SUPPORTING DIVERSE LEARNERS

EDU4SDL

2019

Credit points: 15

Subject outline

In this subject students develop an understanding of teachers' and educational institutions' responsibilities for positively building on student diversity. Pre-service teachers become familiar with the varied resources that students bring with them, and the specific challenges that different individuals and groups confront in educational settings. Pre-service teachers explore innovative ways of maximising the educational experience and achievements of high performing students, students with learning difficulties and disabilities, as well as students from both rich multilingual and limited literacy backgrounds. Using a wide variety of technologies and means of communication, pre-service teachers learn how to engage with the whole school community, including parents, to identify and respond to the needs of the students. 20 days of practicum in an educational setting is undertaken as part of this subject.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorRochelle Fogelgarn

Available to Study Abroad StudentsNo

Subject year levelYear Level 4 - UG/Hons/1st Yr PG

Exchange StudentsNo

Subject particulars

Subject rules

Prerequisites EDU3ECM. Only available to students enrolled in one of the following degrees: EBTP - Bachelor of Teaching (Primary), EBTS - Bachelor of Teaching (Secondary), EBTOCE - Bachelor of Teaching (Outreach and Community Education), EBOCE - Bachelor of Outreach and Community Education.

Co-requisitesN/A

Incompatible subjects EDU3SNL, EDU4SNL

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsInclusion in Action. (4th ed.)PrescribedForeman, Phil. ed. (2014)AUSTRALIA: CENGAGE LEARNING
ReadingsDifferentiated Instructional Strategies: One Size Doesn't Fit All.RecommendedGregory, G.H., & Chapman, C. (2002).CORWIN PRESS, INC.
ReadingsEducation for Global and Multicultural CitizenshipRecommendedDEECD. (2009).DEECD. (2009).
ReadingsMaximising Learning Outcomes in Diverse ClassroomsRecommendedDempsey, I., & Arthur-Kelly, M. (2007).AUSTRALIA: THOMSON.
ReadingsThe differentiated classroom : responding to the needs of all learnersRecommendedCarol A. Tomlinson (2014)ASCD (ebook access via La Trobe library)
ReadingsDiversity, Inclusion and Engagement (2nd Ed)RecommendedHyde, M.; Carpenter, L.; Conway, R. (2014)Oxford

Graduate capabilities & intended learning outcomes

01. Understand the major issues involved in teaching in diverse classrooms.

Activities:
Workshops and Professional experience
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Explore research and methodologies for teaching diverse learners in a multi-literate world that requires creative and caring learning communities.

Activities:
Workshops and Professional experience
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

03. Access research and pedagogies based on the understanding that learning is cognitive, affective and behavioural.

Activities:
Workshops and Professional experience
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

04. Be aware of the need to cater for diversity in student groups.

Activities:
Workshops and Professional experience
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

Subject options

Select to view your study options…

Start date between: and    Key dates

Melbourne, 2019, Semester 1, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

Lecture/Workshop Week: 10 - 22
Eight 1.5 hours lecture/workshop per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Placement - Off Site Week: 10 - 22
One 20.0 days placement - off site per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Professional Experience performance (as assessed by supervisor's reports)Hurdle requirement. Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment 01, 02, 03, 04
Task 1a Collaborative unit of work addressing the needs of diverse learners (Equiv to1750 words)40 01, 02, 03, 04
Task 1b Individual Learning Plans (Equiv to 250 words) 10 01, 02, 03, 04
Task 2 Individual Analytical Reflection based on Professional Experience (Equiv to 2000 words)This task is scaffolded during weekly lectorials which include workshop activities pertaining to the relationship between theory and practice.50 01, 02, 03, 04