units

EDF5808

Faculty of Education

18 September 2017 22 November 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelPostgraduate
FacultyFaculty of Education
OfferedClayton First semester 2014 (Day)
Gippsland First semester 2014 (Off-campus)
Berwick Second semester (extended) 2014 (Day)
Clayton Second semester 2014 (Day)
Clayton Second semester 2014 (Off-campus)
Coordinator(s)Dr Jane Kirkby (Berwick); Dr Angela Mornane (Clayton, Day); Ms Sarah Rutherford (Clayton, Off-campus); Mr David MacDonald (Gippsland, Off-campus)

Synopsis

This unit develops a critical understanding of the societal and cultural diversity that surrounds and informs teaching in a wide range of educational settings. It investigates how literacy and numeracy are explicit and implicit in the creation of an inclusive curriculum. It addresses significant aspects of adolescent development in the context of teacher education, as well as current understandings and practices related to differentiated curricula that engage students with diverse intellectual, emotional and social abilities. Historical and contemporary relationships between schooling, social justice and social inclusion are analysed and discussed.

Outcomes

Upon successful completion of this unit students should be able to:

  1. develop an understanding of the societal diversity that surrounds and embeds teaching and learning in educational settings and demonstrate how this is linked to student motivation, engagement, achievement and well-being
  2. demonstrate an awareness and understanding of the relationship between teacher attitudes and beliefs and how they influence student engagement
  3. articulate theories of adolescent development from sociological and psychological viewpoints and access relevant information on aspects of adolescent intellectual, emotional and social development, specifically in relation to students with diverse abilities
  4. reflect critically on the social and cultural contexts that influence education at the international, national, local, and personal level
  5. describe key principles of an inclusive approach to teaching and learning and how these relate to literacy and numeracy across the curriculum
  6. identify contemporary pedagogical practices that inform the development of differentiated curricula
  7. evaluate and critique how teacher, student and societal attitudes towards socio-economic status, gender, sexuality, ethnicity, indigeneity, giftedness and special needs influence the capacity to foster student engagement.

Assessment

A teaching activity (2000 words equivalent, 30%)
Contribution to portfolio (resource development project) (3000 words, 35%)
A research task (3000 words, 35%)

Chief examiner(s)

Dr Rosalie Triolo

Workload requirements

Minimum total expected workload equals 24 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 contact hours per week

(b.) Additional requirements

  • independent study to make up the required minimum hours per week