INCLUSIVE LEARNING ENVIRONMENTS

EDU3ILE

2018

Credit points: 15

Subject outline

In this subject Pre-service teachers analyse the key factors in effective teaching, including participation, engagement and inclusion. This subject prepares Pre-service teachers to create and maintain a positive and successful learning environment by applying research and theory. Pre-service teachers learn why it is important organize classroom activities and provide clear directions, approaches to managing challenging behaviours and supporting the well being and safety of students. Students learn to develop their own classroom management plan.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorRochelle Fogelgarn

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites EDU2DTR or completed 240 credit points Students must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Technology Education (EBTE, EBTEB), Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM)

Co-requisites Students enrolled in the Bachelor of Technology Education (EBTE, EBTEB) must be concurrently enrolled in EDU4VE1 - VET Secondary Curriculum 1 in order to undertake this subject. This requirement does not apply to Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM)

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditions Students enrolled in EBTE or EBTEB are exempted from EDU2DTR.

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsHow to Plan for Behaviour Development and Classroom Management: Maximising Student EngagementPrescribedCope, R. G. (2007)Pearson Education Australia
ReadingsPositive Learning EnvironmentsPrescribedNobile, D.; Lyons, G., Arthur-Kelly, M. (2017).CENGAGE
ReadingsThe developmental management approach to classroom behaviour: Responding to individual needsRecommendedRamon Lewis. (2008)Aust Council for Ed Research

Graduate capabilities & intended learning outcomes

01. Evaluate and present evidence based strategies that underpin learning and support students' wellbeing and safety within school and/or system, curriculum and legislative requirements to accommodate diverse student characteristics.

Activities:
Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
Related graduate capabilities and elements:
Inquiry and Analytical Skills
Personal and Professional Skills
Personal and Professional Skills

02. Analyse and demonstrate theories and best practice strategies to support inclusive student participation and engagement in classroom activities.

Activities:
Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
Related graduate capabilities and elements:
Inquiry and Analytical Skills
Personal and Professional Skills
Personal and Professional Skills

03. Critically assess the application of Raven's analysis of power to contemporary classroom relationships to infer the most effective forms of power.

Activities:
Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
Related graduate capabilities and elements:
Inquiry and Analytical Skills
Personal and Professional Skills
Personal and Professional Skills

04. Critically analyse evidence based practical approaches to managing challenging behaviour.

Activities:
Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
Related graduate capabilities and elements:
Inquiry and Analytical Skills
Personal and Professional Skills
Personal and Professional Skills

05. Critique ethical factors associated with teachers' ability to implement effective classroom management and infer the impact of this on student learning.

Activities:
Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
Related graduate capabilities and elements:
Inquiry and Analytical Skills
Personal and Professional Skills
Personal and Professional Skills

Subject options

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Start date between: and    Key dates

Bendigo, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

Lecture/Seminar Week: 10 - 22
Three 7.0 hours lecture/seminar per study period on weekends during the day from week 10 to week 22 and delivered via blended.

Assessments

Assessment elementComments% ILO*
Classroom Management Plan (1500 words)30 01, 02, 03, 04, 05
Analytical Reflection of Professional Practice against APSTs. (3000 words)This task is scaffolded during weekly lectorials which include workshop activities pertaining to the relationship between theory and practice.70 01, 02, 03, 04, 05
Compulsory Professional RequirementHurdle - Professional experience must be passed satisfactorily to pass the subject. 01, 02, 03, 04, 05

Melbourne, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

Lecture/Seminar Week: 10 - 22
Three 7.0 hours lecture/seminar per study period on weekends during the day from week 10 to week 22 and delivered via blended.

Assessments

Assessment elementComments% ILO*
Classroom Management Plan (1500 words)30 01, 02, 03, 04, 05
Analytical Reflection of Professional Practice against APSTs. (3000 words)This task is scaffolded during weekly lectorials which include workshop activities pertaining to the relationship between theory and practice.70 01, 02, 03, 04, 05
Compulsory Professional RequirementHurdle - Professional experience must be passed satisfactorily to pass the subject. 01, 02, 03, 04, 05