Pre-service teachers will study and experience the philosophy, theories and possibilities of multi-modal teaching and learning. The unit covers classroom arrangements, classroom unit and lesson planning and implementation, and how curriculum, pedagogy and assessment strategies are enacted and reported to support students' needs. Additional aspects will include legal and safety concerns of teaching and student welfare issues. Continuing application of the Praxis Inquiry Protocol will support investigations and theorising of curriculum, teaching, learning, social justice and research. Questions involving key features of classroom situations will be explored such as how new learning is supported, how are new student understandings formed and how do we know what has been learned?
Multi-modal learning will be explored to develop an understanding of different teaching practices support students' learning and understanding in key areas such as literacy and numeracy. This will involve the application of information technology into teaching that includes such approaches as, inquiry learning, personal learning plans, experiential learning and cooperative learning.
Multi-modal learning will be explored to develop an understanding of different teaching practices support students' learning and understanding in key areas such as literacy and numeracy. This will involve the application of information technology into teaching that includes such approaches as, inquiry learning, personal learning plans, experiential learning and cooperative learning.
Unit details
Location:
Study level:
Postgraduate
Credit points:
12
Unit code:
EED5102
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Learning Outcomes
| 1. | Investigate approaches to multi-modal learning demonstrating a range of teaching strategies for using Information Communication Technology (ICT) to expand curriculum opportunities and accessibility for students from diverse backgrounds; | ||
| 2. | Incorporate social justice principles in relation to inclusion and diversity into planning and assessment; | ||
| 3. | Articulate a sound understanding of assessment strategies and practices, including formative and summative approaches to assess students learning; | ||
| 4. | Analyse professional responsibility of teachers in supporting the safe, responsible and ethical use of digital resources to support classroom practice. |
Assessment
| Assessment type | Description | Grade |
|---|---|---|
| Review | Review a digital resource to investigate curriculum pedagogy and assessment strategies. | 30% |
| Project | Pedagogical exploration of (online) Spaces and (Physical) Places connected to multimodal learning. | 40% |
| Presentation | Presentation that demonstrates teaching practice using ICT. | 30% |
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