Teaching both Student and Curriculum

This subject has the following teaching availabilities in 2016:

Resources for pre-reading will be provided via LMS.

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 investigates the creative work of the teacher in bringing student and curriculum together in meaningful encounter, as it is these engagements that sit at the heart of education. Special emphasis is placed on comprehending teacher’s knowledge of students as people, who they are and how they change, and how this knowledge, often downplayed, contributes to the creative task of teaching. Both macro and micro perspectives are taken. Here macro refers to deeper understanding of the design task of unit planning as this articulates the broader expectations for who the students are asked to be. Micro then refers to the specific interventions that a teacher designs and performs on a day to day basis within the educational space enabled by the unit.

On completion of this subject, students will be able to:

• Explain how the ways in which teachers know students contribute to the creative task of teaching.
• Design units of work with a deep understanding of how to incorporate teacher’s knowledge of students so as to engage them with the relevant curriculum.
• Design interventions that support student achievement within a unit of work.

• Paper of 2000 words with a focus on comprehension of young people as this impacts education, due during week of intensive teaching 40%
• Development of a unit outline in class, due during week of intensive teaching, hurdle requirement
• Paper of 3000 words with a focus on students and curriculum brought together through explication of the unit development process, due four weeks after end of teaching 60%

Resources for pre-reading will be provided via LMS

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

Quay, J. (2013). Education, experience and existence: Engaging Dewey, Peirce and Heidegger – available as an ebook via the university library

This subject is not available as a breadth subject.

On completion of this subject students will:

• Be critical thinkers, with the capacity to be self-directed learners.
• Have a high level of presentational, dialogic and written communication skills.
• Be able to engage in meaningful public discourse, with an awareness of community needs.
• Have the capacity to support and lead collaborative tasks.