Overview
Understanding how students learn and crafting learning experiences that align with the brain's processes is crucial for engaging learners. In this unit, you will acquire a foundation in educational neuroscience, understanding how students learn and how to manage challenging behaviour effectively. You will also delve into cultivating a growth mindset focused on continuous improvement to enhance student engagement, classroom management, and safety. Leveraging the latest insights from evidence-based research; you will gain the expertise and tools necessary to establish and sustain a safe and supportive learning environment that caters for the learning and well-being needs of all students.
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 - 2024
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 students.
Replace much content in the first two modules of the four modules in the unit with more short courses yielding micro-credentials.
Replace content in the first two modules of the four modules in the unit with relevant short courses yielding micro-credentials.
- 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) - 40% | |||
| 2 - Project (applied) - 50% | |||
| 3 - Online Quiz(zes) - 10% | |||
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
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.
m.a.moor@cqu.edu.au
Module/Topic
The Social Brain and Neuroplasticity
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
Cognitive Load and Neuromyths
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
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
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1 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 produced electronically in The Social Brain short course.
Note: You should have received an email from Credly inviting you 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.
1
Week 5 Monday (1 Apr 2024) 11:45 pm AEST
On successful completion of the micro-credential, you will receive a pdf digital badge which must be uploaded to the assessment portal in order to gain the 10 marks for this task. Non-submission will result in 0 marks being awarded.
No submission method provided.
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness.
2 Project (applied)
As a pre-service teacher, chiefly using the resources from this unit, including The Social Brain and the textbook by Rogers (2015), write an essay (2200 words) for beginning teachers which educates them regarding how to engage learners in brain-friendly ways. Draw upon your classroom experience by substantiating your research and learning with practical examples from the classroom.
Use the following headings (percentage contribution to the overall word count shown in brackets – guide only)
- Introduction (5%)
- Research into the social brain and neuroplasticity (30%)
- Research into cognitive load and neuromyths (30%)
- Implications for teaching – including practical examples (30%)
- Conclusion (5%)
- References
n.b You must utilise the APA 7th writing and referencing style.
Week 7 Wednesday (24 Apr 2024) 11:45 pm AEST
Submit via Moodle as a single word document
Following Moderation
- proficiency in all the learning outcomes of the unit
- 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
- ability to use and apply fundamental concepts and skills of the unit, application of content knowledge or skill to show understanding of key ideas, awareness of their relevance, use of analytical skills, and originality or insight
- knowledge of fundamental concepts and performance of basic skills
- 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 Project (applied)
As a pre-service teacher, create and deliver a presentation to the leadership team of your school. The purpose of your presentation is to convince them of the impact understanding Educational Neuroscience, and Bill Rogers’ Classroom Behaviour, as a whole-school approach will have in improving student engagement and outcomes. Your understanding must be substantiated chiefly using the resources from this unit, including The Social Brain and the textbook by Rogers (2015), and must include practical examples of effective implementation of these strategies.
You are to record your presentation, using the Pecha Kucha template provided, and submit it either as a URL on the title page of your transcript, or directly into Moodle.
Pecha Kucha ("chit chat" in Japanese) – a 20x20 presentation format showing 20 chosen images, each for 20 seconds. In other words, you've got 400 seconds to tell your story, with voice supported by visuals to guide the way.
Use the following headings (percentage contribution to the overall word count shown in brackets – guide only)
- Introduction (5%)
- Overview of research into educational neuroscience (20%)
- Managing challenging behaviours (40%)
- Implications for teaching – including practical examples (30%)
- Conclusion (5%)
- References
n.b You must utilise the APA 7th writing and referencing style, acknowledging references in both the transcript and presentation.
The Pecha Kucha format is important. It is there to ensure that you demonstrate:
- the ability to deliver concise and relevant information as evidence of learning;
- an academically rigorous discourse targeted to your audience;
- presentation of a coherent case. You must adhere to the provided template format.
Week 12 Wednesday (29 May 2024) 11:45 pm AEST
Following Moderation and prior to certification of grades
- addressing all aspects of the task
- capacity for audience engagement
- presentation quality – concise and conveying of essential points
- application of APA 7th referencing
- continuity and flow
- Utilise research into how students learn using the brain’s plasticity through engagement in their learning and appropriately challenging stretch goals.
- Demonstrate knowledge and practical approaches to managing challenging behaviour derived from theory, policy and good practice using informed professionalism.
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?
