最新糖心Vlog

Dr Linda Westphalen
School of Education
The 最新糖心Vlog of Adelaide
Level 8, Room 8.05
Nexus 10 Building,
10 Pulteney St
Adelaide, 5005 SA
Ph: +61 8 8313 3784
Email: linda.westphalen@adelaide.edu.au

On successful completion of this course students will be able to:

1	Understand and communicate the special learning needs of students from a diverse range of linguistically, culturally and religiously diverse backgrounds, including Indigenous students and students with special learning needs
2	Identify, develop and evaluate teaching resources appropriate to the needs of culturally diverse students
3	Design teaching strategies appropriate to the needs of students from culturally diverse backgrounds

General Texts
Keeffe, Mary and Carrington, Suzanne (2007) Schools and Diversity. Frenchs Forest, NSW: Pearson Education 最新糖心Vlog.

Ashman, Adrien and Elkins, John (2009) 4th edititon, Education for Inclusion and Diversity, Frenchs Forest: Pearson.

Carrington, Suzanne and  Macarthur, Jude (2012) Teaching in Inclusive Communities. Wiley: John Wiley & Sons 最新糖心Vlog, Ltd.

Datta, Poulomee (2012) Inclusivity for Learners with Special Educational Needs and Disabilties. Pearson.

Hyde, Merv., Carpenter, Lorelei., Conway, Robert (2010) eds., Diversity and inclusion in 最新糖心Vlogn schools. South Melbourne, Vic. Oxford 最新糖心Vlog Press.

Students will need to have a draft eportfolio in development as a principle assessment item will be uploaded and marked online.  Students  will be required to access MyUni for some readings.

There will be 2 x 50 minute lectures and 1 x 100 minute Workshop for per week for this course. Students are expected to engage with MyUni for lecture information and readings.

There are 4 hours contact time for eight weeks in semester two. Students should expect that an additional 5 - 6 hours will be required for preparation. At the peak time of assessment, students can expect an increased time commitment.

Week	Lecture Hour 1	Lecture hour 2	Workshop
Week 1	Introduction to cultural diversity. Assessment requirements	Indigenous issues Power and hegemony	Review of assessment assignments Identity, Culture and Power
APST	All 1, all 4	1.4, 2.4, all 4	All 1
Week 2	Indigenous Students Indigenous Education Policies current Disabilities and legislation	Inclusion:  Indigenous perspectives.  High expectations	Focus: Legislation Sarra, What Works, Dare to Lead (etc)
APST	All 1, 2.4, 4.1, 7.3, 7.4	All 1, 2.2, 2.4, 4.1, 7.3, 7.4	1.4, , 2.4, 2.5, 2.6, all 4
Week 3	Learning ‘Disorders’ ADHD ASD	Dyslexia Spectrum	Workshopping Exceptional Learner needs  Focus: praxis
APST	1.5, 1.6, 2.2, all 4, all 5	1.5, 1.6, 2.2, 2.5, 2.6, all 3, all 4, all 5	All 1, All 2, All 3, all 4, 5.3
Week 4	Languages AE/SAE Auslan	Sexualities	Safe Schools Curriculum
APST	All 1, all 2, all 4, all 5	All 1, 2.2, , 2.4, 2.5, 2.6	All 1, all 2, all 3, all 4, all 7
Week 5	Indigenising the Curriculum	Indigenising the Curriculum	Praxis –groups and organisation for presentations
APST	All 1, 2.4, all 3, all 4	All 1, 2.4, all 3, all 4	All 1, all 2, all 4
Week 6	Giftedness Intellectual disabilities	Modification to pedagogy and classroom processes for exceptionalities	Group Presentations
APST	All 1, all 2, all 3, all 4, 5.3	All 1, all 2	All 1, all 2, all 4
Week 7	Faith Systems and Ontologies	Dreaming and Indigenous Epistemologies	Group Presentations
APST	1.2, 1.3	1.4, 2.2, 2.4, 4.1, 5.3	All 1, all 2, all 4
Week 8	Physical Disabilities	Question Intensive	Group Presentations
APST	1.6, 2.2, 3.7, 4.1, 4.2, 5.3		All 1, all 2, all 4

Group Presentation: Resource Pack. Groups of students will be required to investigate, evaluate and present a number of key teaching resources associated with one aspect of diversity (eg dyslexia, downs syndrome, giftedness, ESL, gender, sexuality, refugee students etc.). Presentations will be assessed.

Professional development workshop  60%
Group presentation: Praxis  30%
Attendance and contribution in last 3 weeks 10%

All assignments address outcomes 1-3

You will need to have a functioning eportfolio for the submission of your Professional Development Workshop (PDW).  This will be submitted at the end of the week before you go on Professional Experience.

Professional Development Workshop  (PDW) 60% (3000 words)

Addressing Learning Outcomes 1, 2 and 3.

You will prepare workshop resources necessary to run a 3 hour Professional  Development Workshop for teachers on one aspect of cultural diversity.  The workshop will consist of:

a) an information sheet with 2-3 references,
b) 2 workshop activities,
c) several suggested teaching strategies, and 
d) 3-4  suggested teaching resources.

Group Presentation: Praxis  30% (25 Slides or equivalent)

Addressing Learning Outcomes 1, 2 and 3.

You are part of a teaching team at Unreal High School, a metropolitan R - 12 school with a mixed socio-economic context and a culturally diverse local community.  Your team has a class of thirty year 10 students and you have them for your subject area for four lessons of 50 minutes duration a week. They are a mixed bunch socially, culturally, socio-economically and in terms of disabilities.  A class list will be provided.

In groups of 4 (all in different curriculum areas), choose two students (at least one with a disability that affects learning) from the class list and outline the following in a  presentation:

1. Something of their family and social context (You would need to find this out anyway).  Agree on this with your team.  This should be very short;

2. An example of a topic with an aspect of Indigenous content.  This can be a whole unit or part of a unit (note:  this is an AC and SACE requirement);

3. Some idea of the pedagogy for teaching the whole class (2 – 3 strategies);

4. 5 strategies you could each use to teach your 2 students the Indigenous aspect in your learning area, drawing on the readings and what you have learned in this course to justify your actions and plans.  Creative use of pedagogy and DT is encouraged;

5. How you would work with other teachers in your group/teaching team to assist the students you have chosen in obtaining the best possible learning outcome;

6. Other school or community/family members you would involve and why.

You will provide an integrated power-point or prezi in the last 3 weeks of the course showing your teaching team’s individual approaches to learning in their respective subject areas.  Your individual contribution will specify a subject area, topic and Indigenous content,  and then indicate what you would do in your class.  Your section of the presentation will be 4 – 5 minute’s duration and include how you would identify and deal with the learning needs of both students.  You must demonstrate your understanding of the themes and course objectives.

You have 23 minutes in total to present. You will need to be economical and selective about what you present.

There is potential for repetition in this assessment item.  Please work together with your team colleagues to minimise this.

This is NOT a presentation about behaviour management in the sense of disciplining the students (this is ECD not STI).  This is about managing cultural behaviours and learning needs, your teaching and how your teaching fits with that of others’.  Please note that we are not expecting polished teaching unit or lesson plans, but creative strategies and common-sense problem-solving.  

You have a maximum of 25 slides only.  You will need to provide an integrated bibliography as the final slide. This does not need to be presented, but is included in your 25 slides.

You will submit your finished slide show to your tutor the day before the presentation via Turnitin on MyUni.  Presentations will happen during weeks 6, 7 and 8.  

Assessment breakdown for this item:

PP or Prezi (hardcopy submission) 10%

Staff assessment (individual students) 10%

Peer assessment of the group 10% 

Workshop contribution and attendance: 10%.  This will be based on your attendance at the last 3 week’s workshops.

Assignment Submission will be via MyUni
Assignment Submission dates will be made available via MyUni