EDF2089 · Learning and teaching for students with diverse needs in various education settings

Overview

This unit develops your understanding of evidence-based learning and teaching practices in various educational settings for learners from diverse backgrounds, including but not limited to disabilities, health circumstances, and culturally, linguistically or socioeconomically diverse backgrounds. You will be equipped to work with learners who have diverse backgrounds through using varied learning and teaching strategies that can be applied in a variety of educational settings. You will be able to identify strategies to support inclusive student participation and engagement in classroom activities including a particular focus on peer-assisted learning, cooperative learning, reciprocal teaching, providing feedback, differentiated instruction and ways in which positive relationships between teachers and students might be promoted. You will also be introduced to the principles for effective planning to equip you with knowledge and skills in curriculum development and lesson planning that are relevant for students with diverse backgrounds, as well as a tool for reflecting on your practice.

Offerings

The Handbook publishes no offerings for this unit.

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. critically analyse research evidence that supports the use of different learning and teaching practices
2. identify a range of effective and evidence-based learning and teaching strategies for students with disabilities to support inclusive student participation and engagement in classroom activities
3. create lesson plans incorporating evidence-based strategies to provide inclusive and personalised learning for diverse learners
4. develop and practise positive relationship and communication skills between teachers and students
5. demonstrate understanding of principles of effective planning and reflect upon your own practice

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.