|Semester 2, 2020 Online|
|Short Description:||Learning Intervention Numeracy|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070113 - Teacher Education: Special Edu|
|Grading basis :||Graded|
|Version produced :||26 February 2020|
Examiner: Nicole Todd
Pre-requisite: BEDU (Primary + Special Education) and BEDU (Special Education) and BPED students to complete EDC2400 prior to enrolment.
Enrolment is not permitted in EHI3005 if SPE3002 has been previously completed.
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
With estimates of between 5-20% of learners in regular Australian classrooms requiring additional support to access the curriculum, including the area of numeracy, this course will aim to develop the knowledge and skills that educators in special education require to address learning difficulties in numeracy in regular education and support contexts. In addition, all educators need to be prepared to teach numeracy. A knowledge of evidence based practices and differentiation, including appropriate assessment, and how they can be applied is essential for pre-service teachers. Regular education and support contexts can include providing intensive instruction to individual learners or small groups; there can also be collaboration through co-teaching in the regular classroom and/or consultation with classroom teachers.
This course is concerned with addressing numeracy difficulties. This course will present theoretical aspects of numeracy development and the practical application of such theory through evidence-based pedagogical practice to address numeracy difficulties within the whole class and individually. Characteristics of learners with learning difficulties such as issues with memory will be addressed, as well as the impact of such characteristics on learning numeracy skills. Appropriate assessment will be discussed, as well as how to set learning goals from the assessment results. Also included is planning using differentiation so that learners with numeracy difficulties can meet learning goals. In addressing learning difficulties educators in special education can work in a number of contexts where collaboration occurs such as co-teaching in classroom-wide implementation and consulting with classroom teachers. Effective collaboration in these contexts will be discussed.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- recall information concerning the area of learning difficulties and learning disabilities, specifically in numeracy, and characteristics of learners, including theoretical aspects and implications for teaching (APST 1.1, 1.2);
- explain and justify appropriate assessment of learners with learning difficulties in numeracy and how to set learning goals from assessment results (APST 3.1, 5.1, 5.4);
- plan for an effective learning and teaching sequence from assessment results and learning goals, using differentiation of teaching and evidence-based pedagogical practices in order to enhance learning outcomes for learners with learning difficulties in numeracy (APST 2.2, 2.5, 3.2, 3.3, 3.4, 4.1);
- describe effective ways of working in different contexts such as co-teaching in classroom-wide implementation, collaborating and consulting with classroom teachers (APST 3.2, 3.3).
|1.||Overview to addressing difficulties with learning including learner characteristics, common difficulties, theoretical aspects, and implications for teaching numeracy||20.00|
|2.||Assessing and planning to address numeracy difficulties (involving evidence-based pedagogical practices and differentiation) in a regular classroom including effective ways of working in different contexts such as co-teaching in classroom-wide implementation, collaborating, and consulting with classroom teachers||30.00|
|3.||Overview of mathematical learning disabilities. Assessing to identify specific mathematical learning disabilities. Analysis of errors and how to set individual learning goals from the analysis||20.00|
|4.||Planning and pedagogical practices to address specific mathematical learning disabilities||30.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=02&subject1=EHI3005)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||18 Aug 2020|
|ASSIGNMENT 2||20||20||15 Sep 2020|
|ASSIGNMENT 3||40||40||20 Oct 2020|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.