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Inclusive Language, Literacy & Numeracy (EDUC90907)
Graduate courseworkPoints: 6.25Dual-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.
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About this subject
Contact information
February
Overview
| Availability | February - Dual-Delivery |
|---|---|
| Fees | Look up fees |
This subject builds on the understandings developed in EDUC90906 Integrating Language & Clinical Practice to extend Teacher Candidates’ pedagogical knowledge and skills in order to improve language, literacy and numeracy outcomes for all students. Teacher Candidates will extend their knowledge of the multiple forms of language and literacy required for the critical comprehension and production of complex texts within their discipline/s. Teacher Candidates will identify the numeracy demands within their disciplines and the implications for teaching. This subject builds their capacity to assess and respond to specialised language, literacy and numeracy learning needs in order to cater for diverse learners within their disciplines, including: EAL, Indigenous, and learners with a range of abilities. Teacher Candidates will relate their understandings of these issues to their ongoing teaching practice.
Evidence is presented to demonstrate the importance of language, literacy and numeracy skills for success at school, future learning and outcomes.
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, 1.5, 2.1, 3.2, 3.6)
- Demonstrate a range of verbal and non-verbal communication strategies to support engagement and learning of diverse learners (Graduate Standards 1.2, 1.5, 2.2, 3.2, 3.3, 3.5, 3.6)
- 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 3.1, 3.2, 3.4, 3.6)
- Select appropriate strategies to differentiate teaching to meet specific needs of students, including digital technologies, literacy, numeracy and 21st Century skills in order to engage and empower students in their learning (Graduate Standards 1.2, 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 3.3, 3.4, 3.6, 5.1)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning(Graduate Standards 2.3, 3.4, 3.6, 5.1)
- Interpret findings from student assessment data to evaluate the impact of language, literacy and numeracy demands on student learning and modify teaching practice (Graduate Standards 1.5, 2.3, 3.2, 5.4)
- Articulate and analyse the language, literacy and numeracy demands within particular disciplines and particular learning tasks (Graduate Standards 2.1, 2.5. 2.6)
Generic skills
MTeach graduates 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