edu5mte methods of teaching (early)
METHODS OF TEACHING (EARLY YEARS)
EDU5MTE
2015
Credit points: 15
Subject outline
In this subject, the key aspects of the Australian Curriculum as these relate to the Early Years of Schooling (Years F/K/P - 4) are addressed. Other key aspects, such as play-based curriculum, Early Years Curriculum and state-based curricula are addressed as appropriate. Students focus on the structure, content and strategies for learning and teaching young people who are at a stage of schooling where they build foundational skills and knowledge. Students develop an understanding of the content and approaches in teaching within and across each of the disciplines, with a focus on developing literacy and numeracy. Interdisciplinary and trans-disciplinary perspectives provide a context to allow students to explore pedagogical strategies to enhance students' learning and well-being during this stage of schooling. Cross curriculum planning and use of ICT, are also addressed.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorSarah-Jane Lord
Available to Study Abroad StudentsNo
Subject year levelYear Level 5 - Masters
Exchange StudentsNo
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjects EDU4MTE
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Teaching Mathematics: Foundations to Middle Years | Recommended | Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., and Waren, E. 2011 | SOUTH MELBOURNE: OXFORD UNIVERSITY PRESS |
| Readings | Learning for Teaching: Teaching for Learning | Recommended | Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2nd ed., 2010) | SOUTH MELBOURNE: CENGAGE LEARNING AUSTRALIA |
| Readings | Teaching: Making a Difference | Recommended | Churchill, R., Furguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J. and Nagel, M. (2nd ed., 2012) | MILTON: WILEY |
| Readings | Effective Teaching Strategies: Lessons from research and practice | Recommended | Killen, R. (6th ed., 2013) | SOUTH MELBOURNE: CENGAGE LEARNING AUSTRALIA |
Graduate capabilities & intended learning outcomes
01. Critically evaluate Literacy and Numeracy programs in the the Early Years of Schooling
- Activities:
- Face to Face lectures in literacy and numeracy in the Early Years. Online module tasks in Literacy and Numeracy in the Early Years. Assessment tasks for module engagement.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Understand the social, emotional and physical development of Early Years students and the implications for teaching practice
- Activities:
- Online module tasks. Asessment tasks for module engagement.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
03. Create a sequential teaching program that shows the development of curriculum and assessment over time
- Activities:
- Face to Face lectures in curriculum planning in the Early Years. Online module tasks. Assessment tasks for module engagement.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. Examine a range of teaching strategies and pedagogical approaches in the Early years
- Activities:
- Online module tasks. Assessment tasks for module engagement. Face to Face lectures during Intensive
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Make use of a range of ICT tools in demonstrating your understanding of relevant curriculum content and its place within your teaching practice as a tool for engagment
- Activities:
- Online module tasks. Assessment tasks for module engagement. Face to Face lectures during Intensive
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
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Albury-Wodonga, 2015, Week 36-49, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorSarah-Jane Lord
Class requirements
Scheduled Online Class
One 3.0 hours scheduled online class per week on any day including weekend and delivered via online.
"Directed on-line learning activities."
Lecture/SeminarWeek: 36 - 36
Four 8.0 hours lecture/seminar per study period on any day including weekend during the day from week 36 to week 36 and delivered via face-to-face.
"Two preliminary half-day sessions at the on-campus intensive."
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Online engagement Tasks ( 5 tasks) [equivalent to 2000 words] | 40 | 01, 02, 03, 04, 05 | |
| Curr Planning and Creating (3 tasks: group planning, presentation, Individual) (2500 words) | Group self assessment moderated by lecturer; | 60 | 01, 03, 04, 05 |