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Promoting Positive Learning (EDUC90287)
Graduate courseworkPoints: 12.5Online and Dual-Delivery (Parkville)
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
March
Overview
| Availability | March - Online March - Dual-Delivery |
|---|---|
| Fees | Look up fees |
This subject explores strategies for promoting positive learning for students, particularly those with disability, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective teaching and learning. Whole school curriculum approaches will be examined, alongside targeted interventions for students requiring intensive support for their learning.
Engagement in all face-to-face lectures is required.
Intended learning outcomes
On completion of this subject, students should be able to:
- Critically analyse the concepts of ‘curriculum’, ‘adjustments’, and ‘Universal Design of Learning’
- Review and contrast major theoretical perspectives on curriculum approaches for students with disabilities
- Examine approaches and techniques for promoting positive learning
- Reflect critically on implications for promoting positive learning in professional practice
Generic skills
At the completion of this subject, students should be able to:
- Generate questions based on experience, expertise and literature
- Synthesise, analyse and apply information to fill self-identified gaps and extend knowledge
- Use the language of the discipline to extend knowledge and understanding from diverse perspectives for a range of audiences.
Last updated: 12 November 2022
Eligibility and requirements
Prerequisites
Students admitted to courses/entry points not specified below have no prerequisites for this subject.
Students in the 200-point program of the Master of Education, Master of TESOL or Master of Modern Languages Education, must have completed the following four compulsory subjects*:
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Understanding Education in Context |
Semester 2 (Dual-Delivery - Parkville)
Semester 1 (Online)
|
12.5 |
| EDUC90930 | Local Literacies in Global Contexts |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships |
Semester 1 (Online)
Semester 2 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
*Students that commenced their course prior to 2021 may have completed EDUC90830 in place of EDUC91029, and EDUC90900 in place of EDUC91030:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90830 | The Student as Learner |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC90900 | Resilience and Relationships |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
This subject is recommended for students with the following background knowledge:
- practical experience in teaching; or
- practical experience working in allied health within educational settings.
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: 12 November 2022
Assessment
| Description | Timing | Percentage |
|---|---|---|
A task analysing an appropriate educational intervention and individual learning plan from case studies
| Mid semester | 40% |
A literature review and design of a professional development package
| End of semester | 60% |
| Hurdle requirement: A mininimum of 75% attendance at all scheduled tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 12 November 2022
Dates & times
- March - Online
Coordinator Anthea Naylor Mode of delivery Online Contact hours Total time commitment 170 hours Pre teaching start date 28 February 2022 Pre teaching requirements This availability is for students in the Online course mode. During the pre-teaching period, students are required to engage with materials posted on the LMS. Teaching period 5 March 2022 to 29 May 2022 Last self-enrol date 1 March 2022 Census date 25 March 2022 Last date to withdraw without fail 13 May 2022 Assessment period ends 30 June 2022 March contact information
- March - Dual-Delivery
Principal coordinator Anthea Naylor Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours lectures Total time commitment 170 hours Pre teaching start date 28 February 2022 Pre teaching requirements During the preteaching period, students are required to engage with materials posted on the LMS. Teaching period 5 March 2022 to 29 May 2022 Last self-enrol date 1 March 2022 Census date 25 March 2022 Last date to withdraw without fail 13 May 2022 Assessment period ends 30 June 2022 March contact information
Time commitment details
170 hours
Last updated: 12 November 2022
Further information
- Texts
Prescribed texts
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed.). Milton Park, OX: Routledge.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Learning Intervention Course Master of Modern Languages Education Course Master of TESOL Course Professional Certificate in Education (Positive Behaviour and Learning) Course Graduate Certificate in Learning Intervention Specialisation (formal) Disability - Links to additional information
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Subject coordinator approval required.
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 12 November 2022