EDF3061 · Student centred pedagogies

Overview

Learning is most effective when students are encouraged to be active in the learning process and are engaged through rich and relevant contexts. In this unit you will learn about student centred learning approaches, such as inquiry learning and problem-based learning, as distinct from teacher centred approaches. You will learn how to utilise rich and relevant learning contexts to engage student interest and motivate learning. Additionally, you will also explore how to create conditions for effective collaboration, including consideration of challenges associated with collaboration. You will learn about specific skills and dispositions that support self-directed inquiry such as critical and creative thinking, gathering and using evidence to support claims, and the use of active and strategic metacognitive reasoning. You will consider these aspects of student-centric pedagogical approaches as a learner, as you engage with inquiry and problem-based learning in the unit. Through reflection, you will think how your new insights can be applied to your future classroom practices as a teacher.

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

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. recognise and critique the dynamic nature of teaching and learning approaches, understanding how these can be described along a continuum that ranges from teacher-centered to student-centered practices
2. identify and create rich contexts for interdisciplinary student learning supported by carefully curated resources
3. describe pedagogical characteristics of student-centred approaches such as inquiry learning and problem-based learning
4. identify and explain skills and dispositions utilised by flexible, self-directed and metacognitive learners
5. demonstrate understanding about how to work collaboratively and autonomously as a self-directed learner.

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.