EDF2105

Teaching Studies A

6 points - 2 hours per week - First and Second semesters - Peninsula and Gippsland - Mode of enrolment: On-campus - Workload requirement: Semester 1: 4 hours of lectures, workshops and laboratory sessions Semester 2: 2 hours of lectures and workshops - Prerequisites: EDF1301, EDF1302 - Corequisites: Nil - Prohibited combinations: Nil

Objectives: Upon successful completion of Module One, students should:
* have a basic understanding of the role and responsibilities of a teacher;
* understand the need to plan for and manage a range of individual learning and behavioural needs including those associated with children's development and socio-cultural backgrounds;
* have knowledge of relevant classroom documents and approaches which inform classroom practice.
Upon successful completion of Module Two, students should:
* understand in general terms the structure, organisation and mode of operation of a multimedia computer system;
* have developed basic understandings and user skills necessary for the effective use of a multimedia computer;
* understand and appreciate the role of learning technologies in early childhood and primary education;
* understand the issues and appreciate the potential of telecommunications as a teaching and learning tool;
* possess a basic understanding of the concepts underlying word processing, desktop publishing, multimedia authoring, the Internet, presentation software, spreadsheets, and databases, and the rationale underpinning their use in the classroom;
* have developed an understanding of the logistics of using learning technologies as part of the teaching and learning process.
Upon successful completion of Module Three, students should:
* appreciate the relationship between assessment, learning, curriculum and accountability;
* understand the importance of providing coherent and inclusive assessment, evaluation and reporting for children, colleagues and parents;
* be familiar with a range of implementation strategies and their underlying philosophies, purposes and related ethical issues.

Synopsis: This subject is made up of three modules: Classroom Management and Planning, Learning Technologies across the Curriculum (LTAC) in Semester One, and Assessment and Reporting in Semester Two.
Module One is designed to provide students with the knowledge to enable them to plan appropriate learning and teaching experiences that meet the needs of a range of individual children, including those related to students' socio-cultural and individual learning styles. It will examine a range of teaching, organisational and management strategies and how these relate to relevant curriculum documents (e.g. Curriculum and Standards Framework). The major focus in this subject will be on students' planning, delivery and management for a sequence of lessons given during the associated practicum. Students will develop specific lesson plans as a basis for their teaching, assessment and evaluation.
Module Two focuses on two main areas: the acquisition of technology skills and their integration into the classroom. The course content is in line with the Learning Technologies Teacher Capabilities Statement published by the Victorian Department of Education which defines a set of desired teacher capabilities, including attitudes, understandings and skills, for the effective application of learning technologies in all aspects of teaching and learning. Students will receive hands-on experience in a wide range of software applications including basic computer application software (e.g. word processing, database, spreadsheet), desktop publishing and presentation software, and multimedia applications.
Module Three is designed to provide students with the knowledge and commitment necessary to ensure inclusive assessment and reporting practices and to understand the interaction between assessment, learning, curriculum and accountability. Students will examine the philosophies and purposes underpinning a variety of assessment and reporting practices (e.g. peer and self-assessment and profiling), together with their related ethical and legal issues. Special attention will be given to students using assessment as the basis for teaching and learning. During the associated practicum students will carry out fieldwork tasks which will enable them to investigate a range of assessment and reporting procedures.
Total number of practicum days: Up to 25

Assessment Reflective Journal (Module 1 and 3), 5000 words (Objectives 1, 2, 3, 10, 11 and 12): 50%;
Folio of Practical Studies (Module 2), 2500 words (Objectives 4, 5, 6, 7, 8 and 9): 50%; Satisfactory completion of a program of up to 25 days (Objectives 2, 3, 9, 11 and 12); Assessment: Pass grade only.

Recommended reading
Groundwater-Smith S et al Teaching Challenges and Dilemmas Harcourt Brace, 1998
Hatten E Understanding Teaching Harcourt Brace, 1998

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