Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:January, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours. |
Total Time Commitment: 120 total time commitment. 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.
|Corequisites:|| You must undertake this subject in the same study period |
Study Period Commencement:
Not offered in 2011
|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 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
CoordinatorMs Sally Windsor
ContactEducation Student Centre
|Subject Overview:||This subject will introduce the general conceptual framework on which the program is built. It will look at the nature of learning and individual learners, the role of the teacher, and the importance of data in developing pedagogical interventions. It will analyse the learning process from a range of evidence-based theoretical and socio-cultural perspectives. Theories about knowledge acquisition and the processes that facilitate it will be identified and evaluated. These include cognitive transformation, self regulation, motivation, knowledge storage and retrieval. The relationship among physical, social, emotional and cognitive aspects are examined. Drawing on insights from positive psychology it will look at the crucial role positive teacher/student relationships plays in optimising student learning. There will be a strong emphasis on critical reflection as a paradigm for teacher self-evaluation and professional learning. The vital link between assessment and curriculum will be investigated and connected to evidence-based pedagogical decision making, drawing on developmental frameworks. The development of a range of assessment strategies will be examined. Consistency of approach across pedagogy, curriculum and assessment will be a recurrent theme.|
|Objectives:||On completion of the subject, associates should be able to: |
|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: |
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