ED5965 - Teaching for Learning in Diverse Secondary School Contexts
| Credit points: | 03 |
| Year: | 2019 |
| Student Contribution Band: | Band |
| Administered by: |
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, , Study Period 2 | |
| Census Date 29-Aug-2019 | |
| Contact hours: |
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| 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, , Study Period 2 | |
| Census Date 29-Aug-2019 | |
| Contact hours: |
|
| 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.