028232 Professional Experience 3: Effective Teaching and Learning

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

Subject level:

Undergraduate

Result type: Pass fail, no marks

Requisite(s): (028231 Professional Experience 2: Introduction to Classroom Management AND 028230 Professional Experience 1: Preparation for Teaching) AND ( 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education )
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): C10209 Bachelor of Educational Studies

Description

This subject focuses on the NSW School Excellence Framework, “What Works Best”. Students investigate and evaluate how the NSW School Excellence Framework and the pedagogical practices it outlines are designed to assist student learning outcomes. Students refer to the extent to which the model specifically caters for those who traditionally underachieve at school. The interrelationship between learning in the home and classroom is examined.

Students consider how linking with the community may enhance learning outcomes for their students. Throughout the subject, articulation between campus- and field-based elements is also highlighted.

Subject learning objectives (SLOs)

a.	Evaluate the link between Authentic Pedagogy, Productive Pedagogies and the NSW School Excellence Framework. (GTS: 1.5, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.6)
b.	Critically reflect on the concept of Quality Teaching and Learning and its importance for improving the intellectual and social outcomes of all students, but especially those who traditionally under-achieve and under-participate in schooling (GTS: 1.1, 1.5, 1.6, 3.1, 3.3)
c.	Identify steps for improvement using the eight themes of exemplary classroom practices from the “What Works Best Toolkit” and the School Excellence Framework. (GTS: 6.4);
d.	Describe strategies for working effectively with parents/care givers, external professionals and community representatives (GTS: 3.7, 7.3, 7.4);
e.	Deliver presentations which demonstrate academic literacy and communication skills (GTS: 2.5);
f.	Demonstrate and provide evidence of classroom practice to satisfy the Graduate Teaching Standards at an advanced level. (GTS: 6.1, 6.4)

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.

Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3) (3.1)
Respect diverse societies and cultures and demonstrate inclusive practices (GTS 1, 3, 4) (3.2)
Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

3. International and Intercultural Engagement
3.1 Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3)
3.2 Respect diverse societies and cultures and demonstrate inclusive practices (GTS 1, 3, 4)

6. Effective Communication

6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

Students experience a range of teaching and learning strategies which includes formal lecture modes; pair/small-group tasks, teaching observation and practice; literature and scenario-based activities, and role-plays. The tutorials provide opportunities for ongoing tutor and peer feedback. Students will prepare and share resources and presentations for their peers. Multimedia presentations are used as stimuli for analysis of strategies for classroom management and for quality teaching and learning. Student learning is also supported by UTS Canvas which allows students to access subject information electronically. In addition, students will undertake a 15 day placement in a K-12 classroom. This experience will enable students to take a major responsibility for the teaching and learning of their students in an environment of collegial support.

Content (topics)

Evaluate the link between Authentic Pedagogy, Productive Pedagogies and the NSW School Excellence Framework (What Works Best). (GTS: 1.5, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.6);
Critically reflect on the concept of Quality Teaching and Learning and its importance for improving the intellectual and social outcomes of all students, but especially those who traditionally under-achieve and under-participate in schooling (GTS: 1.1, 1.5, 1.6, 3.1, 3.3);
Identify steps for improvement using the eight themes of exemplary classroom practices from the “What Works Best Toolkit” and the School Excellence Framework. (GTS: 6.4);
Describe strategies for working effectively with parents/care givers, external professionals and community representatives (GTS: 3.7, 7.3, 7.4);
Deliver presentations which demonstrate academic literacy and communication skills (GTS: 2.5);
Demonstrate and provide evidence of classroom practice to satisfy the Graduate Teaching Standards at an advanced level. (GTS: 6.1, 6.4)

Assessment

Assessment task 1: Essay on quality teaching and its impact on student learning

Objective(s):

a, b and e

Groupwork:

Individual

Weight:

50%

Length:

1,500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of understanding of the development of the NSW School Excellence Framework and What Works Best document	10	a	3.1
Depth of understanding of the application of the NSW School Excellence Framework and What Works Best document and the link between authentic pedagogy and productive pedagogies.	10	a	3.1
Clarity of explanation of how the NSW School Excellence Framework and What Works Best document specifically cater for those who traditionally underachieve at school.	10	b	3.2
Accuracy in reflecting on classroom practice using the eight themes across the �What Works Best Toolkit� in conjunction with the School Excellence Framework	60	b	2.1
Clarity and cohesiveness of the essay, and accuracy in the use of the English language and referencing conventions	10	e	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Professional Experience

Objective(s):

a, b, c, d and e

Groupwork:

Individual

Weight:

50%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Effectiveness of classroom management and delivery of a lesson	100	a, b, c, d, e	1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass BOTH assessment tasks to pass this subject. To be eligible for a pass in this subject, all students must also successfully complete the Professional Experience component of this subject. Final assessment is made by the Supervising Teacher on school placement in terms of each descriptor of the Graduate Teacher Standards i.e. Professional knowledge, Professional practice, and Professional engagement. For further details, and the 15-day in School attendance requirements, see the Professional Experience 3 Handbook.

NB. Attendance at tutorials is essential in this subject because important information is only available through the essential workshopping and interchange of ideas with other students and the tutor. An attendance roll will be taken at each class. Students who fail to attend 8 out of 9 tutorial classes will be refused to have their final assessment marked. (see Rule 3.8).

Required texts

NSW Department of Education (2008) Quality Teaching in NSW Public Schools: Discussion paper

NSW Department of Education (2006) A Classroom practice Guide

NSW Department of Education (2006) Continuing the discussion about classroom practice

NSW Department of Education (2008) Quality Teaching in NSW Public School: An annotated bibliography

Australian Professional Standards for Teachers (APST)