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Integrating Language & Clinical Practice (EDUC90906)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

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July
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This subject has a combined emphasis on language and literacy, pedagogy and assessment across the disciplines. Teacher Candidates will be introduced to the language and literacy demands of the range of subject areas taught in the secondary school. The subject draws on research and practice to examine a range of topics including: the scaffolding role of the teacher in students’ learning through language; teachers’ and students’ use of oral language to enhance learning; strategies for supporting students’ reading and writing; planning for literacy in the subject areas; Universal Design for Learning and tiered approaches to orchestrating inclusive classrooms; assessment techniques that underpin the articulation of learning progressions; and methods and moderation processes that support consistent and comparable judgements of student learning . The theme of the content presented in this core subject is ‘making judgements and adjustments’.

Intended learning outcomes

On completion of this subject teacher candidates should be able to:

 

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.

  • Draw on their knowledge of learners and learning as central to making judgements about teaching (Graduate Standards 1,1, 1.2; 3.1; 3.3)
  • Collect, analyse, interpret and use reliable assessment evidence about individual learners, what they already know and what they are ready to learn, to make judgements about learning and subsequent adjustments to teaching (Graduate Standards 2.3; 3.6; 5.1; 5.2; 5.3; 5.4; 5.5)
  • Plan for and implement research-informed pedagogical practices to address the individual learning needs of a learner within a group/class context (Graduate Standards 1.3; 1.5; 3.2, 4.4)
  • Connect and engage with learners through effective verbal and non-verbal communication (Graduate Standards 1.2; 3.5; 4.1)
  • Use knowledge of the language and literacy demands of their teaching disciplines to make judgements and adjustments about teaching and learning (Graduate Standard 2.5)

Generic skills

MTeach graduates will develop the following set of key transferable skills:

  • Clinical reasoning and thinking
  • Problem solving
  • Evidence based decision making
  • Creativity and innovation
  • Teamwork and professional collaboration
  • Learning to learn and metacognition
  • Responsiveness to a changing knowledge base
  • Reflection for continuous improvement
  • Linking theory and practice
  • Inquiry and research
  • Active and participatory citizenship

Last updated: 10 February 2024