Clinical Teaching and Learning

This subject has the following teaching availabilities in 2015:

170 hours

Admission to the Master of Clinical Teaching

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 Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject will introduce participants to clinical practice in schools as a paradigm for learning and teaching. It will explore the importance of data, theory and research in informing interventionist teacher practice and introduce participants to models of clinical practice and the notion of clinical judgment. It will enhance participants’ capacity to utilise individual student data in determining student zone of proximal development in order to establish the starting point for teaching. The developmental model of learning will provide the theoretical basis through which a range of assessment tools and feedback approaches are explored. There will be an emphasis on linking concepts studied to the school context.

Students who successfully complete this subject will be able to:

• Use the clinical teaching cycle to inform their professional practice;
• Practise different approaches to collecting evidence of learning and development;
• Use procedures to build a developmental progression;
• Interpret assessment data;
• Locate students on a developmental progression;
• Monitor student against a developmental progression;
• Collect student data using judgement based assessments; and
• Provide feedback to support student learning.

• Contributions to online discussions on clinical practice (500 words equivalent) due across the semester, 10%
• An essay on clinical practice (1,500 words) due mid-semester, 30%
• A report showing the development of judgement-based assessment (3,000 words) due end of semester, 60%

Griffin (Ed) (2014) Assessment for Teaching, Cambridge University Press, Australia.

This subject is not available as a breadth subject.

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

• Be highly-skilled teachers who demonstrate the professional capabilities to meet the individual needs of diverse learners using interventionist practice.
• Generate and analyse diverse sources of data that can effectively assess student learning and development, and inform teaching.
• Use evidence to make sound clinical judgments about the nature and implementation of teaching interventions.
• Demonstrate an understanding of the way in which theory and research informs practice.
• Effectively engage students, parents, community members, and professional colleagues to support student learning and development.
• Demonstrate a capacity for leadership and advocacy in education.