Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

In this second curriculum unit you will expand on the knowledge and understandings gained from Curriculum 1. You will explore in more depth theories that influence approaches to teaching in the sciences and ways of catering for diversity in the classroom. In this unit you will consolidate your existing knowledge and new knowledge by planning and implementing learning experiences that demonstrate your repertoire of teaching strategies, pedagogical content knowledge and management skills. You will explore and evaluate a range of resources including ICT-based materials and approaches to foster enhanced learning. Particular emphasis is on laboratory learning.

Aims

The aims of this unit are to:

• provide an opportunity for you to develop as a learner-centred teacher who can plan to meet the needs of individual students in a varied, stimulating and safe environment;



• develop a critically reflective orientation to your teaching experiences.

Objectives

On completion of this unit you should be able to:

1. Demonstrate effective knowledge and practical skills in teaching earth science by planning, implementing and evaluating approaches to the creation of safe and effective learning experiences [QTC Standard One; QTC Standard Two; QTC Standard Three]

2. Demonstrate an understanding of the influence that individual differences, the social context, adolescence and other factors have on the learning [QTC Standard One; QTC Standard Three]

3. Competently select, justify, and use a variety of laboratory teaching strategies, assessment approaches and resources that foster autonomous and reflective learning [QTC Standard One; QTC Standard Two; QTC Standard Three; QTC Standard Five; QTC Standard Ten]

4. Identify strategies that assist students to become independent, active and metacognitive learners. [QTC Standard Two; QTC Standard Three]

5. Demonstrate the ability to be reflective learners. [QTC Standard Ten]

Content

This unit will cover the following topics:

• You will address the safe implementation of science lessons within workplace health and safety regulations as detailed in Section 8. This will be achieved by considering the role of practical work - open and closed investigations, safety issues and risk assessment while developing and evaluating science curricula.



• Instructional approaches and strategies commonly used in science teaching including inquiry learning, collaborative learning strategies, questioning, demonstrations, modelling, direct teaching and assessment are considered.

Approaches to Teaching and Learning

Internal students will experience a range of teaching strategies - for example, lectures, tutorials, group work, demonstrations and self-directed learning. These are augmented by the use of email, and appropriate library and web-based activities.

Assessment

The assessment for this unit incorporates both formative and summative strategies. You will be encouraged to discuss learnings in tutorials and to seek constructive feedback from your peers and lecturers, as well as via electronic forums. Summative evaluation will take the form of a teaching program and a portfolio. Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work. The assessment for this unit will provide you with opportunities to demonstrate the unit outcomes. You will complete a variety of tasks that will contribute to a portfolio.

Assessment name: Demonstration
Description: A portfolio relating to laboratory teaching - teaching an inquiry lesson, and lesson reflection
Length: Equivalent of 2000 words
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Mid-Semester

Assessment name: Professional Plans
Description: Design of assessment instrument and teaching overview.
Length: 1200 words
Relates to objectives: 2, 4 & 5.
Weight: 50%
Internal or external: Both
Group or individual: Group with Individual Component
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

Students will be expected to have access to relevant syllabus documents.

References

Goodrum, D., Hackling M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra: Department of Education, Science and Training. http://www.dest.gov.au/schools/publications/2001/science/index.htm

Killin, R. (2004). Effective teaching strategies: Lessons from research and practice. Katoomba, NSW: Social Science Press.

Venville, G., & Dawson, V. (2004). The art of teaching science. Sydney: Allen and Unwin.

Risk assessment statement

There are no out-of-the-ordinary risks associated with this unit. However, students must be familiar with the procedures for the safe handling of science equipment and materials and are expected to complete and submit a completed risk assessment proforma before conducting any experiments. The assessment must include safety and risk management procedures. Reference should be made to relevant safety guidelines in references such as Aspects of science management: A reference manual for schools (Department of Education, 1997) and other specific safety information, for example the Material Safety Data Sheets (MSDS) and Department of Education Modules (DOEM). Workplace health and safety protocols in the use of computers will apply.

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: 31-Oct-2012