Course Title: Thinking about Learning
Part A: Course Overview
Course Title: Thinking about Learning
Credit Points: 12.00
|Sem 1 2015,
Sem 1 2016,
Sem 1 2017,
Sem 1 2018
Course Coordinator: Michael Crowhurst
Course Coordinator Phone: +61 3 9925 6625
Course Coordinator Email: email@example.com
Pre-requisite Courses and Assumed Knowledge and Capabilities
This course aims to provide ways of thinking around schooling, learning and teaching. You will identify the influences that have shaped your understandings and draw out the implications that these might hold for your work as a teacher using reflective practitioner methodologies. This course will also consider social theories of education to critique current teaching practices and generate innovative pedagogies. You will also consider dialogue and the place of enhancing positive relationships across the whole school community in order to enhance teaching and learning in the present and into the future. Students will also explore modes of planning, including long and short term
Objectives/Learning Outcomes/Capability Development
Your learning in this course is focused on development of the following program level capabilities:
- Determine and apply the specialist knowledge and professional skills required to creatively solve problems, demonstrating expert judgment and ethical responsibility relating to your professional practice
- Critically analyse, synthesize and reflect on complex theories and recent developments, both local and international, to extend and challenge knowledge and practice in education
- Professionally communicate with specialist and non-specialist audiences, as producers and consumers of knowledge, about philosophical and pedagogical propositions, processes and outcomes
- Engage with complex bodies of knowledge and multiple professional skills in order to contribute to your professional identity and career within contemporary contexts.
Upon successful completion of this course, you will be able to:
|1. Identify and critically discuss some of the ways that schooling, teaching and learning are understood in literature, popular discourse, policy and the community.||1.1, 1.2, 1.3|
|2. Apply reflective practitioner theory to recognize and explain some of the key influences that have shaped your current views in relation to schooling, teaching and learning||1.1, 1.3,|
|3. Critique current policy and practice relating to schooling, teaching and learning||1.1, 1.3|
|4. Examine a selection of learning theories and explore how these relate to ethical learning and teaching in the past, in the present, and towards the future||1.1, 1.2, 1.3, 4.1, 4.3, 4.4|
Program Learning Outcomes
In this course you will develop the following program learning outcomes:
● Critically analyse and apply educational research to your professional Page 2 of 19 practice, demonstrating inclusive, learner-focused, evidence-based teaching.
● Consolidate and synthesise expert content and pedagogical knowledge and judgement to develop highly effective and innovative teaching skills in an area of specialisation.
● Demonstrate a capacity for critically reflective practice including social, environmental and cultural professional awareness in both local and global contexts.
● Show commitment to ongoing professional learning, particularly in relation to meeting the Australian Graduate Standards for Teachers
Overview of Learning Activities
You will be engaged in learning that involves a range of activities both face to face and online such as lectures, tutorials, group and class discussion, group activities and individual research. The overall purpose of learning activities is to help develop your critical skills and understandings in relation to teaching, learning and education and to your emerging professional identity. Activities will increase your skills in critically reading and engaging with academic literature, in reflective practice techniques, in applying theory and reflection in practice simulations, in analysing and imaginatively planning for the needs of another learner. Activities will also introduce you to various analytical methods that will be of general use in the field. The course will involve engagement with theory and linking this theory as much as possible to your professional interests as a teacher.
Overview of Learning Resources
RMIT will provide you with resources and tools for learning in this course through our online systems. A list of recommended learning resources will be provided by your lecturer, including books, journal articles and web resources. You will also be expected to seek further resources relevant to the focus of your own learning Prescribed Texts: ● Davis, B., Sumara, D, & Luce-Kapler, R (2015). Engaging Minds: Changing Teaching in Complex Times. 3rd Ed. . New York and London, Routledge. this is available in the bookroom and as an online text through the library ● Dewey’s (1938) ‘Experience and Education’ – again available in the bookroom and you should be able to find a copy on-online (http://www.schoolofeducators.com/wpcontent/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf
Overview of Assessment
You will be assessed on how well you meet the course learning outcomes and on your development against the relevant program (undergraduate or postgraduate) capabilities. Assessment may include reports, projects and presentations, professional experience, individually and in groups. Assessment will cover both theoretical and practical aspects of your learning. You will be able to develop your work in relation to your own specific areas of interest in your professional practice.
|Assessment tasks||Assessment of Course Learning Outcomes||Assessment of AITSL Standards|
|Delivery of a Mock Class Group task (800 words, 20%)||CLO2, CLO3, CLO4||1.1, 1.2, 1.3, 4.1, 4.3, 4.4|
|Professional Journal (1200 words, 30%)||CLO1, CLO2||1.1, 1.2, 1.3,|
|Option A - Case Study (2000 words, 50%) Option B - Imaginary ethical educative landscape (2000 words, 50%)||CLO1, CLO2, CLO4||1.1, 1.2, 1.3, 4.1, 4.3, 4.4|
Feedback will be given on all assessment tasks. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more. Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www.rmit.edu.au/students/assessment