Unit aim
Heightens an awareness of diverse learning environments. This unit aims to identify possibilities and challenges whilst encouraging an appreciation of the value of difference. This unit introduces students to a range of strategies to engage the learner and enhance student outcomes. The unit has a block practicum period.
Unit content
Module One: Identifying difference 1.1 Orientation to the unit 1.2 Teachers make the difference 1.3 Identifying difference
Module Two: Responding to difference 2.1 What is differentiation? 2.2 Differentiation scaffolds 1 2.3 Differentiation scaffolds 2
Module Three: Defending difference 3.1 Assessment 3.2 Collecting evidence and making judgements 3.3 Recording and reporting evidence
Module Four: Differentiation in practice 4.1 Participation in 20 days of professional experience in school
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | identify and value the diverse backgrounds and histories of the students they teach (including NESB, Aboriginal and Special Education students) | Cultural competence | ||||||
| 2 | identify and use multiple frameworks for differentiating the curriculum within the primary classroom | Knowledge of a discipline | ||||||
| 3 | use tools and strategies, within these frameworks to plan, implement and evaluate a variety of learning experiences | Knowledge of a discipline | ||||||
| 4 | use tools and strategies which account for difference to assess student achievement | Knowledge of a discipline | ||||||
| 5 | reflect critically on their current practice in order to articulate justifications for the choices they make as professionals. | Lifelong learning | ||||||
Prescribed texts
Session 2
- Dempsey, I & Arthur-Kelly, M, 2007, Maximising learning outcomes in diverse classrooms, Thomson, Melbourne, Victoria. ISBN: 978 0 17 012979 4.
Teaching and assessment
Coffs Harbour
| Teaching method |
| Lecture on-site 1 hour (10 weeks) |
| Tutorial on-site 2 hours (10 weeks) |
| Assessment | |
| Critical Reflection | 40% |
| Lesson Plans | 60% |
| practicum planner | SR |
Gold Coast
| Teaching method |
| Lecture on-site 1 hour (10 weeks) |
| Tutorial on-site 2 hours (10 weeks) |
| Assessment | |
| Critical Reflection | 40% |
| Lesson Plans | 60% |
| practicum planner | SR |
Lismore
| Teaching method |
| Lecture on-site 1 hour (10 weeks) |
| Tutorial on-site 2 hours (10 weeks) |
| Assessment | |
| Critical Reflection | 40% |
| Lesson Plans | 60% |
| practicum planner | SR |
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees
International
Please check the international course and fee list to determine the relevant fees.