Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Beginning Teaching: Theory and Practice

• Unit Code

  EDU4231

• Year

  2016

• Enrolment Period

  1

• Version

  2

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

This unit explores the theory and practice of teaching and learning and how effective teachers plan to execute productive learning events, including ways in which we assess learning outcomes. The unit also aims to develop the prospective teachers skill as a facilitator and decision-maker in the teaching learning process. It assumes a model of the classroom teacher as a rational autonomous educator able to make justifiable professional decisions and to develop appropriate strategies for their implementation. The unit focuses clearly on the development of skills and strategies to facilitate the teaching and learning process. It includes models of the teaching and learning process, teaching skills and strategies, instructional media, theories of learning and measurement and evaluation. Strong emphasis is placed on relating these topics to current teaching practice in schools.

Non Standard Timetable Requirements

Both on-campus and residency modes of study available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Learning Outcomes

On completion of this unit students should be able to:

1. Apply basic concepts of and approaches to the motivation of students to enhance learning and select and use different teaching and learning strategies appropriate to the content, students and learning environment.
2. Conceptualise the teaching - learning process through the critical models presented and make decisions about the teaching learning process based on these models, including planning lessons appropriate to the level, content, and type of material taught.
3. Defend the belief that learning is a constructivist and developmental process whereby the acquisition of subject matter and content knowledge is essential.
4. Determine the effectiveness of norm referenced, criterion referenced, placement and diagnostic tests in the evaluation of student performance, including the placement of students in appropriate instructional settings and use evaluation strategies appropriate to the content taught and purposes of the evaluation.
5. Discuss a number of alternative approaches to learning, including cognitive, behavioural and social learning, relate them to theoretical principles and use them in the classroom situation.
6. Evaluate theoretical perspectives of and develop skills in the facilitation of the teaching - learning process, including gaining and maintaining students' interest, questioning, explaining and the use of feedback and reinforcement.
7. Interact and communicate effectively with peers in small groups and workshops.

Unit Content

1. An introduction to cooperative learning, explicit instruction and conceptual understanding.
2. An introduction to learning theories including cognitive, behavioural and social learning and a study of teaching strategies which reflect these theories.
3. An introduction to the teaching-learning process with emphasis on teaching-learning models and lesson design and the decisions that the teacher will make with respect to these models.
4. Practical learning skills related to lesson preparation and presentation including specification of learning objectives, teacher-pupil contact, effective communication, beginning and concluding learning experiences, variability, questioning, explaining, selecting and using resources.

Additional Learning Experience Information

Lectures, workshops and micro-teaching.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• Churchill, R. et. al. (2011). Teaching: Making a difference. Australia: Wiley
• Bennett, B., & Rolheiser, C. (2001). Beyond Monet. Toronto, Canada: Brookation Inc.
• Marland, P. (2007). A primer for pre-service teachers. Sydney, Australia: Pearson.
• McDonald, T. (2013). Classroom management: Engaging students in learning. (2nd ed.). Australia: Oxford.
• Slavin, R. E. (2008). Educational psychology. (8th ed.). Sydney, Australia: Pearson.
• Woolfolk, A. E. (2013). Educational psychology. (12th ed.). Sydney, Australia: Pearson.
• Eggan,P., & Kauchak, D. (2013). Education psychology: Windows on the classroom. (9th ed.). Australia: Pearson.
• McInerny, D.M., & McInerny, V. (2010). Educational psychology: Constructing learning. (5th ed.). Sydney, Australia: Pearson.

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