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 the 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 - 2022
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 Staff and student comment.
Change 2 assessments to 3 to value The Social Brain PD independently in summative assessment.
Change 2 assessments to 3 to value The Social Brain PD independently in summative assessment.
Feedback from Staff comment.
Refine learning outcomes to align even more closely with the relevant AITSL focus area statements of standards.
Refine learning outcomes to align even more closely with the relevant AITSL focus area statements of standards.
- Utilise research into how students learn using the brain’s plasticity through engagement in their learning and appropriately challenging stretch goals.
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness.
- Demonstrate knowledge and practical approaches to managing challenging behaviour derived from theory, policy and good practice using informed professionalism.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.2 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 - Online Quiz(zes) - 20% | |||
2 - Project (applied) - 40% | |||
3 - Project (applied) - 40% |
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 |
Textbooks
Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support
Edition: 4th (2015)
Authors: Dr Bill Rogers
Sage
ISBN: 9781446295335
Binding: Paperback
Additional Textbook Information
Preview pages may be viewed at https://www.amazon.com.au/Classroom-Behaviour-Practical-Effective-Management-ebook/dp/B00SV4DXUG?asin=B00SV4DXUG&revisionId=7bd6c32f&format=1&depth=1
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.purnell@cqu.edu.au
Module/Topic
Educational Neuroscience and engaging students
Chapter
Engage with our unit Moodle website resources - especially Module 1 and the free PD course The Social Brain
Read textbook by Dr Bill Rogers - Introduction and chapters 1 and 2
Events and Submissions/Topic
Module/Topic
Optimal learning envitonments
Chapter
Engage with our unit Moodle website resources - especially Module 2 and the free PD short course, The Social Brain
Read textbook by Dr Bill Rogers - chapters 3 & 4
Events and Submissions/Topic
AT1 – Teacher Resource on Engaging Learners
Submit by CoB Wednesday, April 20
(40 marks)
AT1 – Teacher Resource on Engaging Learners Due: Week 6 Wednesday (20 Apr 2022) 5:00 pm AEST
Module/Topic
Managing challenging behaviours
Chapter
Engage with our unit Moodle website resources - especially Module 3 and the free PD short course, The Social Brain
Read textbook by Dr Bill Rogers - chapters 5 to 8
Events and Submissions/Topic
Module/Topic
Managing tricky teens
Chapter
Engage with our unit Moodle website resources - especially Module 4 and the free PD short course, The Social Brain
Read textbook by Dr Bill Rogers - chapters 5 to 8
Events and Submissions/Topic
AT2 – Teacher Resource on Managing Challenging Behaviours Due: Week 12 Wednesday (1 June 2022) 5:00 pm AEST
1 Project (applied)
Written Teacher Resource
Create a Teacher Written Resource on Engaging Learners of no less than 2,000 and no more than 2,400 words using the APA (2020) writing style. Include in your opening comments the URL link to your video teacher resource.
Base your Teacher Resource on module 1 of our unit - Educational Neuroscience and engaging students; and module 2 - Optimal Learning Environments.
Video Teacher Resource
Create a Teacher Video Resource on an aspect of interest to you from your studies in module 1 or 2. This is to be no less than 6-minutes and no more than 10-minutes.
Notes:
o You are required to use the AT1 template provided in our unit’s Moodle website for your response as it faithfully uses the APA (2020) writing style.
o You may care to create your video using Loom software that is free for teachers, or YouTube.
o Post the URL for your video in our ‘Upload video URL for AT1 April 20’ forum on or before Wednesday of Week 6. That is so other students may see a range of high-quality teacher resources.
o Submit in Moodle a Word document as your response to AT1 on or before CoB Wednesday of Week 6 in our Moodle website in the Assessment section ‘Submit AT1 April 20’.
On our Moodle website the Assessment area to submit your responses.
Week 6 Wednesday (20 Apr 2022) 5:00 pm AEST
Week 8 Friday (6 May 2022)
Holistic Marking Guide for AT1/AT2 and AT3
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail) your feedback is a tailored video or audio specific to the qualities of your assessment response.
AT1/2 | AT3 | ||
High Distinction CQU (2020) descriptor in italics | 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. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. The content and use of the APA writing style is outstanding and almost flawless. In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 34-40 | 20 for your CQU Digital Badge |
Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, 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. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. The content and use of the APA writing style is excellent and has very few flaws. In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 30-33 | - |
Credit | 65 to 74% Demonstrates 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. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. The content and use of the APA writing style is very good and has a few minor flaws. In AT2, the use of CQU marker feedback is evidenced. | 26-29 | - |
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. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and meeting the unit learning outcomes. The content and use of the APA writing style is reasonable and has several flaws. In AT2, the use of CQU marker feedback from AT1 may be ignored or patchy. | 20-25 | - |
Fail | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-19 | 0 Your CQU Digital Badge is not provided |
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness.
- Demonstrate knowledge and practical approaches to managing challenging behaviour derived from theory, policy and good practice using informed professionalism.
2 Project (applied)
Written Teacher Resource
Create a Teacher Written Resource on Managing Challenging Behaviours of no less than 2,000 and no more than 2,400 words using the APA (2020) writing style. Include in your opening comments the URL link to your video teacher resource.
Base your Teacher Resource mainly on module 3 of our unit - Managing behaviours, and module 4 - Managing tricky teens.
Video Teacher Resource
Create an 8-minute Video resource for your teacher audience on an aspect of interest to you from your studies in module 3 or 4. This is to be no less than 6 -minutes and no more than 10-minutes.
Notes:
o You are required to use the AT2 template provided in our unit’s Moodle website for your response.
o You may care to create your video using Loom software that is free for teachers, or YouTube.
o Post the URL for your video in our ‘Upload video URL for AT2 June 1’ forum on or before Wednesday of Week 6. That is so other students may see a range of high-quality teacher resources.
o Submit in Moodle a Word document as your response to AT2 on or before CoB Wednesday of Week 12 in our Moodle website in the Assessment section ‘Submit AT2 June 1’.
Week 12 Wednesday (1 June 2022) 5:00 pm AEST
Submit in Moodle a Word document as your response to AT2 on or before CoB Wednesday of Week 12 in our Moodle website in the Assessment section ‘Submit AT2 June 1’.
Following moderation
Holistic Marking Guide for AT1/AT2 and AT3
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail) your feedback is a tailored video or audio specific to the qualities of your assessment response.
AT1/2 | AT3 | ||
High Distinction CQU (2020) descriptor in italics | 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. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. The content and use of the APA writing style is outstanding and virtually flawless with any errors being trivial. In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 34-40 |
20 CQU Digital Badge |
Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, 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. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. The content and use of the APA writing style is excellent and has almost no or very few errors. In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 30-33 | - |
Credit | 65 to 74% Demonstrates 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. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. The content and use of the APA writing style is very good and may have some minor errors. In AT2, the use of CQU marker feedback from AT1 is adequate. | 26-29 | - |
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. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and meeting the unit learning outcomes. The content and use of the APA writing style is reasonable but may have several errors. In AT2, the use of CQU marker feedback from AT1 may be patchy or many errors noted in AT1 re-appear. | 20-25 | - |
Fail | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-19 | 0 No Digital Badge |
- Utilise research into how students learn using the brain’s plasticity through engagement in their learning and appropriately challenging stretch goals.
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness.
3 Online Quiz(zes)
The quiz has 20 items from a bank of items, and you are allowed multiple attempts to do the quiz. Once you achieve 16 or more out of 20 then you are eligible for the CQU Professional Development Certificate of 20-hours that is produced electronically for you in The Social Brain short course.
Review/Exam Week Wednesday (8 June 2022) 5:00 pm AEST
Submit in Moodle for AT3 your Digital Badge
Following moderation
DIgital Badge provided for AT3 results in a mark of 20 out of 20.
No Digital Badge results in 0 out of 20.
- Utilise research into how students learn using the brain’s plasticity through engagement in their learning and appropriately challenging stretch goals.
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness.
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.