EDUC 7219 - Teaching in the Supportive Classroom

North Terrace Campus - Semester 2 - 2024

Australian schools and classrooms are typified by their increasing diversity. Students need to be provided with school and classroom learning environments that are engaging and supportive of their ontologies and are inclusive and respectful of their cultures, wellbeing and learning needs. These need to be underpinned by teacher knowledge of specific strategies to address challenges to student learning, especially those relating to student behaviour, difference and disabilities. This course provides initial teacher education students with contemporary theories, knowledge and pedagogies to create classroom management strategies that effectively address differences in and barriers to school student engagement with learning.

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Course Details

Course Code	EDUC 7219
Course	Teaching in the Supportive Classroom
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Assessment	Case study, Toolbox of evidence-based teaching strategies, Online quizzes x 2

Course Staff

Course Coordinator: Dr Linda Westphalen

Course Coodinator: Associate Professor Linda Westphalen
Phone: 8313 3784
Email: linda.westphalen@adelaide.edu.au
Campus: North Terrace Building: Nexus 10, floor 8, Room 805
Org Unit: School of Education

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

By the end of this course, students will be able to:

No.	Learning Outcome	APST
1.	Understand the increasing diversity of Australian classrooms including, but not limited to, learning (dis)abilities, cultural variance, social disadvantage, and the breadth of gendered identities;	1.1, 1.3, 1.4, 1.5, 1.6, 2.4.
2.	Develop an understanding of whole-of-school strategies for fostering and sustaining positive student behaviour;	4.4, 4.5, 7.2.
3.	Understand the situatedness of schools in communities and the need to engage with students’ social and family contexts in the behaviour management process;	3.7, 5.5, 7.3, 7.4.
4.	Identify and plan for students’ learning in the context of student wellbeing, safety and classroom management, especially in relation to students who are challenged by barriers to learning, such as disabilities;	1.1, 1.6, 3.1, 3.3, 3.4, 3.5, 4.1, 4.3, 4.4
5.	Build a subject -specific pedagogic ‘tool-box’ fostering positive ecologies for student learning outcomes;	2.6, 3.2, 3.3, 3.5, 3.6, 4.5
6.	Relate classroom management to theoretical, ethical and legislative professional requirements.	1.6, 4.1, 4.4, 4.5, 7.2, 7.3.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2, 4, 5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	4
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	4, 6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 2, 3
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1, 2, 3
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	4, 5
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	6

Learning Resources

Required Resources

There are no set textbooks for this course. Readings and links to websites will be available via MyUni. Students are also welcome to suggest resources themselves, but please do so via the Course Coordinator, Dr Brendan Bentley.

Recommended Resources

It is recommended that in addition to engaging with the readings and websites in MyUni, you read widely on methods to teach in general, speak to teachers while on practicum and consider recent research on pedagogic strategies for teaching diverse students. This will be extremely helpful for the development of your toolbox.

A word of caution: some online discourse about teaching is based on 'pop' psychology that is not academically robust. This is especially true in relation to teaching for student diversity. In your wider reading, interrogate the claims made, which should be based on evidence collected and analysed in a scholarly manner by a reputable academic.

Online Learning

Some online activities will take place in Class. Students are expected to bring a laptop or tablet device to classes.

Please note that there are NO ZOOM OPTIONS for this course. Attendance in person, per Teachers' Registration Board instructions, is required.

Learning & Teaching Modes

This course is undertaken in-person, face to face only. Please note attendance expectatons.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Mode	Hours x Week	Total
Lecture	1 x 8	8
Tutorial	2 x 8	16
Reading and preparation	6 x 8	48
Assessment	6 x 8	48
Online tasks	5 x 6	30
	Overall total:	150

Please note that a minimum of 90% attendance is required and that an attendance roll will be taken. There are only 8 weeks of teaching due to the Professional Experience placement. This means that a pre-service teacher can only miss one class.

Note that pre-service teachers will not be sent on placement if they are considered to be underprepared. This means not meeting attendance requirements, not handing up assignments or a proved breach of the Code of Conduct or of Academic Integrity.

If a pre-service teacher is not sent on Professional Experience, this may impact on the duration of their degree program.

Learning Activities Summary

Schedule
Week	Lecture (Taught)	Tutorial Activity (Practiced)	Link to Learning Outcome	APST	Assessment
Week 1	Diversity in Australia An introduction to the Universal Design for Learning (UDL) This lecture will set the context for the pathway of learning by exploring Australian Schools as sites of diversity. It then outlines the Universal Design for Learning strategy as a means by which to plan for teaching diverse student cohorts to meet the learning needs of students across the full range of abilities. It will review learning theories so that alignment between theory, pedagogic design and diversity is established.	Key Idea: Universal Design for Learning Students will practice using the UDL framework to design Units and Lessons in their subject area specialisations. Lessons will based in prior knowledge of learning theories: behaviourism, social constructivism and cognitive constructivism. These will be reviewed if required.	1, 6	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 4.1, 4.4, 4.5, 7.2, 7.3.
Week 2	The Classroom - Physical Spaces and ICTs (Subject-Specific Pedagogy Toolbox) Legislation and Ethical practices This lecture will explore the classroom as a site for learning processes and identifies the connection between classrooms, learning strategies and ICTs. It will review legal requirements for teachers - the need for inclusion, respect for difference, and support for students in need. Learning will include teaching strategies and legislative requirements for students with disability.	Key Ideas: Physical spaces; Legislative practices and Ethics Students will practice pedagogic strategies suited to particular classroom configurations, as well as consider inclusion practices using ICTs. The Subject-Specific Pedagogy Toolbox will be launched. Legislative requirements and ethical practices for inclusion with a focus on disability will be reviewed in preparation for the ongoing development of the Pedagogy Toolbox.	4, 5, 6	1.1, 1.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4, 4.5, 7.2, 7.3	Online Quiz (in class) reviewing knowledge of learning theory.
Week 3	Disabilities that affect learning (Subject-Specific Pedagogy Tool-box); ADC; AHDC This lecture is the first of four that explore pedagogic strategies for working with students with atypicalities. Autism Spectrum Condition and Attention Deficit Hyperactivity Condition are focus areas, but broader applications for other learners will also be suggested.	Key Idea: Pedagogic strategies for the inclusion of students with ADC and ADHC. Students will practice pedagogic strategies for inclusion using role-play and case study. They will consider how these strategies can be included in planning. Students are required to reflect on other strategies suggested by current research, and consider their usefulness for the Subject-Specific Pedagogy Toolbox.	4, 5	1.1, 1.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.5
Week 4	Differences that affect learning (Subject-Specific Pedagogy Toolbox) Dyslexia; Giftedness This lecture will explore pedagogic strategies for students with varying abilities and characteristics including Dyslexia and Giftedness. Broader applications for other learners will also be suggested. Students are required to consider other strategies suggested by current research.	Key Idea: Pedagogic strategies for the inclusion of students with varying abilities and characteristics including Dyslexia and Giftedness. Students will practice pedagogic strategies for inclusion using role-play and case study. They will consider how these strategies can be included in planning. Students are required to reflect on other strategies suggested by current research, and consider their usefulness for the Subject-Specific Pedagogy Toolbox.	4, 5	1.1, 1.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.5	Online Quiz (in class) linking Learning theory to pedagogic strategy and the UDL framework.
Week 5	Inclusive strategies - the Classroom (Subject-Specific Pedagogy Toolbox) This lecture will examine classroom strategies for subject area specialisations, with a particular focus on wellbeing and safety. It will also focus on cultural (LGBTIQA+) and language differences and further develop the Subject-Specific Pedagogic Tool-box.	Key Idea: Pedagogic strategies for the inclusion of students within specific subject area specialisations, as well as language and other cultural differences. Students will practice pedagogic strategies for inclusion using role-play and case study. They will consider how these strategies can be included in planning. Students are required to reflect on other strategies suggested by current research, and consider their usefulness for the Subject-Specific Pedagogy Toolbox.	4, 5	1.1, 1.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.5	Lesson Plan and Justification describing how principles of UDL are realised in a lesson. Legislative/Ethical Justifications must also be included.
Weeks 6, 7 & 8	Students are on Professional Experience placement.	No tutorials	--	--	--
Week 9	Context: Carers and Community (Subject-Specific Pedagogy Toolbox) This lecture will focus on the broader contexts of schools by considering the communities in which they sit. It will have a particular focus on Migrant and Refugee experiences, parent involvement and differences based in language, culture, religion and SES.	Key Idea: This tutorial offers an opportunity to share experiences while on practicum. It considers the broader contexts of schools, as well as migrant and refugee experiences and differences based in language, culture. religion and SES. Students discuss and develop strategies for working effectively, sensitively and confidentially with parents/carers in different community contexts. Students will practice pedagogic strategies for inclusion using role-play and case study. They will consider how these strategies can be included in planning. Students are required to reflect on other strategies suggested by current research, and consider their usefulness for the Subject-Specific Pedagogy Toolbox.	3, 4	1.1, 1.6, 3.1, 3.5, 3.6, 3.7, 4.1, 4.3, 5.5, 7.3, 7.4
Week 10	International developments in wellbeing education At all levels of schooling internationally, wellbeing has appeared as a problem for schools to manage from a student perspective and teacher and staff point of view. As the schools emerge from the first three years of the COVID pandemic, education is poised to reassess the role of wellbeing in learning and professional practice. This lecture proposes an ecological approach to wellbeing education whereby school leaders, teachers and students interact with their environment. It positions the wellbeing education theory and developments of teacher professional practice in the geopolitical dynamics that are challenging schools and schooling. which to consider student learning FOR inclusion.	Key Idea: This tutorial offers an opportunity to share experiences while on practicum. It considers the broader contexts of wellbeing in schools. Students will review evidence-informed wellbeing strategies for inclusion observed on practicum.	4	1.1, 1.6, 3.1, 3.3, 3.4, 3.5, 4.1, 4.3, 4.4
Week 11	Inclusive strategies - whole of school This Lecture will focus on whole of School strategies for inclusion of diverse students and how schools address cultural expectations and broader community needs.	Key Idea: The School as a site of inclusion and wellbeing. In this tutorial Pre-service teachers will consider contextual School communities and practice strategies for modelling inclusion to school students, as well as providing opportunities to develop faculty/school inclusive practices.	2	4.4, 4.5, 7.2
Week 12	Review; UDL and planning for inclusion; pedagogy toolbox; Information for parents and carers.	Review of the course and a focus on questions, feedback, refinement of pedagogies, links to the APSTs and to sources of teacher-learning and professional development in Inclusion.	1 - 6	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.5, 7.2, 7.3, 7.4.	Atypical toolbox. Students develop a 'toolbox' of subject-specific pedagogic strategies based on lecture and tutorial content and including their recent Professional Experience reflections. The toolbox will address student diversity, providing a de-identified case study review and including de-identified school context and support.

Specific Course Requirements

There are 8 weeks of instruction for this course, which means that students are expected to undertake individual research in preparation for tutorials, assignments and the practicum.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Formative/Summative	Weighting	CLOs addressed	APSTs Addressed
Lesson Plan and Justification describing how principles of UDL are realised in a lesson. Must include at least two ICT elements. Legislative/Ethical Justifications must also be included.	Summative	40%	4, 5, 6	1.1, 1.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4, 4.5, 7.2.
Atypical Toolbox. Students develop a 'toolbox' of subject specific pedagogic strategies addressing student diversity, providing a de-identified case study review, and including school context and support. All Identifying features are to be removed.	Summative	40%	1, 2, 3, 4, 5	1.1, 1.3, 1.4, 1.5, 1.6, 2.4 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.5, 7.2, 7.3, 7.4.
2 x online quizzes addressing learning theory (in class)	Formative/summative	20%	6	4.1, 4.4, 4.5, 7.2, 7.3

Assessment Related Requirements

Quizzes will be completed in class.

Other assignments will be submitted via Turnitin. Students are advised to review their Turnitin report carefully. Note that a breach of Academic Integrity rules may result in outcomes that extend the duration of your degree program.

Assessment Detail

Week due	Assignment Description	Learning Outcome	APST	Weighting
Week 2	Online Quiz 1: (in class) reviewing knowledge of learning theory.	6	4.1, 4.4, 4.5, 7.2, 7.3.	10%
Week 4	Online Quiz 2: (in class) linking Learning theory to pedagogic strategy and the UDL framework.	6	4.1, 4.4, 4.5, 7.2, 7.3.	10%
Week 5	Lesson Plan and Justification describing how principles of UDL are realised in a lesson. Must include at least two ICT elements. Legislative/Ethical Justifications must also be included.	4, 5, 6.	1.1, 1.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4, 4.5, 7.2.	40%
Week 12	Atypical toolbox. Students develop a 'toolbox' of pedagogic strategies based on lecture and tutorial content and including their recent Professional Experience reflections. The toolbox will address student diversity, providing a de-identified case study review and including de-identified school context and support. (Summative)	1, 2, 3, 4, 5.	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 4.1, 4.3, 4.4, 4.5, 5.5, 7.2, 7.3, 7.4.	40%

Please note that more detail about assessment items is included in MyUni.

Submission

Submissionfor all assignments is via the University's LMS, MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator