INCLUSIVE LEARNING ENVIRONMENTS
EDU3ILE
2018
Credit points: 15
Subject outline
In this subject Pre-service teachers analyse the key factors in effective teaching, including participation, engagement and inclusion. This subject prepares Pre-service teachers to create and maintain a positive and successful learning environment by applying research and theory. Pre-service teachers learn why it is important organize classroom activities and provide clear directions, approaches to managing challenging behaviours and supporting the well being and safety of students. Students learn to develop their own classroom management plan.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorRochelle Fogelgarn
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites EDU2DTR or completed 240 credit points Students must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Technology Education (EBTE, EBTEB), Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM)
Co-requisites Students enrolled in the Bachelor of Technology Education (EBTE, EBTEB) must be concurrently enrolled in EDU4VE1 - VET Secondary Curriculum 1 in order to undertake this subject. This requirement does not apply to Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM)
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditions Students enrolled in EBTE or EBTEB are exempted from EDU2DTR.
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | How to Plan for Behaviour Development and Classroom Management: Maximising Student Engagement | Prescribed | Cope, R. G. (2007) | Pearson Education Australia |
| Readings | Positive Learning Environments | Prescribed | Nobile, D.; Lyons, G., Arthur-Kelly, M. (2017). | CENGAGE |
| Readings | The developmental management approach to classroom behaviour: Responding to individual needs | Recommended | Ramon Lewis. (2008) | Aust Council for Ed Research |
Graduate capabilities & intended learning outcomes
01. Evaluate and present evidence based strategies that underpin learning and support students' wellbeing and safety within school and/or system, curriculum and legislative requirements to accommodate diverse student characteristics.
- Activities:
- Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
02. Analyse and demonstrate theories and best practice strategies to support inclusive student participation and engagement in classroom activities.
- Activities:
- Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
03. Critically assess the application of Raven's analysis of power to contemporary classroom relationships to infer the most effective forms of power.
- Activities:
- Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
04. Critically analyse evidence based practical approaches to managing challenging behaviour.
- Activities:
- Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
05. Critique ethical factors associated with teachers' ability to implement effective classroom management and infer the impact of this on student learning.
- Activities:
- Students will engage in a range of learning activities including teamwork, online modules, face to face experiences and readings
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Ethical behaviour)
Subject options
Select to view your study options…
Bendigo, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRochelle Fogelgarn
Class requirements
Lecture/Seminar
Week:
10
-
22
Three 7.0 hours lecture/seminar per study period
on weekends
during the day
from week 10 to week 22
and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Classroom Management Plan (1500 words) | 30 | 01, 02, 03, 04, 05 | |
| Analytical Reflection of Professional Practice against APSTs. (3000 words) | This task is scaffolded during weekly lectorials which include workshop activities pertaining to the relationship between theory and practice. | 70 | 01, 02, 03, 04, 05 |
| Compulsory Professional Requirement | Hurdle - Professional experience must be passed satisfactorily to pass the subject. | 01, 02, 03, 04, 05 |
Melbourne, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRochelle Fogelgarn
Class requirements
Lecture/Seminar
Week:
10
-
22
Three 7.0 hours lecture/seminar per study period
on weekends
during the day
from week 10 to week 22
and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Classroom Management Plan (1500 words) | 30 | 01, 02, 03, 04, 05 | |
| Analytical Reflection of Professional Practice against APSTs. (3000 words) | This task is scaffolded during weekly lectorials which include workshop activities pertaining to the relationship between theory and practice. | 70 | 01, 02, 03, 04, 05 |
| Compulsory Professional Requirement | Hurdle - Professional experience must be passed satisfactorily to pass the subject. | 01, 02, 03, 04, 05 |