Overview:
Choosethree (3)of the 6 case studies, to plan differentiated instruction and assessment from a strength-based perspective that demonstrates your knowledge of approaches to learning for diverse groups of students. Make explicit reference to content covered in this unit. (750 words each),
Details:
The aim of this assessment is to give you an opportunity to demonstrate your understanding of different theoretical approaches or perspectives on learning, the strategies linked to these perspectives, and how these support the learning of diverse groups of students.
For each case study (in around 700- 750 words for each):
Briefly outline the key principles associated with the relevant theoretical perspective; and note the extent to which they relate to a developmental theory.
Provide a detailed example of a teaching strategy aligned with the relevant theoretical perspective that is appropriate for the level of schooling chosen i.e. in your classroom
Explain how this strategy supports the learning needs of diverse groups of learners with reference to at least two types of diversity
For EACH scenario you should demonstrate:
Clear, accurate and concise understanding of the theoretical approach
Clear and detailed description and example of a teaching strategy aligned with this approach that is appropriate for the age group.
Case Study Choices Choose three (3) only:
Case Study One:
Your secondary school is exploring taking a behaviourist perspective and using direct instruction to improve the basic reading skills of the students who are from culturally diverse backgrounds.
Case Study Two:
Your secondary school is exploring taking a cognitive perspective and using collaborative learning to improve the basic reading skills of the students who are from culturally diverse backgrounds.
Case Study Three:
Your secondary school is exploring taking an information processing theory perspective to develop metacognition in the culturally diverse group of students / children with different levels of skills and abilities.
Case Study Four:
Your secondary school is exploring taking a cognitive perspective and using Bandura’s Social Cognitive Theory to assist the learning of its culturally diverse group of students / children with different levels of skills and abilities.
Case Study Five:
Your secondary school is exploring taking a Humanist approach to develop a sense of competence in the culturally diverse group of students / children with different levels of skills and abilities in the school.
Case Study Six:
Your secondary school is exploring taking a Humanist approach to develop a sense of personal responsibility and autonomy in the culturally diverse group of students / children with different levels of skills and abilities.
TOPICS
11. Using Humanist perspectives to engage a diverse classroom of learners
·Duchesne, S., & McMaugh, A., (2018). Educational Psychology for Learning and Teaching (6th Ed.). Australia: Cengage. Chapter 7- Humanist Approaches to Learning (pp. 303-331)
·Churchill et al., (2018). Teaching – Making a Difference (4rd Ed.). Queensland: Wiley. Chapter 11- Interactive student engagement and management. (pp.333-360).
10. Using Cognitivist/Constructivist perspectives to support learner differences through curriculum choices
·Duchesne, S., & McMaugh, A., (2018). Educational Psychology for Learning and Teaching (6th Ed.). Australia: Cengage. Chapter 6- Cognitive Explanations of Learning (pp. 253-291).
·Churchill et al., (2018). Teaching – Making a Difference (4rd Ed.). Queensland: Wiley. Chapter 6 The curriculum (pp. 203-210).
9. Using Cognitivist/Constructivist perspectives to support learner differences through classroom practices
·Duchesne, S., & McMaugh, A., (2018). Educational Psychology for Learning and Teaching (6th Ed.). Australia: Cengage. Chapter 6- Cognitive Explanations of Learning (pp. 253-291).
·Churchill et al., (2018). Teaching – Making a Difference (4rd Ed.). Queensland: Wiley. Chapter8 Pedagogy: the agency that connects teaching with learning (pp. 279-295).
8. Using Behaviourist perspectives tosupport diverse learners
·Duchesne, S., & McMaugh, A., (2018). Educational Psychology for Learning and Teaching (5th Ed.). Australia: Cengage. Chapter 5- Behavioural Views of Learning (p. 219-246)
·Churchill et al., (2018). Teaching – Making a Difference (4rd Ed.). Queensland: Wiley. Chapter 8 Pedagogy: the agency that connects teaching with learning (pp. 271-278).
7. Differentiating Curriculum: Individualised and Universal Design Pedagogies
·Duchesne, S., & McMaugh, A., (2018). Educational Psychology for Learning and Teaching (6th Ed.). Australia: Cengage. Chapter 10- Diverse Learners and Education. (pp. 427- 457).
·Churchill et al., (2018). Teaching – Making a Difference (4rd Ed.). Queensland: Wiley. Chapter7 Planning for Practice: connecting pedagogy, assessment and curriculum. (pp. 238- 249).