Learners, Teachers and Pedagogy (Sec)

This subject has the following teaching availabilities in 2012:

Parkville, On Campus

125 hours total 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.

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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

This subject will provide the general conceptual framework for understanding learning, teaching and curriculum. It will examine how learning can be enhanced from a range of evidence-based, theoretical and socio-cultural perspectives. Developmental trends in how knowledge is acquired, how learning occurs 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, cultural and cognitive aspects.

Pedagogical approaches and conceptualisations of curriculum for fostering the enhancement of knowledge and effective learning will be developed within an integrated framework. The development of a repertoire of approaches across pedagogy, curriculum and assessment will be stressed. The strategic role of the teacher in optimising student learning, developing a culture of learning and building relationships will be investigated. This will include strategies and approaches for accessing, 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.

On completion of this subject students will be able to:

• Articulate how learning occurs and the key roles of processes such as cognitive transformation, motivation self-regulation and social influences on knowledge enhancement;
• Describe developmental trends in knowledge acquisition from a range of relevant perspectives;
• Explicate links between pedagogy, curriculum and learning;
• Describe key characteristics of learning environments that engage students emotionally, socially, physically, culturally and cognitively;
• 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 through the lens of evidence based research;
• Reflect critically on their own learning and teaching and identify implications for their own professional growth.

• One 2,500 word essay, due in week 7 (60 per cent).
• One 3,800 word or equivalent report, due in examination week (40 per cent). The report is comprised of 1,500 words or equivalent from Learners, Teachers and Pedagogy (Secondary), 1,500 words or equivalent from Social and Professional Contexts and 800 words or equivalent from Language and Teaching.

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This subject is not available as a breadth subject.

On completion of this subject, students will have the knowledge, skills and understanding to enable them to:

• Discuss the intellectual, social, cultural and psychological aspects of their work as teachers and synthesise theory and practice;
• Make recommendations for improving the quality and characteristics of student learning including stimulating and sustaining motivation and self-regulation;
• Design and implement learning experiences that create a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding;
• Participate actively and positively in a learning community;
• Evaluate and use constructive criticism of their work and the work of colleagues.