Evidence Based Learning and Teaching 1 (EDUC90580)
Graduate courseworkPoints: 12.5On Campus (Parkville)
To learn more, visit 2023 Course and subject delivery.
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 Faculty of Education 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: 24 April 2024
Eligibility and requirements
Prerequisites
None
Corequisites
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90583 | Learning and Teaching Contexts 1 | January (On Campus - Parkville) |
12.5 |
| EDUC90823 | Language, Literacy and Numeracy | 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: 24 April 2024
Assessment
| 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: 100% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 24 April 2024
Dates & times
- January
Coordinator Chris Summers Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 21 November 2022 to 11 November 2023 Last self-enrol date 2 December 2022 Census date 13 March 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023 January contact information
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 24 April 2024
Further information
- Texts
- Off-campus study
This subject has a workplace component
This subject is part of the Master of Teaching (Secondary) Internship, which is an employment-based course. Interns are employed in schools as para-professionals with teaching responsibilities and have Permission to Teach from the Victorian Institute of Teaching.
- Related Handbook entries
Last updated: 24 April 2024