Evidence Based Learning and Teaching 1 (EDUC90580)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
This subject develops participants’ knowledge and understanding about how learning can be conceptualised, evidenced, assessed and progressed.
To this end, participants will:
• Explore learning identities and the factors that shaped them.
• Use and apply the clinical practice model to learning and teaching.
• Develop an understanding of foundational assessment practices; particularly, the use of a taxonomical construct to inform judgments about student achievement and readiness to learn.
• Explore theoretical perspectives on furthering student learning, the curricular implications of these perspectives, and the historical development of pedagogical thought.
• Use and apply feedback strategies to report both to and upon student learning.
This subject prepares participants for EBLT2, which requires an evaluation of theory and practice in light of an evidence-based analysis of student learning.
This subject along with Learning & Teaching Contexts 1 and Language, Literacy and Numeracy, requires participants to implement the Clinical Praxis Exam. It also provides them with the opportunity to apply their learning in preparing to teach secondary school students attending the MGSE Summer School Program, as well as through their everyday teaching in schools.
Intended learning outcomes
On completion of this subject, participants should be able to:
(Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- apply knowledge of the clinical teaching model and interventionist practice to learning and teaching (Graduate Standards 1.2, 5.1)
- articulate development of learning on a construct, and adapt constructs using developmental taxonomies (Graduate Standards 5.1, 5.3)
- use evidence of student learning to inform teaching practice (Graduate Standards 5.4)
- use and apply knowledge of pedagogical theories to understand student learning (Graduate Standards 1.2)
- implement evidence-based interventions (Graduate Standards 5.4)
- apply understanding of feedback strategies to report on student learning (5.2, 5.5)
- justify selection of learning goals based upon evidence of student learning (Graduate Standards 3.1)
- reflect upon the effectiveness of teaching interventions (Graduate Standards 1.5, 3.2)
- reflect upon learning theories in light of evidence of student learning (Graduate Standards 1.2, 6.4)
Generic skills
On completion of the subject, participants will have the knowledge, skills and understanding to enable them to:
- Analyse and problem solve
- Collect evidence and make inferences
- Communicate, articulate and justify teaching practices
- Work in teams with skills in cooperation, communication and negotiation
- Adapt and respond flexibly to change
- Present material in a well-organised, well-structured and persuasive manner.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90823 | Language, Literacy and Numeracy | January (On Campus - Parkville) |
12.5 |
| EDUC90583 | Learning and Teaching Contexts 1 | January (On Campus - Parkville) |
12.5 |
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
| Description | Timing | Percentage |
|---|---|---|
Analysis of Learning & Teaching Scenario
| Early in the teaching period | 30% |
Clinical Praxis Exam (oral presentation; equivalent to 1500 words, for this subject. (This is a combined assessment task with EDUC90583 and EDUC90823)
| July | 30% |
Analysis of Feedback and Reporting for Differentiated Curriculum
| September | 40% |
| Hurdle requirement: Engage in three online sessions (3 hours each) | March - September | N/A |
| Hurdle requirement: 100% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- January
Coordinator Bronwyn Jones Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 18 November 2019 to 6 November 2020 Last self-enrol date 28 January 2020 Census date 31 January 2020 Last date to withdraw without fail 10 July 2020 Assessment period ends 16 November 2020 January contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
- Available to Study Abroad and/or Study Exchange Students
Last updated: 10 February 2024