Units

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Sample subject outline - Semester 1 2013

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

Rationale

This elective provides you, as a student teacher with an understanding of the psychological issues surrounding concepts of difference in learning and their practical implications for teaching. This unit is designed to provide a context for critically examining social definitions of difference. While the understanding and application of learning theory is essential to the teaching of all students, there will always be some who require specialised approaches to maximise their potential.

Education policy expects schools to offer an 'inclusive curriculum'. Issues of equity and social justice now reinforce former movements concerning the integration of students with learning disabilities into regular education environments. As well as these 'mainstreamed' students, there are also those students who have always been present in regular classes but whose needs fall at either end of the continuum of performance potential and hence make exceptional demands on teachers and learning environments.

Aims

The aim of this unit is to provide you with knowledge and skills to apply to diverse students in an inclusive educational setting. You will develop skills to disseminate your knowledge to the wider community including future teaching colleagues and parents of students with learning difficulties.

Objectives

On completion of this unit you should be able to:
1. Understand learning theories as they relate to diverse students. [QCT Standard 4]
2. Develop a knowledge of specific approaches, techniques and strategies associated with the teaching of diverse students and an awareness of approaches to accessing support personnel within the school system. [QCT Standards 4 & 8]
3. Develop positive teacher attitudes which accept the right of all students to appropriate learning opportunities and inclusive schooling. [QTC Standard 7]

Content

This unit includes the following topics:
1. Developing and enhancing a positive attitude towards diverse learners.
2. Selected theories of diversity in learning and development.
3. Identification and assessment of specific learning needs.
4. The professional team concept.

Approaches to Teaching and Learning

A variety of approaches will be used, including lectures, discussion, individual and group study, small group interaction, independent inquiry of real world-issues relating to teaching and diverse children and participation in workshop/tutorial sessions on topics related to your own area of interest. On Line Teaching will be utilised to disseminate new research, provide exemplars and conduct discussions.

Assessment

You are required to complete three assessment items addressing both theoretical and applied components of the subject objectives. The assessment is both formative (through feedback) and summative. The first two assignments will be presented during tutorial sessions throughout the semester and the final assessment will be due at the end of second semester.You will be provided with oral formative feedback immediately after your seminar presentation and with written feedback within the following two weeks. Summative feedback will be provided in your second written assignment.

Assessment name: Presentation (Group)
Description: For this assignment, students will be required to work in small groups to develop an interactive 40 minute seminar/workshop, which will be presented during a tutorial session (as per a sign-up schedule to be completed in the first tutorial). The seminar/workshop (equivalent to 1500 words) will consist of three sections: (a) A review of concerns, findings and issues relating to the diverse needs of students with a particular learning difficulty, (b) An examination of an aspect of the curriculum and a discussion of methods for adapting a specific syllabus topic for a student with the particular learning difficulty (students may wish to discuss adapted worksheets, textbooks, programs, assessment and staff training needs), and (c) An introduction to and a critical review of a children's book relevant to the particular learning difficulty (see assesment item 2). The presentation is due during the tutorial indicated on the signup schedule.
Relates to objectives: 1, 2 & 4.
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: Throughout-Semester

Assessment name: Critique (written)
Description: Each student will submit an individual written critique (approximately 500 words) of the children's book selected for review in their group presentation (Assessment Item 1). The book should be one that would assist the students in your 'future class' to understand the strengths and challenges of students with particular learning difficulties. The critique is due on the date of the associated scheduled presentation.
Relates to objectives: 1, 2 & 3.
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Throughout-Semester

Assessment name: Examination (written)
Description: Multiple-choice (unseen questions) examination (equivalent to 1000 words) to be completed under invigilated conditions within a 2 hour time period during the Central Examination period.
Relates to objectives: 1, 2 & 3.
Weight: 40%
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

The online teaching site will provide the Unit Outline, the Unit Information document, the Assessment Information document, and Learning Resources. Relevant journal articles may be accessed via the Course Materials Database (CMD) or the QUT Library website. You are expected to check the online teaching site and your nominated email account frequently over the course of the semester. You are also expected to find, evaluate and synthesis alternative sources of information. APA style is required for all written assignments.

Required Text

Westwood, P. (2008). What teachers need to know about learning difficulties. Camberwell, VIC: Acer Press.

Recommended Texts

Westwood, P. (2008). What teachers need to know about numeracy. Camberwell, VIC: Acer Press

Westwood, P. (2008). What teachers need to know about reading and writing difficulties. Camberwell, VIC: Acer Press

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.

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