EPT126 Becoming a Teacher 1 (8)
Abstract|
In this subject students will consider what skills and aptitudes are required to teach, and assess their level of collaborative skills while addressing a series of teaching dilemmas and situations. They will use the collaborative process to share plans for reading loud, and to provide feedback to group members. Students will begin to develop their course portfolio, adding artifacts and personal reflections. They will consider the importance of effective communication skills, including the use of technology and other digital tools, for teaching. They will develop skills of dialogical feedback and learn to provide and accept feedback on their actions, and to work as a team to develop teaching plans. |
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+ Subject Availability Modes and Location
| Session 1 | | Internal | Albury-Wodonga Campus | | Internal | Bathurst Campus | | Internal | Dubbo Campus | | Internal | Wagga Wagga Campus |
Continuing students should consult the SAL for current offering details: EPT126
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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| Incompatible subject(s) |
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| EEB104 EML105 EPT115 |
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Learning OutcomesUpon successful completion of this subject, students should:
- understand the importance of planning for meetings, establishing a process to run the meeting and recording the decisions and discussion;
- be able to meet in working groups and indicate their own view and then work with the group to develop a consensual decision
- be able to identify the importance of communication skills for teaching, and recognise both verbal and non-verbal strategies for making meaning for children.
- be able to identify the technology skills and understandings they need to develop before they become a teacher and indicate strategies they will use to improve their skills.
- be able to prepare and present oral reading presentations to their peers, identifying the age of children the reading is aimed towards and composing appropriate questions and comments to enable a leaning intent to be achieved.
- be able to identify the key approaches and behaviours involved in collaborative work, acknoweldge where they have strengths and identify where their skills can be developed.
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SyllabusThe subject will cover the following topics:
- Developing and maintaining a portfolio
- Communication skills for teaching
- Teaching through reading aloud
- Working in collaboration as a teacher
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Work Place Learning| This subject contains a Compulsory Workplace Learning component of 20 hours duration.
Students will work with a mentor who is actively involved in either an early childhood or primary school education setting. Each week they will plan, implement and deconstruct a learning activity with the support and guidance of their mentor. The sessions will occur either on campus, working with peers, or in a centre working with children and their mentor. Students will record their demonstration of reading aloud, giving instruction, explaining a concept and review it with their mentor, discussing the details of their practice as educational colleagues.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
