PEDAGOGICAL PRINCIPLES AND PRACTICE
Credit points: 15
In this subject students examine the aims of education and schooling in a global and local context. Students consider a variety of pedagogical styles and the principles on which they are based. Theories of learning and mind, including constructivism and metacognition, are considered. Approaches to teacher evaluation are examined and the issue of teaching as labour, profession or art is discussed.
SchoolSchool of Education
Subject Co-ordinatorMargaret Robertson
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||12 brain/mind learning principles in action: the fieldbook for making connections, teaching, and the human brain,||Recommended||Caine, R. et al,||CORWIN PRESS 2005|
|Readings||Educating Psyche : emotion, imagination and the unconscious in learning,||Recommended||Neville, B.||FLAT CHAT PRESS 2005|
|Readings||Educational psychology for teaching and learning,||Recommended||Krause, K-L., Bochner, S., Duchesne, S. and McMaugh, A.||CENGAGE LEARNING AUSTRALIA 2010|
|Readings||Multiple intelligences: new horizons,||Recommended||Gardner, H.||NEW YORK: BASIC BOOKS; LONDON: PERSEUS RUNNING [DISTRIBUTOR], 2006.|
|Readings||Psychology for educators,||Recommended||Vialle, W., Lysaght, P. and Verenikina, I.||THOMSON, SOUTHBANK 2005|
|Readings||Teacher voices: the school experience,||Recommended||Brady, L.||PEARSON EDUCATION, FRENCH'S FOREST 2003|
|Readings||The discipline dilemma,||Recommended||Lewis, R.||2ND EDN, THE AUSTRALIAN COUNCIL FOR EDUCATIONAL RESEARCH, MELBOURNE 1997|
|Readings||Effective Teaching Strategies||Recommended||Killen R. (2013)||MELBOURNE: CENGAGE|
|Readings||Educational Psychology: theory and practice (10th ed.)||Recommended||Slavin, R.E. (2006)||BOSTON: PEARSON/ALLYN & BACON|
|Readings||Visible learning for teachers||Recommended||Hattie, J. (2012)||LONDON: ROUTLEDGE|
|Readings||The Learning Revolution||Recommended||Gardner, H. (2013) and others (multiple contributors)||WWW.CONTEXT.ORG/ICLIB/IC27/|
Graduate capabilities & intended learning outcomes
01. Clearly and effectively represent and communicate ideas in writing in a range of contexts.
02. Effectively communicate orally in a variety of contexts, including professional interaction.
03. Collect, organise and analyse data; competently use information technology.
04. Demonstrate skills in decision making, learn purposely and independently, adapt to change, analyse and evaluate.
05. Resolve problems creatively and innovatively; apply knowledge and skills.
06. Communicate, cooperate, lead, deal with different perspectives, and have productive working relationships.
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Melbourne, 2017, Week 03-03, Day
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorMargaret Robertson
Five 7.0 hours lecture/workshop per study period on weekdays during the day from week 03 to week 03 and delivered via face-to-face.
"Wednesday 11 January will be flexible time for group work."
|Assessment Task 1: Group Presentation||30||02, 03, 04, 05, 06|
|Assessment Task 2: Journal entries (6-8 entries suggested, totalling 1000 words)||30||01, 03, 04, 05, 06|
|Assessment Task 3: Essay (2000 words)||40||01, 03, 04, 05, 06|