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
Pre-requisites or Co-requisites
Prerequisite EDFE11038 Professional Practice 1 - Introduction to Teaching
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 1 - 2017
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 Students and staff
The topic format is regarded highly by students and staff.
Continue to have high quality, logical topic layout that is intuitively navigated accessed.
The quality layout of topics and intuitive navigation was continued in the Moodle website.
Feedback from Students and staff
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.
Continue expeditious and timely feedback of quality that supports student learning.
Expeditious and timely feedback of quality that supports student learning was continued.
Feedback from Students and staff
The resources have been identified as highly relevant for study by students and staff.
Continue to have high quality videos that support student learning in each topic.
Videos to support student learning in each topic are provided.
- Evaluate how to engage learners effectively.
- Examine how teaching and learning can be done in brain friendly ways to engage learners and maximise learning gains.
- 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 - 50% | |||
| 2 - Written Assessment - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| 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 | |||
| 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 - Written Assessment - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
Textbooks
Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support.
Edition: 4th (2015)
Authors: Bill Rogers
Sage
London London , England
ISBN: 9781446295335
Binding: Hardcover
Additional Textbook Information
It will be useful to have access to a copy of this book - either hard or electronic.
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.
k.purnell@cqu.edu.au
Module/Topic
Topic 1 – My professional dispositions and student learning gains (AITSL 1.2 & 3.5)
Chapter
Bill Rogers - Introduction and chapters 1 & 2
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 1 – My professional dispositions and student learning gains (AITSL 1.2 & 3.5)
Chapter
Bill Rogers - Introduction and chapters 1 & 2
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 2 - The neuroscience of learning and behaviour, and why challenging goals matter (AITSL 3.1, 3.5 & 4.1)
Chapter
Bill Rogers chapter 3 & 4
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 2 - The neuroscience of learning and behaviour, and why challenging goals matter (AITSL 3.1, 3.5 & 4.1)
Chapter
Bill Rogers chapters 3 & 4
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 3 - What the theorists say about learning and supporting positive student behaviours (AITSL 4.1, 4.2 & 4.3)
Chapter
Bill Rogers chapter 5
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Topic 3 - What the theorists say about learning and supporting positive student behaviours (AITSL 4.1, 4.2 & 4.3)
Chapter
Bill Rogers chapter 5
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 4 – Responsibility Theory: Who’s got the power? (AITSL 4.1, 4.2, 4.3 & 4.4)
Chapter
Bill Rogers chapter 6
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 4 – Responsibility Theory: Who’s got the power? (AITSL 4.1, 4.2, 4.3 & 4.4)
Chapter
Bill Rogers chapter 6
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 5 - Managing tricky teens (AITSL 3.5, 4.1, 4.3 & 4.4)
Chapter
Bill Rogers chapters 7 & 8
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Topic 5 - Managing tricky teens (AITSL 3.5, 4.1, 4.3 & 4.4)
Chapter
Bill Rogers chapters 7 & 8
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
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)
Chapter
Bill Rogers - review chapters of your choosing
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
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)
Chapter
Bill Rogers - review chapters of your choosing
Study online resources including course Moodle website
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
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).
Week 6 Thursday (20 Apr 2017) 11:45 pm AEST
Week 9 Friday (12 May 2017)
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
- Evaluate how to engage learners effectively.
- Examine how teaching and learning can be done in brain friendly ways to engage learners and maximise learning gains.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
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).
Week 12 Thursday (1 June 2017) 11:45 pm AEST
Following moderation processes as required in University policy.
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
- Examine how teaching and learning can be done in brain friendly ways to engage learners and maximise learning gains.
- Create a classroom management plan derived from theory, policy and good practice using informed professionalism.
- 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.
What can you do to act with integrity?
