EXC735 - Teachers and Youth Literacy and Numeracy Engagement
|Year||2014 unit information|
Pipelining unit from 2014. Final year of offer 2015.
* This unit is offered in intensive mode
Trimester 3 2014 Burwood (Melbourne)*
(For students enrolled in course E760 only)
|Unit chair:||K Tobin|
Student must be enrolled in course E760, E760P, or E760S.
36 hours intensive seminars
This unit will enable students to have a clear understanding of the nature of numeracy and literacy. It emphasises that numeracy encompasses not only mathematical concepts and skills (e.g. numerical, spatial, graphical, statistical and algebraic), but also mathematical thinking, general thinking skills, problem solving strategies and the context within which these concepts and skills are to be applied. It features language and literacy as social constructs and addresses theories of reading and writing processes; oral language and its importance in learning; teacher talk and its role in student learning; and second language learning and the second language learner. Teaching, learning and assessment materials from a literacy and numeracy perspective will be critically evaluated, including an examination of the language of texts and genres across different curriculum areas. Students will develop teaching strategies to discern and respond to the inherent literacy and numeracy demands and opportunities across the curriculum. In addition, students will also identify and address the numeracy and literacy demands on teachers in their professional lives in areas such as planning, timetabling, assessment and reporting, and their role in developing a whole school approach to literacy and numeracy.
Analysis and Folio 3000 50%
a) Analyse the literacy and/or numeracy components in two contrasting units of work from your specialist teaching areas.
b) Develop a personal folio of 10 effective strategies for teaching Literacy and or Numeracy within your subject area.
Research and Resource Production 3000 50%
a) Research: Undertake a research project that critically reflects on an issue associated with the development of literacy and/or numeracy skills in a cohort of young people facing barriers to their learning. Include consideration of student background knowledge, motivation, and learning styles.
b) Resource Production: Produce a kit of at least three substantial hands-on activities that will be of value in supporting literacy and/or numeracy development among young people facing barriers described in your research. Seek feedback from an experienced teacher and briefly reflect on the changes you would make in response to this feedback.
Victorian Qualifications Authority 2003, Victorian Certificate of Applied Learning Curriculum Planning Guide: VCAL Literacy and Numeracy Skills Strand, Victorian Qualifications Authority, Victoria.
Burnett, BM, Tait, GW, Meadmore, DA 2004, New Questions For Contemporary Teachers, Pearson Education, Frenchs Forest, Australia.
Marsh, C 2008, Becoming a Teacher, 4th edn, Pearson Education, Frenchs Forest, Australia.
Unit Fee Information
|Student Contribution Rate*||Student Contribution Rate**||Fee rate - Domestic Students||Fee rate - International students|
* Rate for all CSP students, except for those who commenced Education and Nursing units pre 2010
** Rate for CSP students who commenced Education and Nursing units pre 2010
Please note: Unit fees listed do not apply to Deakin Prime students.