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.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: A total of 36 hours |
Total Time Commitment: Not available
|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
|Subject Overview:|| |
Four areas will be investigated. Theories of learning covers contrasting affective, cognitive, metacognitive and volitional features of purposeful classroom learning; student and teacher roles and responsibilities in learning; and the place of inquiry and reflection in effective learning and their practical application in building professional knowledge and skills.
Teaching for effective learning covers theoretical perspectives on how to promote effective learning. The conceptual and methodological bases of teaching strategies such as inquiry and concept learning, and cooperative learning; teaching tactics, resources and skills, including communication skills such as questioning, that enhance students' willingness and ability to learn successfully; and how to challenge students to optimise various features of their learning.
Educational psychology covers the educational implications of cognitive, personal and physical development from birth to maturity; and individual differences in learning and their implications for various aspects of teaching, including consideration of students with additional educational needs.
Lesson planning and implementation based on perspectives of effective learning and teaching, eg. writing effective outcome statements, covers selecting appropriate teaching strategies and resources; and designing and managing classroom organisation and activities.
Classroom management and discipline strategies and their implications for classroom teaching practices will also be investigated.
|Assessment:||A series of assessment tasks totalling 4000 words.|
|Prescribed Texts:||Prescribed Texts:Invitations and Inspirations: A Pathway to Successful Teaching (Moss et al. 2004), Curriculum Corporation, Carlton South|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:|| |
Information Not Available
Bachelor of Arts and Bachelor of Teaching |
Bachelor of Creative Arts and Bachelor of Teaching
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Bachelor of Teaching (Primary)
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