EED307 Planning for Diverse Learners (8)

The aim of this subject is to understand the issues that impact on children from diverse linguistic, cultural, religious and socioeconomic backgrounds and to develop a range of teaching strategies to teach these children. The way in which teaching can contribute to a more equitable and just society, is also a component of this subject. The increasing diversity in schools and early childhood services provides both opportunities and challenges. Current and future teachers need to acquire the knowledge and skills necessary to maximise the opportunities that cultural diversity offers and minimise its challenges. In this subject students will learn how to design learning experiences for diverse learners. This includes developing knowledge and skills relating to applying culturally inclusive curriculum and pedagogical approaches, differentiating teaching approaches and assessment for a range of learners, and utilising a range of existing frameworks required for their context. Students will design a differentiated unit of instruction and complete a rationale for their design. In designing the unit they will consider the learning strengths and needs of children from specific diverse groups in the community, including Indigenous Australian children, children from culturally, linguistically and socially diverse backgrounds and gifted learners.

Availability

Session 2 (60)
On Campus
Albury-Wodonga Campus
Bathurst Campus
Dubbo Campus
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EED307. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to have an understanding of ethical issues relating to education in a diverse Australian society;
  • be able to identify how social policy and provision are applied to achieve inclusive education for students from diverse linguistic, cultural, religious and socioeconomic backgrounds;
  • be able to demonstrate knowledge of culturally inclusive pedagogy and effective teaching strategies that are responsive to the strengths and needs of diverse learners;
  • be able to design a sequence of lessons that demonstrates application of culturally inclusive approaches to curriculum, classroom teaching, selecting resources and assessment;
  • be able to differentiate a sequence of lessons to meet the specific needs of students and articulate the value and effectiveness of the differentiation strategies utilised in the lessons; and
  • be able to demonstrate how teachers can collaborate with a range of specialist teachers, community liaison personnel and ESL and Community Language teachers to promote inclusive student engagement and participation.

Syllabus

This subject will cover the following topics:
  • Re-engaging with the learning needs of diverse students in educational settings, including specific models of curriculum and instruction for Indigenous learners and CALD learners, and models of practice from inclusive education study.
  • Planning for differentiated learning, including teaching strategies that address explicit needs of Indigenous Australian learners, children from CALD backgrounds, gifted learners, children with special needs.
  • Critiquing and Deconstructing Practice, using the perspectives of Indigenous Australian learners, learners from multi-cultural backgrounds and gifted learners.
  • Differentiated Instruction, including teacher strategies, overcoming barriers to learning, designing differentiated assessment and communication strategies. Models used will include specific programs such as Smarter Stronger, 8Ways learning.

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EED307 in Session 2 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Title
Value %
1
Critical reflection
50
2
Planning for learners from diverse backgrounds
50

The information contained in the CSU Handbook was accurate at the date of publication: October 2020. The University reserves the right to vary the information at any time without notice.

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