EDF3075 · Developing transdisciplinary pedagogies

Overview

This unit develops your understanding of inquiry teaching in relation to inquiry-based learning, in relation to the design and implementation of curriculum, pedagogies, assessment and moderation. It focuses on the need for teachers to have a strong grasp of inquiry literacy in their own discipline(s) and any others that they wish to integrate. The unit also addresses the value of an inquiry approach to teaching the capabilities and cross-curriculum priorities in the Victorian and Australian Curriculums, whether in a single- or integrated disciplinary context. Particular emphasis is placed on cultural understanding, critical thinking, and Australia’s engagement with Asia.

Offerings

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. understand the notion of a discipline: concepts, skills/tools and knowledge
2. apply the key principles of disciplinary inquiry teaching and the relationship to inquiry literacy as a teacher attribute
3. articulate the relationship between inquiry literacy and different forms of disciplinary integration (multidisciplinary, interdisciplinary, transdisciplinary) in both primary and secondary contexts
4. evaluate the potential of inquiry teaching for addressing cross-curriculum priorities in the Australian and Victorian Curriculums
5. demonstrate understanding of assessment appropriate to integrated inquiry teaching and learning

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.