EDPR5002: Semester 1, 2021

University home

Library

Current students

Staff intranet

Find an event

Give

Current students

Units EDPR5002 Semester 1 2021 [Normal day]

Unit outline_

EDPR5002: Reflection and Practice in University T and L

Semester 1, 2021 [Normal day] - Remote

Overview

This unit will offer you the opportunity to develop your understanding of the role and importance of reflection in university teaching and student learning. The main aim of the unit is to develop your ability to reflect on your own teaching practices in a scholarly way. Reflective practice is seen as a key to our continuing development as university teachers. As a result of successfully completing this unit of study students should be able to apply aspects of the scholarly literature on the nature and role of reflection to developing your teaching; and critically reflect on your own teaching practice with a view to improving your teaching and the quality of students' learning.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Samantha Clarke, samantha.clarke@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Reflective portfolio Written piece - see Canvas for more information	40%	Formal exam period Due date: 17 Jun 2021 at 23:59	2600wd
Outcomes assessed:
Assignment	Teaching philosophy statement Written piece - see Canvas for more information	10%	Week 03 Due date: 18 Mar 2021 at 23:59	400wd
Outcomes assessed:
Assignment	Student interview report Written piece - see Canvas for more information	25%	Week 07 Due date: 22 Apr 2021 at 23:59	1500wd
Outcomes assessed:
Assignment	Peer observation report Written piece - see Canvas for more information	25%	Week 12 Due date: 27 May 2021 at 23:59	1500wd
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Consultations	Seminar (12 hr)
Week 02	Critical reflection and self	Seminar (3 hr)
Week 04	Student	Seminar (3 hr)
Week 07	Peer	Seminar (3 hr)
Week 10	Theory	Seminar (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The set text for this unit can be accessed on the Library reading list (Leganto) link available in Canvas.

Brookfield, S. (2017). Becoming a critically reflective teacher. Second edition. Jossey Bass.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. apply aspects of the scholarly literature on the nature and role of reflective practice to developing your teaching
LO2. reflect on your teaching practice to improve your students’ learning and inform your ongoing development as a university teacher.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Based on the feedback from the 2020 USS and discussions within the teaching team, some of the changes we will be introducing into 2021 EDPR5002 are: 1) Different contexts of EDPR5002 learners - to better reflect and cater for the diverse contexts of the cohort, we aim to provide more explicit guidance for both standard and non-standard teaching roles, particularly within the assessment instructions. Breakout room activities - when breakout room activities are used, we will aim to provide more structure and guidance, including more explicit explanations of the required task outputs and what we hope you will take away from the activities. 2) Reflection and reflective writing - there was a common theme around the difficulties faced when practising reflection and completing reflective writing tasks, particularly in the early stages of semester. To help face this challenge, our plan is to provide better clarity and guidance early on what reflection means, what it looks like in this context, and how to approach reflective writing tasks. We will also include more opportunities to practice reflective writing during teaching sessions. 3) Class content - there was a mixed perception of too much or too little content. The whole-group-seminar plus breakout structure we will use in 2021 will hopefully help with breaking up the content and allow deep dives into some topics. 4) Canvas - we will rename and restructure some elements to make navigation easier and also provide a welcome video that introduces the Canvas site and its key elements. 5) Feedback accessibility - we will have feedback emails as well as feedback portals that are embedded within Canvas so that your feedback is more easily accessible. We may also leverage these portals to bolster the feedback cycle (e.g. asking participants to reflect on feedback actively) as well as provide more regular updates. 6) Feedback turnaround time - Another recurring theme was around the turnaround time for feedback on assignments - we will continue to aim to return feedback to you within 2 weeks of submitting the work.

Additional information

Assignment feedback and grades: Our aim is to provide feedback on your work within two (2) weeks of the date that we receive your assignment. In providing feedback on your work, our emphasis is on qualitative descriptions of each grade rather than the numerical marks. So each project will receive a grade (e.g., ‘Credit’) based on the qualities demonstrated in accordance with the rubrics and marking guidelines for each. Your overall grade for the semester will be based on your results across all weighted assessments, relative to the weightings indicated in this unit of study outline.

Hurdle tasks: In this unit Assessment 4: Reflective Portfolio (40%) is defined as a hurdle task. A hurdle requirement is an assessment task mandating a minimum level of performance as a condition of passing the unit. In addition to securing a final mark greater than 50 for the unit overall, you must pass Assessment 4 in order to pass the unit of study.

Any updated information will be provided via Canvas, announcements, and emails to your official University email address associated with your Canvas student access.

Site visit guidelines

In this unit, you will need to interview students of the University in the process of completing one of the assessment tasks. This is to help build your appreciation of the student perspective on learning. Please ensure that any meeting is in a public place and keep in mind relevant University policies such as the Code of Conduct for Staff and Affiliates (https://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2011/65&RendNum=0).

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect