SCHOOL-BASED MIDDLE YEARS PROJECT
Credit points: 15
In this subject students focus on their method area and for students with a LOTE method, there will will be additional work to support LOTE teaching. Students investigate and report on : Classroom teaching, curriculum development and curriculum documents; the use of assessment and reporting to inform teaching and learning; approaches to student engagement and well-being, including student voice; approaches to student pathways planning and resources with special reference to the use and potential of ICT, journals and professional publications.
SchoolSchool of Education
Subject Co-ordinatorAlan Mclean
Available to Study Abroad StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||I Read it but I Don't Get It||Recommended||Tovani, C.||STENHOUSE PUBLISHERS, 2005|
|Readings||Learning to Teach new times, new practices||Recommended||Latham, G et al||OXFORD UNIVERSITY PRESS, 2007|
|Readings||Mathematics in the Middle||Recommended||Leutzinger, L.||NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS 2000|
|Readings||Smart in the Middle Grades||Recommended||Tomlinson, C & Doubet, K||HAWKER AND BROWNLOW, 2007|
|Readings||Students at Risk||Recommended||Duquette, C||PEMBROKE PUBLISHERS LTD., 2001|
Graduate capabilities & intended learning outcomes
01. Students produce a report of observations associated with observing teaching in their Method area over a two week period. This report requires observations and research about curriculum, resources, pedagogy, management techniques, pathway and issues associated with engagement and well-being. There is also an overalll focus on the teaching of literacy, numeracy and ICT.
- Students arrange to observe where possible two teachers in their method area/s over a period of two weeks. They both observe and research all aspects of teaching and learning associated with the subject or subjects then write a report as directed. Their report should indicate detailed observation and the capacity to compare and evaluate approaches taken by the teachers they have observed.
02. Students write reflectively on issues of motivation and engagement in relation to material from Churchill et.al (2011) Teaching: Making a Difference. Chapter 2 . Students relate their theoretical understandings to observations of approaches.
- Students observe secondary classes over a period of 2 weeks and carefully note approaches to motivation and engagement in adopted as part of pedagogy by the classroom teacher. Students read and critically reflect on material from Churchill et.al (2011) Teaching: Making a Difference. Chapter 2 when writing an essay of 1200 words on the topic 'Consider issues of motivation and engagement in the learning environment you observed using material provided'.
03. For LOTE method students, students write reflectively on the teaching of LOTE including government policy with regard to LOTE teaching, current pedagogy in the field of second language aquisition and features of successful langauges programs.
- Students read a number of prescribed articles as well as conducting their own research into LOTE teaching. They also participate in two online tutorials and a one day intensive focussing on LOTE teaching. They will write a 1200 word essay on LOTE teaching.
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Shepparton, 2016, Week 07-28, Blended
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorAlan Mclean
Placement - Off Site
One 20.0 days placement - off site per study period on weekdays during the day and delivered via face-to-face.
One 1.0 hours supervisor consultation per week and delivered via blended.
"On-line consultation to inform decisions made in work undertaken in the work place and to assist with written work associated with assessment requirements"
|Production of an e-portfolio which summarises the learning gained from secondary fieldwork||70||01|
|Research and reflection essay on student motivation and engagement or LOTE teaching||30||02, 03|