|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject explores the rationale, resources, methodology and specific techniques (pedagogy) appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 2 and 4) and ACARA. Supporting students in the wider skills of experimentation and inquiry processes will also be embedded. These areas will be addressed with particular emphasis on the use of ICT to aid understanding of concepts and to model change.
Teacher candidates will evidence their progression in both understanding and implementation of contemporary, research supported, pedagogies through the development and presentation of a resource (Assignment 1) suitable to support learning for a mixed ability VCE classroom, with a focus on multi-modal activity based experiences and higher order thinking. Through completion of Assignment 2, Teacher Candidates will explore the use of a blog as a collegiate interface to present an informed professional opinion on a topic of significance in Biology. These tasks support the development of 21st century skills and an experience of selection of specific pedagogies and tools to support their future learners.
Many elements of ICT literacy and numeracy are evident in Biology, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.
Within this subject, teacher candidates will also be introduced to relevant professional associations and bodies who support the collaborative development of disciplinary pedagogical knowledge and expertise.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice of biology, including the creation of effective learning environments and specific resources to support learning and teaching (Graduate Standards 1.2, 2.1 & 4.4)
- Consolidate skills in lesson plan design and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources for teaching and learning in Biology and Science (Graduate Standards 2.2, 2.3, 3.2)
- Understand how to select and set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standard 3.1).
- Select and enact appropriate strategies and pedagogies to differentiate teaching to meet specific needs of students in science classroom settings, including digital technologies, literacy, numeracy and 21st Century skills in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3, 3.4, 4.4)
- Evaluate, adapt and develop teaching programs to improve learning and reflect to determine the effectiveness of strategies and resources (Graduate Standard 3.6)
- Identify and implement assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning of biology and science (Graduate Standards 5.1, 5.2 & 5.4).
Graduate Standards refer to the Graduate level Australian Professional Standards for Teachers.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.