ED5960 - Teaching for Learning in Diverse Primary School Contexts
| Credit points: | 03 |
| Year: | 2018 |
| Student Contribution Band: | Band 1 |
| Administered by: | College of Arts, Society & Education |
Limited to students enrolled in the Master of Teaching and Learning Primary.
The goal of this subject is to foster graduate student teacher development towards the Graduate Career Stage of the Australian Professional Standards for Teachers' requirements in teaching for learning in diverse primary schooling contexts. Students in this subject will focus on gaining an advanced and integrated understanding of inclusive pedagogical practices that support enhanced learning outcomes for all students by being able 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 primary schooling contexts. Drawing from the scholarship of teaching, pedagogical frameworks and practices to plan sequences of lessons and support and assess learning through data collection along with 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 primary school and complete a range of activities that demonstrate graduate student teachers' development towards the Graduate Teacher Australian Professional Standards.
Learning Outcomes
- apply an advanced and integrated understanding of inclusive teacher professional knowledge, practice and engagement in urban, regional, remote and/or Aboriginal and Torres Strait Islander school- community environments;
- analyse critically, 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 in regards to diverse primary schooling contexts;
- design, implement and evaluate curriculum, assessment and differentiated learning opportunities, with a view to enhanced learning outcomes for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs;
- critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts.
| Assumed Knowledge: | Developmental and educational psychology |
| Prerequisites: | ED5950, ED5951 AND CONCURRENT ENROLMENT IN ED5961 OR ED5962 |
Availabilities | |
| Townsville, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Assoc. Professor Paul Pagliano |
| Contact hours: |
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| Assessment: | essay: pre-planning for differentiated instruction on professional experience (50%); take home exam: teaching for diversity (50%). |
| Special Assessment Requirements: | satisfactory completion of practicum |
| External, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Assoc. Professor Paul Pagliano |
| Contact hours: |
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| Method of Delivery: | WWW - LearnJCU |
| Assessment: | essays: pre-planning for differentiated instruction on professional experience (50%); take home exam: teaching for diversity (50%). |
| Special Assessment Requirements: | satisfactory completion of practicum |
| Cairns, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Assoc. Professor Paul Pagliano |
| Contact hours: |
|
| Assessment: | essays: pre-planning for differentiated instruction on professional experience (50%); take home exam: teaching for diversity (50%). |
| Special Assessment Requirements: | satisfactory completion of practicum |
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.