ISSUES IN EDUCATION B - TEACHING IN THE MIDDLE YEARS
Credit points: 15
In this subject students focus on theories of teaching and learning in the Middle Years. This will include: The Significance of Social Interactions in Learning; Student Engagement; The Role of Students in a Teaching-Learning Partnership; Literacy in the Middle Years.
SchoolSchool of Education
Subject Co-ordinatorCaroline Walta
Available to Study Abroad StudentsYes
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Class Notes, Reading Lists, Prescribed web pages||Prescribed||N/A||N/A|
|Readings||Learning in the Middle Years more than a transition||Recommended||Groundwater-Smith et al||THOMSON, VIC 2007|
|Readings||Meet Me in the Middle||Recommended||Wormeli, R||STENHOUSE PUBLISHERS, 2001|
|Readings||Smart in the Middle Grades||Recommended||Tomlinson, C & Doubet, K||HAWKER BROWNLOW, 2007|
|Readings||Teaching and Learning in indigenous education||Recommended||Harrison, N.||OXFORD UNIVERSITY PRESS, 2008|
Graduate capabilities & intended learning outcomes
01. Students will access material associated with childhood and adolescent psychology and identify key areas of research relevant to working with middle years students
- Students will engage with material in the online module 'Issues in childhood and adolescent psychology' and attend online discussions through Blackboard Collaborate. Students will demonstrate their learning by completing a multiple choice test during the intensive
02. Students will engage with a range of resources and reflect on their understandings of best practice in working with indigenous students.
- Students will engage with material from Harrison, N (2010) Teaching and Learning in Aboriginal Education, and a workshop during the intensive. Students will in additional seek a range of opinions through other resources. Students will critically examine their personal beliefs and understandings about best practice in indigenous education and present this through a series of reflections online.
03. Students will engage with articles and resources provided in the online module for this subject to investigate one of the following and develop an understanding of key areas in middle years research: Learner characteristics of middle years students .Desired teacher characteristics for middle years students. Teaching and learning strategies which support successful learning Innovative structures within Middle Years contexts which have developed in response to Middle Years research
- Students undertake the reading and reflection on the middle years modules and respond with journal reflections. Students work collaboratively in face to face and online contexts to develop a presentation of one aspect of middle years research and present it to their colleagues at the next intensive. Students engage peer assessment in response to the task.
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Shepparton, 2016, Semester 2, Blended
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorCaroline Walta
Eight 4.0 hours lecture/seminar per study period on any day including weekend and delivered via face-to-face.
"On-campus intensive classes"
Problem Based Learning
One 2.0 hours problem based learning per week on any day including weekend and delivered via online.
"Directed online learning"
Scheduled Online Class
Three 1.0 hours scheduled online class per study period on weekdays and delivered via online.
|Group presentation linked to workshop activity||Combined peer and lecturer assessment||30||03|
|Indigenous education essay||30||02|
|Child and Adolescent Psychology module and test||Test result||20||01|