Teaching in Practice (EDUC90001)
Graduate courseworkPoints: 12.5On Campus (Parkville) and Online
About this subject
Contact information
February
Grace Thompson graceat@unimelb.edu.au
March
Grace Thompson graceat@unimelb.edu.au
Overview
| Availability | February - On Campus March - Online |
|---|---|
| Fees | Look up fees |
This subject focuses on effective presentation and/or facilitation to enhance student engagement in their learning in teaching contexts - specifically, lectures and/or small group settings. The diversity of teaching contexts is a feature of the subject with participants encouraged to consider their particular teaching setting and practice. Participants, in peer review groups, engage in reciprocal peer review of teaching, alternately taking on the roles of reviewer and reviewee. Participants also engage in a reciprocal peer review cycle with a department colleague.
The assignments for this subject involve peer review of synchronous teaching. Therefore, participants must have teaching activity scheduled during the period of study that allows for observing live student engagement during teaching with peers.
Intended learning outcomes
On completion of this subject, participants should be able to:
- Demonstrate an understanding of how to plan and prepare classes to enhance student learning;
- Evaluate and adapt teaching approaches and strategies to enhance effectiveness in various learning environments;
- Identify the resources available to support teaching in higher education and assistance available from colleagues;
- Apply skills in presenting, explaining, demonstrating, guiding and supporting student learning;
- Critically reflect on their own strengths and weaknesses as a presenter or facilitator and use this reflection as a means of continuous improvement.
Generic skills
On completing this subject, participants should be able to:
- Critically analyse theories and principles and apply them appropriately to a range of contexts;
- Present material in a clear, organised, stimulating and engaging way;
- Reflect upon and analyse the effectiveness of their activities;
- Work constructively with peers to evaluate and support one another's work.
Last updated: 8 November 2024
Eligibility and requirements
Prerequisites
Note: the following subject/s can also be taken concurrently (at the same time)
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90002 | Effective University Teaching |
March (Online)
February (On Campus - Parkville)
|
12.5 |
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
Current involvement in university teaching is essential.
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: 8 November 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Oral presentation (1000 words equivalent)
| From Week 3 to Week 6 | 20% |
A teaching portfolio with notes and feedback from peer review cycles involving: 1. Micro teaching session; 2. A cycle of reciprocal peer review of teaching with a colleague from within the subject; 3. A cycle of peer review of teaching with a departmental colleague.
| Week 11 | 40% |
A reflective essay
| Week 1 of the examination period | 40% |
Attendance Hurdle requirement: A minimum of 80% attendance at all seminars and workshops. | Throughout the teaching period | N/A |
Additional details
Please note this subject is assessed on a pass/fail basis only. A pass in this subject requires the satisfactory completion of all assessment components.
The assignments for this subject involve peer review of synchronous teaching. Therefore, participants must have teaching activity scheduled during the period of study that allows for observing live student engagement during teaching with peers.
Last updated: 8 November 2024
Dates & times
- February - On Campus
Coordinator Grace Thompson Mode of delivery On Campus (Parkville) Contact hours 16 hours of seminars taught over four days and 5 hours in peer review activties Total time commitment 170 hours Teaching period 13 February 2025 to 21 February 2025 Last self-enrol date 14 February 2025 Census date 14 March 2025 Last date to withdraw without fail 9 May 2025 Assessment period ends 27 June 2025 February contact information
Grace Thompson graceat@unimelb.edu.au
- March - Online
Coordinator Grace Thompson Mode of delivery Online Contact hours 16 hours comprising nine 1.5-hour seminars, one 1.5-hour consultation, one 1-hour consultation, plus 5 hours in peer review activities Total time commitment 170 hours Teaching period 10 March 2025 to 30 May 2025 Last self-enrol date 26 March 2025 Census date 4 April 2025 Last date to withdraw without fail 23 May 2025 Assessment period ends 27 June 2025 March contact information
Grace Thompson graceat@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: 8 November 2024
Further information
- Texts
- Related Handbook entries
- Links to additional information
Last updated: 8 November 2024