013169 Economics Teaching Methods 2

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): ((96 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education) AND 013235 Human Society and its Environment Teaching Methods 1)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This subject allows students to explore and critique the skills and understandings required to be an effective secondary Economics teacher. The subject informs supervised teaching placement in the professional experience subjects. There is an emphasis on professional commitment, current developments in social science teaching and learning, and reflection on teaching practice. Topics include teaching to differentiated classes; selecting digital resources and tools to enhance student learning; organising and evaluating methods and materials for learning; discipline-specific assessment and reporting; theoretical teaching frameworks. Students develop depth of knowledge within selected areas of education relevant to the NSW Economics syllabus.

Subject learning objectives (SLOs)

a.	Apply knowledge of teaching strategies that are responsive, through differentiation, to the learning strengths and needs of students learning in Economics (GTS 1.3.1, 1.5.1)
b.	Organise knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area (GTS 2.1.1)
c.	Explain HSIE syllabi ideas accurately, including the impact of culture, cultural identity and linguistic background on the education of Indigenous Australian (Aboriginal and Torres Strait Islander) to understanding social sciences and curriculum (GTS 1.4.1)
d.	Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. (GTS 3.2.1)
e.	Integrate critical understanding of the purpose of providing timely and appropriate feedback to students about their learning.(GTS 5.2.1)
f.	Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)

Contribution to the development of graduate attributes

There are three APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.

1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Standard 1.5.1 is taught and practised in Weeks 1 and 2, and assessed in Assessment task 1, criterion 3.

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Standard 2.1.1 is taught and practised in Weeks 3 and 4, and assessed in Assessment task 3, criterion 1.

5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

Standard 5.2.1 is taught and practised in Weeks 5, 6 and 7, and assessed in Assessment task 2, criterion 3.

Teaching and learning strategies

Weekly workshops scaffold learning to build in-depth knowledge of the NSW Economics secondary school syllabus and teaching and learning pedagogy relevant to each stage and content strand. The teaching and learning strategies employed in this subject include lecturer input, hands-on tasks and practice-oriented classroom teaching, structured discussions, ICT and online activities. Students trial, select and design a variety of teaching strategies and a range of resources, including those involving the use of ICTs, that engage school students in their learning. During the learning continuum students demonstrate acquired knowledge through presentations, multi-modal representations, questioning, reflection and assessments. This subject also describes a range of teaching strategies and resources that engage students in meaningful, contemporary, insightful social sciences learning.

Formative feedback

Students receive ongoing formative feedback throughout the session.

Content (topics)

In this subject, students focus on:

Roles and responsibilities of Stage 6 teachers of Economics;
Quality Teaching Framework and the AITSL Graduate Standards for Teachers;
NSW Stage 6 Economics Syllabus: aims, objectives, stage statements, outcomes, content, requirements, assessment emphases, courses;
Identifying, selecting and using a range of resources in the secondary classroom;
Focus on the learners; strategies for differentiating teaching and meeting diverse learner needs; and assessment principles and strategies;
Developing effective questions for the Economics classroom;
Critical literacy and numeracy in the Economics classroom;
Teaching oral skills in the secondary classroom: key elements and considerations.
Key programming documents: scope and sequence, lesson plans, key aspects of a unit of work;
Investigating strategies that can be used to evaluate teaching programs to improve student learning;
Investigating the purpose of providing timely and appropriate feedback to students about their learning;
Exploring ways to organise content into an effective learning and teaching sequence.

Assessment

Assessment task 1: Planning for differentiation in the Economics Class

Objective(s):

a, b, d and f

Weight:

20%

Length:

750 words + detailed original lesson plan (this means a fully resourced original lesson plan that another teacher could use and teach from without needing to add anything of their own. The original lesson plan and its resources are not included in the word count).

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Identification and justification of relevant approaches to differentiation used to enhance teaching and learning	25	a	1.1
Organisation of the content and structure of the lesson to facilitate teaching of the lesson	25	b	1.3
Scholarly knowledge and understanding of research into how students learn and the implications for teaching	25	d	2.1
Clarity and professionalism of written expression	25	f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Formal assessment task, marking guides and feedback

Objective(s):

a, c, e and f

Weight:

40%

Length:

1,000 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriateness and alignment of task and placement to teaching/learning cycle for achievement of stated purpose	20	c	1.3
Clarity and relevance of rubric, marking guidelines and detail of suggested answers	30	a	1.2
Logic of how the task will be marked to make the feedback relevant, timely and meaningful.	30	e	1.3
Clarity and professionalism of written expression	20	f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Designing a learning sequence

Objective(s):

a, b, d and f

Weight:

40%

Length:

1,200 words (original lesson plans and complete supplementary resources in the appendices and are not counted in the word count)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Coherence of the learning sequence and lesson plans (concepts, strategies, resources)	30	a	1.2
Logic and clarity of justification of key components of the learning sequence.	30	b	1.3
Logic and clarity of justification of the selected strategies and resources, including evaluation of the program, using relevant scholarly literature	30	d	2.1
Clarity and professionalism of written expression	10	f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students MUST attend a minimum of 8 out 9 sessions.

Students must pass all assessment tasks because the tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both AITSL graduate descriptors and CILOs) covered in this subject. External accrediting bodies (NESA and AITSL) require all tasks to be satisfactorily completed in order to demonstrate achievement against NSW Graduate Teacher Standards. Students who do not pass all assessment tasks will be awarded an X Fail grade.

Required texts

NSW Educational Standards Authority Economics Stage 6 Syllabus https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/hsie/economics
NSW Educational Standards Authority Assessment and Reporting in Economics Stage 6 https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/hsie/economics/assessment-and-reporting

References

Black, P., & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. London, UK: London University Press.

Dhall, M. (2019) The Business of Teaching. Sydney, Australia: M2K Education and Advisory. Excerpts will be given out as needed.

Ferrarini, T. H. (2012). Economics in the media: Cool tools for teaching economics. Social Studies Research and Practice, 7(1), 19-28.

Gardner, J. (Ed.) (2006). Assessment and learning, Oaks, California, USA: Sage Publications

Killen, R. (2007) Teaching Strategies for Outcomes-based Education, Cape Town, South Africa: Jutta.

Newman, F. M. (Ed.) (1996). Authentic pedagogy. Wisconsin, USA: University of Wisconsin-Madison.

Prumm, K. and Patruno, R. (2016) Elements of Learning and Achievement, DET NSW.

Stokhof, H., De Vries, B., Bastiaens, T., & Martens, R. (2020). Using mind maps to make student questioning effective: Learning outcomes of a principle-based scenario for teacher guidance. Research in Science Education, 50(1), 203-225.