Evidence Based Learning and Teaching 1

Subject EDUC90580 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

January, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 17-Nov-2014 to 16-Jan-2015
Assessment Period End 10-Jul-2015
Last date to Self-Enrol 28-Nov-2014
Census Date 09-Jan-2015
Last date to Withdraw without fail 17-Apr-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment:

170 hours

Prerequisites: None
Study Period Commencement:
Credit Points:
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 Disability Liaison website: http://www.services.unimelb.edu.au/disability


Dr Sally Windsor


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Call: 13 MELB (13 6352)

Subject Overview:

This subject develops participants’ knowledge and understanding about how students learn, including how their characteristics and physical and intellectual development may affect their learning. It also assists participants to understand the various influences on student achievement and the implications for teaching and interventionist practices.

Participants explore evidence based theoretical perspectives on: learning from students’ perspectives; significance of teacher-student relationships; students’ readiness to learn; learner-centred pedagogies; and teaching effectiveness. This subject builds participants’ skills in using evidenced based knowledge and clinical judgment to inform their teaching practice in order to effectively address students’ needs. It focuses on analysis of students’ needs, including observations, development of pedagogical and assessment strategies, collection and interpretation of data as a basis for professional judgement. Participants will have an opportunity to develop insights into evidence based theoretical approaches to pedagogy and assessment and to the development of interventionist teaching strategies.

Participants are also supported to develop an understanding of the purpose of providing timely and appropriate feedback to students and reporting to parents and other stakeholders about student learning. They are assisted to determine the expected impact of teaching strategies on student learning as well and the means for evaluating this impact.

Participants are introduced to the concept of clinical teaching practice and the evidence based intervention practice cycle. This subject along with EDUC90583 Teaching and Learning Contexts 1 and EDUC90823 Language, Literacy and Numeracy, requires participants to implement the Clinical Praxis Exam. It also provides them with the opportunity to apply their learning in preparing to teach secondary school students attending the MGSE Summer School Program, as well as through their everyday teaching in schools.

Learning Outcomes:

On completion of this subject, participants should be able to:

  • Use and apply knowledge of theory to advance student learning, including identification of influences on student achievement
  • See learning from students’ perspective
  • Analyse students’ needs, through collection, recording and interpreting of student profile and assessment data
  • Use evidence of student learning to understand what the learner is ready to learn
  • Keep accurate and reliable records of student achievement
  • Set learning goals that provide achievable challenges for students of varying abilities and characteristics
  • Implement evidence based pedagogical interventions to optimise individual student learning and monitor learning
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their leaning
  • Demonstrate understanding of a range of strategies for reporting in student learning to stakeholders, including parents/carers.

  • Essay - Analysis of Teaching Scenario (1,500 words) Due during Session1: summer program, 30%
  • Case study - Student’s Assessment (Equivalent to 1,000 words) Due end of April, 30%
  • Clinical praxis exam (oral presentation) (Equivalent to 1,500 words - for this subject)Due during Session 2: winter program (July), 40%

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.

Prescribed Texts:

Participants will be provided with a collection of readings via the online Learning Management System (LMS).

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, participants will have the knowledge, skills and understanding to enable them to:

  • Analyse and problem solve
  • Communicate, articulate and justify teaching practices
  • Work in teams with skills in cooperation, communication and negotiation
  • Adapt and respond flexibly to change
  • Be independent of mind, responsible, resilient and self-regulating
  • Present material in a well-organised, well-structured and persuasive manner.

Related Course(s): Master of Teaching (Secondary) Internship

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