units

EDF3211

Faculty of Education

print version

This unit entry is for students who completed this unit in 2016 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.

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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

Faculty

Education

Coordinator(s)

Dr Amber McLeod (Berwick); Ms Christine Grove (Clayton); Mrs Shamala Timothy (Peninsula)

Offered

Berwick

  • Second semester 2016 (Day)

Clayton

  • Second semester 2016 (Day)

Peninsula

  • Second semester 2016 (Day)

Synopsis

This unit develops students' understanding of how they can respond to increasing student diversity in classrooms based on linguistic, cultural, religious and socio-economic factors, students with English as an additional language and differentiate their teaching to meet the needs of student with a range of ability needs including gifted, talented and special needs. Students learn why and how inclusive classroom communities can be created. Students are supported to develop an inclusive disposition to student differences. They develop knowledge and understanding of repertoire of inclusive strategies for differentiating teaching in order to meet the specific learning needs of students across the full range of abilities and to ensure they can maximise the learning outcomes and full participation of all students. They also develop and demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

Outcomes

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

  1. critically analyse their own professional practice to identify and address beliefs, attitudes and practices that exclude and disadvantage some students (based on their gender, race or learning abilities) from achieving academic success and learning outcomes
  2. recognise and value the range of differences, e.g. gender, language, religion, culture, race, sexual orientation, socio-economic status or disabilities, that have an impact on students' access to, participation in and learning outcomes at school
  3. create a classroom community using positive and preventative strategies to minimise challenging behaviour
  4. appreciate the importance of developing productive relationships based on mutual respect and trust with others involved in student's academic and social development, e.g. parents and carers, social welfare workers, health professionals, community organisations and para-professional support workers
  5. design teaching and learning programs that support the academic achievement and learning outcomes of all students.

Assessment

Reflective practice journal (2000 words, 50%)
Group presentation on inclusive teaching and learning strategies (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

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

  • 2 contact hours per week comprising of lectures, tutorials and online activities

(b.) Additional requirements:

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study