Provides the foundation for developing competence in students’ teaching skills and strategies by: examining contemporary theory and practice about effective classroom practice; completing satisfactorily a professional experience placement in schools; and examining the important role of school based assessment data in improving student learning outcomes.
Module 1: Skills and Strategies for Teaching
Introduces students to the Orientation, Guided Discovery, Exploration and Reflection (OGER) framework. The framework provides a structure that allows for a deeper understanding of planning and an overview of the micro skills for teaching. Assessment as a way to address the learning intentions of lessons will also be addressed.
Module 2: Using Assessment Data to Improve Student Learning
- reading and interpreting assessment data for effective teaching and quality learning, with a particular focus on data related to literacy and numeracy
- investigating and applying national, state and school based assessment processes, data collection and analysis to improve student learning outcomes
- the importance of keeping accurate and reliable records – the role of ICTs
Module 3: Professional Experience
Students will undertake 20 days of professional experience.
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 apply relevant national and international research that underpins effective teaching;||Intellectual rigour|
|2||Link theory to practice by planning, implementing and evaluating teaching and learning experiences;||Knowledge of a discipline|
|3||Reflect critically and creatively on teaching practices, drawing on classroom experiences of student learning.||Ethical practice||Knowledge of a discipline|
|4||Analyse policy documents and procedures with which teachers need to comply, including child protection legislation, teacher duty-of-care and code of conduct obligations;||Ethical practice|
|5||Identify ways in which cohort data on school based assessment can be understood and reported;||Intellectual rigour||Knowledge of a discipline|
|6||Use school based assessment data to evaluate and improve professional practice, including improving student learning outcomes.||Intellectual rigour||Knowledge of a discipline|
- Churchill et al, 2016, Teaching Making a Difference, 3rd, Wiley & Sons, Milton, Qld.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.