ALTERNATIVE EDUCATION MODELS

EDU3AEM

2019

Credit points: 15

Subject outline

In this subject students investigate, become knowledgeable about, and become empowered to deliver and assess, the various alternative learning models in Victoria in a variety of settings. Students consider various applied learning options (VCAL, VET, SBAs), and their power and implementation in different educational settings including: secondary schools, alternative schools eg Community Learning Houses/Networks, and TAFE.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorJacolyn Weller

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites EDU2EOE or co-ordinators approval

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Graduate capabilities & intended learning outcomes

01. Demonstrate an understanding of a vareity of alternative education models and their curriculum documents, history and philosophy that are available to young people

Activities:
Jigsaw Learning in groups of 5, each with a different model. Students select a profiled educational model to research ( eg Montessori, Steiner, Tolstoy, Reggio Emelia , Dewey , Freire) and then plan a 10 - 15 minute lesson. Understanding is consolidated by meeting in 'expert' groups researching the same topic prior to presenting to their group. Peer and self assessed.

02. Demonstrate familiarity and understanding of the pedagogical knowledge of how alternative education models are taught

Activities:
Investigation of Applied Learning Principles through active and hands on activities for each principle. Rotational workshop. Co-construction of a definition for Alternative Education and Applied Learning to be applied to assignment 1 and 2. Audit checklist for Applied learning Principles to moderate assignment 2.

03. Develop the capacity to plan and develop, teach and assess programs which provide alternative education models

Activities:
Discussion and provision of a template outlining key components in designing an effective, integrated and assessable educational program. Visit an alternative educational provider, PRACE (Preston Reservoir Adult and Community Education.) Interview students and teachers regarding the learning, assessments and outcomes of the program. Identification and discussion of key components observed. Group brainstorms of possible Passion projects modelled and mapped to template.

04. Demonstrate an understanding of hte connection between a broad range of complex student circumstances and flexibiltiy and differentiation in education for young people

Activities:
Guest speaker on Trauma Informed Practice from the Centre for Excellence/Berry Street. Forum questions. Experiential workshop to explore the range and impact of Specific Learning Disorders eg Dyslexia. Demonstrate understanding and application of strategies to accommodate for SLDs and Trauma through learning activity design.

Subject options

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Start date between: and    Key dates

Melbourne, 2019, Semester 1, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorJacolyn Weller

Class requirements

Lecture Week: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Tutorial Week: 10 - 22
One 2.0 hours tutorial per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Task 1 : An Inquiry Research Project Present an alternative education model (1500 word equiv)Peer and Self Assessed in class time, moderated and summarised by the lecturer.35 01, 02
Task 2 : Develop an integrated / cross curriculum unit of applied learning (2500 word)65 01, 02, 03, 04