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Learning Intervention 2 (EDUC90846)
Graduate courseworkPoints: 12.5Online and On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
April
April
August
August
Overview
Availability | April - Online April - On Campus August - On Campus August - Online |
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Fees | Look up fees |
This subject together with EDUC90845 Learning Intervention 2 the compulsory [AQF] Capstone experience for Stream A of the Master of Learning Intervention (MLI) course encompassing the three separate specialties of Deaf Education (DE) Learning Difficulties (LD) and Disability (D).
The subject will deepen students’ knowledge of educational research and their ability to apply theory to practice. Through collaborative workshops, students will explore collecting and analysing student data, utilising evidence-based research to inform intervention and reporting findings. Through the evaluation of the evidence-base of different educational practices (REP), identification of ethical issues with practitioner research, and reflection on learnings from Learning Intervention 1, students will refine and further advance their capacity to improve educational outcomes for students with disabilities, specific learning difficulties or hearing loss.
Students will apply their learnings when undertaking their second 15 day practicum placement in an educational setting that includes learners with disability, learning difficulties or hearing loss. They will then engage in directed observation and interaction with learners, refining skills in planning, implementing and evaluating educational interventions.
Students will produce an extensive case study and intervention plan developed after a continuous process of assessment, data collection, intervention and evaluation, with a learner with disability, learning difficulties or hearing loss in areas such as language, literacy, numeracy, mental health/well-being, thinking and learning, exceptionality, behaviour and/or audiology.
Students will produce a capstone report in the style of a journal article reflecting on their development as an evidence-based practitioner.
Please note: DE Students who do not have competence in Auslan are expected to successfully complete Module 1 of Auslan Certificate 2 (or equivalent) prior to taking this subject. Auslan courses are offered at a number of TAFE colleges (or equivalent) nationally.
Intended learning outcomes
On completion of this subject, students should be able to:
- Complete a work integrated learning experience in learning intervention.
- Synthesise, critically evaluate, and utilise research findings to inform intervention planning and implementation across domains.
- Collate information on student learning using a variety of assessment tools across a range of learning areas.
- Implement and evaluate individualised intervention plans for students with disability.
- Collaborate and draw on the expertise of the team around the learner.
- Reflect on own practice to identify strengths and areas for growth.
Generic skills
This subject will develop the following set of key transferable skills:
- Critical reasoning and thinking.
- Problem solving.
- Communication.
- Evidence based decision making.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Self-reflection, career awareness and lifelong learning.
- Active and participatory citizenship.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission into the MC-LI Master of Learning Intervention
AND
Completion of a minimum of 50 credit points of study and must be taken in the final semester
AND
Note: the following subject/s can also be taken concurrently (at the same time)
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90845 | Learning Intervention 1 |
July (On Campus - Parkville)
July (Online)
February (On Campus - Parkville)
February (Online)
|
12.5 |
Corequisites
Non-allowed subjects
Recommended background knowledge
This subject is part of Capstone Stream A, which is suitable for teachers who are eligible for teacher registration with the Victorian Institute of Teaching (VIT).
Note: early childhood teachers with EC VIT registration should undertake stream B.
AND
Deaf Education students who do not have competence in Auslan are expected to successfully complete Module 1 of Auslan Certificate 2 (or equivalent) prior to final placement commencement.
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: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Supervisor's appraisal of a minimum of 15 days of supervised practicum experience
| During the placement | 25% |
Case study focused on intervention for a learner with disability, learning difficulties or hearing loss
| 14 days after completion of placement | 45% |
Present case study findings at mini conference
| End of the teaching period | N/A |
Capstone report in the style of a journal article based on evidence based practice in education
| 28 days after completion of placement | 30% |
Practicum Attendance Hurdle requirement: 100% attendance on all placement days | Throughout the placement | N/A |
Coursework Attendance Hurdle requirement: 100% attendance at, or engagement with, all sessions identified as coursework contact hours (may include school observation, lectures, tutorials, and workshops, both synchronous and asynchronous) | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- April - Online
Principal coordinator Sharon Klieve Mode of delivery Online Contact hours 15 days of practicum experience in a setting that caters for students with a disability and 24 hours of coursework (16 hours of synchronous classes and lectures, and 8 hours of asynchronous online activities and school observation) Total time commitment 204 hours Pre teaching start date 6 April 2024 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 20 April 2024 to 26 May 2024 Last self-enrol date 8 April 2024 Census date 26 April 2024 Last date to withdraw without fail 24 May 2024 Assessment period ends 24 June 2024 April contact information
- April - On Campus
Principal coordinator Sharon Klieve Mode of delivery On Campus (Parkville) Contact hours 15 days of practicum experience in a setting that caters for students with a disability and 24 hours of coursework (16 hours of on campus classes and lectures, and 8 hours of asynchronous online activities and school observation) Total time commitment 204 hours Pre teaching start date 6 April 2024 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 20 April 2024 to 26 May 2024 Last self-enrol date 8 April 2024 Census date 26 April 2024 Last date to withdraw without fail 24 May 2024 Assessment period ends 24 June 2024 April contact information
- August - On Campus
Coordinator Sharon Klieve Mode of delivery On Campus (Parkville) Contact hours 15 days of practicum experience in a setting that caters for students with a disability and 24 hours of coursework (16 hours of synchronous classes and lectures, and 8 hours of asynchronous online activities and school observation) Total time commitment 204 hours Pre teaching start date 17 August 2024 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 31 August 2024 to 27 October 2024 Last self-enrol date 19 August 2024 Census date 6 September 2024 Last date to withdraw without fail 18 October 2024 Assessment period ends 18 November 2024 August contact information
- August - Online
Coordinator Sharon Klieve Mode of delivery Online Contact hours 15 days of practicum experience in a setting that caters for students with a disability and 24 hours of coursework (16 hours of synchronous classes and lectures, and 8 hours of asynchronous online activities and school observation) Total time commitment 204 hours Pre teaching start date 17 August 2024 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 31 August 2024 to 27 October 2024 Last self-enrol date 19 August 2024 Census date 6 September 2024 Last date to withdraw without fail 18 October 2024 Assessment period ends 18 November 2024 August contact information
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: 10 February 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 Learning Intervention - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024