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M.Ed on Education and Innovation: EDUPDP - Practice Development Placement 1 and 2- M.Ed.

The M.Ed on Education and Innovation program is designed to provide high-quality professional teaching and learning experiences for students. The program focuses on increasing opportunities for students to reflect on practice, plan and implement innovations in classroom teaching, learning, and assessment, and evaluate the effectiveness of pedagogic innovations in different classroom contexts.

Course Description

This course is part of the M.Ed on Education and Innovation program and is designed to provide students with a comprehensive understanding of education and innovation. The course covers various topics, including teaching and learning with special populations, introduction to enquiry methods and innovation, effective assessment in mathematics, chemistry, biology, and science.

eBooks

The following eBooks are recommended for the course:

• Transforming Assessment by Jens Dolin (Editor); Robert Evans (Editor)
• Reflective Practice by Gillie E. J. Bolton; Russell Delderfield
• Action Research by Jerry W. Willis (Editor); Claudia Edwards (Editor)

SOFTWARE AND ONLINE RESOURCES

The course utilizes various software and online resources to support student learning.

LLSH Resources By Weeks

The course is structured into 22 weeks, with each week focusing on a specific topic. The topics include:

• Week 1: Orientation Session- Review of expectations and Handbook, Introduction to Practice Development Placement 1
• Week 2: Engaging in Practitioner Research/Action Research, Practitioner/action research Reflecting on your teaching Knowing your students
• Week 3: Enhancing Student Engagement and independent learning through Pedagogic Innovations, Metacognitive Strategies Student Voice
• Week 4: PLANNING/TEACHING/ REFLECTION
• Week 5: PLANNING/TEACHING/ REFLECTION
• Week 6: Enhancing Active Student Involvement & Engagement in the Classroom, Dialogic Teaching, Peer-Mediated Instruction (student grouping practices)
• Week 7: Technology-Enhanced Teaching and Learning, Instructional Technology Devices and Software, Emerging Technology in Education (e.g., AI, robotics, mobile devices)
• Week 8: PLANNING/TEACHING/ REFLECTION
• Week 9: PLANNING/TEACHING/ REFLECTION
• Week 10: Resourcing and managing professional growth
• Week 11: PLANNING/ TEACHING/ REFLECTION, E-Portfolio Part I Due
• Week 12: Introduction to Practice Development Placement 1 Lesson Planning and Differentiation of Instruction
• Week 13: Formative Assessment, Assessment for Learning Questioning Strategies for Building Critical Thinking Skills, Project-Based Assessment
• Week 14: PLANNING/ TEACHING/ REFLECTION
• Week 15: PLANNING/ TEACHING/ REFLECTION
• Week 16: PLANNING/ TEACHING/ REFLECTION
• Week 17: Effective Summative Assessment Practices Providing Students with Meaningful Feedback Data-Driven Instructional Decision Making
• Week 18: Developing and Deepening Teacher Leadership Skills, Classroom Management, School-community partnerships
• Week 19: PLANNING/ TEACHING/ REFLECTION, Independent study
• Week 20: PLANNING/ TEACHING/ REFLECTION, Independent study
• Week 21: Forming Teacher Identity
• Week 22: Professional Growth Plan Presentations, E-Portfolio Part II Due

Readings

The course requires students to read various articles and book chapters, including:

• Bolton, G. & Delderfield, R. (2018). Reflective practice: Writing and professional development
• Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The inclusive practices of classroom teachers: A scoping review and thematic analysis
• National Educators' Competency Framework
• Menter, I. J., Hulme, M., & Elliot, D. (2011). A guide to practitioner research in education
• Walker-Floyd, L. K. (2014). Individual action research
• Anthonysamy, L., & Choo, A. (2021). Investigating self-regulated learning strategies for digital learning relevancy
• Iwamoto, D.H., Hargis, J., Bordner, R.,& Chandler, P. (2017). Self-regulated learning as a critical attribute for successful teaching and learning
• Pedro, A., Piedade, J., Matos, J.F. & Pedro, N. (2019). Redesigning initial teacher's education practices with learning scenarios
• Pianta, R.C., Hamre, B. K. & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions
• Gillies, R. M. (2020). Dialogic teaching during cooperative inquiry-based science: A case study of a year 6 classroom
• Harris, C. J. (2016). The effective Integration of technology into schools' curriculum
• Milikić, N., Gašević, D., & Jovanović, J. (2018). Measuring effects of technology-enabled mirroring scaffolds on self-regulated learning
• Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment
• Obilor, E. I. (2019). Feedback and students' learning
• O'Hara, S., Bookmyer, J., Martin, R. & Newton, R. (2019). Theory of action for resourcing professional growth
• Frost, D (2012). From professional development to system change: Teacher leadership and innovation
• Grice, C. (2019). Leading pedagogical reform
• Epstein, J. L. (2018). School, family, and community partnerships in teachers' professional work
• Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction
• Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL)
• Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing "one-size-fits-all" to differentiated instruction affect teaching?
• Eby, J. W., Herrell, A. L. & Jordan, M. L. (2011). Teaching in k-12 schools: A reflective action approach
• Dinkelman, T. (2011): Forming a teacher educator identity: Uncertain standards, practice and relationships
• Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics