Year
2021
Units
4.5
Contact
2 x 1.5-hour lectures per semester
1 x 3-hour workshop weekly
1 x 2-hour intensive workshop per semester
1 x 2-hour on-line lecture weekly
Prerequisites
1 1 of EDUC3641, EDUC2424, EDUC2425
2 9 units of level 2 EDUC topics
Must Satisfy: (1 and 2)
Enrolment not permitted
1 of EDUC3653, EDUC3654 has been successfully completed
Topic description

Increasingly, contemporary classrooms are characterised by multiple forms of diversity among learners. Effective teachers are responsive to this diversity as they facilitate inclusive learning environments and enable all students to access quality curriculum in a variety of ways. In this topic, students will engage with key principles underlying differentiation for diverse learners and examine inclusive practices across a range of contexts. Students will synthesise and build upon their understanding of individual and group differences in learning and development, and environments that support learning, as they critically examine the rationale for differentiating curriculum. They will consider the teacher's role in assisting individuals with special educational needs to engage with curriculum and they will further develop their skills in the design of curriculum and assessment to support learning for all students.

Educational aims

This topic aims to help students:

  • Deepen their understanding of diverse learners and educational contexts
  • Appreciate the interdependence between learning environments, curriculum, instruction, assessment and student engagement and learning
  • Develop knowledge and skills related to differentiating curriculum and instruction to maximise learning for all students
  • Understand and manage the complexities of a flexible, responsive, and inclusive learning environment
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Articulate a rationale for differentiation based on knowledge of learner differences, inclusive practice and effective pedagogy
  2. Demonstrate understanding of key principles of effective differentiation and how these may be reflected in a range of educational practices
  3. Design differentiated learning tasks suitable for a range of students within a diverse classroom, in the context of one or more curriculum areas
  4. Incorporate appropriate technologies into a differentiated learning task in order to facilitate students' access to curriculum
  5. Evaluate specific lesson plans, learning tasks and/or classroom scenarios in relation to key principles of effective differentiation
  6. Reflect upon the experience of implementing a differentiated learning task in order to identify factors that can facilitate or impede effective differentiation in different contexts

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.