013977 Teaching and Learning in Practice
Warning: The information on this page is indicative. The subject outline for a
particular semester, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2015 is available in the Archives.
Credit points: 6 cp
UndergraduateResult type: Grade, no marks
Anti-requisite(s): 015902 Teaching and Learning Practices
This subject introduces principles and practices associated with both teaching and facilitating learning, which are relevant for a range of adult learning contexts. As such the subject both extends learner understanding of a range of concepts introduced in other foundation subjects, as well as providing an introduction to more specific subjects which focus on learning and development in more specialised contexts (e.g. education institutions, organisations, community sector).
|a.||To consider the factors that impact on learning in a variety of learning contexts|
|b.||To critically analyse some of the theories that can inform effective teaching and learning practice|
|c.||To draw on a variety of traditions to plan, prepare and facilitate learning experiences|
|d.||To demonstrate skills associated with planning a learning experience|
|e.||To display a capacity to present and justify a learning experience appropriate for selected situations and audiences|
|f.||To identify and practice communication related skills for facilitation of effective learning|
|g.||To observe, reflect on and critically analyse teaching and facilitation strategies demonstrated by experienced adult educators and colleagues.|
|h.||To ensure a healthy and safe learning environment for both the learners and presenters|
Teaching and learning strategies
Students will typically experience the learning in this subject through the following processes and/or content that will be covered. The teaching and learning strategies employed in this subject will include lecture input, structured discussions and activities, and individual research and engagement in assignments which critically examine and apply the knowledge gained in the class and the readings. A website for the subject will be established and maintained using the communication and learning system UTSOnline (http://online.uts.edu.au). All students will be expected to access the UTSOnline site to download templates/ pro-formas for assessment tasks, as well as to access web-based resources. Students in the block mode delivery classes are expected to check the UTSOnline site for this subject on a weekly basis for any new Announcements. The UTSOnline site will also be useful to students as a way of interacting with other students in the class.
The table below provides an indicative plan of the sessions for classes in the different delivery modes for the semester. Some adjustments to these plans may be made during the semester. The contents of the subject are motivated by the following two broad questions, and the more specific related questions:
- What do the learners need to learn?
- How do the learners need to know this?
- What are measurable and recognisable outcomes from this learning?
- What are different teaching methods that are available to the adult educator, and which of these methods are suitable for the learning that their learners need to achieve?
- How can the adult educator ensure that the learning environment is safe for both their learners and the educator?
- What teaching resources can the adult educator use to support their teaching and the learner's learning?
- How should the adult educator plan their teaching session?
- What considerations are there for teaching one to one, and teaching a group?
Assessment task 1: Essay
To discuss the influence of teachers' actions on the learning environment.
a, b, g and h
|Length:||1000 words (Bachelor's students) 1500 words (Graduate Certificate students)|
Your essay will be assessed on how well you have met the objectives of the task:
Your essay has considered how teachers’ actions and styles impact on learning in a selection of learning contexts.
Your essay critically analyses some of the theories that can inform effective teaching and learning practice.
Your essay shows that you have observed reflected on and critically analysed teaching and facilitation strategies demonstrated by experienced adult educators.
The findings and the analysis in a clearly written academic essay.
Assessment task 2: Portfolio
To document the planning, delivery and reflective analysis of a teaching and learning process.
c, d, e and f
|Length:||2000 words (Bachelor's students) 2500 words (Graduate Certificate students)|
Your Portfolio will be assessed on how well you have met the objectives of the task:
Your Portfolio provides evidence of skills associated with planning a learning experience.
Your Portfolio presents and justifies a learning experience appropriate for a specified situation and audience.
Your Portfolio presents evidence of applying communication related skills for facilitation of effective learning, and ensuring a healthy and safe learning environment for both the learners and presenters.
Your Portfolio includes critical reflections and analysis of what it means to become a teacher/ facilitator of learning.
Your Portfolio documents the planning, observations and critical analysis of the learning from the Learning Exchange and other relevant experiences and readings in the subject in a Portfolio.
Students are required to access the Subject Readings, either electronically or in hardcopy.
Athanasou, J. (ed.), 2008, Adult education and training, David Barlow Publishing, Australia.
Blanchard, P.N. and Thacker, J.W. 2004, Effective training systems, strategies and practices, Pearson Prentice Hall.
Brennan Kemmis, R. & Atkins, L. (eds) 2014, Teaching in the VET sector in Australia, David Barlow, Roverwood, NSW.
Brookfield, Stephen D. 1990, The skillful teacher: On technique, trust and responsiveness in the classroom, Josey-Bass, San Francisco.
Caffarella, R. 2002, Planning programs for adult learners: A practical guide for educators, trainers, and staff developers, 2nd edition, Jossey-Bass, San Francisco.
Corder, N. 2008, Learning to teach adults, 2nd edition, Routledge, Oxon, UK.
Curzon, L.B. 1997, Teaching in further education: An outline of principles and practice, Continuum, London.
Fawbert, F. (ed.), 2008, Teaching in post-compulsory education: Skills, standards and lifelong Learning, Contiuum, London.
Foley, G. (ed.), 2004, Dimensions of Adult Learning: Adult education and training in a global era, Allen & Unwin, NSW.
Gower, R. et al, 2005, Teaching practice: A handbook for teachers in training, MacMillan, Oxford.
Hillier, Y. 2005, Reflective Teaching in Further and Adult Education, 2nd edition, Continuum, London & New York.
Ingleby, E., Joyce, D. & Powell, S. 2010, Learning to teach in the lifelong learning sector, Continuum, London.
Jarvis, P. 2004, Adult education & lifelong learning: Theory and practice, 3rd edition, Routledge Falmer, London.
Jarvis, P. (ed.) 2006, The theory and practice of teaching, 2nd edition, Routledge, London & New York.
Killen, R. 2006, Effective teaching strategies: Lessons from research and practice, 4th edition, Social Science Press, Australia.
Killen, R. 2005, Programming and assessment for quality teaching and learning, Thomson, Vic.
Knowles, M. et al, 1998, The adult learner, 5th edition, Butterworth-Heinemann, Houston.
Kroehnert, G. 2000, Basic training: A handbook for new trainers, 3rd ed., McGraw-Hill, Sydney.
Malouf, D. 1994, How to teach adults in a fun and exciting way, Business and Professional Publishing , Australia.
McCain, D. V. and Tobey, D.D. 2004, Facilitation basics, ASTD Press, VA.
Merriam, S.B. & Brockett, R.G. 2007, The profession and practice of adult education: An introduction, Jossey-Bass, San Francisco.
Rogers, A. and Horrocks, N. 2010, Teaching adults, 4th ed., McGraw Hill & Open University Press, Maidenhead Berkshire, UK.
Rogers, J. 2007, Adults learning, 5th ed., Open University Press, Maidenhead Berkshire, UK.
Scales, P. 2013, Teaching in the Lifelong Learning Sector 2nd ed, Open University Press, Maidenhead Berkshire.
Scrivener, J. 1994. Learning teaching: The essential guide for english language teaching, 3rd ed, Macmillan, Oxford.
Scriverner, J. 2012, Classroom management techniques, Cambridge University Press, Cambridge, UL.
Tovey, M.D. and Lawlor, D.R. 2008, Training in Australia, 3rd ed., Pearson, NSW, Australia.
Walsh, J. A. and Sattes, B. D. 2005, Quality questioning: research-based practice to engage every learner, Corwin & Sage, CA.
Westwood, P. 2008, What teachers need to know about teaching methods, ACER, VIC.