EDSE12025 - Engaging Learners: Classroom Management and Neuroscience
Term 1 - 2017


All details in this unit profile for EDSE12025 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Optimising learning for all students requires expert knowledge, practice and dispositions to manage classrooms efficiently and effectively. Developing informed professionalism using theory, policy and good practice to maximise learning of all students is the focus of this unit. Utilising contemporary understandings from neuroscience, dispositions are developed to manage classrooms. The unit focuses firstly on engaging all learners to achieve learning gains, and secondly on the effective management of classrooms and student behaviour.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite EDFE11038 Professional Practice 1 - Introduction to Teaching

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Feedback is regarded of high quality and useful for students to assist in self-monitoring the quality of their work and responses to assessment during their production. Students and staff Continue expeditious and timely feedback of quality that supports student learning.
The topic format is regarded highly by students and staff. Students and staff Continue to have high quality, logical topic layout that is intuitively navigated accessed.
The resources have been identified as highly relevant for study by students and staff. Students and staff Continue to have high quality videos that support student learning in each topic.
On successful completion of this unit, you will be able to:
  1. Evaluate how to engage learners effectively.
  2. Examine how teaching and learning can be done in brain friendly ways to engage learners and maximise learning gains.
  3. Create a classroom management plan derived from theory, policy and good practice using informed professionalism.

Australian Professional Standards for Teachers (Graduate Level) demonstrated:

1.2 Understand how students learn

3.1 Establish challenging learning goals

3.5 Use effective classroom communication

4.1 Support student participation

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment  
2 - Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work      
6. Information Technology Competence      
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment    
2 - Written Assessment    

Prescribed Textbooks

Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support.
Author/s: Bill Rogers Year: 2015
Edition: 4th Publisher: Sage
City: London
Country: England
View textbooks at the CQUniversity Bookshop
Note:

It will be useful to have access to a copy of this book - either hard or electronic.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorFlavia Santamaria (f.santamaria@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Topic 1 – My professional dispositions and student learning gains (AITSL 1.2 & 3.5)

Bill Rogers - Introduction and chapters 1 & 2

Study online resources including course Moodle website

Week 2 13-03-2017

Topic 1 – My professional dispositions and student learning gains (AITSL 1.2 & 3.5)

Bill Rogers - Introduction and chapters 1 & 2

Study online resources including course Moodle website

Week 3 20-03-2017

Topic 2 - The neuroscience of learning and behaviour, and why challenging goals matter (AITSL 3.1, 3.5 & 4.1)

Bill Rogers chapter 3 & 4

Study online resources including course Moodle website

Week 4 27-03-2017

Topic 2 - The neuroscience of learning and behaviour, and why challenging goals matter (AITSL 3.1, 3.5 & 4.1)

Bill Rogers chapters 3 & 4

Study online resources including course Moodle website

Week 5 03-04-2017

Topic 3 - What the theorists say about learning and supporting positive student behaviours (AITSL 4.1, 4.2 & 4.3)

Bill Rogers chapter 5

Study online resources including course Moodle website

Vacation Week 10-04-2017
Week 6 17-04-2017

Topic 3 - What the theorists say about learning and supporting positive student behaviours (AITSL 4.1, 4.2 & 4.3)

Bill Rogers chapter 5

Study online resources including course Moodle website

AT1 - Engaging learners Due Thursday (20 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Topic 4 – Responsibility Theory: Who’s got the power? (AITSL 4.1, 4.2, 4.3 & 4.4)

Bill Rogers chapter 6

Study online resources including course Moodle website

Week 8 01-05-2017

Topic 4 – Responsibility Theory: Who’s got the power? (AITSL 4.1, 4.2, 4.3 & 4.4)

Bill Rogers chapter 6

Study online resources including course Moodle website

Week 9 08-05-2017

Topic 5 - Managing tricky teens (AITSL 3.5, 4.1, 4.3 & 4.4)

Bill Rogers chapters 7 & 8

Study online resources including course Moodle website

Week 10 15-05-2017

Topic 5 - Managing tricky teens (AITSL 3.5, 4.1, 4.3 & 4.4)

Bill Rogers chapters 7 & 8

Study online resources including course Moodle website

Week 11 22-05-2017

Topic 6 - Bringing it all together: Effective and efficient classroom management to maximise student learning gains (AITSL 1.2, 3.1, 3.5, 4.1, 4.2, 4.3 & 4.4)

Bill Rogers - review chapters of your choosing

Study online resources including course Moodle website

Week 12 29-05-2017

Topic 6 - Bringing it all together: Effective and efficient classroom management to maximise student learning gains (AITSL 1.2, 3.1, 3.5, 4.1, 4.2, 4.3 & 4.4)

Bill Rogers - review chapters of your choosing

Study online resources including course Moodle website

AT2 – Supporting positive classroom behaviours Due Thursday (01 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title AT1 - Engaging learners
Task Description

Part A: Topics 1 to 3 Discussion Forum Posts

(i) Select two activities from Topics 1 to 3 on our course Moodle website (no more than one from any topic). Make two Posts of no more than 300 words each (excluding any references) in the Discussion Forum Topics 1-3 on our course Moodle website on or before Thursday of Week 5.

(ii) You are to choose one Post from another student in our Discussion Forum Topics 1-3 and provide advice on how to improve the quality of that Post. That advice should be no more than 250 words.

In your AT1 response submitted in Moodle as one document, you are required to provide a copy of your two Posts, a copy of the Post of another student that you selected with your advice on how to improve that Post, and your response to Part B.

Part B: Extended response

Your school principal on prac. has asked you to explain in writing how you use understandings in your teaching to engage learners and how your practice demonstrates impact on student learning and achievement.

Your extended response may refer to concepts that you addressed in Part A and is to be no more than 2200 words (excluding References).

Assessment Due Date Week 6 Thursday (20-Apr-2017) 11:45 PM AEST
Return Date to Students Week 9 Friday (12-May-2017)
Weighting 50%
Assessment Criteria

Criteria and standards sheet

A holistic judgment is made on the standards evidenced in the specific properties of your response to the assessment

Criteria: Knowledge, Skills, Application of knowledge and skills (AQF, 2013, p. 47).

The characteristics of student work in the response to the assessment task are typically, on balance:

A High Distinction response to the assessment task “demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the course; work is interesting or surprisingly exciting, challenging, well read or scholarly” (CQU, 2015, p. 3).

The response evidences very high levels of expertise with in depth understandings to address all the assessment requirements. The content is of exceptional quality and the response is succinct, highly relevant, valid, coherent, flows logically throughout, draws upon a range of relevant research, and exhibits critical and original thinking. The APA Style (2010) is used expertly: including to acknowledge sources, convey meaning powerfully, and provide a consistently very high quality scholarly response. (Very high quality)

A Distinction response to the assessment task “demonstrates awareness and understanding of deeper and less obvious aspects of the course, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.” (CQU, 2015, p. 3.)

The response evidences high levels of expertise with in depth understandings to address all the assessment requirements. The content is of very high quality and the response is succinct, highly relevant, valid, coherent, flows logically throughout, draws upon a range of relevant research, and exhibits critical thinking. The APA Style (2010) is used very effectively: including to acknowledge sources, convey meaning effectively, and provide a consistently high quality scholarly response. (High quality)

A Credit response to the assessment “demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.” (CQU, 2015, p. 3.)

The response evidences some expertise and relevant understandings to address the assessment requirements. The content is succinct, relevant, valid, coherent, flows logically, draws from relevant research, and exhibits critical thinking. The APA Style (2010) is used effectively: including to acknowledge sources, convey meaning, and provide a quality scholarly response. (Quality)

A Pass response to the assessment task “demonstrates the learning outcomes of the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the course.” (CQU, 2015, p. 3.)

The response evidences understandings to address the assessment requirements. The content is generally succinct, relevant, valid, coherent, flows logically, draws from research, and exhibits some critical thinking. The APA Style (2010) is used reasonably: including to acknowledge sources, convey meaning and provide an acceptable scholarly response. (Acceptable quality)

A Fail response to the assessment task does not meet the standards of a Pass or higher grade. (Unacceptable quality)

References

APA. (2010). APA Style. Retrieved from http://www.apastyle.org

AQF. (2013). Australian Qualifications Framework (2nd ed.). Retrieved from http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf

CQU. (2015). Procedure: Grades and results. Retrieved from http://policy.cqu.edu.au/Policy/policy_file.do?policyid=437

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

Submit response as a single document (Word or PDF) in Moodle

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Evaluate how to engage learners effectively.

2. Examine how teaching and learning can be done in brain friendly ways to engage learners and maximise learning gains.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title AT2 – Supporting positive classroom behaviours
Task Description

Part A: Topics 4 & 5 Discussion Forum Post

(i) Select one activity from Topics 4 and 5 and make a Post of no more than 300 words (excluding any references) in the Discussion Forum Topics 4 & 5 on our course Moodle website on or before Thursday of Week 10.

(ii) You are to choose one Post from another student from Discussion Forum Topics 4 & 5 and provide advice on how to improve the quality of that Post. That advice should be no more than 250 words.

In your AT2 response submitted in Moodle as one document, you are required to provide a copy of your Post, a copy of the Post of another student that you selected with your advice on how to improve that Post, and your response to Part B.

Part B: Supporting positive classroom behaviours

The school principal where you are doing prac. is impressed with your ability to support positive classroom behaviours. The principal has asked you to write up a plan that gives insights into what you do and why showing how your plan is derived from theory, policy and good practice. Also, how your practice in this area impacts upon student learning and achievement. Your response should be no more than 2500 words (excluding References).

Assessment Due Date Week 12 Thursday (01-Jun-2017) 11:45 PM AEST
Return Date to Students Following moderation processes as required in University policy.
Weighting 50%
Assessment Criteria

Criteria and standards sheet

A holistic judgment is made on the standards evidenced in the specific properties of your response to the assessment

Criteria: Knowledge, Skills, Application of knowledge and skills (AQF, 2013, p. 47).

The characteristics of student work in the response to the assessment task are typically, on balance:

A High Distinction response to the assessment task “demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the course; work is interesting or surprisingly exciting, challenging, well read or scholarly” (CQU, 2015, p. 3).

The response evidences very high levels of expertise with in depth understandings to address all the assessment requirements. The content is of exceptional quality and the response is succinct, highly relevant, valid, coherent, flows logically throughout, draws upon a range of relevant research, and exhibits critical and original thinking. The APA Style (2010) is used expertly: including to acknowledge sources, convey meaning powerfully, and provide a consistently very high quality scholarly response. (Very high quality)

A Distinction response to the assessment task “demonstrates awareness and understanding of deeper and less obvious aspects of the course, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.” (CQU, 2015, p. 3.)

The response evidences high levels of expertise with in depth understandings to address all the assessment requirements. The content is of very high quality and the response is succinct, highly relevant, valid, coherent, flows logically throughout, draws upon a range of relevant research, and exhibits critical thinking. The APA Style (2010) is used very effectively: including to acknowledge sources, convey meaning effectively, and provide a consistently high quality scholarly response. (High quality)

A Credit response to the assessment “demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.” (CQU, 2015, p. 3.)

The response evidences some expertise and relevant understandings to address the assessment requirements. The content is succinct, relevant, valid, coherent, flows logically, draws from relevant research, and exhibits critical thinking. The APA Style (2010) is used effectively: including to acknowledge sources, convey meaning, and provide a quality scholarly response. (Quality)

A Pass response to the assessment task “demonstrates the learning outcomes of the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the course.” (CQU, 2015, p. 3.)

The response evidences understandings to address the assessment requirements. The content is generally succinct, relevant, valid, coherent, flows logically, draws from research, and exhibits some critical thinking. The APA Style (2010) is used reasonably: including to acknowledge sources, convey meaning and provide an acceptable scholarly response. (Acceptable quality)

A Fail response to the assessment task does not meet the standards of a Pass or higher grade. (Unacceptable quality)

References

APA. (2010). APA Style. Retrieved from http://www.apastyle.org

AQF. (2013). Australian Qualifications Framework (2nd ed.). Retrieved from http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf

CQU. (2015). Procedure: Grades and results. Retrieved from http://policy.cqu.edu.au/Policy/policy_file.do?policyid=437

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

Submit response as a single document (Word or PDF) in Moodle

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Examine how teaching and learning can be done in brain friendly ways to engage learners and maximise learning gains.

3. Create a classroom management plan derived from theory, policy and good practice using informed professionalism.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice




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