ED5965 - Teaching for Learning in Diverse Secondary School Contexts
Credit points: |
03 |
Year: |
2019 |
Student Contribution Band: |
Band
|
Administered by: |
College of Arts, Society & Education |
The goal of this subject is to foster the development of knowledge and skills for
teaching and learning in diverse secondary schooling contexts. Students in this subject
will focus on gaining an integrated understanding of inclusive pedagogical practices
that support enhanced learning outcomes for all students. This requires the ability
to design, implement and evaluate curriculum, assessment and differentiated learning
opportunities, including behaviour support and management. GSTs will be required to
analyse critically, reflect on and synthesise complex information relating to effective
teaching for learning in diverse secondary schooling contexts. Drawing from the scholarship
of teaching, pedagogical frameworks will be evaluated and implemented in planned sequences
of lessons. GST will support and assess learning through data collection, while creating
ethical and positive learning environments. These emphases are applied to practice
in the embedded practicum and field-based experiences. Associated with this subject
are 20 days of practicum in a secondary school and the completion of a range of activities
that demonstrate GSTs' development towards the Graduate Teacher Australian Professional
Standards.
Learning Outcomes
- critically review regulatory requirements, ethical principles and, where appropriate,
cultural frameworks, to work effectively, responsibly and safely in diverse contexts;
- apply an advanced and integrated understanding of inclusive teacher professional knowledge,
practice and engagement related to the diversity of student needs (including disability
and extension);
- critically analyse, reflect on and synthesise complex information, data, problems,
concepts, theories and recent developments in the fields of teaching and learning
in professional practice and research related to diverse secondary school students;
- describe a range of strategies for involving parents/carers in the educative process;
- design, implement and evaluate curriculum, assessment and differentiated learning
opportunities, including feedback processes, to enhance learning outcomes for all
students, including those from diverse cultural, linguistic and socioeconomic backgrounds
and with specific learning needs.
Assumed Knowledge:
|
Foundational understanding of educational psychology demonstrated in ED5955 |
Prerequisites: |
ED5955 |
Availabilities
|
Townsville,
Internal,
Study Period 2
|
Census Date 29-Aug-2019 |
Coordinator: |
Dr Marcia Thorne |
Contact hours: |
- 18 hours lectures - Lectures
- 18 hours - Web-based learning activities
- 7 days professional experience
|
Assessment: |
end of semester exam (40%); assignments (60%). |
Special Assessment Requirements: |
Accompanying Requirement: In order to meet the requirements of this subject, graduate
student teachers must satisfactorily complete 20 days of professional experience.
GSTs will complete a range of activities, detailed in the professional experience
handbook, including collecting data on students to inform diversified teaching practice
across units. Collectively, these activities will provide evidence that GSTs are operating
at a developed level with all APSTs.
|
|
|
Cairns,
Internal,
Study Period 2
|
Census Date 29-Aug-2019 |
Coordinator: |
Dr Marcia Thorne |
Contact hours: |
- 18 hours lectures - Lectures
- 18 hours - Web-based learning activities
- 7 days professional experience
|
Assessment: |
end of semester exam (40%); assignments (60%). |
Special Assessment Requirements: |
Accompanying Requirement: In order to meet the requirements of this subject, graduate
student teachers must satisfactorily complete 20 days of professional experience.
GSTs will complete a range of activities, detailed in the professional experience
handbook, including collecting data on students to inform diversified teaching practice
across units. Collectively, these activities will provide evidence that GSTs are operating
at a developed level with all APSTs.
|
|
|
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.