(November 17, 9:00-11:00am).

CHAPTER 1: Introducing teaching as a profession

impact of historical events on education:
personal and professional beliefs of teachers
impact of educational theorists of perspectives of teaching including constructivist approaches
pedagogical renewal
practical theory of teaching
reflective practice and teacher identity
CHAPTER 3: Student Learning
theoretical perspectives of learning including concepts of scaffolding and zpd:
cognitive , humanistic and social/situational orientations to learning
impact of personal and cultural beliefs on learning
learning windows and cognitive development
implicit and explicit memories and learning
CHAPTER 4: Understanding and motivating students
twenty-first century learners and theories of motivation
self-efficacy and motivation
impact of stress, anxiety and learned helplessness
neuroplasticity
CHAPTER 5: Learner diversity, pedagogy and educational equity
diversity and difference
critique of special education
impact of inclusive education on learners, educators and educational systems
National Safe Schools Framework
deficit language and positioning
inquiry-based learning
CHAPTER 6: The curriculum
responsibilities of ACARA and QCAA re. curriculum, assessment and implementation
curriculum as social, cultural and political
hidden curriculum
pedagogical view of curriculum
curriculum as praxis
a critical perspective
CHAPTER 7: Planning for practice: Connecting pedagogy, assessment and curriculum
implications of a student-centred approach to teaching and learning
impact of pedagogy on the climate of a classroom
guiding principles for planning
assessment as, of and for learning
UbD backward design approach adapted from the work of Wiggins and McTighe (2005)
inquiry-based pedagogy
differentiation=
CHAPTER 8: Pedagogy: The agency that connects teaching with learning
discipline of noticing
new basics productive pedagogies
critical pedagogy and theorists
pedagogical content knowledge
pedagogy of explicit teaching
pedagogy of collaborative learning
dialogic pedagogy
CHAPTER 9: Organising the learning environment
proactive planning
the 5KP model and pillars of the model
the inclusive, learner-friendly environment (ILFE) model promoted by UNESCO
a layered classroom conceptual model
impact of professional standards for teachers
indicators of effective quality teaching
CHAPTER 10: Teaching with information and communication technologies
technological pedagogical content knowledge
important factors to consider when incorporating the use of ICTS into your teaching

 rewarding students with time on the computer

computer practice framework
CHAPTER 11: Interactive student engagement and management
establishing an affective learning environment
proactive management
planning for student engagement and management
understanding student behaviour
reducing inappropriate student behaviour
6-step strategy for taking control
CHAPTER 12: Assessment, feedback and reporting
assessment as, of and for learning
evidence-based model of assessment
formative and summative assessment
diagnostic, criterion-referenced and norm-referenced assessment
validity and reliability of an assessment
CHAPTER 13: Reflective practice
elements of reflective practice
critically reflective teaching
teachers as critically reflective practitioners
CHAPTER 14: Theorising about teaching
a teachers practical theory of teaching
tacit knowledge and beliefs
critical reflection
CHAPTER 15: Professional, ethical and legal issues for teachers
implications of the development of professional standards for teachers in Australia
Melbourne Declaration (MCEETYA, 2008)
continuing professional development
CHAPTER 16: The future of teaching
equity
purposes of mas (public) schooling
changes in educational policies as a result of historical events
KILLEN (2013) Using Writing as a teaching strategy
when to use learning-through-writing
self-evaluation of writing