Note: This is an archived Handbook entry from 2008.Search for this in the current handbook
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2008:Semester 1, - Taught on campus.
Parkville, On Campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total commitment
|Corequisites:||460-500 Professional Practice and Seminar Prim 1|
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
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
CoordinatorJohn Munro and Kay Margetts
|Subject Overview:|| |
This subject will provide the general conceptual framework for understanding learning, teaching and curriculum. It will analyse the knowledge enhancement process from a range of evidence-based, theoretical and socio-cultural perspectives. Developmental trends in knowledge acquisition and the processes that facilitate it will be identified and evaluated. These include cognitive transformation, self-regulation, motivation and knowledge storage and retrieval and include physical, social, emotional and cognitive aspects.
Pedagogical approaches and conceptualisations of curriculum for fostering knowledge enhancement and effective learning will be developed within an integrated framework. Consistency of approach across pedagogy, curriculum and assessment will be stressed. The strategic role of the teacher in optimising student learning and managing the classroom climate and building relationships will be investigated. This will include strategies and approaches for activating, evaluating and monitoring learning in ways that are developmentally and contextually relevant and that build on the diverse backgrounds and experiences of students and the learning community.There will be strong emphasis on links with schools and critical reflection as a paradigm for teacher self-evaluation and professional learning.
|Assessment:||There are 2 assessment tasks: Examination (1600 word equivalent) due end of semester (40%) Team ‘knowledge enhancement’ task (2400 words) due late semester (60%)|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:|| |
On completion of this subject teacher candidates will be able to:
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Primary) |
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