Course Title: Professional Practice 4: Communication

Part A: Course Overview

Course Title: Professional Practice 4: Communication

Credit Points: 0


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2252

Bundoora Campus

Undergraduate

360H Education

Workplace

Sem 2 2012,
Sem 1 2013,
Sem 2 2013,
Sem 1 2014,
Sem 2 2014,
Sem 1 2015,
Sem 2 2015,
Sem 1 2016

TCHE2260

Brunswick Campus

Undergraduate

360H Education

Workplace

Sem 2 2012,
Sem 2 2013,
Sem 1 2014,
Sem 2 2014,
Sem 1 2016

Course Coordinator: Dr Nicky Carr

Course Coordinator Phone: +61 3 9925 7802

Course Coordinator Email: nicky.carr@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

Professional Practice 3: Classroom Management


Course Description

This is a core course that focuses on the development of professional practice skills directly related to work integrated learning. The course involves placement in an educational setting. Particular focus will be given to examining communication between the stakeholders in the professional practice context.


Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to build and refine their knowledge and skills in the areas of observation, learning and teaching, assessment, reflection and knowledge of innovations and initiatives, based on reflection and feedback from their previous professional practice experiences and current learning within the course.


Upon completion of the course students will be able to:
• Plan, document and implement a comprehensive program for up to one week, including the independent design of an extended sequence of activities in one or more subject areas.
• Observe, reflect and implement a range of classroom procedures, teaching techniques and strategies.
• Articulate and integrate a range of communication strategies between the major stakeholders within education.
• Observe, record and reflect on the protocols and language between different educational contexts such as the staffroom, parents, administration and the playground.
• Provide feedback to children as a way of promoting communication .
• Observe the role of specialist teachers and begin to develop a professional relationship with specialists.
• Show further development in assessing the progress of individual students including the keeping of appropriate assessment records.
• Articulate some of the innovations and initiatives that are being implemented in classrooms and educational environments.
• Seek and accept guidance and respond constructively to feedback from professional mentors.
• Critically reflect on their teaching and issues impacting on the professional practice classroom.


ICT Outcomes
At the conclusion of this course students will have demonstrated and/or acquired the following ICT capabilities:
• Understandings of the social and ethical considerations in using ICT safely and responsibly in the classroom.
• Understandings of how ICT resources can be integrated in meaningful ways that take into account students’ existing and diverse technological skills and to produce engaging and challenging curriculum.
• Understandings of how to use ICT in the classroom to facilitate learning, in particular critical skills such as information skills, analysis, problem-solving and decision-making.
• Skills in using ICT for communication, presentation, work preparation and implementation.


VIT Standards
This course is aligned with the following standards:
• Teachers know the content they teach.
• Teachers plan and assess for effective learning.
• Teachers create and maintain safe and challenging learning environments.
 


Overview of Learning Activities

Students’ learning in this course will involve a range of activities both at the educational setting and university that are designed to focus on addressing various Victorian Institute of Teaching characteristics of effective teaching.


Overview of Learning Resources

See Part B


Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, developing a Professional Portfolio and a variety of assessment that demonstrates how the specific areas of professional practice have been addressed).

Students should refer to Part B of the course guide for further information on assessment.