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

1	Exhibit an understanding of learning and teaching theory.
2	Investigate and evaluate approaches to pedagogical engagement, including the use of ICTs, in diverse learning contexts.
3	Critique a range of professional and scholarly documents relating to pedagogy.
4	Demonstrate the ability to create innovative integrated unit and lesson plans with due consideration of internal (constructive) and external (curriculum and/or relevant accreditation) alignment and pedagogical process.

There is no required textbook.  Readings will be provided online via MyUni. 

Students will need a mobile device, such as a laptop or tablet, for access to teaching materials and online platforms.

Killen, R. (2016) Effective Teaching Strategies: Lessons from Research and Practice. (7th Ed) Cengage Learning, South Melbourne.

The ability to access relevant online platforms, applications and resources is required. 

Please attend in person.  Online options are not provided because this course is about the process and practice of teaching (pedagogy) and many of the strategies are demonstrated and practiced in person.

Workload	Total Hours
1 x 3 hour seminar per week for 12 weeks	36 hours
3 hours reading and research  x 12 weeks	36 hours
Graded assessments	78 hours
	Total = 150 hours

Week	Seminar Outline	Assessment Due	Pedagogy	ICT
1	Course Outline; Assessment; Definitions; Learning Theories/Methods		Ice-breakers	TPACK Video Creation
2	Curriuculum; Learning Theories - Vygotsky ZPD		One on one; doughnut	Digital recording and youtube; green screen
3	Learning theories: Skinner, Vygotsky, Piaget, Kolb.	Video	Think Pair Share; Last word	Presentation tools PPTX and Keynote
4	Learning styles?? Gardner, VARK. Inclusion: UDL		Flipped classrooms	Webpages and ePortfolios
5	Units and lessons; Gagne's intructional events		Scaffolding and differentiation	iPads: Paper, Notability, Apps
6	Contructive (internal) alignment; lectures and Teacher-directed learning; student-directed learning		Squeek and Speak	In-Class activities: Mentimeter, Quizlet Live, Kahoot
7	Assessment: diagnostic, formative, summative; Bloom's Taxonomy and progression		Artificial Intelligence and Unit/lesson design	Virtual Reality, wearable tech
8	Historic/Alternative pedagogical contexts: Steiner, Montessori, Democratic Schools.	Unit and Lesson Plan	Groups; Thinking Hats; jigsaw	Online Groups, Teams, Zoom, Google
9	Teaching and power: reproductive/transformative; critical pedagogy.		Video creation	Video creation
10	Ensuring quality: accreditation and standards in teaching; evaluating teaching	Video lesson Presentations
11	Video lesson Presentations	Video lesson Presentations
12	Video lesson Presentations	Video lesson Presentations
13	Video lesson Presentations	Video lesson Presentations

Some variation in the sequence of content should be expected depending on ongoing student feedback.

Assessment Task	Task Type	Weighting	Learning Outcome
Reflective video around learning theory and pedagogical issues	Video	20%	1, 2, 3
Write individual unit and lesson plan with justification	Unit and Lesson plan	40%	2, 4
Creation of a 4 minute online lesson	Online Presentation	40%	1, 2, 4

Attendance at all 12 seminars is strongly recommended.  This is because much of the course activities are active engagement with pedagogical strategies. 

Pedagogical Engagement And Learning:  Assessment  Detail.

1. Reflective Video (20%) Done in week 3. 

Consistent with Learning Outcomes 1, 2, 3

Students are required to upload one video on the following topics:

Which learning theory would best describe your own learning journey?

Your submission should take the form of reflections and commentary about the topic and should include, where appropriate, theoretical perspectives, syntheses of ideas and/or debates, and references.  References should be in APA7. 

The video is preparation for the creation of an online lesson of five minutes which is a key assignment.

 

2. Individual Lesson Plan with Justification (about 3000 words) (40%) Due at the end of week 8.

Consistent with Learning Outcomes 2, 4, 5

Students will create an individual lesson plan in a subject area of their choice.  The lesson plan needs to include the following:

1. A brief unit plan outlining the topic of enquiry, learning outcomes and basic assessment (about 300 words).  There needs to be constructive alignment between learning outcomes, pedagogical approaches, and assessment.  You also need to give some thought to the target audience – who are they, their ages, assumed skills and prior learning.  The unit plan is to provide context for the lesson.

2. A detailed lesson plan (about 1000 words), with an assumed period of one or two hours (no more), where you take one of the lessons in your unit outline and provide instructions and guidelines on

a. What is to be taught: What is the topic and what are the learning outcomes for that lesson?;

b. How it is to be taught: A range of pedagogic approaches, including ICT, with reference to the relevant theorists, learning models and techniques, linked to particular tasks, knowledge, skills or applications;

c. The timing and sequence of the lesson;

d. How you will account for student diversity;

e. How you will assess the learning outcomes of the lesson (how will you know if your lesson is effective) and provide feedback on ongoing student learning. (Note:  this is not a summative test, but formative feedback to students during the lesson);

f. Homework or other follow up activities.

3.  A justification of the approaches that you have taken (about 1700 words).  This section of the assignment is where you explain why you have taken the pedagogical approaches outlined in part b (‘How it is to be taught,’ above).  For example, if you have chosen to use an online approach for some of the lessons, you need to say why this is educationally sound and how it will contribute to student learning.   You should demonstrate your knowledge of learning approaches and theories in this section, and it should be appropriately referenced.

Students will be provided with a Unit and Lesson Plan Template.
 

3. Online Lesson: 4 minute online presentation viewed by the class  during weeks 10, 11 and 12. (40%)

Consistent with Learning Outcomes 1, 2, 4

Students will develop a four-minute lesson in online form.  Students will demonstrate their understanding of lesson planning and clear pedagogic elements.  This lesson should be submitted as an online link (as was done with the video in the first assessment) and include a reflection of 300 words submitted to MyUni which outlines the theoretical reasons behind the approaches used in the podcast.

Submission will be online, via MyUni and Turnitin.