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Connecting and Engaging Students (EDUC90822)
Graduate courseworkPoints: 6.25Dual-Delivery (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
January
March
Overview
Availability | January - Dual-Delivery March - Dual-Delivery |
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Fees | Look up fees |
This subject provides participants with an introduction to student wellbeing and engagement. It supports participants to understand the critical theoretical perspectives and the relevant state and school based legislative and policy contexts, including provision for students with disabilities.
This subject also supports participants to explore evidence-based strategies for creating high quality learning environments including managing classrooms and student behaviour. It assists participants to recognise and support students with additional learning needs by designing and implementing whole classroom approaches to an inclusive classroom and quality learning environment, including targeted support for students with diverse needs.
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.)
- build productive pedagogical relationships, building trust and rapport with students, creating a culture of achievement and student engagement (Graduate Standards 1.1, 2.1, 4.4, 5.5)
- develop intervention classroom management strategies, with a focus on promotion of positive behaviour and purposeful engagement in learning (Graduate Standards 4.3)
- demonstrate knowledge of practical approaches to managing challenging behaviour and theoretical understandings of causes and triggers of challenging behaviours (Graduate Standards 4.3)
- demonstrate the capacity to organise classroom activities and provide clear directions and maintain safe, orderly and inclusive environments to maximise student learning. (Graduate Standards 4.2)
- demonstrate an understanding of how to meet the learning needs of diverse learners through evidence based classroom planning (Graduate Standards 2.3, 2.5, 3.1)
- use effective classroom communication by demonstrating a range of verbal and non-verbal strategies to support student engagement (Graduate Standards 3.5)
- develop pedagogical approaches that cater for student diversity, including differentiation of learning (Graduate Standards 1.3, 1.5, 1.6, 2.5, 3.3)
Generic skills
On completion of the subject, participants will have the knowledge, skills and understanding to enable them to:
- Understand the significance of developing their practice on the basis of research evidence
- Be self aware, resourceful and resilient
- Be flexible and able to adapt to change through knowing how to be solution focussed
- Work in teams with skills in cooperation, communication and negotiation
- Be skilled communicators who can effectively articulate and justify their practices
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
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
Description | Timing | Percentage |
---|---|---|
Essay about creating positive classroom cultures
| End of January | 50% |
Development of Individual Learning Plan
| End of March | 50% |
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
Principal coordinator Catherine Smith Mode of delivery Dual-Delivery (Parkville) Contact hours 12 hours Total time commitment 85 hours Teaching period 23 November 2020 to 30 July 2021 Last self-enrol date 12 January 2021 Census date 22 January 2021 Last date to withdraw without fail 7 May 2021 Assessment period ends 30 July 2021 January contact information
- March
Principal coordinator Catherine Smith Mode of delivery Dual-Delivery (Parkville) Contact hours Total time commitment 85 hours Teaching period 1 March 2021 to 30 July 2021 Last self-enrol date 31 March 2021 Census date 9 April 2021 Last date to withdraw without fail 4 June 2021 Assessment period ends 30 July 2021 March contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Participants will be provided with a collection of readings via the online Learning Management System (LMS).
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Internship
Last updated: 10 February 2024