Examiner: Joan Conway
Pre-requisite: (EDG2000 or EDG5000) and EDS2401
Supportive and inclusive learning environments are the key to quality teaching and learning outcomes for all students in 21st century educational settings. Assessment of students' learning is of fundamental importance to teachers' effective planning, curriculum implementation and teaching. A deep understanding of the principles and practices of authentic assessment is imperative with the increased socio-cultural diversity among students in our schools at a time when governments increasingly require teachers to provide benchmark data in such areas as literacy and numeracy. Within the context of catering for a diverse range of students and guided by the principles and practices of inclusive education this course looks at ways teachers can operate collaboratively within whole-school policies to manage the learning environment and develop positive working relations with students. Effective relationships with students, fellow teachers, paraprofessionals, parents, interagency personnel and community resource people lie at the core of maximising the opportunities for all learners to reach their potential.
Building on the concepts and understandings in EDG2000 Design for Learning, this course will expand on the exploration of whole-site and individual-educator approaches to the establishment of inclusive learning environments. Awareness of how particular sites respond to particular features of their socio-cultural communities is explored through the lens of a social justice approach to meet the needs of diverse groups in contemporary education and community locations. Students will be required to demonstrate competence in constructing and implementing long term plans and associated assessment activities and procedures for the educational program in which they are involved. The skills, attitudes and behaviours that promote effective relationships and collaboration will be identified and practised. The course provides for 25 days of professional attachment to an identified school.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:
- identify features of inclusive learning environments (Assignments 1 and 2) Professional Standards 1.3, 1.4, 1.5, 1.6
- understand whole of site and community approaches to social justice in education (Assignments 1 and 2) Professional Standards 1.3, 1.4, 1.5, 1.6
- design long term plans for inclusive teaching and learning and reflect on these in a systematic fashion (Assignment 2 and Professional Experience) Professional Standards 6.1, 6.2, 6.3, 6.4
- demonstrate a range of inclusive and authentic assessment procedures to cater for the full range of students' diversity (Assignment 2 and Professional Experience) Professional Standards 5.1, 5.2, 5.3, 5.4, 5.5
- construct a range of assessment tasks with appropriate rubrics to assess student achievement (Assignment 2 and Professional Experience) Professional Standards 5.1, 5.2, 5.3, 5.4, 5.5
- understand the role and nature of norm-referenced benchmark testing in education (Assignments 1 and 2) Professional Standards 5.1, 5.2, 5.3, 5.4, 5.5
- demonstrate an understanding of how collaboration impacts on teacher roles and responsibilities in relation to students with diverse educational needs (Assignments 1 and 2 and Professional Experience) Professional Standards 6.1, 6.2, 6.3, 6.4
- demonstrate a willingness and capacity to establish and maintain effective working relationships with students, parents and fellow staff in the professional experience context (Professional Experience) Professional Standards 6.1, 6.2, 6.3, 6.4, 7.4
- demonstrate knowledge of appropriate ICT uses for teaching and learning (Assignment 2 and Professional Experience) Professional Standards 4.5
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Features of inclusive learning environments||10.00|
|2.||Whole-school and community approaches to inclusivity and social justice||10.00|
|3.||Plan inclusive long-term teaching episodes||10.00|
|4.||Designing assessment tasks||10.00|
|5.||Differentiating and negotiating assessment||10.00|
|6.||Identifying assessment criteria and creating rubrics||10.00|
|7.||Benchmarks and other forms of mandated assessment||10.00|
|8.||The ecological context of professional work||10.00|
|9.||Establishing, maintaining and repairing relationships and fostering a positive environment||10.00|
|10.||Enhancing learning through working with parents and other community members: the pedagogy of relationships||10.00|
Text and materials required to be purchased or accessed
- There are no texts or materials required for this course.
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/?year=2018&sem=01&subject1=EDG3000)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
- Dempsey, I & Arthur-Kelly, M 2007, Maximising learning outcomes in diverse classrooms, Thomson Learning, South Melbourne, Victoria.
- Foreman, P (ed) 2017, Inclusion in action, 5th edn, Cengage Learning, South Melbourne, Victoria.
- Friend, M & Cook, L 2017, Interactions: collaboration skills for school professionals, 8th edn, Pearson, New Jersey.
- Keeffe, M & Carrington, S 2007, Schools and diversity, 2nd edn, Pearson Education, New South Wales.
- Wiggins, G & McTighe, J 2005, Understanding by design, Expanded 2nd edn, Association for Supervision and Curriculum Development, Alexandria, Virginia.
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|PROFESSIONAL EXPERIENCE||1||1||27 Feb 2018||(see note 1)|
|ASSIGNMENT 1||49||49||16 Apr 2018|
|ASSIGNMENT 2||50||50||04 Jun 2018|
- Students must successfully complete the professional experience to be eligible for a passing grade for this course. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Experience should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
Important assessment information
- Attendance requirements:
On-campus: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them including discussion fora, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Online: There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
- Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
- Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
- Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience.
- Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
- Examination information:
There is no examination in this course.
- Examination period when Deferred/Supplementary examinations will be held:
- University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
- APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide at http://www.usq.edu.au/library/referencing.
- Students will require access to e-mail and have Internet access to UConnect for this course.
- IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.usq.edu.au/current-students/assessment/professional-experience/blue-card
*If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.
Crawford Beamon, GW 2007, Brain-based teaching with adolescent learning in mind, 2nd edn, Skylight Professional Development, Illinois.
Eggen, PD & Kauchak, DP 2011, Strategies and models for teachers: teaching content and thinking skills, 6th edn, Pearson, Boston, MA.
Frangeheim, E 2012, Reflections on classroom thinking strategies, 10th edn, ITC Publications, Rodin Educational Consulting, Australia.
Knipe, S 2007, Middle years schooling: reframing adolescence, Pearson, Frenchs Forest, New South Wales.
Pendegast, D & Bahr, N (eds) 2010, Teaching middle years: rethinking curriculum, pedagogy and assessment, 2nd edn, Allen & Unwin, Crows Nest, New South Wales.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide at http://www.usq.edu.au/library/referencing.