LITERACY AND NUMERACY FOR PROFESSIONAL EDUCATORS
EDU4LNP
2016
Credit points: 15
Subject outline
In this subject, students explore the links between their own knowledge, experience and skills of numeracy and literacy and those required of a teaching professional. Under the guidance of a VET in VCE or VCAL mentor in a Victorian school or alternative educational setting, students spend five days (or equivalent) with their site-based mentor. Following a period of fieldwork students submit a folio which includes a strategic plan for their own personal learning and professional development, and relevant teaching materials and resources. Students also participate in self-paced, on-line activities.
School: School of Education
Credit points: 15
Subject Co-ordinator: Michael Brown
Available to Study Abroad Students: No
Subject year level: Year Level 4 - UG/Hons/1st Yr PG
Exchange Students: Yes
Subject particulars
Subject rules
Prerequisites: N/A
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: N/A
Special conditions: N/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Head first, | Recommended | Buzan, T. (2000) | THORSONS |
| Readings | Keeping a professional journal, | Recommended | Holly, M.L. (1997) | 2ND EDN, DEAKIN UNIVERSITY |
| Readings | Portfolios, performance and authenticity, | Recommended | Hay, T. & Moss, J. (eds) (2005) | PEARSON |
| Readings | Professional learning in effective schools: the seven principles of highly effective professional learning | Recommended | . | DEPARTMENT OF EDUCATION & TRAINING, MELBOURNE, 2005 |
| Readings | Towards a comprehensive theory of human learning. Lifelong learning and the learning society. Volume 1, | Recommended | Jarvis, P. (2006) | ROUTLEDGE |
Graduate capabilities & intended learning outcomes
01. Gather, analyse and interpret assessment and diagnostic data to make informed judgements about secondary students learning needs.
- Activities:
- Students deconstruct learning activities identifying discrete and embedded components, planning diagnostics, recording observations; focusing on Literacy & Numeracy.
02. Demonstrate an understanding of the significance of written and spoken language as fundamental to education
- Activities:
- Review of curriculum materials / analysis, access, activities, application. Activities are linked to staged reading program in the LMS and journalling task in PebblePad
03. Utilise a variety of technologies to assist learning
- Activities:
- Self-awareness strategies explored through engaging students with online diagnostics for Literacy & Numeracy (teacher-education specific). Also students manage their learning activities in an online environment - interacting with materials and submitting assignments in both the LMS and PebblePad.
04. Identify and specify the level of competency in literacy and numeracy expected of the teaching profession.
- Activities:
- Design an observation matrix for self (teaching/learning) and students (observable/embedded) that reflect the promulgated standards for the teaching profession related to professional knowledge.
05. Communicate effectively across the various relationships involved in the professional life of a teacher
- Activities:
- Complete an in-schools observation of 5 day duration that encompasses an online reflective journal of observed behaviours, activities and interventions for Literacy & Numeracy. The journal is compiled in conjunction with a supervising teacher and incorporates the collection and discussion of artefacts from the teaching and learning environment.
Melbourne, 2016, Semester 1, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Michael Brown
Class requirements
WorkShop
One 7.0 hours workshop per study period on weekdays during the day and delivered via face-to-face.
Scheduled Online ClassWeek: 10 - 22
One 3.0 days scheduled online class other recurrence on any day including weekend during the day from week 10 to week 22 and delivered via online.
Placement - Off Site
One 5.0 days placement - off site per study period and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Online activities: numeracy (15%); literacy (15%); | 30 | 01 | |
| Professional learning journal (10%) & personal development plan (10%) (1000-words equivalent) | 20 | 02 | |
| Fieldwork blog - Professional Journal in PebblePad (5 x 300 words) | 30 | 03, 04 | |
| Artefacts from observations (10%), Mentor comments/notes (10)% | 20 | 03, 05 |