This course is designed to provide high-quality professional teaching and learning experiences for students with increased opportunities to (a) reflect on practice, (b) plan and implement innovations in classroom teaching, learning and assessment and (c) evaluate the effectiveness of pedagogic innovations in different classroom contexts. Students will reflect on and evaluate the effectiveness of their practice and draw on a range of evidence to support their evaluative conclusions in collaboration with their College academic advisors. Students will be introduced to a range of innovative, evidence-based pedagogies, classroom management strategies, curriculum development and assessment practices and policies relevant to a variety of school settings. Students will be supported in developing critical reflective thinking and enquiry skills in the planning, delivery and evaluation of lessons during the 33 weeks of school-based Practice Development Placement across two semesters. They will use the knowledge and practical skills developed in this and other courses of the Program to develop innovative pedagogic solutions to complex and challenging teaching, learning and assessment problems and grow as reflective, enquiry-oriented innovative practitioners engaging creatively in developing practices consistent with UAE national professional standards for teachers.
Reflective Practice by 
Teaching in K-12 Schools by 
Handbook of Research on Student Engagement by 
Transforming Assessment by Week 1
Practicum Orientation - Review of expectations and Handbook Introduction to Practice Development Placement 1 Introduction to Peer-observation and Mentorship
Readings
Palazzolo, A., Shahbazi, S. & Salinitri, G. (2019). Working towards change: The impact of mentor development on associate teachers and faculty advisors. Interchange 50, 321–337. https://doi.org/10.1007/s10780-019-09365-1
Bolton, G. & Delderfield, R. (2018). Reflective practice: Writing and professional development (5th ed.) SAGE Publications. pp.25-50
Week 2
Enhancing Student Engagement through Innovative Pedagogic Strategies: Metacognitive Strategies
Peer-Mediated Instruction Differentiated Instruction
Anthonysamy, L., & Choo, A. (2021). Investigating self-regulated learning strategies for digital learning relevancy. Malaysian Journal of Learning and Instruction, 18(1), 29-64. https://doi.org/10.32890/mjli2021.18.1.2
Iwamoto, D.H., Hargis, J., Bordner, R.,& Chandler, P. (2017). Self- regulated learning as a critical attribute for successful teaching and learning. International Journal for the Scholarship of Teaching and Learning, 11(2), 1- 10 https://doi.org/10.20429/ijsotl.2017.110207
Pedro, A., Piedade, J., Matos, J.F. & Pedro, N. (2019). Redesigning initial teacher’s education practices with learning scenarios. International Journal of Information and Learning Technology, 36( 3), 266-283. https://doi.org/10.1108/IJILT-11-2018-0131
Week 3
Effective Assessment Practices in Teaching and Learning: Formative Assessment (AfL)
Summative Assessment (AoL)
Data-driven instructional decision making
Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31. https://doi.org/10.1007/s13384-018-0258-y
Alwi, A. & Hussin, R. (2018). Becoming socially responsible: The implementation of Project-oriented problem-based learning. International Journal of Contemporary Educational Research, 5(2), 103-112. http://dx.doi.org/10.33200/ijcer.478973
Week 4
PLANNING/TEACHING/ REFLECTION
Week 5
PLANNING/TEACHING/ REFLECTION
Pedagogic Innovation Reflection Report 1 Due
Week 6
Technology-Enhanced Teaching and Learning :
Instructional Technology Devices and Software Emerging Technology in Education (e.g., AI, robotics)
Evidence-Based Practices in Distance Learning (online, hybrid)
Harris, C. J. (2016). The effective Integration of technology into schools’ curriculum. Distance Learning, 13(2), 27–37.
Milikić, N., Gašević, D., & Jovanović, J. (2018). Measuring effects of technology-enabled mirroring scaffolds on self-regulated learning. IEEE Transactions on Learning Technologies, 13(1), 150-163. https://doi.org/10.1109/TLT.2018.2885743
Week 7
Developing Teacher Leadership Skills:
Classroom Management
Effective Communication with Students, Colleagues, and Families
Frost, D (2012). From professional development to system change: Teacher leadership and innovation. Professional Development in Education 38(2):205-227. http://dx.doi.org/10.14221/ajte.2018v43n2.5
Grice, C. (2019). Leading pedagogical reform. International Journal of Leadership in Education, 22(3), 355-370, http://dx.doi.org/10.1080/13603124.2018.1463462
Epstein, J. L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397-406, http://dx.doi.org/10.1080/02607476.2018.1465669
Week 8
PLANNING/TEACHING/ REFLECTION
Pedagogic Innovation Reflection Report 2 Due
Week 9
PLANNING/TEACHING/ REFLECTION
Week 10
Resourcing and managing professional growth
(research partnership- networking- professional organizations- continuous PD)
O’Hara, S., Bookmyer, J., Martin, R. & Newton, R. (2019).Theory of action for resourcing professional growth. Journal of Professional Capital and Community, 4(1), 52-65. https://doi.org/10.1108/JPCC-02-2018-0006
Week 11
Forming Teacher Identity
Dinkelman, T. (2011): Forming a teacher educator identity: Uuncertain standards, practice and relationships. Journal of Education for Teaching: International Research and Pedagogy, 37(3), 309-323. https://doi.org/10.1080/02607476.2011.588020
Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1-6. http://dx.doi.org/10.1080/13540602.2019.1542871
E-Portfolio Part I Due
Week 12
Introduction to Practice Development Placement 1 Lesson Planning and Differentiation of Instruction Readings:
Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3),131-140. https://doi.org/10.1177/1053451218767905
Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27. https://doi.org/10.1177/0888406412446178
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one- size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362. https://doi.org/10.3102/0091732X18821130
Week 13
Enhancing Active Student Engagement in the Classroom: Technology-Enhanced Teaching and Learning
Peer-Mediated Instruction (student grouping practices)
The role of Self-Regulation in Effective Teaching and Learning Embedding Student Voice within Instruction
Readings:
Pianta, R.C., Hamre, B. K. & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. Handbook of Research on Student Engagement. Springer. pp. 365-386
Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, (1), 11. http://doi.org/10.5334/jime.528
Week 14
PLANNING/ TEACHING/ REFLECTION
Week 15
PLANNING/ TEACHING/ REFLECTION
Week 16
PLANNING/ TEACHING/ REFLECTION
Week 17
Formative Assessment: Assessment for Learning Questioning Strategies for Building Critical Thinking Skills Project-Based Assessment
Readings
Eby, J. W., Herrell, A. L. & Jordan, M. L. (2011). Teaching in k-12 schools: A reflective action approach. Prentice Hall. Chapter 12
Week 18
Effective Summative Assessment Practices Providing Students with Meaningful Feedback Data-Driven Instructional Decision Making
Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. In Transforming assessment. Springer, Cham. pp.53-80
Obilor, E. I. (2019). Feedback and students’ learning. International Journal of Innovative Education Research, 7(2). ISSN: 2354-2942
Pedagogic Innovation Reflection Report 4 Due
Week 19
PLANNING/ TEACHING/ REFLECTION
Week 20
PLANNING/ TEACHING/ REFLECTION
Week 21
PLANNING/ TEACHING/ REFLECTION
Week 22
E-Portfolio Part II Due
Week 23
Planning/ Teaching/ Reflection
FOCUS: Designing and Delivering Inquiry-Based Lessons for Diverse Student Population (Track-Specific)
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214. https://doi.org/10.1016/j.edurev.2017.09.002
Week 24
Planning/ Teaching/ Reflection
FOCUS: Planning and Implementing Interdisciplinary Units (Track-Specific)
Weinberg, A. E., & Sample McMeeking, L. B. (2017). Toward meaningful interdisciplinary education: High school teachers’ views of mathematics and science integration. School Science and Mathematics, 117(5), 204-213. https://doi.org/10.1111/ssm.12224
Via ECAE Library
Week 25
Planning/ Teaching/ Reflection
FOCUS: Peer-Mediated Teaching and Learning Strategies (Track-Specific)
Pedagogic Innovation Reflection Report 5 Due
Week 26
Planning/ Teaching/ Reflection
FOCUS: Strategies for Self-Regulated Learning (Track-Specific)
Iwamoto, D, H., Hargis, J., Bordner, R., & Chandler,P. (2017) Self- Regulated Learning as a Critical Attribute for Successful Teaching and Learning, International Journal for the Scholarship of Teaching and Learning, 11(2) 1-10 https://doi.org/10.20429/ijsotl.2017.110207
Week 27
Planning/ Teaching/ Reflection
FOCUS: Embedding Digital Technology in Teaching and Learning (Track-
Specific)
Week 28
Planning/ Teaching/ Reflection
FOCUS: Developing Effective Formative Assessment Tools (Track-Specific)
Week 29
Planning/ Teaching/ Reflection
FOCUS: Designing Effective Summative Assessment Tools (Track-Specific)
Week 30
Planning/ Teaching/ Reflection
FOCUS: Designing Effective Rubrics (Track-Specific)
McGatha, M. B. & Darcy, P. (2010). Rubrics at Play. Mathematics Teaching in the Middle School, 15(6), 328-336. https://doi.org/10.5951/MTMS.15.6.0328
Week 31
Planning/ Teaching/ Reflection
FOCUS: Data-Driven Instructional Decision Making (Track-Specific)
Professional Growth Plan Due
Week 32
Planning/ Teaching/ Reflection
FOCUS: Evaluating Pedagogic Innovation Refinements (Track-Specific
Week 33
Debriefing Session
E-Portfolio (Part III) Submission
