013247 Technological and Applied Studies Teaching Methods: Engineering Studies
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Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 013246 Technological and Applied Studies Teaching Methods: Technology (Mandatory)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Drawing upon subject content knowledge in the field of engineering studies, teacher-education students are supported to produce a metal-based artefact to the same scale they would, as graduated teachers, support senior secondary school-students to produce a similar artefact. They learn about sequencing, programming and the identification and selection of appropriate teaching strategies and resources. Teacher-education students gain competencies in developing key programming documentation. Content includes the appropriate structures for scope and sequence documents, and programs which correctly map learning outcomes to projects and classroom experiences. Lesson planning is considered in the context of a unit of work, incorporating factors of time planning, contingencies and available resources. Approaches to managing Work Health and Safety and risk assessment are examined. The subject enables students to create documentation that interprets syllabus content into actionable and relevant programs for learning. In addition to lecture input, students analyse Engineering Studies syllabus content and relate it to theory and practical tasks for the classroom. Presentations and group discussion supported by online interaction enable validated feedback. Fabrication workshop sessions are conducted for students to develop practical skills and teaching resources. Assessment strategies in this subject involve the creation of documents and a physical artefact that could be used in a school setting. This enables teacher-education students to continue adding to their portfolio of teaching resources.
Subject learning objectives (SLOs)
| a. | Organise Engineering Studies content into an effective learning and teaching sequence. |
|---|---|
| b. | Use curriculum, assessment and reporting knowledge to design Engineering Studies learning sequences and lesson plans. |
| c. | Plan lesson sequences using knowledge of student learning, content and effective Engineering Studies teaching strategies. |
| d. | Design and implement strategies for Engineering Studies teaching programs that can be used to evaluate Engineering Studies teaching programs to improve student learning. |
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 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)
- Create and maintain inclusive, supportive, well-managed, diverse and safe learning environments (3.1)
- Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)
Contribution to the development of graduate attributes
There are four APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.
2.2.1 Organise content into an effective learning and teaching sequence
Standard 2.2.1 is taught and practised in the Week 2 lecture and tutorial, and assessed in Assessment task 1 criterion a.
2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans
Standard 2.3.1 is taught and practised in the Week 2 lecture and tutorial, and assessed in Assessment task 1 criterion b.
3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Standard 3.2.1 is taught and practised in the Week 3 and 5 lectures and tutorials, and assessed in Assessment task 1 criterion c.
3.6.1 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning
Standard 3.6.1 is taught in the Week 5 lecture and practised in the Week 2 tutorial, and assessed in Assessment task 2 criterion a.
Teaching and learning strategies
The curated asynchronous online content and tutorials in specialist labs employed in this subject enable teacher-education students to create documentation that interprets Engineering Studies syllabus content into actionable and relevant programs for learning. Students analyse the Engineering Studies syllabus and relate it to theory and practical tasks for the classroom. Students collaborate on generating appropriate project ideas which are organised into logical sequences.
Presentations and group discussion supported by online interaction enable validated feedback. Students critically reflect upon their generated ideas with respect to emerging methods for teaching Engineering Studies. Students consider the extent to which their conceptualisations for teaching Engineering Studies are achievable in varied contexts through the examination of case study examples and structured discussion. Since Engineering Studies involves significant project work, this subject considers the relationship between practical and theory tasks and the implications of engaging with students in workshop, laboratory and studio spaces. Teacher-education students also gain practical skills in making teaching resources using metal with basic hand tools and equipment.
Assessment
Assessment task 1: Scope and Sequence: Preliminary Engineering Studies
| Objective(s): | a, b and c | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1,200 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Construction Projects
| Objective(s): | b and d | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||
| Length: | Practical Project Artefact, and, lesson sequence (1800 words equivalent) | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must pass all assessment tasks to pass this subject because the tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both APST 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 the Australian Professional Standards for Teachers. Students who do not pass all assessment tasks will be awarded an X Fail grade.
Required texts
Education Standards Authority. Digital Technologies and ICT Resources. Retrieved from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning- areas/technologies/coding-across-the-curriculum
Education Standards Authority. Technologies in Kindergarten to Year 10. Retrieved from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning- areas/technologies
Education Standards Authority. Technologies Stage 6. Retrieved from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/technologies
References
Acar, O. A., & Tuncdogan, A. (2019). Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model. Teaching in Higher Education, 24(7), 895-909. doi:10.1080/13562517.2018.1516636
Australian Institute for Teaching and School Leadership. Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy- framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64
Christensen, M., C. (2000). The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail. Boston, Massachusetts: Harvard Business School Publishing.
Christensen, M., C., Anthony, S., D., & Roth, E., A. (2004). Seeing what’s next: Using the theories of innovation to predict industry change (First eBook Edition: September 2004 ed.). Boston, Massachusetts: Harvard Business School Press.
Christensen, M., C., Horn, M., B., & Johnson, C. W. (2011). Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns: McGraw Hill.
Gallo, C. (2010). The innovation secrets of Steve Jobs insanely different ; principles for breakthrough success. New York: McGraw-Hill.
Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(1), 32. doi:10.1186/s40594-018-0127-2 NSW Government. NSW Legislation - Work Health and Safety Act 2011 No 10. Retrieved from https://www.legislation.nsw.gov.au/#/view/act/2011/10
NSW Government. Work Health and Safety Regulation 2017. Retrieved from https://www.legislation.nsw.gov.au/#/view/regulation/2017/404
SafeWork Australia. Hazardous chemicals register fact sheet. Retrieved from https://www.safeworkaustralia.gov.au/doc/hazardous-chemicals-register-fact-sheet
SafeWork NSW. Education and Training. Retrieved from https://www.safework.nsw.gov.au/your- industry/education-and-training
Womack, J. P., Jones, Daniel T., Roos, Daniel. (2007). The machine that changed the world. New York: Simon & Shuster Inc.