Evidence Based Learning and Teaching 1

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject develops participants’ knowledge and understanding about how learning can be conceptualised, evidenced, assessed and progressed.

To this end, participants will:

• Explore learning identities and the factors that shaped them
• Use and apply the clinical practice model to learning and teaching
• Develop an understanding of foundational assessment practices; particularly, the use of a taxonomical construct to inform judgments about student achievement and readiness to learn
• Explore theoretical perspectives on furthering student learning, the curricular implications of these perspectives, and the historical development of pedagogical thought
• Use and apply feedback strategies to report both to and upon student learning

This subject prepares participants for EBLT2, which requires an evaluation of theory and practice in light of an evidence-based analysis of student learning.

This subject along with Learning & Teaching Contexts 1 and Language, Literacy and Numeracy, requires participants to implement the Clinical Praxis Exam. It also provides them with the opportunity to apply their learning in preparing to teach secondary school students attending the MGSE Summer School Program, as well as through their everyday teaching in schools.

On completion of this subject, participants should be able to:

• Apply knowledge of the clinical teaching model and interventionist practice to learning and teaching
• Articulate development of learning on a construct, and adapt constructs using developmental taxonomies
• Use evidence of student learning to inform teaching practice
• Use and apply knowledge of pedagogical theories to understand student learning
• Implement evidence-based interventions
• Apply understanding of feedback strategies to report on student learning
• Justify selection of learning goals based upon evidence of student learning
• Reflect upon the effectiveness of teaching interventions
• Reflect upon learning theories in light of evidence of student learning

Analysis of Learning & Teaching Scenario (1250 words) due early in subject 30%

Clinical Praxis Exam (20 minute oral presentation; equivalent to 1500 words, for this subject. (This is a combined assessment task with EDUC90583 and EDUC90823) due July 40%

Analysis of Feedback and Reporting for Differentiated Curriculum (1250 words) due September 30%

HURDLE REQUIREMENTS

Collection of 3 Unidentified Work Samples in School early in subject

Participation in 3 online sessions (3 hours each) March - September

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Participants will be provided with a collection of readings via the online Learning Management System (LMS).

This subject is not available as a breadth subject.

On completion of the subject, participants will have the knowledge, skills and understanding to enable them to:

• Analyse and problem solve
• Collect evidence and make inferences
• Communicate, articulate and justify teaching practices
• Work in teams with skills in cooperation, communication and negotiation
• Adapt and respond flexibly to change
• Present material in a well-organised, well-structured and persuasive manner.