Units
Primary Field Studies 3: Inclusive Educational Practices
Unit code: EDB023
Credit points: 12
Information about fees and unit costs
Designated Unit.
As a final year teacher education student you will actively engage with the challenges and practices of inclusive education in the classroom and the broader educational setting. This field experience is designed for students to engage in teaching, learning and assessment practices in their field, interacting with individual students, small groups of students and whole class situations. Students will be required to design, implement and evaluate differentiated teaching strategies, programs and assessment tasks in inclusive and critically reflective ways and in a manner that is responsive to the diverse nature of the students in classes.
Not available to Visiting students.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
| 2013 Semester 2 | Yes |
Sample subject outline - Semester 1 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
Field Experience is central to your preparation for the profession, and all Field Experience units are designated units i.e. students who do not achieve a grade of Satisfactory will have their progress in the course reviewed. Failure to pass a designated unit may result in exclusion from the course.
This unit is your third formal supervised experience in the field, and is positioned in your final year as a preservice teacher. In this unit, you will focus on inclusive educational assessment practices and develop strategies to maximize educational outcomes for all students. Field Experience units are designed in a graduated sequence, culminating in an internship at the end of this final year. In this third unit, you continue to build your repertoire of pedagogical strategies and curriculum understandings, through the on campus component and your experience in a school setting.
Designated Unit
This is a designated unit. Designated units are field experience units deemed to be critical to progress in your course. At the end of each semester, if you fail to achieve a satisfactory level of performance in a designated unit you may be eligible for a period of probation or exclusion.
Aims
The aim of this unit is to provide strategies to develop your skills and understanding for designing, implementing and evaluating differentiated assessment, teaching and learning experiences. You will develop teaching programs and assessment tasks and practices in inclusive and critically reflective ways that are responsive, to the diverse nature of the students in specific classes.
Objectives
On completion of this unit you should be able to:
1. Demonstrate professional expertise to continuously develop and foster inclusive applications of language, literacy and numeracy in the context of assessment practice. [QCT Standard 2].
2. Critique and construct curriculum, assessment and pedagogy that is responsive to the diverse needs of the individual learners. [QCT Standards 3, 4 & 5]
3. Help learners to develop, monitor, evaluate and assess their own thinking and learning skills within the social and cultural context of education [QCT Standards 3 & 5]
4. Monitor and assess learner understanding and progress using inclusive practices that are valid, reliable, equitable, accountable and grounded in theory. [QCT Standards 4 & 5]
Content
The unit includes the following topics:
1. The significance of the current assessment policy context and related issues in providing quality inclusive educational experiences for all learners;
2.The challenges and practices of educational assessment in the context of inclusive education in the classroom and the broader educational setting;
3. The relationship between assessment practice and learning theory, assessment for learning practices;
4. Teacher judgement, moderation practice, and accountability.
Approaches to Teaching and Learning
This unit is taught through an introductory lecture followed by weekly tutorials on campus, in preparation for your Field Experience in a school setting. For preparation of your Field Experience, it is expected that you will attend and participate in all lectures and classes.
Field Experience: you are assigned to the supervision of a teacher in a school, and you are supported in your development of skills and applied knowledge, through a sequence of tasks, assigned by the teacher.
Assessment
To pass this unit you are required to complete satisfactorily both assessment items.
Throughout the course students will be provided with timely and constructive formative feedback as they present their understandings and reflections on the readings and class activities.
Assessment name:
Demonstration
Description:
20 continuous days of supervised field experiences in an educational setting.
Observation, planning, implementing, and assessing to maximize all students' learning outcomes, taking on the full teaching load responsibilities for part of the time.
Length: 20 days
Graded: Satisfactory/Unsatisfactory
Relates to objectives:
1 - 4
Internal or external:
External
Group or individual:
Individual
Due date:
End-Field Exp
Assessment name:
Portfolio
Description:
submission of e-portfolio or participation in an interview informed by your e-portfolio that provides evidence of developmental progress in QCT standards
Graded: Satisfactory/Unsatisfactory
Relates to objectives:
1 - 4
Internal or external:
Internal
Group or individual:
Individual
Due date:
End-Semester
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Text
Glasson, T. (2008). Improving Student Achievement: A practical guide to assessment for learning. Canberra: Curriculum Corporation.
References
Broadfoot, P. (2007) An Introduction to Assessment. London: Continuum International Publishing Group.
Frangenheim, E. (2006) Reflections on classroom thinking strategies. Loganholme, Queensland: Rodin Educational Publishing.
Stobart, G. (2008) Testing Times: The Uses and Abuses of Assessment. London: Routledge.
Risk assessment statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
The Commission for Children and Young People Act 2000 (Qld)
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 30-Oct-2012
