Overview
Communication in Educational Environments introduces students to the importance of interpersonal communication and social skills in contemporary education and care settings characterised by diversity. Students develop an understanding of the links between effective verbal and non-verbal communication skills, cultural sensitivity and teacher efficacy; and explain the importance of using these strategies to engage with culturally diverse groups including Aboriginal and Torres Strait Islander learners and their families. Both analytical and practical knowledge of interpersonal skills and constructive communication strategies that establish collaborative relationships with learners, parents and carers and colleagues to support learning and engagement and maximise educational opportunities for all students are emphasised in this unit.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
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).
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 Grading
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 Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 from Student feedback
Additional clarification of the assessment requirements is necessary.
Revision of task descriptions and assessment support material.
- Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds
- Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students
- Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families
- Analyse and evaluate personal and professional strengths and weaknesses in the use of communication skills for building productive relationships with students, families and communities
- Apply a range of pedagogical strategies to extend and develop children’s capabilities as effective and confident communicators
- Select and justify communication strategies for responding to challenging situations that arise when working with students, parents and colleagues in an inclusive education context.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
3.5 Use effective classroom communication
3.7 Engage parents/carers in the educative process
4.1 Support student participation
4.2 Manage classroom activities
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
7.3 Engage with the parents/carers
In addition, competency elements from the Diploma of Children’s Services (Early Childhood Education and Care) are taught and assessed in this unit.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
1 - Practical and Written Assessment - 50% | ||||||
2 - Written Assessment - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
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 | ||||||
9 - Social Innovation | ||||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Practical and Written Assessment - 50% | ||||||||||
2 - Written Assessment - 50% |
Textbooks
Teaching & Learning: Building Effective Pedagogies
(2014)
Authors: Jennifer Howell
Oxford University Press
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780195529067
Binding: Paperback
Additional Textbook Information
This text is also the prescribed text for EDFE13032, the practicum for your third year of study.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.ham@cqu.edu.au
Module/Topic
Introduction to Communication
Chapter
Chapter 10 Pages 315 - 322
Events and Submissions/Topic
Read overview of Assessment Task 1
Module/Topic
Interpersonal communication
Chapter
Events and Submissions/Topic
Folio Task 1 - Interpersonal Perceptions
Module/Topic
Chanels of Communication
Chapter
Events and Submissions/Topic
Folio Task 2 - Written communication
Module/Topic
Oral presentations and effective speaking skills
Chapter
Chapter 10 Pages 337-339
Events and Submissions/Topic
Module/Topic
Chapter
Chapter 10 Pages 340-349
Events and Submissions/Topic
Folio Task 4 - Questioning
Module/Topic
Chapter
Events and Submissions/Topic
Complete all Folio tasks 1-4. Begin work on Part B.
Module/Topic
Non verbal communication
Chapter
Events and Submissions/Topic
Folio Task 5 - Non verbal Communication
Module/Topic
Inter and intra cultural communication
Chapter
Events and Submissions/Topic
Communication Folio Due: Week 7 Monday (2 Sept 2019) 11:55 pm AEST
Module/Topic
Communication styles
Chapter
Chapter 10 pages 327-331
Events and Submissions/Topic
Read over Case Studies
Module/Topic
Chapter
Events and Submissions/Topic
Choose Case study for Assessment Task 2.
Module/Topic
Conflict and resolving conflict
Chapter
Events and Submissions/Topic
Identify sources of conflict in Case study
Module/Topic
Diversity in families and engaging appropriately with parents
Chapter
Events and Submissions/Topic
Identify strategies to resolve conflict through engagement with parents and staff in Case study
Module/Topic
Communication with peers
Chapter
Events and Submissions/Topic
Work with a peer to receive and give feedback on a draft of Assessment Task 2.
Task due Monday October 14th at 11:55pm.
1 Practical and Written Assessment
Throughout the term you will prepare for and participate in a series of
practical tasks designed to build your communication competence in
educational settings. These tasks may be completed in role play or
authentic situations (including activities completed as part of
Professional Practice 1 where relevant) and will focus on:
- Verbal communication for instruction, negotiation and/or relationship-building
- Use of non-verbal communication skills to aid communication
- Written and online communication for sharing information
DETAILS OF THE SPECIFIC TASKS TO COMPLETE ARE EMBEDDED IN THE "FOR YOUR ASSESSMENT" SECTION OF WEEKS 2, 3, 4, 5 AND 6.
Part A
For each of the five (5) tasks you are required to provide a:
- brief outline of the specified task,
- record of constructive feedback you may have received from participants or observers on your completed task
- personal critical reflection on the effectiveness of your communication skills you displayed within the task.
There is no word count set for the tasks, however generally they should not take over 1 page of typed text.
Part B
Part B asks you to critically reflect on your communication skills to demonstrate your understanding of your current communication skill level, an ongoing plan to develop your communication skills and a rational for why teachers require communication competence. It contains two sections:
Section One:
A personal assessment of your interpersonal communication
skills based on the completion of the folio tasks. This personal assessment should draw explicitly on any feedback
received and personal reflections made. It should make links to theoretical perspectives studied through the readings to identify strengths and weaknesses and outline how you will continue to develop your communication through future personal professional learning (500 words).
Section Two: A reflection, based on the readings within the unit of work, on the relevance and importance of communication competence to the work of educators in culturally diverse learning settings (750 words).
A framework of questions will be supplied to guide your
reflection on each of the folio tasks. Your responses to these questions do not
need to be submitted. No marks will be awarded for your answers to
these questions in Part A but they are provided as a guide for your thinking and
collection of information for the two written
sections in Part B. The self-assessment and reflection for Part B must make reference to
relevant readings or course materials to describe and explain your
understanding of effective communication, intercultural and
interpersonal skills for relationship-building, emotional and social
support, and learning in educational or care settings characterised by
diversity.
You will submit your record of participation and feedback from the practical tasks in Part A and your reflective response for Part B together by the due date.
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Week 7 Monday (2 Sept 2019) 11:55 pm AEST
One Word Document
Week 9 Monday (16 Sept 2019)
Edited submission and marked criteria sheet
Students will be assessed on their demonstration of:
- Application of knowledge of communication theory and effective interpersonal communication within and about the allocated tasks
- Critical reflection on personal communication competence
- Knowledge and understanding of communication choices on meaning and relationship-building
- Understanding of the relationship between communication, social and emotional well being and participation in learning for diverse groups of learners.
- Use of authoritative sources to support self-assessment and importance of teacher’s communication competence
No submission method provided.
- Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds
- Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students
- Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families
- Analyse and evaluate personal and professional strengths and weaknesses in the use of communication skills for building productive relationships with students, families and communities
- Apply a range of pedagogical strategies to extend and develop children’s capabilities as effective and confident communicators
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
In this task, you will draw on
your learning throughout the unit to identify, analyse and respond to
the communication challenges in a case study based on a real life
scenario that occurred in an inclusive education environment. Your
response to this assessment task should be no more than 1500 words.
You will be provided with a choice of three case studies; each of which will present a range of challenges for educators in relation to interpersonal communication for relationship-building and learning. You are required to select and respond to ONE of the case studies. The case studies are attached to the task sheet embedded in the Moodle site. Your response should clearly indicate which of the case studies you have chosen with a title; for example: "Response to case study - Number 1 "Student behaviour”.
Your analysis and response to the case study you select includes three parts as outlined below:
Part 1: Identification of communication challenges
In this section you need to isolate and explain the challenges that the case presents for maintaining relationships with all stakeholders affected by the situation described. Consideration should be given to relationships between the teacher and the student/child who is central to the issue and his/her parents/carers. Other stakeholders may be relevant to the discussion and these should be identified and discussed as necessary. These stakeholders may include other students/children in the class group, school administration or colleagues e.g. the principal and other teachers; and external specialists or specialist support staff e.g. support teachers, medical specialists, etc. (Note that not all of these stakeholders will be relevant to every case study so you should focus on the facts presented in the example you choose.)
You should identify specific information from the case study that has informed your identification of the communication challenges and explain how and why
these factors may affect the teacher's ability to establish or maintain
positive relationships that support the child/student's learning,
behaviour and social needs in the educational setting. These may be
presented as a list of dot points or table.
Part 2: Consideration of culture and communication theory on selection of strategies
In this section, you need to discuss aspects of the theory
covered in the course that are important considerations for negotiating a
satisfactory outcome in the situation described while maintaining
positive and respectful relationships with all stakeholders you identify
in Part 1. This section will be an academic discussion supported by references. These should be drawn from Weeks 7-11 of the course.
You are expected to show knowledge and understanding of relevant
theories which may include: the impact of various types of noise
associated with intercultural communication; the relevance of cultural
literacy for effective interpersonal communication; relating styles and
their impact on problem solving and conflict resolution; the theory
around conflict resolution; self-awareness as a fundamental aspect of
effective interpersonal relationships, etc.
You are expected to use the readings covered throughout the course for this discussion (there is no need for independent research) and draw conclusions about the way this theory can be applied to guide selection of communication strategies that support learning and maintain productive relationships with all relevant stakeholders. It is like a mini review of the literature that can be used to justify the strategies you propose in Part 3 to resolve the conflict or problems presented in your chosen case study.
Part 3: Proposal and justification of strategies for responding to the case study
This section should provide a comprehensive description of the strategies
that the teacher should use to communicate with stakeholders to support
the student/ child's learning, behaviour and/or social needs and
effective participation or engagement in the learning environment.
Each of the strategies should be described in sufficient detail for a reader to visualise the interaction that would take place between the teacher and selected stakeholders (child or student and his/her parent/carer). Each strategy should be accompanied by a thorough explanation and justification of why the chosen strategies would be effective in the given situation. This will involve making links back to the theory outlined in Part 2 as justification and support from authoritative sources.
For example: This strategy was chosen to overcome the aggressive relating style evident in the parent's initial engagement with the teacher. As Kossen, Kiernan and Lawrence (2013) explain aggressive relating styles are often characterised by a refusal to listen to opposing points of view so providing opportunities for the parents to air their grievances first allows the teacher an opportunity for uninterrupted communication of his/her concerns.
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Review/Exam Week Monday (14 Oct 2019) 11:55 pm AEST
Students will be assessed on their ability to demonstrate:
- identification and analysis of communication challenges in the chosen case study
- knowledge and understanding of the impact of cultural factors on relationship building in diverse settings
-
knowledge and understanding of theoretical
concepts that inform intercultural communication competence
- knowledge of practical strategies for creating positive communication climates
- an explanation and justification of chosen strategies.
No submission method provided.
- Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds
- Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students
- Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families
- Select and justify communication strategies for responding to challenging situations that arise when working with students, parents and colleagues in an inclusive education context.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.