ED5950 - Learning for Diverse Learners in Primary School Contexts
Credit points: |
3 |
Year: |
2022 |
Student Contribution Band: |
Band
1 |
Administered by: |
College of Arts, Society & Education |
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.
Assumed Knowledge:
|
Literacy and numeracy capabilities commensurate with a post-graduate student level |
Availabilities
|
Cairns,
Study Period 1,
Internal
|
Census Date 24-Mar-2022 |
Coordinator: |
Assoc. Professor Helen Boon |
Lecturers:
|
Ms Renae Acton, Ms Tamra Jones. |
Workload expectations: |
- 10 hours online collaboration sessions
- 10 hours online content
- 4 hours placement
- 15 days professional Experience
|
|
|
Townsville,
Study Period 1,
Internal
|
Census Date 24-Mar-2022 |
Coordinator: |
Assoc. Professor Helen Boon |
Lecturers:
|
Assoc. Professor Helen Boon, Ms Renae Acton, Ms Tamra Jones. |
Workload expectations: |
- 10 hours online collaboration sessions
- 10 hours online content
- 4 hours placement
- 15 days professional Experience
|
|
|
Study Period 1,
External
|
Census Date 24-Mar-2022 |
Coordinator: |
Assoc. Professor Helen Boon |
Lecturers:
|
Assoc. Professor Helen Boon, Ms Renae Acton, Ms Tamra Jones. |
Workload expectations: |
- 10 hours - Online Activities
- 10 hours online content
- 4 hours placement
- 15 days professional Experience
|
Method of Delivery: |
WWW - LearnJCU |
|
|
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.