EDF2211 - Classroom practice - 2017

This unit develops students' knowledge and understanding of how to apply their content knowledge to classroom practice. They further develop their capacity to plan for differentiated learning for students across the full range of abilities, meet diverse learners' needs, and choose varied forms of behaviour management. Students explore a range of theoretical perspectives on the pedagogical practices of teachers. Students are encouraged to research multiple examples of teaching and learning practices, critically reflect on their own teaching practices and those of others, and develop a robust theoretical and practical perspective on the profession and their own classroom practice that is demonstrated through individual, group and peer written and oral presentations.

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

1. develop knowledge and understanding of classroom practice including planning for differentiated teaching and learning, meeting diverse learners' needs, behaviour management and innovative practice
2. identify a range of theoretical perspectives on classroom practice, and critically examine these in light of their own developing practice
3. demonstrate their understanding of a range of effective and inclusive teaching strategies that meet the needs of students across the full range of abilities
4. explore and develop their own pedagogical and classroom practice
5. reflect upon their own practices in relation to effective teaching.

Classroom practice project (2000 words equivalent, 50%)

Analysis of effective classroom practice (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 1-hour lecture
   • 1-hour workshop
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Dr Pearl Subban

Primary and secondary education

Primary and secondary inclusive education