaching practice experience across the year.
What challenging ideas or assumptions did you have in the past about early childhood education
and children’s learning, and have since developed new understandings and insights into?
What current understandings do you feel confident about in the present? What understandings
do you feel you need to develop more confidence in for the future? What goals could you set for
your personalied plan for next year?
Make links to three of the criteria from “Our Code Our Standards”. How are you working towards
this criteria?
Your discussion should include specific examples from your teaching practice and be supported
with links to literature and theory.
(1200 words)
23Assessment Criteria
Portfolio – Summative assessment
To gain a pass your teaching portfolio will:
(a) Have separate referenced sections with tasks 1-7 as described above
(b) Include a self introduction to the centre
(c) Completed the reflective report: past, present and future
(d) Resource ideas
Reflective Report
To receive a passing grade for this report it will need to
(a) show evidence of critical thinking about your learning as a developing teacher
(b) include comments about your future goals;
(c) ensure your work is supported by reference to the literature and “Our Code Our
Standards”
See marking guide on next page.
24Marking Guide: Reflective Report and Portfolio
Reflective Report
Report which uses the model of PAST, PRESENT
and FUTURE to consider your learning journey
across your year of teaching practice
3 links towards progress with “Our Code Our
Standards”
Portfolio
Self-introduction to the centre
Sections headed by each of the learning outcomes
Tasks 1-7
Assessment/Narratives of learning, including any
responding and episodes of provoking learning
(minimum of 7 in total).
NB - All narratives must be countersigned by your
associate
Has separate referenced sections
Overall comment
25Criteria for Practicum – Learning outcomes and examples of practice
EARLY CHILDHOOD EDUCATION
Year 1 Practicum 1a (EDPR 101) Practicum 1b (EDPR 101)
Written introduction/mihi Written introduction/mihi
Demonstrate an
Acts professionally and ethically at all Acts professionally and ethically at all times
understanding of what
times by being confidential, arriving on by being confidential, arriving on time,
it means to act
time, participating fully in the centre participating fully in the centre programme
professionally and
programme under the guidance of under the guidance of associate.
ethically in an early
associate. Engages with children and responds to them
childhood context.
Engages with children and responds to in such a way that encourages their learning
them in such a way that encourages their and reflects the principles and strands of Te
learning and reflects the principles and Whāriki.
strands of Te Whāriki. Works towards keeping the environment an
Works towards keeping the environment exciting learning place
an exciting learning place Uses initiative to engage in all aspects of
Prepares a professionally presented and curriculum (routines etc.) with the teaching
indexed practicum folder including all the team.
stated requirements as per the course Reflects on practice in relation to “Our Code
outline. Our Standards”
Continues developing the practicum folder,
maintaining its currency and having it
available at all times.
Observes what happens in the centre in Observes what happens in the centre in
Use assessment and
relation to assessment relation to assessment
pedagogical practices in
Notices how children learn and how adults Notices how children learn and how adults
an early childhood
encourage and document the learning encourage and document the learning
context to facilitate
Participates in learning episodes – joining Is NOTICING AND RECOGNISING learning as
children’s learning.
children as they are engaged in play they participate in the setting showing an
showing an interest in their involvement; interest in their involvement; asks open
asks open questions, encourages problem questions, encourages problem solving.
solving. Documents significant moments of a child’s
Reads stories to children, noting how sustained engagement, foregrounding
children’s interest in the story is valued learning (working theories, mana,
maintained, how links are made with the learning dispositions)
children’s lives; the use of questioning, etc. Is beginning to identify and provoke further
Reflects on what has been learned about learning considering the environment;
Te Whāriki in practice. resources; approaches and strategies
Takes note of the way the teachers use te Contextual use of te reo Māori including
Incorporate te reo me
reo Māori and demonstrate tikanga Māori language learned in EDCR 102 – greetings
ngā tikanga Māori in
in the centre. and farewells; karakia; instructions;
practice.
Uses greetings and farewells; karakia numbers; colours
Identify and provide examples of Māori Uses and evaluates Māori resource
understandings of the principles and developed in EDCR 102
strands of Te Whāriki as seen in practice. Reflects on tikanga Māori & bicultural
Identifies Te Tiriti o Waitangi in practice – understandings of the principles and strands
PARTNERSHIP;PARTICIPATION; of Te Whāriki explored in EDCR 101;
PROTECTION bicultural assessment from EDPR 101
Reflects on concepts of
whakawhanaungatanga/whakawhanaukata
ka; AKO; tuakana-teina and how these look
in practice.
Continues to take note of the way the
teachers use te reo Māori and demonstrate
tikanga Māori in the centre over the three
weeks.
26 Greets and farewells children and Greets and farewells children and
Demonstrate effective
parents/whānau parents/whānau
relationships and
Establishes effective relationships with Initiates discussions with associate daily
communication skills.
children and staff Physically placed to be fully responsive to
Engages in conversations children and teaching team.
Uses voice effectively Engages with children where appropriate,
Reflects on questioning used showing interest & encouraging learning
Uses voice effectively
Reflects on nature of engagement –
surface/genuine; fleeting/sustained
Responds to “teachable moments”
Reflects on how you worked to extend Reflects on how you met each of the learning
Reflect on teaching and
children’s learning outcomes, and how your practice reflected
learning experiences
Reflects on how you were part of a the principles of Te Whāriki and related
taking cognisance of
bicultural programme theories.
appropriate theories.
Reflects on your practice linked to the
theories studied so far
REFLECT ON PRACTICE RELATED TO EACH REFLECT ON PRACTICE RELATED TO EACH
LEARNING OUTCOME AND ON FEEDBACK LEARNING OUTCOME AND ON FEEDBACK FROM
FROM ASSOCIATE AND VISITNG LECTURER AND ASSOCIATE AND VISITNG LECTURER AND SET
SET GOALS FOR SEMESTER 2 GOALS FOR YEAR 2
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