ED5959 - Teaching for Learning in Secondary Contexts

This subject uses blended and simulated learning approaches to develop graduate student teacher knowledge and decision-making for planning, teaching and assessing learning. Graduate student teachers explore how classroom management is used to support and foster learner engagement and achievement. Methods which cater to the diversity of students in a selected class will be examined. Graduate student teachers who complete this subject will be able to demonstrate the knowledge and skills necessary in planning for and managing classrooms, creating a supportive learning environment, and differentiating curriculum. In addition, graduate student teachers will understand a range of assessment types, and the significance of the provision of quality feedback on student learning progress for learners, parents/carers, and ongoing professional development.

Learning Outcomes

• demonstrate advanced and integrated knowledge of the principle of curriculum alignment in relation to intended and enacted learning;
• apply professional knowledge to set learning goals and plan lessons that include a range of teaching strategies and are responsive to the learning strengths and needs of diverse secondary students;
• demonstrate advanced and integrated knowledge of classroom and behaviour management skills (including trauma-informed practice) to organise classroom activities, provide clear directions and respond to challenging student behaviour;
• demonstrate advanced and integrated knowledge of diagnostic, formative and summative assessment strategies and the role of data collection in reporting student learning to a range of audiences, and to inform teaching decisions;
• demonstrate advanced and integrated knowledge of the provision of feedback for student learning, engaging parents, and broader professional networks in the educative process, and reflecting on teacher practice.

Subject Assessment

• Written > Learning plan - (50%) - Individual
• Written > Lesson plan 1 - (10%) - Individual
• Students will review a marked Summative Assessment task for a student in a junior curriculum area and: (1) set next-step learning goals,(2) develop pedagogical responses,(3) verbally communicate goals and pedagogical response to a parent,(4) communicate a course of action to support learning progression to a parent via written email.(5) reflect on how feedback can be used to progress learning, evaluate teaching and engage with professional networks during moderation conversations - (40%) - Individual.

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.