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ED2491 - Teaching for Learning 1

Credit points: 3
Year: 2014
Student Contribution Band: Band 1
Administered by: School of Education (pre 2015)

LIMITED offering available only to RATEP students - [36110, 109310 Majors BED-RA4, BED-RA3]. EXTERNAL OFFERING available only to ECE ONLINE students.

This professional development subject uses blended, simulated and scenario-based learning approaches to introduce students to key concepts of effective learning and teaching and how these might be applied in a variety of settings including Indigenous and rural/regional. Through these approaches, students come to learn the value of a range of theoretical frameworks relating to learning, curriculum, pedagogy and classroom management. The subject is structured around the six themes of: Learning about learners; Planning for learning; Pedagogy; Safe and supportive learning environments; Reflecting on teachers' work; and Teacher well-being. These themes are further developed in subsequent professional development subjects in the course.

Learning Outcomes

  • design lessons and learning experiences for diverse contexts including Indigenous and rural/regional which: meet the needs of individual learners; employ a range of pedagogical strategies and; provide intellectually challenging learning experiences;
  • critique lesson designs and pedagogies (including play-based, inquiry-based, problem-based, direct instruction) by drawing on theoretical perspectives and illustrative empirical data;
  • critically evaluate a range of strategies and microskills for creating and maintaining safe and supportive learning environments at the classroom level;
  • critically evaluate a range of strategies and microskills for creating and maintaining safe and supportive learning environments at the classroom level;
  • demonstrate the Australian Professional Standards for Teachers at a developed level.
Assumed
Knowledge:
Sound levels of academic literacy are assumed in this subject.
Prerequisites: 9 credit points of level 1 ED subjects including ED1401 (except with permission from ED2491 Subject Coordinator).

Availabilities

Townsville, Internal, Study Period 1
Census Date 27-Mar-2014
Coordinator: <Person not found>
Lecturer: Dr Peta Salter.
Workload expectations:
  • 39 hours - Lectures/Workshops/Seminars
Assessment: task 1: design and critique of a teacher-centred lesson for a simulated class (40%); task 2: portfolio: a critical reflection on practice (60%).
Special Assessment Requirements: Satisfactory performance in invigilated literacy test

Townsville, Limited, Study Period 1
Census Date 27-Mar-2014
Face to face teaching (Online tutorial attendance at RATEP site as per schedule to be advised)
Coord/Lect: <Person not found>.
Workload expectations:
  • 26 hours - collaborate tutorials
Assessment: task 1: design and critique of a teacher-centred lesson for a simulated class (40%); task 2: portfolio: a critical reflection on practice (60%).
Special Assessment Requirements: satisfactory performance in invigilated literacy test

External, Study Period 1
Census Date 27-Mar-2014
Coord/Lect: <Person not found>.
Method of Delivery: WWW - LearnJCU
Assessment: task 1: design and critique of a teacher-centred lesson for a simulated class (40%); task 2: a critical reflection on practice (60%).
Special Assessment Requirements: Satisfactory performance in invigilated literacy test

Cairns, Internal, Study Period 1
Census Date 27-Mar-2014
Coord/Lect: <Person not found>.
Workload expectations:
  • 39 hours - Lectures/Workshops/Seminars
Assessment: task 1: design and critique of a teacher-centred lesson for a simulated class (40%); task 2: portfolio: a critical reflection on practice (60%).
Special Assessment Requirements: Satisfactory performance in invigilated literacy test

JCU Singapore, Internal, Study Period 51
Census Date 20-Mar-2014
Workload expectations:
  • 40 hours - Lectures/workshops: 15, 22, 29 March; 5,12 April
Assessment: task 1: design and critique of a teacher-centred lesson for a simulated class (40%); task 2: a critical reflection on practice (60%).
Special Assessment Requirements: Satisfactory performance in invigilated literacy test

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.