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Engaging and Assessing Learners (SI) 2 (EDUC91204)
Graduate courseworkPoints: 12.5Online
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Semester 2
Subject Coordinator, Dr Jason Pietzner: jason.pietzner@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, Dr Harry Galatis: a.galatis@unimelb.edu.au
Overview
Availability | Semester 2 - Online |
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Fees | Look up fees |
This subject supports Interns to develop a deep understanding of assessment strategies, approaches and feedback and the relationships between these and engagement in learning. These understandings support Interns to differentiate teaching to meet the learning needs of all students across the full range of abilities.
Using the Clinical Teaching Model as a guiding framework, Interns will learn about assessment strategies and approaches. These will consider the diverse needs and backgrounds of students so that accurate and actionable evidence of ability can be collected. Interns will develop the ability to construct progressions of learning that are contextually relevant and aligned to the relevant Australian educational frameworks and curricula. They will learn how to use progressions as models of learning that can be used to interpret evidence and support diverse students to actively engage in learning and to reach their potential. Interns will learn how to provide feedback that is culturally relevant, accessible, positively framed and engages students. They will review the effectiveness of their own teaching and critically reflect on their ability to evaluate students’ progress. Interns will learn how to collect, interpret and use student assessment data to evaluate student learning and modify teaching practice. Interns will examine assessment moderation practices and its application to support consistent and comparable judgements of student learning. Strategies for reporting to students/parents/carers and the purpose of keeping accurate and reliable records of student achievement will also be examined.
This subject includes a Clinical Teaching Practicum (employment-based teaching internship) in a Secondary school over Terms 3 and 4 (four days per week). Interns will begin to consolidate the nexus between theory and the practice of teaching through the use of the Clinical Teaching Model, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. Interns are supported by experienced Clinical Specialists and Mentor Teachers. A series of seminars will be held which explore Interns’ developing professional knowledge, practice and engagement. In this subject Interns will also complete a Clinical Praxis Exam.
Intended learning outcomes
On completion of this subject, Interns should be able to:
- Demonstrate understanding of the physical, social, and intellectual development and characteristics of students by designing differentiated teaching strategies to engage and meet the specific and diverse needs of students across the full range of abilities.
- Demonstrate an understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess student learning.
- Demonstrate an understanding of assessment moderation and its application to support consistent and comparable judgements of students' learning.
- Demonstrate an understanding of the need to maintain accurate and reliable records of students' achievement for parents/carers through a range of reporting strategies and provide timely and appropriate feedback to students about their learning.
- Interpret student assessment data to evaluate student learning to improve students' learning and modify teaching practice.
- Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
- Consolidate understanding of professional knowledge, professional practice and professional engagement by drawing on a range of theoretical perspectives and contemporary research to support teaching practice.
Generic skills
On completion of this subject, Interns should be able to demonstrate:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Ethical and intercultural understanding.
Last updated: 7 April 2024
Eligibility and requirements
Prerequisites
Interns must:
• have an approved teaching position in a Secondary school;
• have Permission to Teach from the Victorian Institute of Teaching (or equivalent Australian state/territory-based authority for Interns with a school appointment outside Victoria).
AND
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91203 | Engaging and Assessing Learners (SI) 1 | January (On Campus - Parkville) |
12.5 |
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91121 | Engaging and Assessing Learners (Sec) 2 | Semester 2 (On Campus - Parkville) |
12.5 |
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: 7 April 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Report: Written report on the accuracy of formal and informal evidence collection procedures linked to a progression
| Mid semester | 20% |
Clinical Teaching Practicum (Employment-based teaching): Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level across 80 days of school teaching (number of days may vary according to school specific timetabling)
| Throughout school terms 3 and 4 | 40% |
Clinical Praxis Exam (School): Intern individual report (10 minutes individual oral presentation and 10 minutes questions and feedback)
| During the examination period | 40% |
Clinical Teaching ePortfolio: Teaching related resources and documentation Hurdle requirement: A satisfactory Clinical Teaching ePortfolio must be developed and maintained with fully documented lesson plans, lesson observations, reflections and evaluations and relevant school curriculum documents | Throughout school terms 3 and 4 | N/A |
Clinical Teaching Practicum Seminar Attendance Hurdle requirement: A minimum of 80% attendance at all Clinical Teaching Practicum seminars | During the teaching period | N/A |
Coursework Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as coursework contact hours (may include lectures, tutorials, and workshops, both synchronous and asynchronous) | During the teaching period | N/A |
Last updated: 7 April 2024
Dates & times
- Semester 2 - Online
Principal coordinator Jason Pietzner Coordinator Harry Galatis Mode of delivery Online Contact hours Clinical Teaching Practicum: 80 days/ 640 hours* of employment-based teaching in a secondary school (inclusive of teaching and seminars). *Number of days/hours may vary according to school-specific timetable. Coursework: 24 hours (16 hours of synchronous online classes and 8 hours of asynchronous online activities). Total time commitment 770 hours Teaching period 22 July 2024 to 20 October 2024 Last self-enrol date 2 August 2024 Census date 2 September 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 15 November 2024 Semester 2 contact information
Subject Coordinator, Dr Jason Pietzner: jason.pietzner@unimelb.edu.au
Clinical Specialist (Placement) Coordinator, Dr Harry Galatis: a.galatis@unimelb.edu.au
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: 7 April 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Internship - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 7 April 2024