Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:February, Parkville - Taught on campus.
This subject has two components:
A) Teaching in Practice Forum: 2 day intensive at the beginning of the subject and before the commencement of the Semester 1 teaching period; and one 2-hour group workshop late in Semester.B) Peer review of teaching practice: reciprocal peer review and feedback on teaching practice, the timing of which is highly flexible and integrated with individuals' existing teaching commitments.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 12 contact hours |
Total Time Commitment:
12 contact hours, 5 hours in peer review activities and approximately 103 non-contact hours.
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.
|Prerequisites:|| Students must have successfully completed EDUC 90002 Effective University teaching. |
Study Period Commencement:
|Recommended Background Knowledge:||Current Involvement in university teaching is essential.|
|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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorDr Chi Baik
ContactEducation Student Centre
|Subject Overview:||This subject will focus on effective presentation and/or facilitation in actual teaching contexts - specifically, lectures and/or small group settings. The diversity of teaching contexts is a feature of the subject with participants encouraged to consider their particular teaching setting and practice. Participants, in pairs, engage in reciprocal peer review of teaching, alternately taking on the roles of reviewer and reviewee. Participants also work with a department colleague who observes their teaching in order to offer feedback and constructive advice.|
|Objectives:||At the completion of the subject, participants should have developed: |
There are four pieces of assessment:
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completing this subject, participants should be able to: |
|Links to further information:||www.cshe.unimelb.edu.au|
Graduate Certificate in University Teaching |
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