EPR722 - Building Capacity in Professional Experience
Unit details
| Year: | 2022 unit information |
|---|---|
| Important Update: | This unit has an indicative number of professional experience placement days. For the most up-to-date advice regarding your placement please see here. |
| Enrolment modes: | Trimester 2: Burwood (Melbourne), Cloud (online) Enrolments close on 15 May^ |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 2: Andrew Skourdoumbis |
| Cohort rule: | Students commencing prior to 2020 must be enrolled in course E760, E762, E764 or E765 Students commencing from 2020 must be enrolled in course E762 |
| Prerequisite: | Students who commenced course E760, E762, E764, E765 prior to 2020 must have passed: Otherwise Students commencing course E762 after 2020 must have passed EPR721 AND must have passed 3 credit points at levels 7 |
| Corequisite: | Students enrolled in course E762, E764, E765, E760, prior to 2020, must have co-req unit EEE752 |
| Incompatible with: | EPR712, EPR732, EPR742, EPR752 |
| Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. In Person Attendance Requirements |
| Scheduled learning activities - campus: | Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week. This includes engagement with materials, responses to tasks, independent study and, |
| Scheduled learning activities - cloud: | Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week. This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions and independent study during non-placement teaching weeks (approx. 6-9 weeks). It is highly recommended that you attend scheduled synchronous discussions in CloudDeakin throughout the trimester. Participation is highly recommended in the scheduled 1-hour Blackboard Collaborate placement briefing session. |
| In-person attendance requirements: | ^Professional Experience Please note that ALL Professional Experience days must be successfully completed to pass this unit. During Professional Experience placements, students are frequently required to undertake planning and preparation outside of the full time teaching day. Professional placements must adhere to the Professional Experience Office policies and Faculty-approved calendars if undertaken in Victoria. Interstate students may be allocated an alternative placement block relative to local school holidays. To meet university assessment timelines, this will be the nearest dates to the Victorian placement calendar, as possible. Placement days are full days of attendance from approximately 8.30am–4.00pm. This unit is subject to enrolment cut off dates that differ to the university.
Please Note: This information needs to be registered on InPlace prior to attending placements. Please refer to the Professional Experience Office website for further information regarding policies, calendars and placement processes. |
Content
This unit focuses on working effectively with learners, both in small groups and whole groups, with specific acknowledgement and understanding of their context for learning.
Preservice Teachers will research and plan learning experiences, focusing on creating a sequence of learning for a specific cohort of diverse learners. They will critically reflect on and analyse teaching practice working from the position of a practitioner researcher. They are expected to use effective and ethical communication practices in learning contexts and ensure safe, supportive and challenging inclusive learning-friendly environments as they build their capacities in planning for learning and successfully guiding learners and managing learning environments.
Preservice Teachers will review and analyse the effectiveness of their planning and pedagogy including demonstrating the ethical and effective use of learning tools, data/evidence and teaching strategies. Discussions with peers, colleagues, supervisors and Deakin staff will be used to critically reflect on and improve the effectiveness of planned and enacted teaching as a result of considered engagement with and implementation of a range of learning assessment tasks.
Preservice Teachers will be expected to articulate an informed emergent professional position through discussions with colleagues, peers, parents and mentors about their teaching and learning decisions
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Research, observe, practice, theorise and reflect on and critique learning context norms and resources, communication protocols, curriculum structures and teacher pedagogical practices demonstrating a broad understanding of the diverse community that the context serves including intercultural and Indigenous perspectives of learning, knowledge and creativity | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO8: Global citizenship |
| ULO2 | Apply ethical knowledge and theories of learning, curriculum, pedagogy and assessment in the selection, modification, design and structure of a learning sequence that employs appropriate ICT, learning challenges and differentiates for the needs of a diverse range of individual learner abilities, backgrounds and experiences | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO5: Problem solving GLO7: Teamwork |
| ULO3 | Research, practice, reflect on and critique a range of pedagogical choices, including communication strategies, in support of promoting learner agency and engagement, guidance of learner behaviours through appropriate learning and environment design and management, promotion of Indigenous knowledges and inclusive learning-friendly environments in the placement context in collaboration with mentor teachers and other teaching colleagues | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO5: Problem solving |
| ULO4 | Identify, implement and critique a range of assessment practices, including teacher feedback to support and guide learning, as a way of generating multiple measures of data for analysis for the purposes of knowing and understanding learners, so as to set achievable learning goals and plan effectively for the learning strengths, interests and needs within a diverse learner cohort | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
| ULO5 | Identify and critically reflect on strengths, weaknesses and potential improvements, opportunities and challenges, including legislative and ethical, of enacting teaching, planning and assessment, in collaboration with others including learners, peers, professionals and families, to support proposals for future teaching impact, more targeted differentiation and learning improvement | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork |
| ULO6 | Critically reflect on the ethical and legal responsibilities of teachers, sensibilities required and the benefits and challenges of working collaboratively and confidentially with colleagues, stakeholders, external professionals and community in planning, teaching, assessing, supporting learners and teacher professional learning, and evaluating learning experiences and programs | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
These Unit Learning Outcomes are applicable for all teaching periods throughout the year
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1 - Planning for learning concept map | 2000 words | 40% | Week 5 |
| Assessment 2 - Critical SWOT Analysis of Teaching and Learning | 3000 words | 60% | Week 11 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Hurdle requirement
Professional Experience For pre-service teachers enrolled in School of Education courses, the Professional Experience component is assessed primarily by the site-based teacher (Mentor) who advises the Unit Chair. Satisfactory completion of the Professional Experience component is compulsory in order for the pre-service teacher to progress.
Pre-service teachers on placement are required to familiarise themselves with the Professional Experience Guidance for Pre-service Teachers and Professional Experience policies and guidelines available for their units.
Pre-service teachers attending placement are expected to maintain a Professional Experience Portfolio of their teaching activities in an organised format that is available on request for Mentors, Unit Chairs and/or Deakin liaison staff at any stage of the placement.
Pre-service teachers must undertake placement during the dates set/arranged by the Professional Experience Office GLO1, GLO4, GLO6, GLO8
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link EPR722
Note: please ensure you select the relevant trimester reading list
Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
Click on the fee link below which describes you: