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 - 2023
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
Refine module content.
Reduce engagement requirements in unit resources and provide more scaffolding in modules.
- 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 - Project (applied) - 50% | |||
2 - Project (applied) - 35% | |||
3 - Online Quiz(zes) - 15% |
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
Sufficient preview pages for your study in this unit 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
If you prefer your own copy, you can purchase one at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
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 the textbook by Dr Bill Rogers - Introduction and chapters 1 and 2
Events and Submissions/Topic
Complete Module 1
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 the 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)
Engaging Learners in Brain-Friendly Ways Due: Week 6 Wednesday (19 Apr 2023) 11:45 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 the textbook by Dr Bill Rogers - chapters 5 to 8
Events and Submissions/Topic
Complete Module 3
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 the textbook by Dr Bill Rogers - chapters 5 to 8
Events and Submissions/Topic
My Behaviour Management Plan Due: Week 12 Wednesday (31 May 2023) 11:45 pm AEST
N/a
1 Project (applied)
Engaging Learners in Brain-Friendly Ways
50 marks (40 for your resource and 10 for your video)
AITSL (2011) focus areas 1.2, 3.1, 3.5, 4.1
Submit on or before Wednesday 19 April
The Deputy Principal has asked you to provide a paper for beginning teachers at a school on Engaging Learners in Brain-Friendly Ways drawing chiefly on ideas from modules 1 & 2 of our unit. Your paper is to be about 2,200 words and use the APA (2020) writing style. Your paper must use the AT1 template provided on our unit’s Moodle website as it faithfully follows APA (2020) requirements.
Include in your paper a URL for your audience of an 8-minute video you create and upload to YouTube or a similar platform on one aspect of interest to you from either module 1 or 2. The short title of your video and its URL are to be posted to our unit’s ‘AT1 Videos’ forum for other students to view.
Note: To create your video view the Video tips by Professor Ken Purnell (2022) and ensure that your paper follows the formatting and so on of the APA (2022) Student paper with annotations
Week 6 Wednesday (19 Apr 2023) 11:45 pm AEST
Online in Moodle
Week 8 Friday (5 May 2023)
Online via Moodle
Marking Guide
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 video or audio specific to the qualities of your assessment response.
AT1/2Video
10 |
AT1Written
40 |
AT2Written
25 |
AT3Quiz
15 |
||
High Distinction CQU (2020) standards 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. · The response clearly addresses all aspects of the task requirements.· The response addresses the audience throughout in a very engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 9-10 | 34-40 | 22-25 | 15CQU 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. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience throughout in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 8 | 30-33 | 19-21 | N/a |
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. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is adequate. | 7 | 26-29 | 16-18 | N/a |
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 satisfactorily meeting the relevant unit learning outcomes. · The content and use of the APA writing style is reasonable but may have several errors. · The response adequately addresses the task requirements. · The response addresses the audience to an acceptable standard.· In AT2, the use of CQU marker feedback from AT1 may be patchy or errors noted in AT1 re-appear. | 5-6 | 20-25 | 12-15 | N/a |
Unsatisfactory (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. | 0-4 | 0-19 | 0-11 | 0No 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.
2 Project (applied)
Assessment Task 2
My Behaviour Management Plan
35 marks (25 for your resource and 10 for your video)
AITSL (2011) focus areas 4.1, 4.2, 4.3, 4.4
Submit on or before Wednesday 31 May
The Deputy Principal has asked you to provide a paper to the beginning teachers at a school on My Behaviour Management Plan drawing chiefly on ideas from modules 3 & 4 of our unit. Your paper is to be about 1,800 words and use the APA (2020) writing style. Your paper must use the AT2 template provided on our unit’s Moodle website as it faithfully follows APA (2020) requirements.
Include in your paper a URL for your audience of an 8-minute video you create and upload to YouTube or a similar platform on one aspect of interest to you from either module 3 or 4. The short title of your video and its URL are to be posted to our unit’s ‘AT2 Videos’ forum for other students to view.
Note: To create your video view the Video tips by Professor Ken Purnell (2022) and ensure that your paper follows the formatting and so on of the APA (2022) Student paper with annotations.
Week 12 Wednesday (31 May 2023) 11:45 pm AEST
Online in Moodle
Exam Week Friday (16 June 2023)
Online via Moodle following moderation
Marking Guide
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 video or audio specific to the qualities of your assessment response.
AT1/2Video 10 |
AT1Written
|
AT2Written 25 |
AT3Quiz 15 |
||
High Distinction CQU (2020) standards 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. · The response clearly addresses all aspects of the task requirements.· The response addresses the audience throughout in a very engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 9-10 | 34-40 | 22-25 | 15CQU 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. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience throughout in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 8 | 30-33 | 19-21 | N/a |
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. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is adequate. | 7 | 26-29 | 16-18 | N/a |
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 satisfactorily meeting the relevant unit learning outcomes. · The content and use of the APA writing style is reasonable but may have several errors. · The response adequately addresses the task requirements. · The response addresses the audience to an acceptable standard.· In AT2, the use of CQU marker feedback from AT1 may be patchy or errors noted in AT1 re-appear. | 5-6 | 20-25 | 12-15 | N/a |
Unsatisfactory (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. | 0-4 | 0-19 | 0-11 | 0No Digital Badge |
- 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.
3 Online Quiz(zes)
The Social Brain short course and quiz are available at
https://bedifferent.cqu.edu.au/course/view.php?id=2469
The quiz has 20 items from a bank of items, and you are allowed multiple attempts to do the quiz. Once you achieve 16 items correct or more out of 20, you are eligible for the CQU Professional Development Certificate of 20 hours that is produced electronically for you in The Social Brain short course. Submit in Moodle your Digital Badge PDF for AT3 on or before, January 25 in the Assessment section ‘Submit AT3’.
Note: You should have received an email from Credly with an invitation to claim your Digital Badge and Certificate. However, these are sometimes caught by CQU’s TASAC systems and delayed. Please visit https://www.credly.com/users/sign_in and create an account using your email. Once you log in your badge invitation should appear on the dashboard. Download the CQU CPD instructions to access your certificate for The Social Brain here
Other
Review/Exam Week Wednesday (7 June 2023) 11:45 pm AEST
Online in Moodle
Review/Exam Week Friday (9 June 2023)
Online via Moodle
The quiz has 20 items from a bank of items, and you are allowed multiple attempts to do the quiz. Once you achieve 16 items correct or more out of 20, you are eligible for the CQU Professional Development Certificate of 20 hours that is produced electronically for you in The Social Brain short course.
- 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.