EDFE20035 - Professional Praxis 2: Supportive Learning Environments

General Information

Unit Synopsis

In this unit, you will develop practical knowledge of planning, teaching and assessment practices and strategies for establishing, managing and maintaining safe and supportive learning environments in preparation for a four-week block professional experience placement in an educational setting (a school setting for Master of Teaching Primary and Secondary and a kindergarten setting for Master of Teaching Early Childhood). During your placement, you will work under the direct supervision of an experienced teacher and complete the observation, reflection and practical teaching tasks outlined in the Information and Guidelines booklet for Professional Praxis 2. Throughout this unit, you will evaluate approaches to managing challenging behaviours and guiding on-task learning behaviour and apply your understanding of preventative, supportive and corrective management strategies and theories of motivation, relationship building and engagement to design a classroom management plan that supports the safety, inclusion and self-regulation of all learners. You will apply this knowledge during your placement to set learning goals that are responsive to student needs and to plan, teach, modify and assess student learning in lessons and learning sequences. Following the placement, you will evaluate the impact of your planning, teaching and management decisions on student learning and engagement through analysis of artefacts selected from your working portfolio, critical reflection on your teaching practice and feedback received during your placement using the Australian Professional Standards for Teachers (Graduate Level).

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite EDFE20034 Professional Praxis 1: Understanding learning contexts

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 2 - 2025 Profile
Mixed Mode

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 0%
2. Professional Practice Placement 0%
3. Portfolio 0%

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.

Past Exams

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Previous Feedback

Term 2 - 2024 : The overall satisfaction for students in the last offering of this course was 44.44% (`Agree` and `Strongly Agree` responses), based on a 18.75% response rate.

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.

Source: SUTE
Feedback
Tutorials need to make explicit links to placement requirements
Recommendation
Reinforce links between learning materials and placement requirements in each weekly tutorial
Action Taken
Advice was provided to the tutor about how to make these links explicit and learning materials were adjusted to support these understandings
Source: SUTE
Feedback
More scaffolding of AT3
Recommendation
Include examples of evidence requirements for the AT3 portfolio task
Action Taken
Examples were added to the moodle site to scaffold AT3
Source: SUTE
Feedback
Improve feedback processes and assessment turnaround time
Recommendation
Provide constructive and timely feedback on assessment
Action Taken
Feedback processes were improved and turnaround times were adhered to
Source: SUTE
Feedback
Resources for assessment tasks need organisation
Recommendation
Consolidate assessment resources in a single folder for each strand of the course
Action Taken
In Progress
Source: SUTE
Feedback
Tutorial delivery
Recommendation
Enhance tutorial delivery to make explicit links between theory and practice
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Apply knowledge of student learning, curriculum content and effective teaching strategies to set learning goals, plan for, and teach lessons and learning sequences that support students across the full range of abilities
  2. Evaluate approaches to classroom management, motivation and engagement to identify and apply strategies for managing challenging behaviours and supporting the learning, participation, well-being, and safety of students and the safe, responsible and ethical use of ICTs in educational settings
  3. Apply preventative management skills to organise classroom activities and provide clear directions that promote on-task learning behaviour
  4. Use assessment strategies for the purpose of collecting and interpreting data, providing feedback on student learning and modifying teaching practice
  5. Reflect critically on enacted practice, feedback and student outcomes to explain and analyse the impact of teaching and planning decisions on student learning
  6. Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation that improve teaching practice and student learning
  7. Demonstrate professional responsibility through adherence to placement guidelines, codes of conduct and legislative, administrative and organisational policies and processes for teachers at the professional experience site.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, Assessment and Reporting

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.4 Interpret student data

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment •
2 - Professional Practice Placement • • • • • • •
3 - Portfolio • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Knowledge • • • • • •
2 - Communication • • • • • •
3 - Cognitive, technical and creative skills • • • • •
5 - Self-management • • • • • •
6 - Ethical and Professional Responsibility • • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8