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

Effective classroom practitioners have a wide repertoire of pedagogic practices upon which to draw. In this unit, you will gain knowledge and understanding of theoretical and practical pedagogic frameworks that can be appplied to your classroom practices. As such, this unit will assist you to develop the knowledge and skills necessary to become effective classroom practitioners.

Aims

The aim of this unit is to provide you, as a beginning teacher, with relevant research based knowledge, understandings and skills which you can apply in the development, observation, implementation and analysis of your classroom teaching.

Objectives

On completion of this unit you should be able to demonstrate:

1. Knowledge of theoretical and practical pedagogical frameworks that you can use to develop and extend your repertoire of teaching practices. [QCT Standards 1 & 3]

2. Knowledge and application of practical strategies that you can employ to enhance learning outcomes for the diverse range of students within a range of socio-cultural contexts [QCT Standard 4]

3. Knowledge and skills related to critical reflection of your own teaching through the use of narratives and accompanying critique [QCT Standard 10

4. Acceptable standards of literacy and communicaton [QCT Standard 2]

Content

This unit includes the following topics:

Theoretical frameworks for teaching and the application of these frameworks to classroom practice.

A broad range of teaching strategies that includes teacher-centred and learner-centred approaches.

Taxonomies of learning and how they may be used in lesson planning and implementation.

Effective communication for teachers.

Approaches to Teaching and Learning

Teaching and learning approaches in this unit are interactive and experiential. The teaching of this unit is developed through a variety of approaches including lectures, class and small group discussion, presentations and workshops. Specific approaches and pedagogies will be modelled.

As participants, you will be involved in investigating your own teaching repertoire and reflecting critically on the teaching strategies/models that you have used or may now choose to use. You will also be encouraged to refine and further develop your range of teaching skills.

Assessment

Formative assessment in this unit is provided by feedback given during workshop and planning sessions during the preparation and development of the practical demonstrations, feedback provided in debriefings following the practical demonstrations, and in written comments on work submitted for assessment item one. The summative assessment in this unit consists of two items.

Assessment name: Demonstration
Description: Development and facilitation of micro-teaching and professional conversation.

Length: 70 minutes
Relates to objectives: 1, 2 & 4.
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Mid-Late Semester

Assessment name: Critique (written)
Description: Written critique and reflection teaching plans and accompanying commentary.

Length: 1500 words or equivalent
Relates to objectives: 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

Text

Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5^th ed.). Social Science Press: Wentworth Falls, NSW.

Frangenheim, E. (2007). Reflections on classroom teaching strategies 9^th ed. Loganholme, QLD: Rodin Educational Publishing.

Risk assessment statement

There are no out of the ordinary risks associated with the 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