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Semester 2 (Extended) - Dual-Delivery
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This subject builds on the concepts and skills introduced in EDUC90471 Learning Area Psychology 1. Drawing on research about the diversity of secondary students’ learning needs, Teacher Candidates will explore how to personalise the learning experience of each student within this discipline area. Teacher Candidates are encouraged to critically evaluate their teaching practice within the psychology classroom.
The course will encourage teacher candidates to analyse and reflect on issues that underpin the teaching of psychology. There will be a strong emphasis on connections with school experience and core subjects. By considering the principles and research of learning and teaching that underpin effective classrooms, links between assessment and curriculum and purposeful planning are examined and connected to evidence-based decision making. Teacher Candidates will be expected to broaden their pedagogical content knowledge and combine this with an emphasis on collegiality in preparation for their future teaching.
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.
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 2.1)
- Understand how to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2).
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1).
- Select appropriate strategies to differentiate teaching to meet specific needs of students, drawing on digital technologies and literacy, and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3 & 3.4)
- Evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6).
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning (Graduate Standards 5.1. 5.4).
This subject 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