Overview
In this unit, you will engage in the scholarship of learning and teaching in relation to your own teaching practice. You will be provided with opportunities for immersion in professional practice during a mentored practicum in the Vocational Education and Training (VET) sector that involves a cycle of mentoring and feedback to develop and improve teaching practices. You will take a scholarly approach to inform planning and teaching, as well as critical reflection and evaluation of your teaching practices. The unit requires you to link your teaching practice to the relevant curriculum framework and the need to understand your student cohort. In addition, the unit further develops your ability to work independently, be positively self-critical, actively reflect on current teaching practice in a scholarly manner, and encourages a constructivist approach to problem-solving skills.
Details
Pre-requisites or Co-requisites
Prerequisites: OLTC20005
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 2 - 2021
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 Postgraduate 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 pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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.
- Create and manage a supportive learning environment using well-planned teaching sequences, effective teaching strategies and resources to promote student engagement and learning
- Critically reflect on teaching practice and information about students to create and implement inclusive learning experiences
- Seek and apply constructive feedback to improve professional practice and student learning outcomes
- Use defined criteria to monitor professional learning and improve practice in response to feedback, self-evaluation and critical reflection.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 50% | ||||
| 2 - Professional Practice Placement - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - First Nations Knowledges | ||||
| 9 - 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 | |
| 1 - Portfolio - 50% | |||||||||
| 2 - Professional Practice Placement - 50% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
j.fleming@cqu.edu.au
Module 1 - What does good teaching look like in an adult setting?
Begin Date: 12 Jul 2021Module/Topic
Teaching in an adult setting - recapping
Chapter
N/A
Events and Submissions/Topic
Formative component of Assessment Task 1 due by end of week 3 (30/7/2021)
Module 2 - scholarship and planning your action research focus
Begin Date: 02 Aug 2021Module/Topic
Scholarship and Action Research
Chapter
N/A
Events and Submissions/Topic
Module 3 - Reflective practice: gathering data about your own practices
Begin Date: 30 Aug 2021Module/Topic
Using data for reflection
Chapter
N/A
Events and Submissions/Topic
Module 4 - writing the scholarship and practice report
Begin Date: 13 Sep 2021Module/Topic
Writing the final report
Chapter
N/A
Events and Submissions/Topic
Week 12
Begin Date: 04 Oct 2021Module/Topic
Review and assessment
Chapter
Events and Submissions/Topic
1 Portfolio
Assessment Task 1 - Formative component and Summative component (please note there are two components associated with this assessment task)
Formative component - identifying your action research focus
The purpose of the formative task is to enable you to begin planning for your action research focus, to identify the research question that you are interested in exploring and to receive some feedback early in the unit (due by the end of week 3).
The steps for this component include the following:
1. Analyse a relevant case study on the Moodle site (e.g., areas of student diversity, teaching for engagement, assessment for learning)
2. Identify a particular class/cohort/unit you will be teaching in this term that will become the focus for your review of your teaching and learning practices
3. Identify an action research focus area (e.g., student diversity, teaching for engagement, assessment for learning, or something you negotiate with your mentor/lecturer)
4. Develop a research question that will guide your investigation into your practice
5. Identify a list of key readings that will help you answer this question
This work will be emailed to the lecturer by the end of week 3.
This task refers to: Action Research Cycle Stages: 1. identify an action research need in your practice; 2. clarify existing theories; 3. identify a research question
Summative component - collecting data in an e-Portfolio
You will collect relevant planning, feedback and reflection artefacts from across the term and present them in an e-Portfolio. The purpose is to provide evidence of how you have considered your teaching and taken an informed approach to improving it in line with your research question.
Your e-portfolio could include the following types of evidence:
- lesson plans/unit plans or other teaching plans;
- Video examples from your Moodle site, or other examples of teaching resources you have developed
- feedback from your mentor or a peer (this could include comments/annotations on your lesson plans/unit plans)
- observations of mentor teachers’ (or alternative) classes, if possible;
- mentor or peer observations of your teaching, if possible;
- 2 reflections (one from mid-way through the process; one at the end)
- interim report (tick-sheet completed by mentor)
- record of teaching/planning hours
This task refers to: Action Research Cycle Stages: 4. define action steps; 5. collect and analyse data; 6. interpret the results and make decisions about changes
Week 8 Friday (10 Sept 2021) 4:45 pm AEST
submit through Moodle
Week 9 Friday (17 Sept 2021)
Written feedback will be returned through Moodle
Use scholarship to plan effective teaching sequences, teaching strategies and resources to promote student engagement and learning
Seek and apply constructive feedback to improve professional practice and student learning outcomes
Critically reflect on enacted teaching to create, develop and further improve inclusive learning experiences
Use action research to identify and enact professional learning and improved practice
Use scholarly written conventions in the presentation of an e-Portfolio
- Create and manage a supportive learning environment using well-planned teaching sequences, effective teaching strategies and resources to promote student engagement and learning
- Critically reflect on teaching practice and information about students to create and implement inclusive learning experiences
- Seek and apply constructive feedback to improve professional practice and student learning outcomes
- Use defined criteria to monitor professional learning and improve practice in response to feedback, self-evaluation and critical reflection.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Professional Practice Placement
Using the data gathered in your e-Portfolio, you will present a written report on the action research you have conducted (1500-2000 words). The report will have the following sections:
- A brief description of the context (unit/face-to-face or on-line/characteristics of student population) (approx 100-200 words )
- A statement of your research focus and question and the reasons why this is the focus. What did you find out from the literature about this area? (approx 400-500 words)
- A statement of the methods you used to collect data (items from your e-Portfolio) and how these methods contributed to your investigation. (approx 250-350 words)
- What are the research findings? This will be the main focus of your report - you will reflect upon your practice through looking at your data. (approx 500-700 words)
- Was the research question answered? What are the implications for your future practice? (approx 200-400 words)
This task refers to: Action research cycle stages: 7. reporting results; 8. returning to the research question and identifying future action
Week 12 Monday (4 Oct 2021) 4:45 pm AEST
Reports will be uploaded through the Moodle site
Review/Exam Week Friday (15 Oct 2021)
Marked reports will be returned prior to certification of grades
Employ scholarship and feedback to improve professional practice and student learning outcomes
Critically reflect on planned and enacted inclusive learning experiences
Use feedback, self-evaluation and critical reflection as evidence of improvement of practice
Report on professional learning using an action research framework
Use scholarly written conventions in the production of a research report
- Create and manage a supportive learning environment using well-planned teaching sequences, effective teaching strategies and resources to promote student engagement and learning
- Critically reflect on teaching practice and information about students to create and implement inclusive learning experiences
- Seek and apply constructive feedback to improve professional practice and student learning outcomes
- Use defined criteria to monitor professional learning and improve practice in response to feedback, self-evaluation and critical reflection.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
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?
