edu4sdl supporting diverse learners
SUPPORTING DIVERSE LEARNERS
EDU4SDL
2017
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 subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Inclusion in Action. (4th ed.) | Prescribed | Foreman, Phil. ed. (2014) | AUSTRALIA: CENGAGE LEARNING |
| Readings | Differentiated Instructional Strategies: One Size Doesn't Fit All. | Recommended | Gregory, G.H., & Chapman, C. (2002). | CORWIN PRESS, INC. |
| Readings | Education for Global and Multicultural Citizenship | Recommended | DEECD. (2009). | DEECD. (2009). |
| Readings | Maximising Learning Outcomes in Diverse Classrooms | Recommended | Dempsey, I., & Arthur-Kelly, M. (2007). | AUSTRALIA: THOMSON. |
| Readings | The differentiated classroom : responding to the needs of all learners | Recommended | Carol A. Tomlinson (2014) | ASCD (ebook access via La Trobe library) |
Graduate capabilities & intended learning outcomes
01. Understand the major issues involved in teaching in diverse classrooms.
- Activities:
- TBE
- 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:
- TBE
- 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:
- TBE
- 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:
- TBE
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
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Melbourne, 2017, Semester 1, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRochelle Fogelgarn
Class requirements
Lecture/WorkshopWeek: 10 - 22
Six 2.0 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 SiteWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Professional Experience performance (as assessed by supervisor's reports) | Hurdle requirement - 15 days of (compulsory) placement for Primary or Primary/Special Education strand and 20 days for Middle years or Secondary Strand - supervised teaching practice. 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 ILPs (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 |