EDF4121 Teaching: The power to change 代写
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EDF4121 Teaching: The power to change 代写
Unit Guide
EDF4121
Teaching: The power to change
Semester 1, 2017
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Table of contents
Indigenous acknowledgement 4
Student Charter 4
Teaching team 4
Chief Examiner 4
Unit Coordinator(s) 4
Lecturer(s) 5
Unit handbook information 6
Mode of delivery 6
Unit relationships 6
Pre-requisites 6
Prohibitions 6
Co-requisites 6
Synopsis 6
Learning outcomes 6
Workload requirements 7
Teaching approaches 7
Unit in a nutshell 7
Teaching activities 7
Fieldwork risk assessment statement 8
Technological requirements 9
Your feedback to us 9
Previous student evaluations of this unit 9
Unit schedule 11
Assessment requirements 13
Assessment summary table 13
Extensions, penalties, resubmission and special consideration 13
Turnitin - Faculty information 13
Reference requirements 13
Assignment submission 14
Returning assignments 14
Assessment feedback to you 14
Assessment tasks 15
Learning resources 21
Required resources 21
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Prescribed text(s) 21
Prescribed readings 21
Recommended resources 21
Student support 21
Academic Language and Literacy Development - Faculty of Education 21
Disability Support Services 21
Education policies 22
eSolutions Service Desk (ICT services and help) 22
Graduate Attributes Policy 22
Indigenous Tutorial Assistance Scheme (ITAS) 22
Information for Singapore based students 22
Monash University Library 22
Student Services 22
Unit guide prepared by 22
Last updated 22
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Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - both past and present -
of the lands and waters on which our five Australian campuses operate.
http://www.monash.edu.au/about/indigenous/
Student Charter
The Student Charter sets out the key expectations of all students as they foster and Monash
contribute to Monash's learning community.
http://www.opq.monash.edu.au/ep/student-charter/monash-university-student-charter.html
Teaching team
Chief Examiner
Name: Dr Niranjan Casinader
Campus: Clayton
Phone:
Contact hours: On Clayton Campus, Tuesday and Thursday: please email for an appointment on
these and other days
Unit Coordinator(s)
Name: Dr Niranjan Casinader
Campus: Clayton
Phone:
Contact hours: On Clayton Campus, Tuesday and Thursday: please email for an appointment on
these and other days
Name: Mr Mal Grimmett
Campus: Peninsula
Phone:
Contact hours: Please email for an appointment
Name: Dr Hilary Monk
Campus: Online (OCL)
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Phone: +61 3 990 44277
Contact hours: Please email for an appointment
Lecturer(s)
Name: Dr Niranjan Casinader
Campus: Clayton
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Unit handbook information
Mode of delivery
Clayton (Day)
Peninsula (Online)
Peninsula (Day)
Unit relationships
Pre-requisites
None
Prohibitions
None
Co-requisites
None
Synopsis
In this unit students investigate and reflect on what it means to be a teacher in different
educational contexts. They consider the kinds of 'power' they have as an individual teacher and
the teaching profession as a whole to influence young people's learning and development and to
help shape a multicultural, democratic and sustainable future world. As part of that investigation
students examine, critically analyse and evaluate different theories of teaching, and inquire into the
multiple dimensions of teachers' work in diverse settings. In the course of developing an emerging
personal and professional standpoint around teaching, students research a number of policy
documents (at local, national and global levels) and consider the ways these policies influence
teachers' practices and sense of who they are as professionals.
Learning outcomes
Upon successful completion of this unit students should be able to:
1. examine, critically analyse and evaluate different theories of teaching and teaching
practice
2. investigate the complex, multi-faceted and changing nature of teachers' work
3. explore and critically reflect on the ever-evolving nature of teachers' professional identity
4. develop a personal and professional philosophy of teaching
5. develop critical awareness of the ways policy documents (at local, national and global
levels) have an impact on teachers' professional identity and professional practice in diverse
educational settings.
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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educational settings.
Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:
(a.) Contact hours for on-campus students:
● equivalent to 24 hours engagement in online, face-to-face or blended platforms
(b.) Contact hours for off-campus students:
● equivalent to 24 hours engagement in online or blended platforms
(c.) Additional requirements (all students)
● independent study to make up the minimum required hours per semester
Teaching approaches
Unit in a nutshell
This unit is one of the key, common units that are undertaken by all Teach students, whatever their
specialism. It focuses on an exploration of all the elements that combine to form the role of a
teacher within education, whatever the specific educational setting. It is a companion unit to
EDF4120, and there are many lines of connection between the two. Students will be encouraged
to develop an understanding of those interactions and links as the units progress.
If EDF4120 is about the nature and process of learning, then this unit is concerned with how
educators construct and implement that learning process within the context of teaching as a
profession. It also looks at the nature and role of a teaching professional in contemporary
society, and how educators develop their own professional identity as a member of that
profession. The unit is designed to address the matters that concern all F-12 educators, whatever
their educational setting, as well as looking at areas that are specific to one particular setting.
Teaching activities
Aside from the weeks of professional placement, each week will be usually divided into two parts:
a and a Exceptions to this will be also noted on Moodle. one-hour lecture two-hour workshop.
The lecture will be presented twice at Clayton on Tuesdays: at 10.00 am and 4.00 pm. The
combined space across both lectures will enable all Clayton students to attend a live lecture, and
they are encouraged to do so. Both lectures will be recorded on MULO.
All workshops at Clayton and Peninsula have been timetabled on Wednesday - Friday to enable all
students to view the lecture, whether live or through MULO. that at It is imperative all students
Clayton, Peninsula and online their weekly r should attend or watch each week's lecture before
workshop. The lecture times and MULO options mean that there should be no reason why any
student should not be able to do this in normal circumstances. This is important because the
workshops will proceed on the expectation that you are aware of the material in the lecture.
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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The live at each campus have been : workshops timetabled and staffed according to specialism
Primary & Secondary (the dual sector degree), Early Years-Primary, and Secondary at Clayton;
Primary at Peninsula ; and Early Years and Primary online.
All the workshops at Peninsula are Primary-focused, so any workshop can be chosen. However,
there are over 20 workshops timetabled across Wed-Friday at Clayton. These have been allocated
to Early Years-Primary, Primary-Secondary and Secondary. The focus of each workshop slot is
shown on the online timetable. The number and times of the workshops have been allocated
according to numbers in each specialism and the timetables of the individual specialisms. In other
words, as far as possible, University Timetabling has tried to ensure that there are no clashes with
course units.
At Clayton, , all students are expected to select a workshop that is compatible with their specialism
as it is in this session that the themes in the lecture and the week will be addressed in ways that
are specific to the specialism in question. Students who select a different workshop, for whatever
reason, should be aware of the implications of their choice.
The Moodle site will have workshop activities specific to each specialism, as well as those that are
tailored for online students. All students, regardless of mode or specialism, will be able to access
all materials across the site. Only discussion forums will be targeted in various ways. There will be
a section in each weekly workshop that will address the upcoming assessment task in some form.
I , t is expected that all students prepare for each week's workshop by doing the required readings
which will be used in some way to guide or inform your activities in the workshops. In some weeks,
there may be hurdle activities, which will require a task to be done to access future materials. It is
essential that you purchase either a hard or e-book version of the textbook, as it is used each
The readings, if done, have been chosen to prepare you for the assessment tasks. week.
Readings that are specific to an educational setting will be listed under the weekly workshops. The
items on the main reading list itself are common to students in all specialisms and, as with the
lectures,have been designed with this principle in mind.
In order to further help students further with the two assessment tasks, the Chief Examiner will be
running an Adobe Connect virtual help session presentation prior to the submission of each task.
Look out for the dates and times of these sessions via the appropriate discussion forums.
Fieldwork risk assessment statement
Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.
EDF4121 Teaching: The power to change 代写
Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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1.
2.
3.
4.
For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html
Technological requirements
Throughout your studies, you will use a variety of technologies and multimedia to access unit
materials, to participate in and complete assigned activities, discussions and assessments. For
further information regarding the teaching and learning technology’s the Faculty expects you to
engage with, please visit: http://www.monash.edu.au/pubs/2017handbooks/undergrad/edu-02.html.
Other useful links:
● Faculty of Education – the learning space:
http://monash.edu/education/current-students/academic-and-study-support/teaching-
technology-learning-centre/
● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf
● Library Services:
http://www.monash.edu/library/services/users/students
Students are asked to bring to use tablets and/or laptops to use in lectures and workshops.
Laptops and/or tablets are encouraged, as they enable constructive work to be undertaken on an
assessment task, or other written work, in a workshop, when required.
Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
Previous student evaluations of this unit
In response to previous SETU results of this unit, the following changes have been made:
This unit is being taught for the third time in 2017. The unit team has acted on the 2016 SETU by:
revising the content and delivery of each week's lecture and workshop
revising the nature, scope and direction of the assessment tasks
paying greater attention tho the pre-planning process, especially in timetabling and
workshop organisation
reducing the amount of weekly readings
Additional changes have been made in response to the national requirements in teacher education
course accreditation. By submitting written comments you are assisting your Faculty to implement
best teaching practices. The Faculty is committed to continually improving the student learning
experience. For your part, you have a responsibility to ensure that your comments are constructive
and respectful and that you recognise the important professional responsibility that Student
Evaluations offers.
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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If you wish to view how previous students rated this unit, please go to:
https://emuapps.monash.edu.au/ /index.jsp unitevaluations
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Unit schedule
Week Focus and activities (Lecture & 2 hour workshop) Assessment
Week 1
Starting
Monday
Feb 27 th
Teaching as a Profession
Week 2
Starting
Monday
March 6 th
Policies and Practices (incl the Australian Professional
Standards for Teaching)
Week 3
Starting
Monday
March 13
th
Understanding the Setting Adobe Connect Help
Session: AT1
Week 4
Starting
Monday
March 20
th
Planning for Pedagogy 1 Assessment Task 1
due
23:55 pm on Sunday
26 th
March, 2017
Week 5
Starting
Monday
March 27
th
Planning for Pedagogy 2 (Differentiation)
Week 6
Starting
Monday
April 3 rd
(School
Holidays)
Assessment (lecture)
Workshop (1 hour only)
Week 7
Starting
Monday
0 April 10
th
(School
Holidays)
Professional experience Preparation (Lecture)
Note: attendance at this lecture is seen as . If essential
placement issues arise later, student attendance at this
session will be a factor taken into account in the resolution
Classroom Management (Workshop)
Adobe Connect Help
Session: AT2
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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7 MONASH SEMESTER BREAK/ SCHOOL HOLIDAYS (April 17 1 – 21 ) )
th t st
Week 8
Starting
Monday
April 24 th
Placement: no classes
Week 9
Starting
Monday
1 May 1
t st
Placement: no classes
Week 10
Starting
Monday
8 May 8
th
Placement: no classes
Week 11
Starting
Monday
May 17 th
Placement Debrief/ Professional Identities
Week 12
Starting
Monday
May 22 nd
Global Futures: a changing workplace
(online video lecture only: optional)
Workshop (1 hour only)
Assessment Task 2
due on Sunday
28 th May, 2017 at 23:
55 p.m
SWOT VAC No formal assessment
is undertaken in
SWOT VAC
Examination Period LINK to Assessment
Policy: http://policy.
monash.edu.au/policy-
bank/
academic/education
/assessment/
assessment-in-
coursework-policy.html
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Assessment requirements
Case study: critical biography - report of teachers' work in context (1600 words, 40%)
Research essay (one or two theories/theorists) and position statement (philosophy) (2400 words,
60%)
Assessment summary table
Assessment task Value Due date
Case study: critical biography - a report of teacher's
work in context
40% Sunday 26th March, 2017
23:55 pm
Research essay and Position Statement 60% Sunday 28th May, 2017 23:
55 pm
Extensions, penalties, resubmission and special
consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration:
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/
Turnitin - Faculty information
Turnitin is text matching software used by the University as an educative tool to assist students to
understand and develop the necessary skills to ensure the ethical and correct use of citing and
referencing in their work (see Academic Integrity: http://www.monash.edu.au/students/policies/
). Currently within the Faculty of Education, the adoption of Turnitin in a academic-integrity.html
unit is at the discretion of the Chief Examiner.
Students are expected to use Turnitin as a self check tool in this unit. Please note that:
● this is the assignment dropbox and any files that you upload here will be assessed not not
● they should not include any personal information (name, id etc) within the submitted
document
● Originality report can take up to 24 hours per dropbox.
Please visit for assistance. For technical support, please contact Turnitin Library guide eSolutions
. Service Desk
Reference requirements
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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American Psychological Association (APA) 6 edition is the standard referencing style used within
th
the Faculty of Education. Please see the following Monash University Library Guide on APA 6
th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa
Assignment submission
Moodle - You will need to submit your assessment task via the Moodle assignment box.
Returning assignments
Your assessment tasks will be returned via Moodle assignment dropbox.
Assessment feedback to you
For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures
Types of feedback you can expect to receive in this unit are:
Assessment tasks
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Assessment tasks
Case study: critical biography - a report of teacher's work in context Title:
Sunday 26th March, 2017 23:55 pm Due date:
Assessment task link to unit learning outcomes: Learning Outcomes 1, 2, 3, 5
● (1)Examine, critically analyse and evaluate different theories of teaching and teaching practice
● (2) Investigate the complex, multi-faceted and changing nature of teachers' work
● (3) Explore and critically reflect on the ever-evolving nature of teachers' professional identity
● (5) Develop critical awareness of the ways policy documents (at local, national and global levels) have an impact on teachers'
professional identity and professional practice in diverse educational settings.
Details of task: Critically discuss the impact that various factors might have on the creation of a teacher’s professional identity. Include a
reflective narrative on the creation of your own professional identity and how you feel it is emerging as you begin your MTeach course.
Your task involves two parts: requires you to do two things –to and to the possible influences that help to Part A identify critically discuss
shape the creation of a teacher’s professional identity. These factors might include (but are not limited to):
● the landscapes of educational policy which influence teachers’ work
● curriculum
● theories of teaching and learning,
● the sociocultural context/s of particular times/places, and
● professional learning programs. A
As a guide, Part A should be about 1200 words in length.
You must refer to:
● the of the EDF4121 coursework program, including the readings first four weeks
● additional academic literature that you have researched, and
● at least video interviews of educators reflecting on their personal trajectory. These videos are on the Moodle site under two
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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1.
1.
2.
3.
4.
5.
2.
3.
4.
5.
6.
7.
● at least video interviews of educators reflecting on their personal trajectory. These videos are on the Moodle site under two
Assessment Task One. You should watch one video of an educator in your preferred teaching setting, plus at least one other from
a different teaching environment. This is to give you a contrast to use as a base for the analysis.
requires you to first the factors that have influenced and you wish to become as a teacher. Part B identify who you are why
how these factors have led to the creation of your own emerging professional identity. on what you feel it means to Discuss Reflect
belong to the teaching profession and how you see that this has been affirmed and/or challenged by the early weeks of the MTeach
course. A s a guide, Part B should involve about 400 words.
1600 Word count/equivalent:
40% Weighting/Value:
Presentation requirements:
Individual assessment in group tasks: Your essay should:
Make use of the lecture/workshop material and relevant readings (the academic literature) to guide your analysis. These may
include:
readings provided as part of the reading list;
other items made available on Moodle;
readings discussed in class;
additional peer-reviewed readings that you find yourself. (Peer-reviewed readings include journal articles from academic
publications that been vetted by other academics. This is usually stated clearly on the journal website or at the start of
any hard copy publication. They also include research-based books published by academic publishers.)
NB: The readings are in addition to the prescribed texts. It is expected that, aside from the prescribed texts, you will refer to
and make use of at least two (2) readings.
Meet the word count (within 10%), and be logically and coherently structured. The word count includes all in-text citations and
quotations. As a guide, going over the 10% because you have cited very thoroughly will not be penalised. It is the main text and
quotations that you should be concerned about.
Use clear and appropriate language that is correct in both spelling and grammar.
Ensure your work is original and that you (i.e. cite a reference) where you draw on the words and ideas of others. identify
Make correct use of the style of citation. APA 6th Edition
Include your name in the header of each numbered page.
The document should be fully and correctly formatted as a (margins, page numbers, use of professional Word document
appropriate formatting, and so on)
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Criteria for marking:
HD D D C C P P F F Comment
Criterion 1: Critical engagement with the coursework program
The extent to which the submission draws on the set readings, lectures,
and tutorials to identify and critically discuss the impact of various factors
that seem to shape the development of teacher professional identity over
the course of a teaching career.
30%
Criterion 2: Critical engagement with additional academic literature
The extent to which the submission demonstrates critical engagement with
relevant academic literature. References should be used to strengthen and
substantiate a developing understanding of the impact of various factors
that seem to shape the development of teacher professional identity.
20%
Criterion 3: Critical engagement with video footage
The extent to which the submission draws on the video footage of one or
more educators. The video footage should not be summarised, but rather
appropriate examples / quotes should be weaved through the submission
to strengthen and substantiate a developing understanding of the impact of
various factors that seem to shape the development of teacher
professional identity.
20%
Criterion 4: Personal insights
The extent to which the submission provides a clear personal statement
that reveals an awareness of your emerging professional identity. This will
involve reflecting on the ways and means by which your own view of what
it means to belong to the teaching profession has been affirmed and/or
challenged by the early weeks of the MTeach course.
20%
Criterion 5: Academic literacy and integrity
The submission should be original and authentic. It should be written and
organised in a logical, coherent way. The use of headings and sub-
headings is encouraged. It is expected that you will proofread your
submission to ensure it is free from spelling and grammatical errors. Is it
expected that you will use APA 6 Ed referencing conventions.
th
10%
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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1.
2.
Research essay and Position Statement Title:
Sunday 28th May, 2017 23:55 pm Due date:
: Assessment task link to unit learning outcomes: Learning Outcomes 1, 3 and 4
● (1) Examine, critically analyse and evaluate different theories of teaching and teaching practice
● (3) Explore and critically reflect on the ever-evolving nature of teachers' professional identity
● (4) Develop a personal and professional philosophy of teaching
Details of task: “Education is the most powerful weapon which you can use to change the world.” (Nelson Mandela)
The Australian Professional Standards for Graduate Teachers (APSTs) describe the work expected of a teacher at Graduate level. It is
these practices that are deemed to comprise effective education practice. Effective education practice, for Nelson Mandela, is a weapon
that holds possibilities to change the world. This essay addresses these Standards, in research and in practice, and asks you to
comment on how they are an effective force for change. It has four parts to it.
Explain the content/ substance and intentions of each of the seven (7) APST Standards. Within your discussion, you Part 1 (900 words)
should make reference to
the area of expertise addressed by each Standard and
the aspects of that expertise specified by the Descriptors that make up each Standard .
Select two (2) of the seven (7) Standards that you want to learn more about, or which are important to you. Find two Part 2 (500 words)
(2) pieces of research for of the two Standards that justify the importance of such practice as it aligns with each Standard. For each
example:
● what are the reasons given in research literature about why is it important to know students and how they learn?
● What does research tell us about why it is important to create safe learning environments?
Continue with the two Standards you have selected. Provide accounts of practice that show how the two standards, Part 3 (400 words)
or the Descriptors within them, are demonstrated by teachers. To do this, you may refer to what you have seen teachers do while you
were on placement, to the practice of teachers who taught you, or to video evidence of teaching practice that you are able to locate.
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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1.
2.
3.
4.
5.
6.
4 Part 4 ( ( ) ) 600 words
If education transforms the world, and if these standards underpin effective educational practice, which two Standards of the seven do
you feel are the ones that would most enable education to be a powerful weapon to change the lives of students?
There is no right answer to this question. You need to argue which two Standards are important to you and why. This relies on : NOTE 1
you mounting an argument for the two chosen Standards and building a case that supports this.
● You may select . They can be different to the two that you have used previously in Parts 2 and 3 of any two of the seven Standards
the essay.
● Substantiate your argument by drawing on in addition to the two used in Part 2 above. As part of this, at least four references
consider and include references to what you understand about terms used in the quote such as ‘powerful weapon’ and ‘change’.
– because the Standards are for all F-12 educators, their language is based on the school NOTE 2: ECE pre-service students
environment. However, Early Childhood educators register with the same organisation that registers school teachers, so it is important
to become familiar with these. Just remember that where it might say ‘school’, in your case, this would be ‘early childhood setting.
2400 Word count/equivalent:
60% Weighting/Value:
Presentation requirements: Further Instructions
Meet the word count (within 10%), and be logically and coherently structured. The word count includes all in-text citations and
quotations. As a guide, going over the 10% because you have cited very thoroughly will not be penalized. It is the main text and
quotations that you should be concerned about.
Use clear and appropriate language that is correct in both spelling and grammar.
Ensure your work is original and that you (i.e. cite a reference) where you draw on the words and ideas of others. identify
Make correct use of the style of citation. APA 6th Edition
Include your name in the header of each numbered page.
The submission should be fully and correctly formatted as a (margins, page numbers, use of professional Word document
appropriate formatting, and so on)
Not Applicable Individual assessment in group tasks:
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Criteria for marking:
HD D D C C P P F F Comment
Criterion 1: Accurate and clear description of substance and
intent of all 7 APST Graduate Standards
The extent to which the submission summarises explains the
content/ substance and intentions of each of the seven (7)
APST Standards
30%
Criterion 2: A strong research-based justification of 2 of the
Australian Professional Standards for Graduate Teaching
20%
Criterion 3: Rich accounts of practice that clearly demonstrate
2 of the Australian Professional Standards for Graduate
Teaching; Critical Description and explanation of 2 Australian
Professional Standards for Teaching (APST) related to
Teaching Practice
20%
Criterion 4: Critical and persuasive discussion about which of
the Australian Professional Standards for Graduate Teachers
helps to achieve ‘education and change’
20%
Criterion 5: Academic literacy and integrity
The submission should be original and authentic. It should be
written and organised in a logical, coherent way. It is expected
that you will proofread your submission to ensure it is free from
spelling and grammatical errors. Is it expected that you will use
APA 6th Ed referencing conventions, and include a correctly
formatted reference list at the end.
10%
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.
Prescribed text(s)
Churchill, Rick et al.. (2016). Teaching: making a difference . (3rd ed.) Wiley (ISBN:
9780730315452) .
Prescribed readings
Monash Library Unit Reading List (if applicable to the unit):
http://www.monash.edu/library
Recommended resources
Additional weekly readings will be found on Moodle and the unit reading list from the library.
Student support
Academic Language and Literacy Development - Faculty of
Education
http://www.monash.edu.au/education/current-students/academic-and-study-support/academic-
language-and-literacy-development-unit/
Disability Support Services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services.
Disability Support Services also support students who are carers of a person who is aged and frail
or has a disability, medical condition or mental health condition.
Disability Advisers visit all Victorian campuses on a regular basis.
● Website: monash.edu/disability
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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● Website: monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser;
● Drop In: Level 1, Western Annexe, 21 Chancellors Walk (Campus Centre) Clayton Campus.
Education policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at:
http://www.policy.monash.edu/policy-bank/academic/education/index.html
eSolutions Service Desk (ICT services and help)
http://monash.edu/esolutions/contact/index.html
Graduate Attributes Policy
http://www.policy.monash.edu/policy-bank/academic/education/management/monash-graduate-
attributes-policy.html
Indigenous Tutorial Assistance Scheme (ITAS)
http://www.monash.edu.au/study/life/indigenous/scheme.html
Information for Singapore based students
Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.
Monash University Library
http://www.monash.edu/library
Student Services
http://www.monash.edu.au/students
Unit guide prepared by
Name: Dr Niranjan Casinader
Campus: Clayton
Last updated
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
23
18 Jan 2017
Copyright @ Monash University 2017. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.
EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
EDF4121 Teaching: The power to change 代写
