Individualising Learning and Teaching 2

Subject EDUC90582 (2011)

Note: This is an archived Handbook entry from 2011.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2011:

January, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment: 120 hours
Prerequisites: You must have taken the following subjects prior to enrolling in this subject
Subject
Study Period Commencement:
Credit Points:
Corequisites: You must take the following subject in the same study period
Subject
Study Period Commencement:
Credit Points:
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Coordinator

Dr Claire Spicer

Contact

Education Student Centre
Subject Overview: This subject will develop a deeper and more complex understanding of the conceptual framework on which the program is built. 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 a strong focus on linking assessment and reporting to teaching and learning, ensuring coverage of cognitive, affective, physical and aesthetic domains. Links between assessment and curriculum are examined and linked to evidence-based developmental frameworks. Skills in combining assessment evidence of learning to form objectives for teaching and overall summative assessments for recording and reporting purposes will be developed. Consistency of approach across pedagogy, curriculum and assessment will again be a major theme.
Objectives: On completion of the subject, associates should be able to:
  • Describe key characteristics of curriculum and pedagogy that are developmentally and contextually relevant and build on diverse backgrounds and experiences of students;
  • Evaluate and critique teaching practice and curriculum implementation from relevant research-validated perspectives;
  • Identify, design and defend differentiated and focussed intervention strategies for each student related to the content to be taught;
  • Identify appropriate teaching and learning resources for intervention strategies;
  • Report to stakeholders about student learning and make recommendations for support and intervention;
  • Reflect critically on their own learning, teaching and assessment practices and identify implications for their own professional growth.
Assessment:
  • A report of an Action research project investigating an issue arising from a teaching experience (linked to Learning Area A2) 3000 words or equivalent (60 per cent) due during summer semester
  • A creation of student reports for multiple stake holders (equivalent to 1500 words) (40 per cent), due in semester 1.
Prescribed Texts: A book of readings will be provided to the students.
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of the subject, associates will have the knowledge, skills and understanding to enable them to:
  • Develop and implement learning experiences that create a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding;
  • Work in teams with skills in cooperation, communication and negotiation;
  • Be flexible and able to adapt to change through knowing how to learn;
  • Be independent of mind, responsible, resilient and self-regulating;
  • Evaluate and sue constructive criticism of their work and the work of colleagues.

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