Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Term 2, Parkville - Taught online/distance.
Term 4, Parkville - Taught online/distance.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 hours |
Total Time Commitment:
Admission to the MC-CLINTCH Master of Clinical Teaching or the PR-TCHCLIN Professional Certificate in Teaching (Clinical)
|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 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
CoordinatorMr Guy Logan
Mr Guy Logan
The major focus of this course is the exploration of research evidence that informs and supports the implementation of Clinical Teaching in classroom contexts. Participants will consider how they can use evidence-based practice to enhance the effectiveness and impact of their classroom actions and identify appropriate interventions for students, when necessary. Specifically, they will use the clinical judgement decision-making model to examine the current evidence base about what works best, what criteria can be developed to make decisions about student success, and how to select, implement, review and communicate research-supported teaching strategies that address identified student needs.
On completion of this subject, students should be able to:
A report examining research evidence around a teaching practice of relevance to a specific classroom need (2,500 words) due mid-semester 50%
A framework identifying student need, possible research-supported teaching actions, and the justification and evaluation of instructional responses. (2,500 words) due mid semester 50%
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
Cook, B. G., Tankersley, M., & Landrum, T. J. (2013). Evidence-based practices. [electronic resource]. Bingley [England] : Emerald Insight, 2013.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of the subject, students will have the knowledge, skills and understanding to enable them to:
Master of Clinical Teaching |
Professional Certificate in Teaching (Clinical)
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