Area: | Department of Education |
Credits: | 25.0 |
Contact Hours: | 10.0 |
Individual Study: | 1 x 10 Hours Weekly |
Syllabus: | Preparation, application and analysis of teaching strategies based on learning theories. Role of motivation and intelligence in learning. Techniques to facilitate subject discipline. Self-reflection on teaching to improve instructional effectiveness. Exploration of a range of teaching techniques appropriate for different learning environments. Student learning and the relationship to effective teaching. |
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Unit Outcomes: | On successful completion of this unit students wil have- Developed strategic plans to incorporate reflective practice into professional practice. Identified a range of models of teaching. Formulated learning outcomes for selected models of teaching. Prepared, planned and implemented effective learning sessions based on the models approach. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Arends, R. (1994). Learning to Teach. (third edition). New York, McGraw-Hill. Boud, D., Cohen, R., and Walker, D. (1993). Using Experience for Learning. Buckingham, The Society for Research into Higher Education and Open University Press. Brooks, J.G. and Brooks, M.G. (1993). In Search of Understanding: The Case for the Constructivist Classroom. Alexandria, Association for Supervision and Curriculum Development. Brookfield, S.D. (1990). The Skilful Teacher. San Francisco, Jossey-Bass. Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher. San Francisco, Jossey-Bass. |
Unit Texts: | Joyce, B.R. and Weil, M. (2000). Models of Teaching. (sixth edition). Boston, Allyn and Bacon. Samson, J., Radloff, A. and de la Harpe, B. (1997). The Essay - A Guide to Writing Essays and Reports in Education. (third edition). Bentley, Curtin Universityof Technology. |
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Unit Assessment Breakdown: | Portfolio Submission 1 50%, Portfolio Submission 2 50%. This is by grade/mark assessment. |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
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Extent to which this unit or thesis utilises online information: | Fully Online | Result Type: | Grade/Mark |
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Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 2 | Y | | Y | | 2004 | Miri Sarawak Campus | Quarter 4 | Y | | |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
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