Unit rationale, description and aim
Pre-service teachers must develop a critical understanding the nature of learning and learners; influencing psychological, social, economic, environmental and cultural factors; and learners on needs and demands. The study of learning and learners should inform pre-service teachers to cater for the individual needs of their students who come from diverse cultures, contexts and experiences.
This unit is based on recent and significant insights from cognitive and developmental psychology, and educational sociology, to provide frames of reference to assist pre-service teachers to understand characteristics of children as learners and their implications for teaching. Pre-service teachers will engage with recent scholarly literature, key educational policies, developmental/learning theories and sociological theories to inform their knowledge and understanding of student diversity in terms of stages of development, learning processes and socio-cultural backgrounds–all of which require a tailored approach to meet student needs. Pre-service teachers will critically analyse this information in order to propose evidence-based strategies for best practice. Pre-service teachers will be given the opportunity to demonstrate these strategies to peers in group presentations and reflect on their teaching practice in order to develop the necessary reflexivity required for quality teaching and lifelong learning.
The overall aim of this unit is to develop the critical thinking skills required for researching, analysing and reflecting on developmental/learning/sociological theories and evidence-based strategies that support learning and inclusive teaching practices in Australian schools.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Draw on current scholarly literature and developme...
Learning Outcome 01
Critically analyse basic assumptions, concepts and...
Learning Outcome 02
Draw on and critically analyse scholarly literatur...
Learning Outcome 03
Apply and critically evaluate evidence-based teach...
Learning Outcome 04
Content
This unit is based on an understanding that learning and development is situated in complex and diverse contexts. The content will cover the following two modules:
Developmental/learning theories and applications for instruction:
- Child and adolescent developmental stages - physical, socio-emotional, cognitive and moral
- Behavioural theories and classroom management
- Social cognitive theories, teacher modelling and student self-efficacy
- Constructivist theories and approaches, including differentiation and scaffolding for diverse learning needs
- Information-processing theory, memory and learning strategies
- Bioecological systems theory and home-school-community partnerships
- Student centred learning strategies and resources to support metacognition and higher order thinking
- Motivation and engagement
- Self-regulation and lifelong learning
Sociological factors influencing student experiences of schooling:
- Socioeconomic status, inequity and life chances
- Gender and the push for equal opportunity
- Culture, cultural identity and linguistic background
- Religious background
- Challenging racism and celebrating multiculturalism
- Learning from Aboriginal and Torres Strait Islander perspectives and pedagogies
- Australia in local and global contexts
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The Education Studies units in this course focus on developing foundational knowledge of, and skills across the professional knowledge, practice and engagement domains in line with APST: Graduate level.
The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1, the pre-service teacher will develop their understanding of theories of children’s development and learning through engaging with recent scholarly literature and writing an extended response Through completing Task 2, the pre-service teacher will develop communication and teamwork skills and demonstrate best practice strategies to peers through an interactive group presentation. The pre-service teacher will also have the opportunity to develop critical skills through an individual reflection on their group’s presentation as well as considering the importance of reflexivity for quality teaching and life-long learning.
Through completing Task 3, the pre-service teacher will develop critical analysis skills required for determining effective, evidence-based practices, creating Learning Plan for a hypothetical class and justifying the proposed strategies with reference to education policies, recent scholarly literature, developmental/learning and sociological theories.
A range of assessment procedures are used to consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.
Electronic Submission, Marking and Return
Assessment task submission and return of marked assessment will be done through Turnitin on LEO (unless otherwise specified). Tasks will be marked and returned within three weeks after the assessment is completed.
Overview of assessments
Assessment Task 1: Critical Reflection Pre-ser...
Assessment Task 1:
Critical Reflection
Pre-service teachers will research, critically analyse and synthesise theories of childhood development (physical, social and intellectual) and learning and incorporate in a critical reflection on personal experiences of learning and schooling.
Must demonstrate understanding of:
- Major learning and human development theories and their implications for teaching and learning.
- Student characteristics and how these may affect learning. <
30%
Assessment Task 2: Group Presentation Group Pres...
Assessment Task 2: Group Presentation
Group Presentation (20%)
In groups, choose an issue that has ramifications for classrooms or learning environments. Identify a range of evidence-based learning strategies to meet diverse student needs and demonstrate these to your peers when presenting on your topic.
Examples include:
- Poverty
- Disability
- LBOTE (migrants and/or refugees)
- Domestic violence
- Geographic divide (city vs. bush)
- ICT (engaging or distracting?)
- Social media and cyberbullying
- Popular culture
- High-stakes testing
Individual Reflection (10%)
Drawing on peer and tutor feedback, reflect on your group’s micro-teaching and your contribution to the task. Draw on the literature to discuss the importance of reflexivity for quality teaching and life-long learning (maximum 500 words)
30%
Assessment Task 3: Learning Plan for a Hypothet...
Assessment Task 3:
Learning Plan for a Hypothetical Class: Analysis and application of learning, development and sociological theories
Create a hypothetical class of students. Describe their diverse individual and group learning and social characteristics and propose teaching strategies for effectively engaging them in learning.
Justify the proposed strategies to meet their learning needs with reference to developmental/learning and sociological theories, recent scholarly literature and education policies.
The case study should demonstrate understanding of children as learners, and should engage with a critical analysis of the impact of a range of socio-cultural factors (such as SES, gender, ethnicity and Indigeneity) on their learning.
40%
Learning and teaching strategy and rationale
To cater for the different contexts of students and to maximise accessibility for study of this unit, it may be offered on-campus, online or in a multi-mode and will consist of three contact hours or equivalent each week for 12 weeks, or equivalent.
This unit applies a social constructivist strategy to develop pre-service teachers’ understanding of children’s development and theories of learning. They will build their understanding through critical reading, lecturer modelling, active engagement and group discussion in tutorials.
A critical pedagogy approach is employed to encourage pre-service teachers to see themselves as agents able to affect positive change in their world through social critique and advocacy for the rights of school students – particularly those from more vulnerable backgrounds. Pre-service teachers will therefore develop critical questioning, thinking, analysis, discussion, presentation and reflection skills through the following teaching and learning strategies:
- Lecture or equivalent content offered online
- Face-to-face and/or online tutorials that promote discussion
- Self-directed reading, research and reflection
- Collaborative learning opportunities through group experiences and presentations
Technology Enhanced Learning
The unit will include a Canvas site for the provision of lecture and tutorial materials, resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and community engagement experiences.
Face-to-face/Online Learning support
Students enrolled in both face to face and online learning modes are required to regularly log into Canvas to access recorded lectures and important announcements, to communicate with other students and lecturers, and to submit assessment and access feedback and grades. Students who are enrolled in either face to face or online learning will have equal access to support from the lecturer in charge and tutors.
Additional equipment requirements for online learning:
- Reliable broadband access is recommended.
- Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
Representative texts and references
Required text(s)
Duchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching (6th ed.). South Melbourne, Vic: Cengage. Ebook available.
Welch, A., Connell, R.; Mockler, N., Sriprakash, A., Proctor, H., Hayes, D., Foley, D., Vickers, M., Bagnall, N., Burns, K., Low, R., & Groundwater-Smith, S. (2018). Education, change and society (4th ed.). Melbourne, Vic: Oxford University Press. Ebook available
Highly Recommended Texts
Apple, M. (2013). Can education change society? New York, NY: Routledge. Ebook also available
Apple, M. (2014). Official knowledge: Democratic education in a conservative age (3rd ed.). New York, NY: Routledge.
Berk, L. E. (2015). Infants children and adolescents (78th International ed.). Boston, MA: Pearson Education.
Margetts, K., & Woolfolk, A. (2018). Physical and cognitive development (pp.65-108). In Educational Psychology (5th ed.). Melbourne, Vic: Pearson Education Australia.
Newman, B. M., & Newman, P. R. (2021). Development through life: A psychosocial approach (14th ed.). Belmont, CA: Wadsworth/Cengage Learning.
O’Donnell, A.M., Dobozy, E., Nagel, M.C., Smala, S., Wormald, C., Yates, G., Spooner-Lane, R., Youssef-Shalala, A., Reeve, J., Smith, J.K., & Bartlett, B. (2020). Educational Psychology (3rd ed.). Milton, Qld: Wiley & Sons.
Tait, G. (2016). Making sense of mass education (2nd ed.). Port Melbourne, VIC: Cambridge University Press.