Understanding Knowing and Learning

This subject has the following teaching availabilities 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 will lead students to increase their understanding of various ways of knowing and learning while developing personal theories of learning and its enhancement. This will be achieved through exploration of a range of theoretical perspectives combined with practical application. Theoretical perspectives covered include those of Piaget, Skinner, Dewey, Vygotsky and others relevant to learning. Practical application will involve regular supported experience of tutoring others, primarily school students attending homework clubs.

The aim of this subject is to lead students to increase their understanding of learning and how to support their own learning and that of others. Students will :

• focus on examining questions such as : What is learning ? What is knowledge? How do people learn? How can I positively influence learning?
• build a repertoire of strategies designed to support learning; and
• develop their own philosophy of learning informed by various theoretical perspectives as well as their own practice.

• A 1500-word analytical description of the learning situation encountered through tutoring, due mid-semester (35%);
• A 2500-word essay stating a personal philosophy of learning informed by the theoretical perspectives covered in classes and the practical experience gained through tutoring, due the end of semester (65%).

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

Phillips, D. C., & Soltis, J. F. (2009). Perspectives on Learning (5 th edn). New York: Teachers College Press.

This subject potentially can be taken as a breadth subject component for the following courses:

• Bachelor of Arts
• Bachelor of Biomedicine
• Bachelor of Commerce
• Bachelor of Environments
• Bachelor of Music
• Bachelor of Science
• Bachelor of Engineering

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

On completion of this subject students will be able to:

• describe the types of knowledge they are learning;
• develop a problem solving approach to the analysis of this knowledge;
• use this to analyse the knowledge they are learning; and
• communicate this understanding