course description · web viewthe course consists of 8 compulsory units and 2 optional additional...

Faculty of EducationShepparton Campus

P O Box 6044, Shepparton 3632Telephone 58332589

Graduate Diploma in Education (Middle Years)

Course Handbook2010

La Trobe University acknowledge the Elders and Ancestors of the Yorta Yorta Nation as the traditional custodians of the

land on which we walk

Course description...................................................................................................................................4

Course structure.......................................................................................................................................4

Calendar 2010..........................................................................................................................................5

Recommended texts.................................................................................................................................8

Participation requirements................................................................................................................8On campus intensives..............................................................................................................................9Online learning...........................................................................................................................................9Field-work.....................................................................................................................................................9Teaching practicum................................................................................................................................10

Working with Children checks........................................................................................................10

Information and Communication Technologies (ICTs)........................................11

What you’ll need to access................................................................................................................11

Access to a computer.........................................................................................................................11

Logging in..........................................................................................................................................11

Technical issues.................................................................................................................................11

Where to go for help with technical issues......................................................................................12

Your computer skills.........................................................................................................................12

Learning online.................................................................................................................................13

Netiquette...........................................................................................................................................13

Student Online...................................................................................................................................13

Student email.....................................................................................................................................13

Learning Management System – WebCT.......................................................................................14

Getting started in WebCT................................................................................................................15How to log on to WebCT.......................................................................................................................15How to submit an assignment ........................................................................................................................17

A virtual real time classroom – “Elluminate”................................................................................18What is Elluminate?........................................................................................................................................18What do you need to use Elluminate?.............................................................................................................18

Assessments.......................................................................................................................................19

Forms..................................................................................................................................................19

Assessment.............................................................................................................................................

Late submission of assignments.......................................................................................................20

Appeals for re-marking....................................................................................................................21

Unsatisfactory progress....................................................................................................................21

Student academic support................................................................................................................21

Indigenous students..........................................................................................................................22

English as a second language (ESL) students................................................................................22

Plagiarism..........................................................................................................................................22

Summary of contacts and available support - 2010.............................................................................23

2

UNIT OUTLINES.................................................................................................................................24

Unit Code: EDU4IMA......................................................................................................................24Issues in Education A- Learning and Teaching..............................................................................................24

Unit code: EDU4MLA......................................................................................................................27Methods A- Curriculum In Focus...................................................................................................................27

Unit code: EDU4SMP.......................................................................................................................29School-based Middle Years Project................................................................................................................29

Unit Code EDU4LMA......................................................................................................................30LOTE in Middle Years A........................................................................................................................30

Unit code: EDU4TPA........................................................................................................................31Teaching Practicum A.....................................................................................................................................31

Unit Code: EDU4IMB......................................................................................................................33Issues in Education B – Learning and Teaching in the Middle Years...................................................33

Unit Code: EDU4MLB.....................................................................................................................35Methods B- Integrating Curriculum............................................................................................................35

Unit Code: EDU4COE......................................................................................................................37Context of Education.......................................................................................................................................37

Unit code: EDU4TPB........................................................................................................................38Teaching Practicum B.....................................................................................................................................38

Unit Code: EDU4LMB.....................................................................................................................40

LOTE in Middle Years B.................................................................................................................40

3

GRADUATE DIPLOMA IN EDUCATION (MIDDLE YEARS)

Course description

The Graduate Diploma in Education (Middle Years) is a one-year course involving a blended learning approach. Those enrolling in this program will engage in an intellectually and personally challenging course of study. Students are encouraged to treat seriously the need to understand the role of education and teaching in a world of change, to value the place of children and youth in our society and to enjoy the challenges associated with good teaching. The Graduate Diploma in Education (Middle Years) course work focuses on theory and practice associated with working with young adolescents, that is students from Years 5-9. However on successfully passing all units (see below) students can apply for registration with the Victorian Institute of Teaching to be accredited to teach both primary and secondary years. Every effort is made throughout the course to also ensure that students emerge with appropriate skills to commence work as a graduate teacher in the years before Middle Years, that is Prep to Year 4 in Victoria, and to work with method specialization in a conventional secondary structure to improve employment prospects.

Due to the importance placed on the development of Literacy and Numeracy in Primary and Middle Years of schooling all units of work deal with this area from a range of perspectives. In particular students will be introduced to Early Years approaches to teaching Literacy and Numeracy during Intensive 1 as part of Issues in Education A- Teaching and Learning. This will be followed by two weeks of field work in a primary school context - Grades 1-4. Students will also be directed to reading and research about the teaching of reading, writing and early numeracy and required to submit observations (see assessment folder on LMS - Issues in Education A, for details of the task ).

Course structureThe Graduate Diploma in Education (Middle Years) consists of the following units:

Unit Code Unit title Credit Points

Core or Option

Semester

EDU4IMA Issues in Education A – Teaching and Learning

10 C 1

EDU4MLA Methods A- Curriculum in Focus 20 C 1EDU4TPA Teaching Practicum A 20 C 1EDU4SMP School-Based Middle Years

Project10 C 1

EDU4LMA LOTE in Middle Years A 5 O 1EDU4IMB Issues in Education B – Teaching

Middle Years10 C 2

EDU4COE Context of Education 10 C 2EDU4MLB Methods B- Integrating

Curriculum20 C 2

EDU4TPB Teaching Practicum B 20 C 2EDU4LMB LOTE in Middle Years B 5 O 2

The course consists of 8 compulsory units and 2 optional additional units. Students undertaking the course must pass core units undertaken in Semester 1, namely Issues in Education A- Teaching and Learning; Methods A- Curriculum in Focus; Teaching Practicum A; and School-based Middle Years Project to proceed to Semester 2. Core units undertaken in Semester 2 are Contexts of Education; Issues in Education B- Teaching in Middle Years; Methods B- Integrating Curriculum; Teaching Practicum B.

4

Note : Each task associated with each unit must be completed to a satisfactory standard in order to receive a Pass for the unit.

Students who fail a core unit will need to re-enrol in that unit the following year. If the unit is a pre-requisite for the following semester students may be unable to continue that year and would need to re-enrol for both units in the following year.

LOTE is an optional additional method which can be undertaken by students with the appropriate undergraduate qualifications in the Language Other Than English. A semester 1 pass in LOTE in Middle Years A is a pre-requisite for undertaking Semester 2 LOTE in Middle Years B. Note that this course is undertaken through the Bundoora campus of La Trobe and involves some weekend classes and some online commitment.

Calendar 2010

Week

Date- week Beginning Monday

Mode of study

Activities AssessmentsDate due

SEMESTER ONE1 1 Feb Online Read through Course

Handbook Getting set up to work

online, Logging in to LMS Preliminary readings Prepare for Intensive One

- Orientation to Shepparton

- Organise travel and accommodation

2 8 Feb Online Online introductions Getting set to work online

- Logging into LMS- Setting up Elluminate

Preliminary readings

3 15 Feb On campus

Intensive One at Shepparton campus – attendance compulsory.See Intensive timetable

4 22 Feb On campus

Intensive One at Shepparton campus – attendance compulsorySee Intensive timetable

5 1 Mar Fieldwork Early Years

Plan for five days P-2 and five days Grades 3-4 fieldwork over next four weeks

6 8 Mar Online and/or in schools

Go to LMS Learning materials – work on modules and journals





9 29 Mar Break or online

Primary and Secondary school holidays commence

5

Continue with modules and Journals

10 5 Apr Break Good Friday April 2 Easter Monday April 5

11 12 Apr Secondary field work and or online

Plan for ten days fieldwork in Years 7-10 over next four weeks


EDU4IMA – Task 1EDU4IMA – Task 2

12 19 Apr Online and/or in schools


13 26 Apr Online and/or in schools


14 3 May Online and/or in schools


15 10 May Teaching practicum or online

Commencement of 20 days of primary teaching practicum. Shepparton area students commence this week, all other students commence on the 17th

EDU4SMP

16 17 May Teaching practicum

Primary teaching practicum EDU4MLA – Task 2


Primary teaching practicum


Primary teaching practicum

19 7 June Teaching practicum or online

Primary teaching practicum or online modules

20 14 June Completion of work21 21 June On line or

break Completion of assignment

work or breakEDU4IMA – Task 3

SEMESTER TWO

1 28 June On campus

Intensive Two at Shepparton campus – Attendance compulsory.See Intensive timetable

EDU4MLA – Task 1EDU4MLA – Task 3Practicum portfolio

2 5 July On campus

Intensive Two at Shepparton campus – Attendance compulsory.See Intensive timetable

3 12 July Online Go to LMS Learning materials – work on modules and journals

6



6 2 Aug Online Go to LMS Learning materials – work on modules and journals

7 9 Aug Teaching practicum

Commence 25 days of teaching practicum - Secondary

EDU4IMB – Task 2EDU4MLB – Task 3


Secondary teaching practicum





11 6 Sept Teaching practicum


12 13 Sept On line Completion of work EDU4IMB – Task 3EDU4MLB – Task 1

13 20 Sept Online or break

Completion of work or break

Due 24 Sept

EDU4COE – Task 1EDU4MLB – Journal

EDU4MLB – Task 2 EDU4COE – Task 2

14 27 Sept On campus

Intensive Two at Shepparton campus –Attendance compulsory.See Intensive timetable

EDU4IMB – Task 1

7

Texts - 2010The following texts are all recommended for purchase. They will be used throughout your course and useful in your future teaching career. It is suggested that you purchase the texts online from the publisher, or order them from your local bookseller.

Used extensively in the course – strong recommendation to purchase:

Author Title Publisher, YearGroundwater-Smith et al

Learning in the Middle Years more than a transition

Thomson, 2007

Bass,G., & Pearce,J. Technology Toolkit (introducing you to Web 2.0)

Nelson, 2008

Harrison, Neil Teaching and Learning in indigenous education

Oxford University Press, 2008

Used in the course – recommended for purchase:Author Title Publisher, YearDuquette, C. Students at Risk Pembroke Publishers, 2001Tomlinson, C & Doubet, K

Smart in the Middle Grades Hawker and Brownlow, 2007

Used occasionally in the course – purchase or borrow from Library (limited copies in the Library)Author Title Publisher, YearMuijs, D. & Reynolds, D.

Effective Teaching: evidence and practice

SAGE Publications, 2005

Smith, D.L & Lovet T.J Curriculum: Action on Reflection Social Science Press, 2003Wormelli, R Meet Me in the Middle Stenhouse publishers, 2001

Recommended for personal use:Author Title Publisher, YearBull, I Preparing for Secondary School

MathsPhoenix Education, 2001

Lewis, R. The Developmental Management Approach to Classroom Behaviour

ACER PRESS, 2008

Walker, P Pascal’s Basic Primary grammar: A concise guide to modern grammar

Pascal Press, 1996

Glasson,T. Improving Student Achievement. A practical guide to assessment for learning

Curriculum Corporation 2008

8

Participation and successful completion requirements1. Full day attendance at on-campus intensives, including where necessary evening

classes (see the intensive program dates below). Attendance compulsory.2. Completion of all assignment work to a satisfactory level within the time given for

completion of the task (see Assessment folder on LMS for details)3. Satisfactory completion of ALL hurdle tasks associated with requirements for

responding to the learning modules (see LMS Learning Modules for Semester 1- Issues A, Methods A, School-based Middle Years project, Practicum A and Semester 2 - Issues B, Methods B, Contexts, Practicum B)

4. Participation, as directed in the handbook and LMS, in online tutorials and lectures through Elluminate

On Campus IntensivesYou will be required to make arrangements to reside in Shepparton for the following periods:

Intensive 1: Monday 15th February to Saturday 27th February Intensive 2: Monday 28th June to Saturday 10th July Intensive 3: Monday 27th September until Saturday 2th October

Classes will operate from 9am -5pm Monday to Saturday and will involve lectures, workshops, school visits and guest speakers. There may also be some sessions scheduled for 7pm-9pm.

Attendance at intensives: It is compulsory to attend all days of each Intensive block.

Online learning During both Semester 1 and Semester 2 you will be expected to use the University’s Learning Management System (LMS) for all your module responses and submission of assignments. You will also be required to log on to Elluminate - a virtual classroom where teachers and students can communicate and collaborate. The online modules will require a regular and collaborative response which will involve an average of 20 hours work a week.

Please note that assignment work associated with the subjects is in addition to this participation and will involve additional work of 15-20 hours a week.

Field-workIt is a requirement for the Graduate Diploma in Education (Middle Years) that you do at least 20 days of field work in two specific school settings. During this field work you will undertake observations and data collection for two assessment tasks:

EDU4IMA – Reflections on Primary years- Literacy and Numeracy in focus. In schools between March 1 and March 26 - Grades 1-2 (five days) and Grades 3-4 (Five days) Assignment due : 12 April

EDU4SMP - School-based Middle Years project: Years 7-9 (ten days). In schools for two weeks between 12th April - 7th May. Assignment due: 10 May

Please note that field work is not funded by the University and therefore institutions are not paid to take students. It is expected that you will assist with existing programs while undertaking observations and data-gathering exercises.

Students who wish to do additional field work are advised that it can be undertaken in a range of educational settings involving work with students. Some examples of suitable places, in addition to the normal school settings are school camps, municipal council programs, holiday

9

programs, museums, school support institutions such as Science and Technology Centers and after school programs and tutoring. Volunteering in a range of settings can be a valuable pathway to future employment.

Teaching practicumSee also the Practicum Handbook and Unit outlines for EDU4TPA and EDU4TPB.

For this course you will undertake 45 days of supervised practicum experience in two teaching rounds.

In Semester 1 you will spend 20 days (4 weeks) in a supervised teaching placement. During this round you must teach for 20 days and this will normally be in an early middle years setting, that is Years 5 or 6.

In Semester 2 you will spend 25 days (5 weeks) in a supervised teaching placement. You will normally spend this time in an upper middle school setting working with students in Years 7, 8 or 9. You may take some classes at levels above Year 9 as long as your major workload is associated with middle years classes. Some students may elect to take either or both placements in specialized institutions according to pathways chosen in consultation with the academic coordinator.

Working with Children checksAll Graduate Diploma in Education (Middle Years) students are required to undergo and obtain a satisfactory Working with Children Check before they will be allowed to enter any school. International students who have recently obtained a visa for entry into Australia will have had a criminal record check and will not normally be required to have another one. However, there are still some organizations that will require a Working with Children Check so international students should be prepared for this eventuality. Information about the Working with Children Check is in your enrolment information pack.

10

Information and Communication Technologies (ICTs)

What you’ll need to accessFor this course you will need to access many of your resources via any computer connected to the internet. You will access:

Student Online. For information about your enrolment and grades. Student Email. All official University email is sent to your La Trobe email address. Learning Management System (LMS). For learning materials, and to

communicate with your peers and lecturers, and to submit assignments. Pebble Pad - an online resource. Training provided at the first intensive. Elluminate. A virtual classroom used for live online sessions between lecturers and

groups of students. La Trobe University Library. For online catalogues, databases, full text articles to

download, etc. Many other online resources.

Access to a computerYou will need to have easy access to a computer throughout the year. If you live near the Shepparton campus you can use the computers available in the lab there. However, many of you may not live near Shepparton or another La Trobe campus. This means you will need to have regular and easy access to the internet from home or another location convenient to you. It is strongly recommended that you connect via broadband (cable or ADSL). It will also be helpful to have access to a printer.

Logging inYou will receive a La Trobe University username and password. You will need these to log in to the various online resources. Your username and password will be sent to you on your Statement of Account after you complete your enrolment. You will be prompted to change your password on your first login to the system.

For help with username and password and logging on issues contact:

The Study Hall http://www.latrobe.edu.au/studyhall/ Email: [email protected]: 1300 786 535 (or from on-campus phone ext. 3694) Hours of phone support: Before 22 Feb - 9am to 5pm weekdays / After 22 Feb - 9am to 10pm weekdays, 12pm to 5pm weekends / Closed on public and University holidays.

Technical issuesAs with all technologies, there are sometimes hitches. These can be extremely frustrating especially if they happen when you are busy or under pressure. We will make every effort to help you minimise these and to support you to sort out any problems you have in this area.

Some things to check:

It is important that you have access to a reasonably up to date computer than isn’t too slow.

During your course you may be required to download some large files (1-2 mb) which may take time if you are on a slow connection. Downloading files and running some of the programs may mean your internet use increases. Therefore if working

11

mailto:[email protected]

http://www.latrobe.edu.au/studyhall/

from home you may need to monitor this with your Internet Service Provider and be prepared to adjust your contract with them if necessary.

You should have up-to-date anti-virus software installed on your computer. If you do not, you can get Sophos anti-virus software via the University web pages. Go to: http://www.latrobe.edu.au/antivirus/ For help with this contact: The Study Hall

Regularly back up your work. If you work from the hard drive of your computer, keep a copy of your study folder on a memory stick or regularly burn it to a CD. If you’re working on various computers and your primary or main folder is on a memory stick, buy a second memory stick to back up to. You should regularly backup and make sure all your recent documents have been saved in more than one location. You only need to lose one document that you’ve spent many hours on to understand the importance of doing this.

Pop-up blockers. These are settings which stop extra windows opening – This is helpful because they often stop unwanted advertising material from automatically opening on your screen. Unfortunately they also sometimes prevent some programs from running or they stop windows that you want to open from appearing. Therefore you may need to turn this function off in your browser. To turn off pop-up blocker in Internet Explorer: Go to Tools / Pop Up blocker and make sure that the pop up option is turned off. For other browsers check the help button in the browser or contact the Study Hall for advice.

Where to go for help with technical issuesThe Study Hall provides help for students on most technical issues. Contact: http://www.latrobe.edu.au/studyhall/ Email: [email protected]: 1300 786 535 If you are working from home on a dial up connection that uses the only phone line available, it is advisable to have a mobile phone handy when you contact the Help desk as they may need to talk you through the issue while you are online. For help with the Learning Management System (LMS) go to: http://www.latrobe.edu.au/studentlmsinfo/ or contact the Study Hall. A folder called ‘Technical Troubleshooting’ is available on the WebCT homepage with some tips on common difficulties and how to solve them.

Your computer skillsYou need to be reasonably proficient with the basic functions of a computer, including file management (how to create, save, copy files and folders), word processing skills (using Word or a similar program, reasonable typing skills, etc), internet skills (doing a web search, up and downloading files, installing basic programs, etc).

It is assumed that you’ll have these skills and they won’t be taught in this course. However, if you are a bit sketchy in some of these areas, we expect you to do your own self-paced learning using available self-access materials. Some of these are available within the Studying at La Trobe module within LMS.

As a teacher, these common computer skills will be the kinds of skills you will be expected to have to carry out your job, so now is a good time to brush up on them.

Learning onlineYou will need to be comfortable learning online. If this is the first time you have experienced learning in this way, it may take some adjusting to. We will do all that we can to help you become comfortable working this way.

Netiquette Netiquette is a term for standards which govern computer mediated communication. As participants of online communication groups, that is, discussion, chat or email, all students

12

http://www.latrobe.edu.au/studentlmsinfo/



http://www.latrobe.edu.au/antivirus/

are expected to observe the University’s Internet Code of Practice. So all that all students may feel encouraged to participate, rude, sexist or other disparaging comments are not acceptable. Remember that discussion and chat postings can be read by all participants, and that some people in the class may have very different backgrounds, customs and experiences to your own.

For more on netiquette and other issues related to the use of the internet, go to La Trobe’s Internet Code of Practice: http://www.latrobe.edu.au/ict/policies/icp

Student OnlineYou can log in to Student Online to check your enrolment details, personal details, change your password, check your results, etc. To do this go to Current Students page at http://www.latrobe.edu.au/students/ and click on the link at the left of the page to Student Online.

Student emailAll official La Trobe University email will be sent to your La Trobe email account. To log in go to http://www.latrobe.edu.au/students/ and click on the ‘Student Email’ link. Make sure you log on to this email regularly to check for general announcements from the University. Your email address will be: [email protected]

For the purposes of this course, you will be sent general information and administrative emails to your La Trobe email address. (Matters relating to your learning and the course material will be conducted via the Mail tool within the Learning Management System – LMS. )

Learning Management System – LMSLMS is La Trobe University's web based Learning Management System (LMS). It allows students to locate learning materials and activities related to their studies from any location with internet access. Once you are formally enrolled in the Graduate Diploma in Education (Middle Years) you will have access to your learning materials on LMS

LMS provides communication tools (online discussions, journals, and blogs), a Calendar, unit outlines, learning materials, an Assignment Drop Box for the electronic submission of assignments and a host of other course, communications and assessment tools.

13


http://www.latrobe.edu.au/students/


http://www.latrobe.edu.au/ict/policies/icp

Apart from the three on-campus intensives, this course allows you to study off-campus, at a distance. This is possible through the use of LMS. If you have not used a system like LMS before, you will need to take some time to become familiar with the interface. You will also need to accustom yourself to the sometimes solitary nature of studying via the computer.

While you don’t physically have to attend classes each week, to successfully complete this course you will need to log in to LMS regularly. This means that you need to set aside a number of hours each week to do your online work. It will not be possible to cram all the online work into a number of days just before the intensives or at the end of semester. Many of the activities are designed so that you interact with your peers and lecturers, and given that you are training to become a teacher, one of the most social and interactive occupations you could choose, we have endeavoured to integrate a number of interactive and collaborative activities into your online learning experiences. For these to work, each of us will need to have regular and meaningful ‘online attendance’.

14

Getting started in the Learning Management SystemAs soon as you get your La Trobe username and password, log in to LMS and explore the interface.

How to log on to LMS

1. Access the Internet

2. Go to the La Trobe University LMS page: http://webct.latrobe.edu.au

3. Browser settingsYou need to make sure your Browser settings are suitable for LMS. (Examples of browsers are: Internet Explorer, Mozilla, Firefox, Safari, etc). Click on the ‘Check Browser’ link at the top of the Log In page.

If you need to change your settings, follow the links at the bottom of the Check Browser window or go to: http://www.latrobe.edu.au/studentlmsinfo/browsers.html

4. Log in to LMS

Enter your username and password. These are issued at enrolment and appear on your Statement of Account (sent to you in the mail). You should log in using the same password as used for Student Online.For information regarding passwords and logging on go to http://www.latrobe.edu.au/studentlmsinfo/loginhelp.html

If you have not yet received your Statement of Account, ask your course coordinator for a temporary guest username so that you can begin your study.

15

http://www.latrobe.edu.au/studentlmsinfo/loginhelp.html

http://www.latrobe.edu.au/studentlmsinfo/browsers.html

https://webct.latrobe.edu.au/

You are now at your ‘My LMS’ page. From this page you can access your online course: Mid YR SH – Middle Years Shepparton.

5. Using LMSTo become familiar with the layout and use of the LMS icons and tools we suggest that you spend some time exploring the links to see what information is available. A good place to start is the ‘Using LMS’ module in the folder ‘Studying @ La Trobe’.

16

6. Ending an LMS sessionIf you use a computer that is shared with others, it is particularly important to close your browser window (ie Quit or Exit) when you have finished an online session. Otherwise, the next person using the same computer will be able to enter the unit logged in as you.

7. Getting Help with LMS Student Help Page. (Printable guides, FAQs etc.) http://www.latrobe.edu.au/studentlmsinfo/ The HELP link at the top of the LMS screens and LMS log in page. The Study Hall http://www.latrobe.edu.au/studyhall/index.html Phone: 1300 786 535

Email: [email protected]. Hours of phone support: Before 22 Feb - 9am to 6pm weekdays / After 22 Feb - 9am to 10pm weekdays, 12pm to 5pm weekends / Closed on public and University holidays.

If you can’t solve your problems using the online help, or if you have any difficulties logging on or using LMS, contact your course coordinator or administrator immediately.

Don’t let any difficulties you have with using LMS cause you to fall behind with your studies.

How to submit an assignment via LMS

Login to LMS and on the homepage locate the ‘Course Tools’ menu panel on the left hand side of the screen and click on ‘Assignments’. A list of assignments will appear. Click on the assignment title of the assignment you want to submit and a screen appears with the Due Date and Grading Criteria. Click on the ‘Add Attachments’ button under the Submission box and attach your assignment. Then click submit. When assignments have been marked you can see you results by going to My Tools / My Grades.

LMS Assignment submission screen

17


http://www.latrobe.edu.au/studyhall/index.html

http://www.latrobe.edu.au/studentlmsinfo/

A virtual real time classroom – “Elluminate”

What is Elluminate?A virtual classroom is an online place where teachers and students can communicate and collaborate. While we will use LMS to post discussions, distribute documents and provide various learning activities, we will also be using a program called “Elluminate”.

Elluminate allows people from a range of locations to log in from their computers and have a ‘real time’ discussion or lesson. By ‘real time’ we mean live, or at the same time (sometimes called synchronous). This tool allows a person (often the teacher or moderator) to lead a session focused on whatever topic is being taught. All the participants in the session are able to see the screen that the moderator makes available to the group. This might be a word document that the moderator has on their computer, a webpage that they want to show the group, or another type of file. The moderator might ask participants to contribute to the screen by adding words, or a picture or voting on a topic. There is a text chat facility, and there is also audio so that you can hear each other speaking.

Sample Elluminate screen

What do you need to use Elluminate?

To use Elluminate you will also need to have a set of headphones with a microphone connected to your computer. You will also need to do a preliminary set up on your computer.

It is preferable that the computer through which you access your Elluminate sessions is in a quiet location so that you can concentrate on the session without interruptions. As you will be sometimes speaking during these sessions, being in your own space means that you won’t disturb others and can participate without feeling too self-conscious. There will be a number of Elluminate sessions during the online component of the course. Actual dates will be advised at the Intensives and via email. Detailed instructions on how to use this program are available on the Course home page on LMS under the folder ‘Elluminate Sessions’.

18

AssessmentsIt is recommended that you consult the La Trobe University 2010 Postgraduate Handbook http://www.latrobe.edu.au/education/courses_pg.htm to familiarise yourself with La Trobe University’s statutes, regulations and general assessment guidelines. In addition you should make yourselves aware of the La Trobe University Student Code of Conduct at http://www.lib.latrobe.edu.au/about/codeofconduct.php

Assessment Tasks

For each unit within this course you will have a number of assessment tasks to complete. A brief outline of each task appears later in the handbook. Full descriptions of each task are published on LMS in the assessment folder for each Unit. Due dates for each assessment task is published in this handbook and on LMS. Assessment tasks and hurdle tasks due dates MUST be adhered to.

Some of these assessments you will submit via the ‘Assignments’ tool in LMS.

FormsForms such as assignment cover sheets, practicum evaluation forms and any other relevant forms are available on LMS in the ‘Course and unit administration folder’.

Guidelines for assessment

Assessment requirements within each unit will be outlined on LMS at the commencement of the semester.

The following core criteria are considered when assessments are conducted:

Evidence of appropriate reading and an ability to conceptualize and use theoretical frameworks and research,

Ability to analyse, synthesise and evaluate relevant materials; Consistent use of English in an appropriate academic style.

Points for consideration:

Use of English (spelling, grammar and expression); Structure and logical development of arguments; Appropriate links between ideas and concepts, and Documentation (citing of references plus reference list and bibliography, if

required).

Assignments GradesAssignments will be graded using the University-wide system of A, B, C, D, N. The description of each of these grades follows. The comments provided by lecturers are intended to give you feedback upon which students can reflect as they monitor their own professional development.

A80 -100% Very Good -Excellent

Outstanding level of achievement, demonstrating wide reading and an ability to conceptualise and to link the theoretical concepts addressed with the topic area, an original analysis of the topic and related material, a clear, logical and creative approach to

19

http://www.lib.latrobe.edu.au/about/codeofconduct.php

http://www.latrobe.edu.au/education/courses_pg.htm

exploration of the topic and an exceptional command of expression, argument and structure

B70 - 79% Good

High level of achievement demonstrating wide reading, a clear and logical analysis of the topic in light of that reading and theoretical concepts involved, well written, well argued, well structured, with a reasonable depth of insight and evidence of originality of thinking.

C60 - 69% Satisfactory

Pass, demonstrating more than just the basic reading, identification of the key aspects relevant to the topic with some critical evaluation of those aspects, but primarily descriptive of the literature rather than evaluative with some insight but little originality of thinking.

D50 - 59% Low Pass

Low Pass, demonstrating that the student has read and understood basic references, has focused his/her discussion on the topic given and has offered relevant comment on the issues under consideration, limited insight, limited ability to employ theoretical concepts to the topic, poorly written, poorly organised and problems evident with the logic of arguments.

N0 - 45% Unsatisfactory

Unsatisfactory level of achievement as it fails to:• Keep to the set topic• Demonstrate adequate reading• Reference sources adequately• Present a coherent or relevant perspectiveAssignments marked at this level will be second marked.

Note also that the above criteria strictly relate only to essays. Not all assignments in the Graduate Diploma in Education (Middle Years) program are of this kind. Lecturers will inform students of relevant criteria for other kinds of submissions.

Students who are unable to achieve a satisfactory standard in submitted assessed work, or who do not submit work within a reasonable time frame, following the guidelines for extensions and special consideration ( see below) will be deemed to have failed that unit and may be asked to re-enrol in it. If the unit is a pre-requisite for the following semester students may be unable to continue that year and will need to re-enrol for both units in the following year.

Assignment extensions ALL students should familiarize themselves with the due dates for all assignments /

assessment tasks. Due dates can be found in this handbook and on LMS in the assignment folder.

Extensions may be granted for reasons of illness or other serious personal problems. It is necessary to provide a doctor’s certificate if your reason is medical. The ‘Application for Extension of Assignment Submission Date’ form can be obtained on LMS in the Course Support Material Folder.

The ’Application for Extension of Assignment Submission Date’ form must be submitted to the Academic Coordinator at least one day before the due date for the assignment. Forms can be submitted via email. The student will be notified promptly if the extension is approved.

Students who receive an extension MUST submit the ‘late’ assignment by the revised due date.

Penalties for Late Assignments

Students are encouraged to avoid penalties by seeking an approved extension before the assignment due date. Unless an extension is specifically granted via the ’Application for Extension of Assignment Submission Date’ form, late work will be penalised as follows:

Work submitted more than seven (7) days after the due date (either original or extended due date, as applicable) WILL NOT BE MARKED and an automatic fail grade will be recorded.

20

Weekdays and weekends are included in the calculation of days late.

Any work handed in late (either original or extended due date, as applicable) will be penalized at the rate of 10% of the assigned mark per day, to a maximum of seven (7) days. For example, an assignment assessed as 30 marks out of a possible 40 but submitted two days late would lose 6 marks (10% of 30 x 2 days) and be awarded a mark of 24/30.

Appeals for re-markingFor appeals against marks, the following procedures will be implemented:

Students have the right to appeal against the initial mark given to any piece of work worth more than 20% of the available marks, or against their final mark for the subject.

An appeal will be in writing using the appropriate form, will set out the reasons for the appeal, and will be submitted to the Academic Coordinator not more than ten working days after students have been informed that the work is available for collection.

In the event that the Academic Coordinator is the original marker, the appeal will be to the Head of School.

If, in the opinion of the person dealing with the appeal a case has been made, the following procedures are to be followed:

A second marker will be appointed and the work marked ‘blind’. In the event of disagreement, the markers are to discuss the work and attempt to

arrive at an agreed mark which will then stand. Where agreement cannot be reached on the mark, but there is agreement on the

grade, the results will only be lower than the original mark if both markers agree on this; otherwise it will be the average of the two marks or the original mark, whichever is the higher.

Where agreement on the grade cannot be reached, the Academic Coordinator (or Head of School if the Academic Coordinator is one of the markers) will appoint a third marker who, after considering the opinions of the two previous markers and the work in question, will act as an adjudicator and determine the final mark.

Students who are dissatisfied with the outcome of this process are to be advised of their right to appeal to the University

Unsatisfactory progressStudents who do not satisfactorily meet the requirements of any of the components of the Graduate Diploma in Education course by the date of the Chairman of Examiners meeting will normally be deemed to have failed the course and will be required to show cause why they should be permitted to re enroll.

Student academic supportAssistance is available in areas such as research and study skills, counseling, careers advice, financial aid and accommodation. Study skills resources are available on line at www.latrobe.edu.au/learning and through LMS. Assistance with reader education and information retrieval skills is provided by the library. You can contact the Librarian and Learning Skills Adviser at the Shepparton campus, Mrs Iris Ambrose on (03) 5833 2640 or email: [email protected]

21


http://www.latrobe.edu.au/learning

Indigenous studentsSupport for students of Aboriginal Torres Strait Islander background is provided in association with the University’s Equity and Access Unit. Ph: (03) 9479 2900 www.latrobe.edu.au/equity/Office of the Director, Indigenous Education www.latrobe.edu.au/indigenous/Indigenous Australian Student Services www.latrobe.edu.au/indigenous/student_services.htmlShepparton campus contact: ph: (03) 5444 7205

English as a second language (ESL) studentsLanguage and learning skills resources for ESL students are available at www.latrobe.edu.au/lasesl Phone: (03) 9479 2788. Email: [email protected]

PlagiarismThe University has a strict policy regarding plagiarism, which is defined as “the reproducing of someone else’s words, ideas or findings and presenting them as one’s own without acknowledgement.” Students found to have engaged in this form of academic misconduct will be subject to the University’s disciplinary procedures. It is important for you to be familiar with the Academic Misconduct Policy: www.latrobe.edu.au/policies/assets/downloads/academic_misconduct.pdfFor further information go to La Trobe University policies www.latrobe.edu.au/policies/For more information about what is considered plagiarism and how to avoid it go to: www.latrobe.edu.au/plagiarism

22

http://www.latrobe.edu.au/plagiarism

http://www.latrobe.edu.au/policies/

http://www.latrobe.edu.au/policies/assets/downloads/academic_misconduct.pdf


http://www.latrobe.edu.au/lasesl

http://www.latrobe.edu.au/indigenous/student_services.html

Summary of contacts and available support - 2010Enrolment and administration: Study matters, including your progress, course materials, assessments, etc.

Dr Caroline Walta. Academic CoordinatorEmail: [email protected] Phone (03) 5833 2589 Fax: (03) 5833 2657Postal address: PO Box 6044, Shepparton Vic 3632Alan McLean. Associate lecturerEmail: [email protected] Phone (03) 58332589. Fax: (03) 58332657Postal address: PO Box 6044, Shepparton Vic 3632Carla Wallace Administrative OfficerEmail: [email protected] Phone (03) 58332589. Fax: (03) 58332657Postal address: PO Box 6044, Shepparton Vic 3632

ICT/ computer matters including:Passwords and logging in / Learning Management System (WebCT) / Elluminate / Other computer issues (e.g. Anti-virus software)The Study Hall www.latrobe.edu.au/studyhall/ Email: [email protected]: 1300 786 535 (or from on-campus phone ext. 3694) Hours of phone support: Mon-Fri Hours of phone support: Before 22 Feb - 9am to 6pm weekdays / After 22 Feb - 9am to 10pm weekdays, 12pm to 5pm weekends / Closed on public and University holidays.

Library resources and research skills Shepparton campus Library www.lib.latrobe.edu.au/shepparton/index.php

Contact Iris Ambrose Phone: (03) 5833 2640 La Trobe Library Homepage: www.lib.latrobe.edu.au/ Borrowing from other Australian university libraries

www.lib.latrobe.edu.au/services/borrowing/borrowotherlib.php Services for students on placements

www.lib.latrobe.edu.au/services/clients/placement.php Library skills online www.lib.latrobe.edu.au/libskills/ Subject guides: Education www.lib.latrobe.edu.au/help/subject-res/education/ Style guides www.lib.latrobe.edu.au/help/style-guides.php

Learning skills Contact Iris Ambrose (Librarian and learning skills adviser) Phone: (03) 5833 2640

Email: [email protected] Student learning resources www.latrobe.edu.au/learning/index.html Assignment manual www.latrobe.edu.au/asu/assign_manual.html Academic Integrity – avoiding plagiarism www.latrobe.edu.au/plagiarism/ English as a second language www.latrobe.edu.au/lasesl

Personal counselling Contact the Student Services Office at Shepparton on (03) 5821 8450. If not available contact the Counselling Service at Bundoora (03) 9479 2956

www.latrobe.edu.au/counselling/Careers

Go to : www.latrobe.edu.au/careers/Various useful resources,

Current Students: Information for students www.latrobe.edu.au/students/ Facilities and services – Shepparton campus

www.latrobe.edu.au/shepparton/services.htm

23

http://www.latrobe.edu.au/shepparton/services.htm


http://www.latrobe.edu.au/careers/

http://www.latrobe.edu.au/counselling/

http://www.latrobe.edu.au/lasesl

http://www.latrobe.edu.au/plagiarism/

http://www.latrobe.edu.au/asu/assign_manual.html

http://www.latrobe.edu.au/learning/index.html


http://www.lib.latrobe.edu.au/help/style-guides.php

http://www.lib.latrobe.edu.au/help/subject-res/education/

http://www.lib.latrobe.edu.au/libskills/

http://www.lib.latrobe.edu.au/services/clients/placement.php

http://www.lib.latrobe.edu.au/services/borrowing/borrowotherlib.php

http://www.lib.latrobe.edu.au/

http://www.lib.latrobe.edu.au/shepparton/index.php






UNIT OUTLINESUnit Code: EDU4IMAIssues in Education A- Learning and TeachingSemester 1 - 10 credit points

The purpose of this unit is to enable students to gain an understanding of current research findings about how we learn and the implications of this for the way we teach across the compulsory years of schooling.

Material covered in this unit is categorized into sections, namely: The Nature of Learning; Engaging students in Learning, Teaching and Diversity; Relationships with Students including Management and Discipline; Literacy and Numeracy. Due to the importance placed on the development of Literacy and Numeracy in Primary and Middle Years of Schooling, all units of work deal with this area from a range of perspectives. In this unit, students will be introduced to Early Years approaches to teaching Literacy and Numeracy. This will be followed by a week of field work in a lower primary school context (P-2) where students will record their observations.

Topics and themes covered in this unit:

The Process of Learning Models of Teaching and LearningLearning styles and multiple intelligencesEducation as transformationEducational thinkers who have influenced learning and teaching.Cognitive and emotional development and stages

Teaching and Diversity Access and EquityCatering for individual differences and needsWorking with students with learning difficulties

Planning for teaching Lesson planningTeaching for knowledge and teaching for skillsExperiential learningIntegrating technology with learningAssessment and ReportingThe roles of the teacher (including classroom management; maintaining a safe learning environment; record keeping)

Relationships with students including Management and Discipline Teacher student relationshipsModels of discipline and managementStrategies for dealing with difficult behavior

Literacy and Numeracy Learning to read and write- current theoriesLanguage across the curriculumIssues in the whole language/phonics debateTeaching for numeracy- current theories about teaching and learning mathematicsNumeracy across the curriculumCombining ICT with the teaching of Literacy and Numeracy

24

Assignments / AssessmentTo successfully complete EDU4IMA all tasks must be satisfactorily completed.

Task OneAssessment Type % Topic Due date

Reflections on Primary years- Literacy and Numeracy in focus

50 Student observations associated with field work in a Year 1or 2 classroom and a Year 3 or 4 classroom ( 2 weeks)

12 April

Task Two

Assessment Type % Topic Due date

Literature review - online journal articles provided through a link in LMS

40 Critically reflect on two articles from educational journals and research further information on one topic.

12 April

Task ThreeAssessment Type % Topic Due date

Journal entries 10 Online modules – responses to designated activities in the online module EDU4IMA must be posted as journal entries on LMS

21 June

Hurdle TaskPlease note that the following tasks must be completed to a level deemed to indicate evidence of your learning for you to gain a pass in EDU4IMA

Assessment Type % Topic

Hurdle tasks1. Participation in scheduled Elluminate

lectures and tutorials.2. Attendance at ALL workshops during

Intensive One.

Readings

Author Title PublisherDuquette, C. Students at Risk Pembroke

Publishers 2001Ewing, R. Beyond the Reading Wars PETA publication,

25

2006Fountas, & Pinnell. Guided Reading Heinemann

1996Groundwater-Smith, S., Ewing, R., & Le Cornu R., (online text)

Teaching Challenges and Dilemmas. Thomson, Melbourne, 2003

Harrison, N. Teaching and Learning in indigenous education

Oxford University Press,2008

Latham, G et.al. Learning to Teach new times, new practices


Marsh, C. Becoming a Teaching Pearson Education 2004

Moss, J. et al. Invitations and Inspirations Pathways to Successful Teaching

Curriculum Corporation, 2004

Zevenbergen, R,. et.al.(online text)

Teaching Mathematics in the Primary School

Allen and Unwin, 2004

www.education.vic.gov.au/ Sections on Literacy and Numeracy

Making a Difference – A Literacy Program for Middle Years student

Tovani, C. (2005) I read it but I don’t get it Stenhouse Publishers

Van de Walle, J. (2007) Elementary and Middle School Mathematics: Teaching Developmentally

26

http://www.education.vic.gov.au/

Unit code: EDU4MLA Methods A- Curriculum In FocusSemester 120 credit points

The purpose of this unit is to promote student understanding about scope and sequence in key areas identified by the Victorian Essential Learning Standards (VELS) and their relationship with the Principles of Learning and Teaching (PoLT). Students will be directed to resources associated with this material and will consider the following:

Individual methods and integrated learning content suitable for each year level; lesson and program planning; materials and resources; teaching styles suitable to the method; assessment and evaluation; catering for individual differences; curriculum planning in schools teaching for life-long learning; application of learning technologies; Progression points; Literacy and Numeracy across the curriculum

As part of this unit students will be introduced to and expected to become proficient in basic computer applications, including software associated with interactive white boards, using current multimedia and interactive presentation software, using software associated with teaching in specific subject areas, and be sufficiently skilled to adapt to innovations in online accessing, processing and communicating information.

Blended learning structure: some time will be allocated to familiarization with computer technology and software available to schools (computer lab setting; some time for Physical Education and Health and the Creative Arts; all other topics and themes delivered through Learning Module Methods A.)


Maths, Science and Technology including ICTLiteracies and pedagogical approaches to teaching Maths, Science and TechnologyCurriculum content and planning for learning

The Creative Arts, Health and Physical EducationContent knowledge and pedagogical approaches Curriculum content and planning for learning

English and HumanitiesEnglish across the curriculum Curriculum content and planning for learning Learning English, Learning about English, Learning Through English

Assignments / Assessment

27

To successfully complete EDU4MLA all tasks must be satisfactorily completed.

Task One

Assessment Type

% Topic Due date

Reflective report - Curriculum analysis and discussion

20 The purpose of this assignment is to assist you to develop an understanding of how curriculum documents can provide guidance in developing a scope and sequence when planning your teaching.

28 June

Task Two

Assessment Type

% Topic Due date

Unit construction

50 Writing a unit of work for Years 5/6Group assignmentSee details in Assessment folder in the LMS

17 May

Task ThreeAssessment Type % Topic Due dateICT curriculum task

30 Working with digital stories 28 June

Hurdle Tasks

Assessment Type Topic Due date

Hurdle Task1. Responses to tasks in online modules

Methods A completed to a level deemed to indicate evidence of your learning. See Assessment folder on LMS for presentation details.

2. Participation in scheduled Elluminate lectures and tutorials.

3. Attendance at ALL workshops during Intensive One.

21 June

ReadingsAuthor Title Publisher

28

Leutzinger, L. Mathematics in the Middle National Council of Teachers of Mathematics, 2000

Tovani, C. I Read it but I Don’t Get It Stenhouse Publishers, 2005





Tomlinson, C & Doubet, K Smart in the Middle Grades Hawker and Brownlow, 2007

Unit code: EDU4SMP School-based Middle Years Project

Semester 110 credit points

Assignment / AssessmentAssessment type (%) Topic Due date

Report on secondary fieldwork, presented in an e-portfolio

100 School based Middle Years Project (Secondary) - Production of an e-portfolio which summarises the learning gained from the two weeks fieldwork in a secondary school setting(s).

10 May

ReadingsAuthor Title PublisherLeutzinger, L. Mathematics in the Middle National Council of

Teachers of Mathematics, 2000

Tovani, C. I Read it but I Don’t Get It Stenhouse Publishers, 2005





Tomlinson, C & Doubet, K Smart in the Middle Grades Hawker and Brownlow, 2007

29

Unit Code EDU4LMA

LOTE in Middle Years A

Elective subjectSemester 15 Credit Points

In this unit, students study core principles of languages education in schools, specifically theoretical frameworks that underpin teaching and learning languages in monolingual and multilingual educational settings in ways that acknowledge the contributions of bilingualism to cognitive and literacy development. The following topics are studied: current pedagogy and research in the field of second language acquisition/bilingualism; government language policy; working with mandated curriculum documents; integrating LOTE programs within the larger school curriculum; language lesson planning which engages learners and develops their linguistic and cultural skills; relevant teaching resources; incorporating information and communication technologies into languages course design; assessment of language knowledge, skills and content.

The course requirements are one 2-hour seminar/workshop per week (or equivalent online).

Pre-requisites are an approved undergraduate advanced languages major or equivalent.

Assessment

Assessment Type (%) Comments

one 1250 word assignment (or equivalent)

100

Hurdle requirement: Satisfactorily pass a resource presentation in order to pass the unit.

ReadingsReading Type Author Title Publisher

Prescribed Victorian Curriculum and Assessment Authority

Victorian Essential Learning Standards – Languages other than English

VCAA, East Melbourne, Victoria, 2005.

30

Unit Code: EDU4TPATeaching Practicum A


(see also Teaching Practicum handbook)

In this unit students undertake 20 days of practicum in either a Primary School or a P-12 school. Most students will work with Years 5/6 during this round. Students undertake class teaching and other associated teaching duties under the supervision of a qualified teacher. Other duties may include attendance at school camps. It is generally the practice that a student works in one classroom during this round. However the university supports students working in more than one class-room, or with a range of supervisors if this is convenient for the school and in the interests of maximizing learning for the pre-service teacher.

Students can expect support and guidance within the school from Practicum Coordinators and Supervising teachers. In addition each student will be allocated to a practicum learning team connected to other colleagues enrolled in the course. Within this structure students will communicate in real time on a weekly basis through Elluminate with one of the course lecturers and contribute to a team journal through which they will share experiences and reflections. The University will seek to visit all students to maintain a professional relationship with the school and the student and offer support and share learning. In some cases where location makes this difficult, a nominee will be made available to the student. Students within teams will be allocated time, where it can be managed, to visit each other and observe their colleagues teaching. This structure which facilitates peer assessment is part of the journey students will undertake as graduate teachers and therefore a valuable experience to undertake. Where distances make this difficult, students will be encouraged to invite feedback from pre-service teachers who may be in the school at the same time. Finally all students can seek assistance with resources from the La Trobe Library, Shepparton, via the Librarian Iris Perkins, contact [email protected]

Students are encouraged to visit the school of their practicum placement in the week before the placement commences and spend time familiarizing themselves with students and school routines. They are expected to observe and assist with teaching on Day 1 under the guidance of the class supervisor and commence preparing lessons and teaching on Day 2. Expectations are that students will prepare lessons and teach for increasing lengths of time throughout the day over the duration of the practicum from a third of each day by the end of Week 2 to at least half day control periods in Week 4. It is expected that students will be released from classroom responsibilities for one afternoon per week for professional learning.

Students are required to provide complete lesson plans for all lessons and the plan should be submitted to the supervising teacher at the commencement of the day on which the lesson will be taught; observe and assist as directed; attend for the complete school day including staff and curriculum meetings after school and be punctual for class. Students are required to keep a file of lesson plans and observation notes and reflections on each of their lessons.

Students must achieve a satisfactory result for the 20 days of supervised teaching practice during Semester 1. This result is based on a report from the supervising teachers in the schools.

Teacher registration depends on satisfying the requirement of 45 days under supervision in schools or other educational institutions, regardless of the number of lessons taught. Attendance at school on pupil-free days (e.g. for curriculum planning or professional development activities) counts as a day of supervised teaching practice.

31


AssessmentAssessment Type (%) Comments Due DateParticipation in self reflection and learning about practicum

10% A total of 2 components:

1. Quality contribution to team blog.

2. Folder of lesson plans with students reflections on each lesson, together with final self assessment document ( see Practicum Handbook for proforma) and a sample of resources used.

During Practicum

Practicum 90% The report from the supervising teacher. (see Teaching Practicum Handbook for Supervising Teacher Evaluation proforma.).

28 June

ReadingsAuthor Title PublisherKillen, R. Effective Teaching Strategies Lessons

from Research and Practice Thomson Social Science Press Victoria2007



Moss, J et.al Invitations and Inspirations Curriculum Corporation, 2005

Unit Code: EDU4IMB

Issues in Education B – Learning and Teaching in the Middle Years


32

The purpose of this unit is to assist students to access and evaluate research into the current contexts for schooling for Middle Years students, and the potential impact of these contexts on social, emotional and cognitive responses in students. The unit also looks at structures within Middle Years which aim to address needs identified in research.

Themes covered in this unit:

Contexts of schooling – adolescent learners Engagement, identity, motivation, participation Student management Identity, diversity and inclusion issues with adolescent learners Catering for Middle Years students with special needs


To successfully complete EDU4IMB all tasks must be satisfactorily completed.

Task One


Online collaboration and group presentation

10

40

Understanding and catering for Middle Years learnersPart A – Online collaboration

Part B – Group presentation. Each group will investigate one aspect of the characteristics of Middle Years Learners.

28 Sept

Task TwoAssessment Type % Topic Due date

Research and written report

40

Indigenous education

The purpose of this assessment task is to improve your understanding of research into best practice associated with working with indigenous students.

9 Aug

Task Three


Journal entries 10 Online modules – responses to designated activities in the online module EDU4IMB must be posted as journal entries on LMS

13 Sept

Hurdle Task

33

The following tasks must be completed to a level deemed to indicate evidence of your learning for you to gain a pass in EDU4IMB:


Hurdle task1. Participation in scheduled Elluminate

lectures and tutorials2. Attendance at ALL workshops during

Intensive Two.

13 Sept

Readings

Author Title PublisherCarrington, V. Rethinking Middle Years Early

Adolescents, schooling and the digital culture

Carrington, Vic 2006

Chadbourne, R. Middle Schooling for the Middle Years What might the jury be considering

Australian Education Union 2001(access through Google search)

Australian Journal of Middle Schooling ( see LaTrobe library catalogue)

Groundwater-Smith et.al Learning in the Middle Years more than a transition

Thomson, Vic 2007

Wormeli, R Meet me in the Middle Stenhouse publishers, 2001Moss, J., et al. Invitations and Inspirations

Pathways to Successful TeachingCurriculum Corporation, 2004

Tomlinson, C & Doubet, K Smart in the Middle Grades Hawker Brownlow, 2007

Harrison, Neil. (2008) Teaching and Learning in indigenous education.

Oxford University Press

Unit Code: EDU4MLB

Methods B- Integrating Curriculum


In this unit students will develop an understanding about how to construct authentic, integrated learning experiences for Middle Years students, and how to locate and analyse resources which will assist in presenting engaging curriculum experiences to students in this age group. This unit will also focus on ensuring that students have strategies for assisting learners with a range of difficulties. The development of ICT skills and their use in both teaching and learning underpin this unit.


34

Models for curriculum approaches for Middle Years students Catering for individual differences in learning styles in curriculum choices for Middle Years Options for assessment and reporting Implications of Gardner’s Theory of Multiple Intelligences for Middle Years Higher order thinking skills in the curriculum: implications and use of Bloom’s Taxonomy:

De Bono. ICT across the curriculum


To successfully complete EDU4MLB all tasks must be satisfactorily completed.

Task OneAssessment Type

% Topic Due date

Technology construction

20 Use of Web 2.0 software to create a learning tool 13 Sept

Task TwoAssessment Type

% Topic Due date

Reflection on curriculum - GIS in authentic curriculum contexts

30 Analysis of curriculum resources utilizing GIS in learning and teaching in a range of disciplines.

24 Sept

Task Three

Assessment Type % Topic Due dateUnit construction

50 Writing a unit of work for Years 7-9Group assignment

See details in Assessment folder in the LMSThis will be similar to semester 1 but we will learn from the trials of undertaking the task

9 Aug

Hurdle Task


Hurdle Task1. Responses to tasks in online modules

Methods B completed to a level deemed to indicate evidence of your

24 Sept

35

learning. See Assessment folder on LMS for presentation details.

2. Participation in scheduled Elluminate lectures and tutorials.

3. Attendance at ALL workshops during Intensive Two.

ReadingsAuthor Title PublisherBeane, J. A Middle School Curriculum: from

rhetoric to realityNational Middle School Association, 1990

Daniels, H., Bizar, M.

Teaching the Best Practice Way Methods that Matter K-12

Stenhouse Publishers, 2005

Latham, G. et.al.

Learning to teach Oxford, 2006

Tomlinson, C & Doubet, K

Smart in the Middle Grades Hawker Brownlow, 2007



Shelly, G.B. et al

Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom (4th Edition)

Thomson, 2006

Murdoch, K. & Hornsby, D.

Planning Curriculum Connections: Whole-school planning for integrated curriculum

Eleanor Curtin Publishing 2003 (3rd edition)

Wormeli, R Meet Me in the Middle Stenhouse Publishers, 2001

Unit Code: EDU4COE

Context of EducationSemester 2 - 10 Credit points

The purpose of this unit is to enable students to understand the context of teaching with focus on current issues which impact on teaching as a career. Together with understandings of theories of learning and their potential impact on teaching (Issues A) and consideration of curriculum sources and resources (Methods A) this unit will culminate in students writing a personal philosophy of education.

Themes covered in this unit:

The Context of schoolingBecoming a professional The social, political and cultural context of education Working with Indigenous students Psychological perspectives including mental health and wellbeing/teachers The legal contexts of teachers’ work Issues of access, privacy and copyright in computer use Addressing Key Selection Criteria Assignments / Assessment

36

Task One

Assessment Type % Topic Due dateE Portfolio 30 A collation of evidence of learning throughout the course in

response to key selection criteria used by schools - PebblePad

20 Sept

Task Two

Assessment Type % Topic Due dateEssay 70 Essay topic: “ A developing philosophy of education.”

- 1500 -2000 words24 Sept

ReadingsAuthor Title PublisherSmith, D. L. & Lovet T.J.

Curriculum: Action on Reflection Social Science Press, 2003

Tomlinson, C & Doubet, K.

Smart in the Middle Grades Hawker Brownlow, 2007

Groundwater-Smith et.al

Teaching challenges and dilemmas Thomson, Vic 2003

Marsh, Colin Becoming a Teacher Pearson Education 2004Moss, J Invitations and Inspirations- Pathways to

successful teachingCurriculum Corporation 2004

Palmer, J.A. (ed) Fifty Modern Thinkers on Education: From Piaget to the Present

Routledge, 2001

Palmer, J.A. (ed) Fifty Major Thinkers on Education: From Confucius to Dewey

Routledge, 2001

Unit Code: EDU4TPBTeaching Practicum BSemester 220 Credit Points

In this unit students undertake a five week teaching block which will occur in a P-12 or Secondary setting for most students. Students undertake class teaching and other associated teaching duties under the supervision of a qualified teacher. Other duties may include attendance at school camps. The university supports students working in more than one classroom, or with a range of supervisors if this is convenient for the school and in the interests of maximizing learning for the pre-service teacher.

Students can again expect support and guidance from school-based practicum coordinators, supervising teachers and other colleagues through the setting up of teams working in close proximity to each other. The University will work within agreed online structures to support all students and maintain a professional relationship with the school and the student during practicum. In cases of need, identified either by the student or the school, the University will

37

personally visit the student or the school. As with the previous practicum placement, students within teams will be allocated time to visit each other and observe their colleagues teaching. Where distances make this difficult, students will be encouraged to invite feedback from pre-service teachers who may be in the school at the same time. Finally all students can seek assistance with resources from the La Trobe Library, Shepparton, via the Librarian Iris Perkins, contact [email protected]

Students are encouraged to visit the school of their practicum placement in the week before the placement commences and spend time familiarizing themselves with students and school routines. Students are expected to observe and assist with teaching on Day 1 under the guidance of the class supervisor and commence preparing lessons and teaching on Day 2. Expectations are that students will prepare lessons and teach for increasing lengths of time throughout the day over the duration of the practicum from a third of each day by the end of Week 2 to at a minimum of half day teaching in Week 3 and beyond. It is recommended that all lesson plans be in a typed format.

For this practicum students are encouraged to discuss a suitable lesson preparation format with the supervising teacher or to modify the given proforma if necessary. Students are required to provide complete lesson plans for all lessons to be taught to the supervising teacher at the commencement of the day of teaching; observe and assist as directed; attend for the complete school day including staff and curriculum meetings after school and be punctual for class. Students are required to keep a file of lesson plans and observation notes and reflections on each of their lessons as part of a significant component of the assessment of this unit

Teacher registration depends on satisfying the requirement of 45 days under supervision in schools or other educational institutions, regardless of the number of lessons taught. Attendance at school on pupil-free days (e.g. for curriculum planning or professional development activities) counts as a day of supervised teaching practice. Attendance at school camps, where this is encouraged by the school, is also accepted as part of practicum experience

AssessmentAssessment Type (%) Comments Due Date

Practicum portfolio

40% As part of the practicum experience, students will be required to submit a portfolio as follows:Part One – Self reflection

An audio or video tape of the student teaching a 15 minute segment of a lesson, together with self-reflection. 250-500 words.

A folder containing lesson plans and reflection notes for each lesson

A completed self-evaluation document for this placement signed by a supervisor

Part Two- Feedback A critique from a fellow student – or substitute – as

a result of peer observation Teaching practicum supervisor’s report Prepare and administer a student survey to two

classes being taught during the practicum, and submit a summary of the feedback

During practicum

Portfolio presented 27 Sept

Practicum 60% The Report from the supervising teacher together with the portfolio, will constitute the assessment for this subject. At the end of this round students are assessed as ready to teach. Students are assessed according to

27 Sept

38


competencies and student attributes established in conjunction with the Victorian Institute of Teachers.

ReadingsAuthor Title PublisherGroundwater-Smith S Teaching Challenges and Dilemmas Online text- Latrobe LibraryLatham, G et.al. Learning to Teach new times, new

practicesOxford University Press, 2007

Smith, D.L and Lovet, T.J. Curriculum: Action on Reflection Social Science Press, 2003

Unit Code EDU4LMB

LOTE in Middle Years BSemester 25 Credit Points

This unit continues on from EDU4LMA. In this unit students consider issues associated with the teaching of languages across the transition from primary to secondary schooling. Students consider: pedagogies for dealing with students from different backgrounds; age and language learning processes; working with mandated curriculum documents for students with different experiences; integrating LOTE programs within the larger school curriculum; language lesson planning which engages learners and develops their linguistic and (inter)cultural skills; relevant teaching resources; incorporating information and communication technologies into languages course design; assessment of language knowledge, skills and content.

Class requirements are one 2-hour seminar/workshop per week (or equivalent online).

Assessment

Assessment Type (%) Comments

One 1250 word assignment (or equivalent)

100

Hurdle requirement: Satisfactorily pass a resource presentation in order to pass the unit.

ReadingsReading Type Author Title Publisher

Prescribed Victorian Curriculum and Assessment Authority

Victorian Essential Learning Standards - Languages other than English

VCAA, East Melbourne, Victoria, 2005.

39

course description · web viewthe course consists of 8 compulsory units and 2 optional additional...

Documents