EDBED1016 Learning and Teaching Intro Topic 1_2021 (1)

Page 1: Course Details

• Course Title: EDBED1016 Learning and Teaching

• Authors: Original by Dr. Anitra Goriss-Hunter, Modified by Dr. Rob Davis (February 2024)

• CRICOS Provider No.: 00103D

• RTO Code: 4909

Page 2: Overview of Learning and Teaching

• Introduces students/pre-service teachers (PSTs) to teaching and learning processes.

• Key Focus Areas:

  • Investigate the complex nature of teaching and learning.

  • Examine and critique students' physical, social, and intellectual development and how these affect learning.

  • Understand research pertaining to student learning and its implications for teaching.

Page 3: Student HQ Services

• Key Functions:

  • Enrolment: Course selection, modifications, online issues.

  • Fee Management: Payment processing.

  • Timetable Management: Dealing with clashes.

  • Leave Requests: From studies.

  • Graduation Advice: Information on graduation processes.

  • ID Cards: Issuing of student IDs.

Page 4: Location of Student HQ

• Campus Locations:

  • Gippsland: Library InfoPoint, Level 1, Building 1E.

  • Mt Helen: Library InfoPoint, Ground floor, Building L.

  • Berwick: Library InfoPoint, Ground floor, Building 901.

• Help Access:

  • Online: Enquiry and Application Portal.

  • FAQs: Available on Ask FED.

  • Phone Support: 1800 FED UNI (1800 333 864).

Page 5: Additional Support Services

• Campus Help:

  • Ask a FedUni student for assistance.

  • English language support.

  • Find a student mentor.

  • IT support.

  • Meet a Learning Skills Advisor (LSA).

  • Join the PASS program for study groups.

  • Attend library skills classes.

Page 6: Required Textbook

• Text: "Teaching: Making a Difference, 5th Edition" (6th edition available but not mandatory).

• Access Options:

  • Free e-version available at the library.

  • Purchase from Wiley or campus bookstore/online retailers.

Page 7: Assessment Overview

• Assessment Task 1:

  • Part A: Written Analysis, due Week 4 (28th March), worth 20%.

  • Part B: Teaching Artefact and Reflective Commentary, due Week 7 (18th April), worth 30%.

• Assessment Task 2:

  • Report and Presentation due Week 11 (6th June), worth 50%. PowerPoint submitted via Moodle.

Page 8: Assessment 1, Part A - Written Analysis

• Task: Analyze two learning theories covered in course material.

• Points to Address:

  • Importance of the theories in education.

  • Their impact on contemporary educational thinking.

  • Application in educational settings.

Page 9: Assessment 1, Part B - Teaching Artefact & Reflective Commentary

• Task: Create a teaching artefact based on findings from Part A.

• Reflective Commentary Must Include:

  • Analysis of the artefact's creative response to learning theories.

  • Explanation of engagement strategies for learners.

  • Support from current, relevant academic literature with in-text references.

Page 10: Assessment Task 2

• Task: Prepare a research report based on a chosen case study.

• Requirements:

  • Select one case study and analyze using two textbook chapters and two peer-reviewed articles.

  • Identify two effective teaching strategies, including one High Impact Teaching Strategy (HITS).

  • Present findings in a 12-slide PowerPoint presentation with peer feedback sessions.

Page 11: PowerPoint Presentation Guide

• Structure:

  1. Title page (1 slide)

  2. Key topics from case study (3 slides)

  3. Analysis of issues in case study (4 slides)

  4. Teaching strategies (2 slides)

  5. Conclusion (1 slide)

  6. References (1 slide) in APA style.

Page 12: Course Introduction

• Topic: Learning and Teaching

• University: Federation University

Page 13: Tutorial Learning Intentions

• Goals:

  • Identify and critically examine beliefs about teaching and learning.

  • Reflect on past schooling experiences.

Page 14: Exploring Teaching

• Activity: Discuss and represent teaching through metaphors.

Page 15: Metaphors for Teaching

• Comparison of Eras:

  • 19th and 20th Century vs 21st Century (society, technology, policies).

• Example: "Being a teacher is like being a cook" - Natalie Bower.

Page 16: Motivations for Teaching

• Questions for Reflection:

  • Why become a teacher?

  • How would you wish to be remembered by students?

Page 17: Professional Responsibility

• Key reflections on attributes desired in teaching, comparing them to past teachers, and expecting challenges:

  • Attributes valued in 21st Century teaching roles.

  • Perceived challenges in teaching profession.

Page 18: Teacher Quality

• Key Findings:

  • Teacher quality influences student achievement (Hattie, 2003).

  • Connection between teacher identity, knowledge, and student learning outcomes.

Page 19: Evolving Perceptions of Teachers

• Course Objectives:

  • Explore the 21st Century teacher identity and evolving perspectives through experience and research.

Page 20: Media Influence on Teaching

• Research by Shine and O'Donoghue (2013) on media's role in shaping public opinion and educational policy.

Page 21: Changes in Teaching

• Continuing Evolution:

  • Transformation of teacher roles through social, professional change, and adherence to national standards set by AITSL.

Page 22: Pedagogical Strategies

• Shift in Focus:

  • From emphasizing curriculum to student-centered learning.

  • Integrative learning strategies and ongoing assessments based on learner needs.

Page 23: Readings and Discussions

• Reading: "Teaching matters: making a difference" - Chapter 1 a. Important for approaching upcoming assignments. b. Note useful points for referencing during essay writing.

Page 24: Key References

• Books & Articles:

  • Churchill, R. et al. (2021). Teaching: Making a Difference (5th Edition).

  • Hattie, J.A.C. (2003). Research evidence on teacher impact.

  • Shine, K., O’Donoghue, T. (2013). Teacher representation in media.