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

Approximately 16-20% of students in Australian classrooms experience learning difficulties. Of these students, approximately 80% will experience significant reading difficulties (Louden et al., 2000). As a consequence, it is critically important for all teachers to develop their knowledge and skills so that they can meet the needs of their struggling readers in a flexible, problem-solving manner using evidence-based approaches to instruction (DEST, 2005).

Aims

The aims of this unit are to provide pre-service teachers (Prep to Year 12) with opportunities to deepen their knowledge of the reading process and to develop their skills in identifying and supporting struggling readers in an inclusive setting. An emphasis will be placed on classroom-based assessment practices and explicit evidence-based instructional practices that can be incorporated into rich literacy activities.

Objectives

On successful completion of this unit, you should be able to:

1. Describe the basic word reading and language comprehension skills that comprise the foundation of the reading process [QCT Standard 2]

2. Decribe the contribution of individual difference factors (e.g., phonology, cognition, attention, memory, general knowledge, interest and motivation) to reading difficulties [QCT Standard 2]

3. Describe evidence-based instructional methods for supporting the development of struggling readers in inclusive classrooms [QCT Standards 2, 3 & 4]

4. Describe effective assessment practices that can be utilised in an inclusive classroom to inform plans for differentiated and/or individualised instruction for struggling readers [QCT Standards 1, 2 & 5]

Content

The unit includes the following topics. It introduces the simple view of reading as a means for considering the foundation skills and strategies that underpin the complex process of reading. Lectures and tutorial activities will provide opportunities for students to develop a thorough understanding of the two major components of reading (word reading and language comprehension abilities) as well as the contribution of individual difference factors such as phonology, cognition, attention, memory, general knowledge, interest and motivation to reading abilities. Students will also develop their knowledge and skills with regard to classroom-based assessment practices, evidence-based instructional approaches, and methods of consultation/collaboration that support the development of struggling readers at school and at home.

Approaches to Teaching and Learning

The unit, offered on an internal basis, utilises both direct instruction and constructivist problem-based learning activities. Pre-service teachers will be asked to actively engage in a range of teaching and learning activities including lectures, tutorials, discussions, collaborative and individual case-study analyses and planning, possible community engagement and written responses to assigned readings. Accordingly, attendance and participation in all activities are regarded as essential. Formative and summative assessment tasks are designed as learning experiences that will develop professional knowledge and skills in supporting struggling readers in inclusive classrooms

Assessment

Assessment in this unit is both formative and summative and addresses both the theoretical and applied components of the intended learning outcomes.

Assessment name: Presentation (Group & Indiv)
Description: For this assignment, students will be required to work in small groups to examine a specific foundation reading skill and present an interactive 40 minute seminar/workshop during a tutorial session (as per a sign-up schedule to be completed in the first tutorial). Each group's seminar/workshop presentation will focus on how an inclusive classroom teacher could: (a) assess a struggling reader's acquisition of this skill (assessment for learning); (b) provide necessary explicit instruction; (c) support the student's development through engagement in rich authentic activities with class peers; and (d) seek the support of the student's parent(s)/guardian(s) in consolidating the student's skills. Each individual student is also expected to develop a reflective resource binder, which contains the information gleaned from each group's presentation as well as relevant material from educational websites that will assist them in supporting students with reading difficulties in their future teaching practice. The Group Component (equivalent to 1500 words) is weighted at 40% and is due as per the signup schedule. The Individual Component is weighted at 10% and is due in the final tutorial class in Week 9.
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Weeks 2-9

Assessment name: Examination (written)
Description: Multiple-choice (unseen questions) examination (equivalent to 2000 words) to be completed under invigilated conditions within a 2 hour time period during the Central Examination period.
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
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
Konza, D. (2006). Teaching students with reading difficulties (2^nd ed). South Melbourne, VIC: Nelson.

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