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EED307 Planning for Diverse Learners (8)

Abstract

In this subject students will learn how to design, deliver and evaluate learning experiences for diverse learners. This includes adapting instruction, differentiating teaching approaches and adapting assessment for a range of learners, utilising a range of existing frameworks and considering the adaptations required for their context. Students will design a differentiated unit of instruction and complete an evaluative reflection of their design. In designing the unit they will specifically consider the learning needs of children from specific diverse groups in the community, including Indigenous Australians, learners from culturally diverse backgrounds, learners who are gifted and children from socially diverse backgrounds.

+ Subject Availability Modes and Location

Session 2
On CampusAlbury-Wodonga Campus
On CampusBathurst Campus
On CampusDubbo Campus
On CampusWagga 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

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Assumed Knowledge

EEB206.

The subject will explicitly build on EEL106, EEL203, EPT122, EPT127, EEB433.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to demonstrate awareness of social contexts impacting on cultural communities and how to create positive educational pathways that support all children's learning;
  • be able to show an appreciation of the importance of Indigenous Australian studies in multicultural Australia;
  • be able to effectively plan for, and teach children from diverse backgrounds, including Indigenous Australian and culturally and linguistically diverse (CALD) children;
  • be able to have capacity to identify and critically analyse the effects of educational policies on Indigenous Australian and CALD children;
  • be able to work with para-professionals and the wider community whose roles can enhance educational outcomes for all diverse learners, including Indigenous Australian and CALD children;
  • be able to demonstrate capacities to develop, implement, modify and evaluate programs, strategies and resources in relation to diverse (including Indigenous Australian and multicultural) perspectives.

Syllabus

The 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.

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 18 October 2017. The University reserves the right to vary the information at any time without notice.