EDU5LDP
LEARNING DIFFERENCES AND PEDAGOGY
EDU5LDP
2018
Credit points: 15
Subject outline
In this subject pre-service teachers develop an understanding of teachers' and educational institutions' responsibilities for positively building on student diversity and working collaboratively with families, carers and other agencies to achieve optimal learning conditions for students with diverse needs. The specific challenges that different individuals and groups confront in educational settings are explored. Pre-service teachers will consider innovative ways of maximising the educational experience and achievements of gifted students; under-performing students; students with learning difficulties and disabilities; as well as students with rich multilingual, limited literacy, diverse cultural and socio-economic backgrounds. Particular areas of high incidence difference, such as Autism Spectrum Disorder, are addressed. School and teacher responsiveness to difference and diversity is analysed, including adaptive pedagogies, individualised learning plans and approaches to differentiating the curriculum.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorMary Keeffe
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Students must be enrolled in either of the following courses in order to undertake this subject: Masters of Teaching Secondary (EMTCS, EMTCSB, EMTCSW), Master of Teaching Primary (EMTCP, EMTCPB and EMTCPW), Master of Teaching (EMTP), Master of Teaching Secondary (EMTS), Master of Teaching Secondary (EMTSB), Bachelor of Arts/Bachelor of Arts Education (AZAAE), Bachelor of Science//Bachelor of Science Education (SZSSE), Bachelor of Arts/Master of Teaching (AZATS), Bachelor of Science & Masters of Teaching Secondary (SZSTS)
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditions Students enrolled in EMTPW (Master of Teaching (P-12) should select wk 18-23 instances Students enrolled in EMTCP, EMTCPB and EMTCPW (Master of Teaching Primary ) should select wk34-45 instances Students enrolled in EMTCS, EMTCSB and EMTCSW (Master of Teaching Secondary) should enrol in wk20-31 instances.
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Educating children with diverse abilities | Recommended | Ashman, A., & Elkins, J. (eds) (2005) | 2ND ED, FRENCHS FOREST, NSW: PEARSON/PRENTICE HALL |
| Readings | How to differentiate instruction in mixed-ability classrooms | Recommended | Tomlinson, C. (2005) | 2ND ED, UPPER SADDLE RIVER, NEW JERSEY: PEARSON EDUCATION |
| Readings | Inclusion in action | Recommended | Foreman, P. (ed) (2011) | 3RD ED, SOUTH MELBOURNE: CENGAGE |
| Readings | Specified Journal articles | Recommended | (Links provided on LMS) | VARIOUS |
| Readings | The differentiated classroom: responding to the needs of all learners | Recommended | Tomlinson, C. (2005) | UPPER SADDLE RIVER, NEW JERSEY: PEARSON EDUCATION |
Graduate capabilities & intended learning outcomes
01. Understand the need to cater for diversity and the major issues involved in teaching in diverse classrooms.
- Activities:
- Engagement with online modules and discussion activities
02. Explore research and methodologies for supporting diverse learners through collaborative partnerships involving schools, families and caring learning communities.
- Activities:
- Engagement with online modules and discussion activities
03. Access research and pedagogies based on the understanding that learning is cognitive, affective and behavioural.
- Activities:
- Profiling/case study activities for understanding diverse students# holistic needs
04. Demonstrate knowledge of responsive teaching strategies which optimize the strengths and needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds
- Activities:
- Students create a differentiated unit which includes differentiated learning and assessment activities
05. Develop differentiated learning opportunities utilising teaching strategies that maximize learning outcomes for students with special needs.
- Activities:
- Students will engage with material in online modules and discussions and plan for these learners in their differentiated unit
06. Generate individualised learning programs for students with special needs in either mainstream or special education settings.
- Activities:
- Students will create an individualised learning plan using an ILP template
Subject options
Select to view your study options…
Albury-Wodonga, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMary Keeffe
Class requirements
Unscheduled Online ClassWeek: 10 - 22
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.
Lecture/SeminarWeek: 12 - 12
One 8.0 hours lecture/seminar per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1a. Case Study and ILP equivalent to 2000 words | 30 | 01, 02, 03 | |
| 1b. Independent Learning Plan Equivalent to 500 words | 10 | 01, 02, 03, 06 | |
| 2. Differentiated Inquiry Unit equivalent to 3500words | 60 | 01, 02, 03, 04, 05 |
Albury-Wodonga, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMary Keeffe
Class requirements
Unscheduled Online ClassWeek: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
Lecture/SeminarWeek: 33 - 33
One 8.0 hours lecture/seminar per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1a. Case Study and ILP equivalent to 2000 words | 30 | 01, 02, 03 | |
| 1b. Independent Learning Plan Equivalent to 500 words | 10 | 01, 02, 03, 06 | |
| 2. Differentiated Inquiry Unit equivalent to 3500words | 60 | 01, 02, 03, 04, 05 |
Bendigo, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMary Keeffe
Class requirements
Unscheduled Online ClassWeek: 10 - 22
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.
Lecture/SeminarWeek: 12 - 12
One 8.0 hours lecture/seminar per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
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Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1a. Case Study and ILP equivalent to 2000 words | 30 | 01, 02, 03 | |
| 1b. Independent Learning Plan Equivalent to 500 words | 10 | 01, 02, 03, 06 | |
| 2. Differentiated Inquiry Unit equivalent to 3500words | 60 | 01, 02, 03, 04, 05 |
Bendigo, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMary Keeffe
Class requirements
Unscheduled Online ClassWeek: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
Lecture/SeminarWeek: 33 - 33
One 8.0 hours lecture/seminar per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1a. Case Study and ILP equivalent to 2000 words | 30 | 01, 02, 03 | |
| 1b. Independent Learning Plan Equivalent to 500 words | 10 | 01, 02, 03, 06 | |
| 2. Differentiated Inquiry Unit equivalent to 3500words | 60 | 01, 02, 03, 04, 05 |
Melbourne, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMary Keeffe
Class requirements
Unscheduled Online ClassWeek: 10 - 22
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.
Lecture/SeminarWeek: 12 - 12
One 8.0 hours lecture/seminar per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1a. Case Study and ILP equivalent to 2000 words | 30 | 01, 02, 03 | |
| 1b. Independent Learning Plan Equivalent to 500 words | 10 | 01, 02, 03, 06 | |
| 2. Differentiated Inquiry Unit equivalent to 3500words | 60 | 01, 02, 03, 04, 05 |
Melbourne, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMary Keeffe
Class requirements
Unscheduled Online ClassWeek: 31 - 43
One 3.0 hours unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.
Lecture/SeminarWeek: 33 - 33
One 8.0 hours lecture/seminar per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1a. Case Study and ILP equivalent to 2000 words | 30 | 01, 02, 03 | |
| 1b. Independent Learning Plan Equivalent to 500 words | 10 | 01, 02, 03, 06 | |
| 2. Differentiated Inquiry Unit equivalent to 3500words | 60 | 01, 02, 03, 04, 05 |