ED5950 - Learning for Diverse Learners in Primary School Contexts

Limited to graduate student teachers enrolled in the Master of Teaching and Learning (Primary).

The primary goal of this subject is to foster graduate student teacher development towards the Graduate Teacher Australian Professional Standard requirements for understanding learners and the learning process within the primary school context. They will examine the philosophical antecedents of theoretical models pertaining to development and learning and critically apply the most empirically established models explaining human development and behaviour. Students will examine current research and basic understanding of intelligence, motivation, special needs, and recent neuroscience findings related to learning and development. In order to interpret course concepts critically students will engage and reflect on constructivist, behaviourist and humanistic approaches to learning. Upon completion of this subject, through the professional knowledge acquired and professional practice experiences provided, graduate student teachers will be able to approach the art and science of teaching with greater expertise in diverse learning contexts and for diverse learners, with attention to planning, behaviour support, assessment and management. They will have had the opportunity to reflect upon the dispositions necessary to engage in professional practice in curriculum, teaching and learning design to enhance the experience of their students. Using expert specialised technical skills elaborated upon in this subject the graduate student teachers will be able to independently and ethically research, apply and critically evaluate new and established theories to diverse teaching practices and learners. As a result they will be better equipped to respond appropriately to diverse learners to enhance their academic and social outcomes. Associated with this subject are 15 days of Professional Experience in a primary school in which GSTs complete a range of activities introducing graduate student teachers to the elements of the Graduate Teacher Australian Professional Standards grounded especially in the foundations of educational and developmental psychology.

Learning Outcomes

• dispositions necessary to constructively engage in professional practice in curriculum, teaching and learning design as a problem solving exercise based on professional knowledge of learners and the communities they represent for the achievement of outcomes deemed important and necessary for both;
• the ability to appraise information critically, develop problem solving skills and be able to adapt knowledge to new situations;
• knowledge and understanding of theories and concepts informing teaching and learning;
• the ability to critically use theory to explore and respond to an authentic problem-based scenario;
• the ability to critique and apply developmental and learning theories to classroom practices such as lesson planning, assessment student engagement and behaviour management.

Subject Assessment

• Written > Test/Quiz 1 - (10%) - Individual
• Written > Examination (College administered) - (50%) - Individual
• Written > Case study analysis - (40%) - Individual.

Special Assessment Requirements

Complete consecutive Preliminary 5 days + consecutive Final 10 days Placement, submit Satisfactory grading - Minimum Developing Adequately in all descriptors of the Professional Experience Reports and completion of 7 Integrated Couse Work Days is required to pass the subject. Attendance at Professional Experience Workshops is an essential component of the Work Integrated Learning Program. If repeating the subject, the reattempt at all subject assessment including the Placement is a requirement.

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.