The downcast demeanour and contrary behaviour of a student(/client who is a child or young person), with whom you are working have come to your attention because it is so different to their normal behaviours. Your new found understanding of Brain Based Education (BBE) has led you to believe that it is stress that is causing their unusual behaviour. To verify your suspicions and help others who work with this student - who have also noticed this changed behaviour, you have decided to investigate relevant neuroscientific resources to come up with a sound evidence-based intervention. You have chosen to write this up in a paper of between 2,000 and 2,500 words to share with relevant stakeholders (such as teachers and parents/carers).

In verifying the student’s condition and creating a solution use your learning from various resources that you have engaged within our Moodle website, unit textbook (Tokuhama-Espinosa, 2011), and other reputable BBE or Mind Based Education (MBE) resources. 

In your paper:

(i) show how the literature helps you to verify your suspicions about the student’s behaviour;

(ii) name your planned intervention and describe what it will look like when implemented;

(iii) discuss why you chose this intervention drawing upon contemporary BBE resources and authoritative literature; and,

(iv) identify the likely benefits to your student and the people who work/live with them.

Write your paper for your professional audience such as teaching colleagues largely unfamiliar with the area who are keen to learn about it to further inform their personal practices. Ensure that in your response the in-text citations and References provide clear evidence of using authoritative works such as our Unit textbook (Tokuhama-Espinosa, 2011), relevant Moodle resources from our Unit as well as other reputable BBE resources to inform your paper. You are to use the APA (2010, 2012) style that includes effective structure and content of the paper, writing clearly and concisely - including the use of headings, as well as crediting of sources in the text of the paper and in its References at the end.

Summary of marking guide:

CQUniversity (2016) descriptors

High Distinction 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as the 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.

Credit 65 to 74% Demonstrates the ability to use and apply fundamental concepts and skills of the unit, 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.

Pass 50 to 64% Demonstrates the learning outcomes of the unit, 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 unit.

Either,

A) You have decided to write a short paper for a professional journal such as a teaching association on ‘An intervention for a group of students/clients (who are children or young people) using Brain Based Education’ of between 2,000 and 2,500 words.

In creating your paper consider your learning from various resources that you have engaged with such as our Unit Moodle resources where there are many examples given. Include reference to Moodle resources and our textbook (Tokuhama-Espinosa, 2011), as well as others that you may have located. In your paper:

(i) name your planned intervention and describe what it will look like in practice;

(ii) discuss why you chose intervention drawing upon contemporary resources including authoritative literature; and

(iii) identify the likely benefits to the students/clients and the person/people implementing the intervention (for example, yourself and/or a professional colleague/s).

Ensure that this group planned intervention using Brain Based Education is quite different from the one used in your response to Assessment Task 1 - no self-plagiarism. There are numerous examples provided in our Unit.

Write your paper for a professional audience, such as teaching colleagues largely unfamiliar with the area who are keen to learn about it to further inform their personal practices. Ensure that in your response the in-text citations and References provide clear evidence of using authoritative works such as our Unit textbook (Tokuhama-Espinosa, 2011), relevant Moodle resources from our Unit as well as other reputable BBE resources to inform your paper. You are to use the APA (2010, 2012) style that includes effective structure and content of the paper, writing clearly and concisely - including the use of headings, as well as crediting of sources in the text of the paper and in its References at the end.

Or,

B) Implement your planned intervention from your response to the 1st assessment task (AT1) and write up an evaluation entitled ‘Implementing my planned intervention with one student/client (who is a child or young person) using Brain Based Education’. Your evaluation is to be between 2,000 and 2,500 words. 

In your evaluation:

(i) state what you did in implementing the planned intervention including any changes to the plan during its implementation – give reasons for any such changes;

(ii) reflect on your implementation and identify what you would do the same, and what you would do differently, should you implement this intervention again;

(iii) what you consider were the benefits (and possible issues) for the student/client as well as you from the implementation; and

(iv) in an Appendix provide a copy of your planned intervention from your response to the 1^st Assessment Task (AT1).

Write your paper for your professional audience such as teaching colleagues largely unfamiliar with the area who are keen to learn about it to further inform their personal practices. Ensure that in your response the in-text citations and References provide clear evidence of using authoritative works such as our Unit textbook (Tokuhama-Espinosa, 2011), relevant Moodle resources from our Unit as well as other reputable BBE resources to inform your paper. You are to use the APA (2010, 2012) style that includes effective structure and content of the paper, writing clearly and concisely - including the use of headings, as well as crediting of sources in the text of the paper and in its References at the end.

Summary of marking guide:

CQUniversity (2016) descriptors

High Distinction 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as the 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.

Credit 65 to 74% Demonstrates the ability to use and apply fundamental concepts and skills of the unit, 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.

Pass 50 to 64% Demonstrates the learning outcomes of the unit, 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 unit.