Designing Learning for Diversity and Inclusion (9869.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 2 - Undergraduate Intermediate Unit|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Identify characteristics of learners in diverse educational settings and demonstrate how to cater for their learning needs;
2. Compare models and frameworks for designing learning and teaching; and
3. Identify and analyse appropriate technology to incorporate learning for diversity.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
PrerequisitesMust have passed 24 credit points.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Mrs Michaela Vergano|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Duncan Driver|
Please check the CANVAS site for updates on the required text
Foreman, P. and Arthur-Kelly, M. (2017). Inclusion In Action (5th ed.) South Melbourne: Cengage.
Readings and other stimulus material for this unit will be provided on UCLearn and are available through the UC library. Students are expected to utilise these and other resources when preparing for tutorials, online activities and planning assessment tasks.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit
Use of text matching software
The use of URKUND is the default position of the University.
Students should be aware that fraudulent documentation has potential serious consequences including suspension and.or exclusion from the University and that all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.
A proposed breakdown of the workload for this unit is as follows:
10 lectures x 1 hour = 10 hours
10 tutorials x 2 hours = 20 hours
Weekly readings and revision >5 hours x 12 = >60 hours
Report preparation, extended reading & research, writing = >20 hours
Online test preparation =>10 hours
Case Study preparation, extended reading & research, writing = >30 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (eg. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
Students are expected to have access to and be familiar with the UCLearn CANVAS platform. The assessments involve the creative use of technology so students require access to an iPad, laptop or similiar.
In each tutorial students are expected to have access to their own technology whether a Smart phone or other device.
Work placement, internships or practicums
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact email@example.com if they have any issues accessing their university email account.
Research led Education: There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.