edu3pbm project based method
PROJECT BASED TEACHING METHOD
EDU3PBM
2017
Credit points: 15
Subject outline
This is a Method subject in which students undertake a special project in order to investigate how to teach their chosen Discipline from both a practical and theoretical point of view. They will gather information directly from their school experiences, from Australian teacher education websites, and from other resources to gain in-depth knowledge to inform their practice based upon teaching for an equitable and sustainable future. This subject addresses La Trobe's Sustainability Thinking Essential. Sustainability Thinking entails deep appreciation of how the choices we make affects the natural, economic, social, political and cultural systems, now and in the future.< em>
SchoolSchool of Education
Credit points15
Subject Co-ordinatorEva Dakich
Available to Study Abroad StudentsNo
Subject year levelYear Level 3 - UG
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites Only available to students enrolled in the following courses: EBTS - Bachelor of Teaching (Secondary), EBOCE - Bachelor of Outreach and Community Education, EBTOCE - Bachelor of Teaching (Outreach and Community Education), AZAAE - Bachelor of Arts/Arts Education, SZSSE - Bachelor of Science/Science Education, EVEDB - Bachelor of Education (Primary / Middle Years Strand or Primary / Secondary Strand), RBEDM - Bachelor of Education (Primary / Middle Years Strand or Primary / Secondary Strand) or as approved by the coordinator.
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditions Must complete first and second year discipline studies before enrolling in this subject. The Bendigo offering is only available to students enrolled in EVEDB or RBEDM Primary / Middle Years or Primary / Secondary strands and ONLY those students are required to undertake a placement component.
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | What Expert Teachers Do: Enhancing professional knowledge for classroom practice | Recommended | Loughran, J.J (2010) | ALLEN & UNWIN, AUSTRALIA. |
| Readings | Visible Learning: What's good for the goose.... | Prescribed | Hattie, J. (2011) | DE&T |
| Readings | Curiosity and Powerful Learning | Prescribed | DE&T | AIZ: Online |
| Readings | Powerful Learning | Recommended | Hopkins, Munro and Craig (2011) | ACER PRESS |
| Readings | CERES Case Studies | Prescribed | CERES:Community Environment PArk (2015) | CERES |
| Readings | Learning and Teaching Sustainability | Prescribed | Federal Gov't Office for Learning and Teaching (2015) | Commonwealth of Australia |
| Readings | Resource Smart Schools | Prescribed | Victorian Governmnet (2015) | Sustainability (Vic) |
| Readings | CERES | Prescribed | CERES: Community Environment Park (2015) | CERES |
| Readings | Living Sustainably: the Australian Gov'ts National Action Plan for Education for Sustainability | Recommended | Commonwealth of Australia (2009) | Comm of Australia |
Graduate capabilities & intended learning outcomes
01. Observe, describe and analyse a range of factors concerning teaching and learning strategies in the classroom and school relating to Sustainability Thinking
- Activities:
- Effective teaching and learning activities in groups (discipline areas) to prepare for Action Learning projects.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Report on practical teaching experiences (based on an Action Research Project) in a specific Discipline and how they were informed by observations, ICT/online, case studies and text-based resources.
- Activities:
- Reflective Report Teaching - Discipline (2500 words) report on your growing understanding of Teacher Effectiveness for equitable learning and sustainable practices, based on your own teaching experiences, observations of experienced classroom teachers and theory of education both generally and where appropriate discipline specific. It is intended that this assessment task serve as a foundation for your ongoing professional learning and may inform your thinking for the fourth year subject (EDU4TAR) #Teacher as Researcher#.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
03. Communicate theoretical and practical understandings of teaching an Action Research Project (Discipline based around Sustainability Thinking) that engages with the combined social, environmental and economic change and challenges in the contemporary world, and reflect on the significance of these for future generations
- Activities:
- Poster presentation and moderation by Team Discipline (1500 words) poster presentation is an opportunity for you to showcase your capacity to derive meaning from all the information that you have collected during the Reflective Report project. It is important that you use your classroom observations to generate what you believe would be Five Essential Elements of an effective teacher in your Discipline who builds equity and sustainability for the students they teach (conceptual framework for poster presentation).
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Quantitative Literacy,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
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Bendigo, 2017, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDebra Edwards
Class requirements
SeminarWeek: 31 - 43
Two 5.0 hours seminar per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Bendigo offering is only available to students enrolled in EVEDB or RBEDM Primary / Middle Years or Primary / Secondary strands."
Placement - Off SiteWeek: 31 - 43
One 20.0 days placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Placement is only a requirement for students enrolled in EVEDB or RBEDM Primary / Middle Years or Primary / Secondary strands."
Scheduled Online ClassWeek: 31 - 43
Eight 2.0 days scheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.
Scheduled Online ClassWeek: 31 - 43
One 1.0 days scheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via video conference.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Poster presentation on Teaching the Discipline (1500-words equivalent) | Showcasing Sustainability Action Process as described on pg. 9 SLG | 040 | 03 |
| Report on teaching the Discipline and Sustainability Thinking | Case Studies based ion CERES website | 060 | 01, 02 |
| Professional Experience | Professional experience is a compulsory professional requirement. Students must meet or exceed expectations on their placement in order to pass this subject. | 000 |
Melbourne, 2017, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorEva Dakich
Class requirements
SeminarWeek: 31 - 43
Two 5.0 hours seminar per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Scheduled Online ClassWeek: 31 - 43
Eight 2.0 hours scheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.
Scheduled Online ClassWeek: 31 - 43
One 1.0 hours scheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via video conference.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Digital presentation of the sustainability project plan (1500 words equivalent) | 40 | 01, 03 | |
| Reflective report on the sustainability project (2500 words equivalent) | Task 2 is scaffolded during the Intensive as well as by an interactive webinar and an online forum dedicated solely to this task. The interactive webinar and the online forum will provide preservice teachers with an opportunity to workshop Assessment Task 2 and ask questions in order to promote deep understanding and high quality learning outcomes. The webinar will be recorded and made available online for | 60 | 01, 02, 03 |