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(B, G, X)
On-campus (B) Early Childhood, Primary, Secondary;
On-campus (G) Early Childhood only Intensive Mode;
Off-campus (X) Primary, Secondary only.
Trimester 1, Trimester 2
|Unit chair:||K Johnstone|
TBA (B), L Rouse (G), Kate Johnstone (X)
Must be enrolled in course E760 and unit EEE751
Minimum 3 hours self-directed inquiry per week and 3 hours online discussion or located learning.
|Note: (i) Online teaching methods require internet access. Please refer to the most current computer specifications.(ii) This unit requires students to undertake professional experience placements organised by the Professional Experience Office.|
(iii) Please ensure you select the correct offering for this unit that relates to the strand you are undertaking, i.e. Primary select either the B,D-PRIM or G,X-PRIM depending on whether you are an on-campus or off-campus student. Secondary select either the B,D-SEC or G,X-SEC. Early Childhood select either the B,D-EC or G,D-WEXP1-EC.
This unit focuses on exploring learners in context. Over the trimester, students will examine their own learning processes to develop skills in becoming a reflective practitioner. Students will develop an awareness of the importance of inclusive practices required in early childhood, primary and secondary classrooms, staff rooms and school communities. Students will take an inquiry approach to investigate understandings of learning in early childhood and school settings. They will consider cultural practices and begin to build their awareness of how to link their knowledge of and relationships with students to meaningful learning experiences. They will begin to develop the skills of planning, teaching and evaluating learning with a small group of students.
Planning for managing learning: This assignment requires the collection and critical analysis of a range of documents/artefacts (eg: policy, information from learning site websites, pamphlets, newsletters) that are relevant to a specific learning site. The critical analysis of the collected documents/artefacts should discuss how teachers/teaching and learners/learning are represented and the implications of these representations for teachers’ planning and teaching (including considerations of pedagogy, curriculum and assessment), and learners and learning (2500 words) 50%
Reflective narrative: This assignment involves developing a narrative response to the broad question, ‘What have I learned about myself as a learner and an educator?’ The response to this question is developed by drawing on coursework, research, set and independent reading, purposeful observations and your own teaching and learning experiences (including practicum experience). The aim of this submission is to enable you to begin articulating your professional position (beliefs and values) regarding learners, learning, teachers, teaching and education and to identify a plan for your future professional learning. (2500 words) 50%
Hurdle Requirement: Assessing the Professional Experience
For students enrolled in School of Education courses, the professional experience component is assessed primarily by the class-based teacher who advises the Unit Chair. Satisfactory completion of the Professional Experience component is compulsory in order for the student to progress.
Churchill, R, Ferguson, P, Godinho, S, Johnson, NF, Keddie, A, Letts, W, Mackay, J, McGill, M, Moss, J & Nagel, MC 2013, Teaching: Making a Difference, 2nd edn, John Wiley & Sons, Milton, QLD
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.