Numeracy: Differentiating Teaching

This subject is not offered in 2016.

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject examines effective policy and practices for intervention and for differentiating instruction, so that all students can achieve the level of numeracy required for them to reach their potential. Results from assessment instruments will be analysed in conjunctions with an in-depth study of frameworks for mathematical learning. Student work revealing common misconceptions will be analysed and discussed. Pedagogical content knowledge and instructional strategies required for the most common challenges will be developed, drawing on a range of resources. Research on the nature of effective program organisation of, and effective instruction for students in, intervention programs will be examined. A series of school case studies will be undertaken, showing best practice in schools with input from their leaders. Research into instruction which meets the requirement to challenge and extend all students will be examined, and exemplary programs will be showcased.

On completion of the subject students will be able to:
• Discuss, and give examples of, outstanding programs for intervention
• Discuss, and give examples of exemplary practice in differentiating instruction
• Discuss assessment instruments from theoretical and practical perspectives.

There are two pieces of assessment:

• A literature review on research into programs addressing the numeracy needs of students outside the central range of numeracy achievement. (40%, 2,000 words, mid semester)
• Report on an intervention program, or case study of a child with special needs for numeracy instruction (60%, 3,000 words, end of semester).

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Chapman, C & King, Rita (2008). Differentiated Instructional Management: Work Smarter, Not Harder. Thousand Oaks, CA Corwin Press Inc.

This subject is not available as a breadth subject.

This subject aims to develop skills in
• Critical evaluation of theoretical perspectives;
• Relating academic research to professional practice;
• Articulating knowledge orally and in writing.