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1 Unit Guide EDF5016 Inclusive teaching Summer semester A, 2019 Table of conten

1 Unit Guide EDF5016 Inclusive teaching Summer semester A, 2019 Table of contents EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 2 Table of contents University information 4 Indigenous acknowledgement 4 Student Charter 4 Fieldwork risk assessment statement 4 Technological requirements 4 Your feedback to us 5 Extensions, penalties, resubmission and special consideration 5 Reference requirements 5 Learning resources 5 Required resources 5 Prescribed resources 5 Other Information 6 Academic Language, Literacy and Numeracy Development - Faculty of Education advice and support 6 English Connect 6 Policies 6 Student academic integrity policy 6 Special Consideration 6 eSolutions service desk (ICT services and help) 6 Graduate attributes policy 6 Indigenous Tutorial Assistance Scheme (ITAS) 7 Information for Singapore based students 7 Monash University Library 7 Student services 7 Disability support services 8 Unit information 9 Mode of delivery 9 Unit relationships 9 Prerequisites 9 Prohibitions 9 Corequisites 9 Synopsis 9 Learning outcomes 9 Workload requirements 10 Assessment requirements 10 EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 3 Recommended resource(s) 10 Teaching team 11 Chief Examiner 11 Unit Coordinator(s) 11 Lecturer(s) 11 Teaching approaches 12 Unit in a nutshell 12 Teaching approaches for this unit 12 Technological requirements 12 Bring your own device 12 Student evaluations of this unit 12 Unit schedule 14 Content warning 14 Assessment summary table 16 Assignment submission 16 Returning assignments 16 Assessment feedback to you 16 Assessment tasks 17 Unit guide prepared by 25 Last updated 25 EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 4 University information Indigenous acknowledgement We acknowledge and pay respects to the Traditional Owners and Elders - past, present and emerging - of the lands and waters on which Monash University operates. http://www.monash.edu.au/about/indigenous/ Student Charter The Student Charter sets out the key expectations of all students as they foster and Monash contribute to Monash's learning community. https://www.monash.edu/students/academic/policies/student-charter Fieldwork risk assessment statement Staff members in charge of field activities and supervisors of students are responsible for ensuring that the risk assessment procedure has been completed before the commencement of the field activity. Students are responsible for following procedures and instructions given by staff whilst undertaking fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to their fieldwork supervisor immediately. For more information on fieldwork in the Faculty of Education, see the following link: http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html Technological requirements It is assumed that students undertaking this unit will have the ability to word process, search and retrieve information from the internet and download readings and other learning documents. For further information, please see the handbook http://www.monash.edu.au/pubs/handbooks /undergrad/edu-02.html Students may also be required to access a range of information and communications technology (ICT) equipment and applications as part of their participation in the unit. Useful links: ●IT/e-Solutions Services: http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf ●Library Services: http://www.monash.edu/library/services/users/students Your feedback to us EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 5 Your feedback to us One of the formal ways students have to provide feedback on teaching and their learning experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied with and areas for improvement. Extensions, penalties, resubmission and special consideration Please read Faculty Assessment procedures for information about extensions, penalties, resubmission of assignments and special consideration: http://monash.edu/education/current-students/academic-and-study-support/academic-progress/ Reference requirements American Psychological Association (APA) 6 edition is the standard referencing style used within th the Faculty of Education. Please see the following Monash University Library Guide on APA 6 th edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa Learning resources Required resources Students generally must be able to complete the requirements of their course without the imposition of fees that are additional to the student contribution amount or tuition fees. However, students may be charged certain incidental fees or be expected to make certain purchases to support their study. For more information about this, refer to the Higher Education Administrative Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources- . providers Prescribed resources Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html Research and Learning Online: www.monash.edu/rlo EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 6 1. 2. Other Information Academic Language, Literacy and Numeracy Development - Faculty of Education advice and support https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support English Connect Join English Connect to enhance your English language skills and cross-cultural communication. Programs are a fun, free way to meet and talk with other students, ask questions and share your time at Monash. https://www.monash.edu/English-connect Policies Monash has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University's academic standards, and to provide advice on how they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu /policy-bank/academic/education Student academic integrity policy www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf Special Consideration For information on applying for special consideration, please visit: www.monash.edu/exams /changes/special-consideration eSolutions service desk (ICT services and help) http://www.monash.edu/esolutions/students Graduate attributes policy Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole community." [1923]. All Monash courses are designed to prepare Monash graduates to be: responsible and effective global citizens who: ●engage in an internationalised world ●exhibit cross-cultural competence ●demonstrate ethical values critical and creative scholars who: ●produce innovative solutions to problems ●apply research skills to a range of challenges EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 7 2. ●apply research skills to a range of challenges ●communicate perceptively and effectively http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf Indigenous Tutorial Assistance Scheme (ITAS) http://www.monash.edu/about/indigenous/students/scheme Information for Singapore based students Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not used by Monash University in marking students. Monash University Library http://www.monash.edu/library Student services Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students /academic-and-study-support/teaching-technology-learning-centre/ Student information: University: http://www.monash.edu/students Faculty of Education: http://www.monash.edu/education/current-students Disability support services EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 8 Disability support services Students who have a disability, ongoing medical or mental health condition are welcome to contact Disability Support Services. Disability Support Services also support students who are carers of a person who is aged and frail or has a disability, medical condition or mental health condition. Disability Advisers visit all Victorian campuses on a regular basis. ●Website: www.monash.edu/disability ●Telephone: 03 9905 5704 to book an appointment with an Adviser ●Email: disabilitysupportservices@monash.edu EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 9 Unit information Mode of delivery Clayton (On-campus block of classes) Unit relationships Prerequisites None Prohibitions None Corequisites None Synopsis This unit positions inclusion as a core component of effective teaching. It addresses learner diversity as an approach to achieve participation of all learners. Students explore and critically evaluate theories of diversity alongside the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups. As students develop their understanding of planning, goal setting and design to improve learning engagement, they consider how digital technologies may promote inclusion in the learning environment. Key policy and legislative requirements which encourage attention to diversity, inclusion and participation are examined. In these ways, students build knowledge of a repertoire of positive teaching and learning practices to manage classrooms and/or student behaviour within differentiated learning educational settings and among students with additional needs. They evaluate and apply these to develop their skills in supporting inclusive learning across contexts and students. Learning outcomes Upon successful completion of this unit students should be able to: 1. understand theories of diversity, inclusion and exclusion as these influence the creation of caring, purposeful and democratic societies 2. evaluate the assumptions and metaphors associated with inclusion, e.g. 'safe' classroom, 'level playing field' 3. recognise the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups 4. identify the policies and legislative requirements which support diversity, inclusion and participation 5. understand curriculum aspects and teaching approaches to support inclusive learning for differentiated educational settings and students with additional needs 6. apply the principles of inclusion in planning, goal setting and design to improve learning EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019 10 6. apply the principles of inclusion in planning, goal setting and design to improve learning engagement across diverse student groups and contexts 7. build a repertoire of positive learning practices to manage classrooms and/or student behaviour within educational settings 8. consider how digital technologies may promote inclusion in the learning environment. Workload requirements Minimum total expected workload equals 144 hours per semester comprising: (a.) Contact hours for on-campus students: ●equivalent to 24 hours engagement in online, face-to-face or blended platforms (b.) Contact hours for off-campus students: ●equivalent to 24 hours engagement in online or blended platforms (c.) Additional requirements (all students) ●independent study to make up the minimum required hours per semester Assessment requirements Literature review examining diversity in educational settings (1600 words, 40%) Situated case of practice examining teacher's practices of inclusion or a case identifying practices that uploads/Geographie/ unit-guide 1 .pdf