Course outline. Code: EDU351 Title: Alternative Schooling Pedagogies

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1 Course outline Code: EDU351 Title: Alternative Schooling Pedagogies Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 1 Year: 2015 Course Coordinator: Elizabeth Toohey Tel: etoohey@usc.edu.au Course Moderator: TBA 1. What is this course about? 1.1 Course description This course will enable you to explore a range of alternative pedagogies used to teach students in nontraditional schools. These will include long established philosophies such as Montessori and current trends in dealing with students who do not attend, have different interests or needs or have disengaged with traditional schooling. There will be a focus on the sociocultural dimensions of learning that underpin these contexts. 1.2 Course content Alternative Schooling pedagogies/progressive Education Movement/De-schooling Movement Comparative studies across a range of pedagogies including: - Montessori Schools - Steiner Schools - Neo-humanist Schools - Friends Schools - Round Square Schools - Alternative Schools - Educating Street Kids - Child-centred Schooling Building a personal position toward alternative schooling 2. Unit Value 12 units Version Semester Recfind File Number: F14044

2 Page 2 3. How does this course contribute to my learning? The specific learning outcomes that you will achieve by successful completion of this course: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: 1.Analyse the social, cultural, historical and political contexts that shape the development of schooling within societies 2. Evaluate the major debates that have helped shaped schooling and the emergence of alternatives 3. Evaluate literature related to the field of learning and teaching within an alternative schooling environment 4. Reflect on personal experiences of schooling and analyse the contexts in which learning could have been different 5. Collect, organise and analyse information within the alternative schooling context to learn about learning Task 1: Tutorial presentation Statement Report Statement Task 1: Tutorial presentation Empowered. 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions 4.2 Pre-requisites EDU100 or EDU Co-requisites 4.4 Anti-requisites 4.5 Specific assumed prior knowledge and skills (optional) N/A 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 5.2 Assessment tasks Task (EDU351) No. Assessment Tasks Page 3 Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it? 1. Tutorial Individual 25% 10 minutes During tutorial Face to face Presentation time 2. Personal Position Individual 25% 500 words Monday March 2 Blackboard Statement 3. Exploration Report Individual 50% 1500 words Friday March 6 Blackboard 100% Assessment Task 1: Tutorial Presentation Goal: You will explore, deconstruct and present an alternative educational environment Product: Oral Presentation with supporting documents Format: Context: Exploring alternative educational environments; Role: A reflective researcher; Audience: Peers and university teaching team; Mode: Oral presentation and supporting tools & data; Medium: Face-to-face; Text type: procedural/validate; this is an individual task Criteria Demonstrate knowledge of an alternative educational pedagogy or organisation Demonstrate critical reflection of an alternative educational pedagogy or organisation Demonstrate communication for professional purposes using clear and concise language in a range of genres Demonstrate the use of academic and ethical conventions related to gathering and recording of primary and secondary sources Generic skill assessed Skill assessment level Communication Information Literacy Assessment Statement Goal: You will create and validate a personal stance towards alternative schooling Product: Written statement Format: Context: A validated alternative schooling personal position; Role: A reflective aspiring teacher; Audience: University teaching team; Mode: A first person, critically reflective statement; Medium: Electronic; Text type: procedural; this is an individual task Criteria Demonstrate personal knowledge of alternative schooling and mainstream schooling pedagogies Demonstrate personal reflection of alternative schooling pedagogies and mainstream schooling pedagogies against various philosophical, sociocultural or pedagogical understandings of schooling Demonstrate concise and clear written expression for professional purposes Demonstrate the use of academic and ethical conventions related to gathering and recording of primary and secondary sources Generic skill assessed Skill assessment level Communication Problem Solving

4 Assessment Report Page 4 Goal: You will compare and contrast two alternative educational environments against the mainstream educational environment within the Queensland State School system. Product: Report Format: Context: Gathering and processing alternative and mainstream schooling data; Role: A reflective and aspiring teacher; Audience: University teaching team; Mode: Data collection, compare and contrast; Medium: Written, Multimedia, DVD or ICT software; Text Type: procedural; this is an individual task. Criteria Demonstrate personal knowledge of alternative schooling and mainstream schooling pedagogies Demonstrate professional comparisons between alternative schooling and mainstream schooling pedagogies Demonstrate concise and clear written expression for professional purposes Demonstrate the use of academic and ethical conventions related to gathering and recording of primary and secondary sources Generic skill assessed Skill assessment level Communication 5.3 Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure you have adequate internet access (either off campus on oncampus) in order to access Blackboard regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late.

5 Page 5 To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours A 5 day intensive from + 2 Saturdays from Teaching semester/session(s) offered Semester Course activities Teaching What key concepts/content will I Week / learn? Module Day 1: 8am 2pm Day 2: 8am-11am Day3: Day 4: Day 5: Day 6: Introduction to Alternative Schooling Pedagogies: Learning Frameworks The Big Picture: Alternative and Mainstream Schooling - The product - The Process - The Person Creating the learning Environment The Alternative learning landscape Exploring key philosophers, theorists and identities Examining your personal position & developing a clear rationale: What do you believe about alternative versus mainstream schooling? Why do you believe this? Guest Speakers from different schooling contexts Unpacking Pedagogy & practice further Showcasing 3 pedagogical frameworks: -John Dewey, -Progressive Education -Edmund Rice Education Presentations: Exploring an Alternative Education Environment What activities will I engage in to learn the concepts/content? Directed Study Activities Independent Study Activities Personal profile Unpacking different learning contexts Think, pair and share The Research Process: Exploration Reports & Presentations Closure: Key learnings Preparing Presentations: Exploring an alternative Educational Environment Preparing Presentations: Exploring an alternative Educational Environment Day 7: 8-2 Do and Deconstruct Presentations: Exploring an Alternative Education Environment Do and Deconstruct Group activity: Create your ideal school - consider the context the key players, the Interact with peers in on-line discussion board Share ideas & collect

6 Page 6 Unpacking the Learning Experience: Create your ideal School Closure: Critical Reflection Time What is your current position? What do you know? What do you need to know? What would you like to know? philosophy, the practice. What does it look like, sound like and feel like? feedback on assessment tasks Please note that the course activities may be subject to variation. 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) N/A 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements N/A 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or StudentLifeandLearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability

7 Page Faculty specific information The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following National Professional Standards for Teachers (Graduate) and QCT Professional Standards for Queensland Teachers (Graduate Level): Assessment Task Task 1: Tutorial Presentation Task 2: Personal Position Statement Report National Professional Standards for Teachers (Graduate) 3.1 Set learning goals that provide achieveable challenges for students of varying abilities & characteristics. 3.5 Demonstrate a range of verbal & non-verbal communication strategies to support student engagement 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning & modify teaching practice 6.3 Seek & apply constructive feedback from supervisors & teachers to improve teaching practices 6.2 Understand the relevant & appropriate sources of professional learning for teachers 6.3 Seek & apply constructive feedback from supervisors and teachers to improve teaching practices 1.1 Demonstrate knowledge & understanding of physical, social & intellectual development & characteristics of students & how these may affect learning. 1.2 Demonstrate knowledge & understanding of research into how students learn and the implications for teaching. 6.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional needs. 6.2 Understand the relevant & appropriate sources of professional learning for teachers 6.3 Seek & apply constructive feedback from supervisors and teachers to improve teaching practices General enquiries and student support Faculty Student Support Office Tel: Fax: SHEinfo@usc.edu.au Office Opening Hours 8.30am pm Monday, Wednesday, Thursday, Friday 9.00am pm Tuesday Closed Saturday and Sunday