Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EDET100 Effective Teaching 1: Becoming a Teacher
Incompatible
EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy ; EDFX242 Education Studies and Professional Experience 2: Building Positive Relationships
Unit rationale, description and aim
Includes: 15-day placement in an educational setting.
Teachers need to be able to develop curriculum and to employ teaching strategies that cater to the strengths and needs of diverse learners in order to promote learner engagement and enhance learning.
In this unit pre-service teachers will further develop their understanding of the complexities of the teacher’s role, with a focus on curriculum and pedagogy. Exploration of a range of evidence-based teaching strategies and principles and practices of curriculum planning and assessment will be undertaken, along with analysis and rehearsal of teaching strategies. Through engagement in, and reflection on 15-day professional experience, pre-service teachers will develop an understanding of the importance of appropriate curriculum and effective pedagogy in building positive learner engagement and enhancing learning. Pre-service teachers will also undertake a situational analysis of their educational context, to develop a curriculum plan based on identified learner needs.
The aim of this unit is to enable pre-service teachers to acquire and develop the knowledge, understanding and skills required to develop effective teaching and assessment sequences which promote learning.
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.
On successful completion of this unit, students should be able to:
LO1 Describe a range of evidence-based teaching and learning strategies, principles and practices of curriculum development, and forms of assessment and appropriate, timely feedback (GA5, GA9; APST 1.2, 1.3, 1.5, 5.1, 5.2; ACECQA C4)
LO2 Analyse, rehearse, implement and evaluate teaching strategies to support inclusive engagement in learning (GA1, GA4, GA5, GA9; APST 1.1, 1.3, 2.2, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2; ACECQA C4)
LO3 Use knowledge and understanding of curriculum and assessment to design curriculum programs that employ a range of teaching and assessment strategies, include appropriate and ethical use of ICT, and differentiate curriculum and teaching to meet the needs of diverse learners (GA1, GA5. GA9; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4, 4.5, 5.1, 5.5; ACECQA A7, C5, D5)
LO4 Complete a successful professional experience in an educational setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice (GA3, GA4, GA5, GA9; APST 1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 6.1, 6.3, 7.1, 7.2; ACECQA A4, E3).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA3 apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A Child development and care A4 child health, wellbeing and safety A7 learners with special needs |
C Teaching pedagogies C4 teaching methods and strategies C5 children with diverse needs and backgrounds |
D Family and community contexts D5 culture, diversity and inclusion |
E History and philosophy of early childhood E3 ethics and professional practice |
Content
Topics will include:
- A range of evidence-based effective teaching and learning approaches that support inclusive engagement in learning, including:
- questioning and discussion
- learner-centred learning
- collaborative learning
- integrating ICT
- Teacher behaviours to promote positive engagement: setting achievable and challenging learning goals, giving clear directions, with-it-ness, attention moves,
- Promoting intellectual quality: deep knowledge and understanding, critical thinking, higher-order thinking
- An examination of curriculum requirements of states and systems
- General capabilities and cross-curriculum priorities, esp. ICT + literacy and numeracy in the teaching areas, and Aboriginal and Torres Strait Islander histories and cultures
- Curriculum theory and planning processes for the development of a unit of work, including scope and sequence, learning outcomes, learning activities, and sequences, resources, assessment and evaluation strategies relevant to the nominated educational setting
- Situational analysis of the educational setting and system or organisation in which the pre-service teacher is placed
- Differentiation of curriculum, teaching strategies and assessment to engage diverse learners, including:
- learners across the full range of abilities
- learners from diverse linguistic, cultural, religious and socioeconomic backgrounds
- EAL/D learners and
- learners from Aboriginal and Torres Strait Islander backgrounds.
- Introduction to a range of assessment strategies – for, of and as learning – the role of feedback, ways of providing timely and appropriate feedback
- Processes for evaluating teaching and assessing learning, using a range of evidence sources including critical reflection, student/child learning data and supervisor feedback, to modify teaching practice and improve learning
- The Digital Portfolio of Professional Practice: continuing to compile, reflect upon and annotate evidence of attainment of the Australian Professional Standards for Teachers: Graduate level.
Learning and teaching strategy and rationale
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. This includes direct teaching, reading and preparation of assessments, and a professional experience placement.
This unit applies a social constructivist approach to develop pre-service teachers’ understanding of planning and assessment and skills in applying effective pedagogies. They will have the opportunity to build on their understanding of teaching strategies through critical reading, lecturer modelling, active engagement, rehearsing and discussion in tutorials. Skills of professional communication and the ability to work collaboratively will be practised through group activities, culminating in micro-teaching presentations to the class. This provides opportunities for pre-service teachers to build their skills of a range of teaching strategies, and to build their confidence in managing groups, in a safe and supportive environment prior to applying these skills in a relevant educational setting. Teaching skills of planning and assessing, and the ability to locate and synthesise information, will be developed through designing curriculum appropriate for a specific educational setting. Placement will enable pre-service teachers to engage with experienced practitioners and to make links between theory and its application to the learning environment. They will continue to gather and reflect upon evidence of their attainment of the Australian Professional Standards for Teachers: Graduate, in the Digital Portfolio.
To support this strategy, teaching and learning approaches will include, but are not limited to:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning;
- Self-directed reading and research
- Collaborative learning opportunities
Technology Enhanced Learning
The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and educational experiences. It may include:
- Online review exercises.
- Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies
Professional Experience: teaching requirements
Within this Effective Teaching unit pre-service teachers will undertake, in pairs where possible, a professional experience placement comprising 15 days in a mainstream school in a suitable context.
- A pre-service Early Childhood teacher – in an Early Childhood context
- A pre-service Primary teacher – in a primary context
- A pre-service Early Childhood and Primary (ECP) teacher – in an Early Childhood context (3-5 years)
- A pre-service teacher preparing to teach across Primary and Secondary – in a Primary context, or with the permission of the Lecturer-in-Charge, alternatively a Secondary context
- A pre-service Secondary teacher – in a Secondary context
Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of class and educational setting. In collaboration with supervising teachers and other professional colleagues, they will develop basic teaching skills through assisting in the delivery of high-quality teaching episodes and teaching small groups and whole classes/groups. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.
The recommended arrangement of the 15 days is:
- 5 days prior to the commencement of the block, for example one day a week, by negotiation with the education provider
- Two weeks (10 days) of continuous engagement (the “Block”).
Recommended Teaching Experiences
The following engagements are recommended across the 15-day placement in school settings. They provide a scaffolded, praxis-oriented approach to building experience, competency and confidence, and are designed to align with on-campus content. These engagements are to be discussed, negotiated and planned with the supervising teacher/s.
Days 1 – 5 (Single days or incorporated into the block) - Proposed Teaching Expectations
Days 1-2: Orientation, observation and assisting the supervising teacher/s
Days 2–5: Observation and assisting the supervising teacher/s, plus planning and implementation of one teaching episode per day with a focus on small groups and practicing the skills developed through micro-teaching opportunities
Block Practicum: Days 6 – 15 - Proposed Teaching Expectations
Days 6 –10: Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day, including small groups, taking responsibility for whole classes and managing routines.
Days 11–15:
- Observation and assisting the supervising teacher/s, plus planning and implementation of two or three teaching episodes per day, Build to teaching a half load including small groups, taking responsibility for whole classes and managing routines and transitions.
- Practicum reflection, self-auditing and evaluation.
The following engagements are recommended across the 15-day placement for early childhood settings. Pre-service teachers should complete EDET111 together with their completion of EDEC111 during the same semester.
Days 1 – 5 (Single days or incorporated into the block) - Proposed Teaching Expectations
Days 1-5:
a) Orientation, observation and assisting the supervising teacher/s
b) Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day
c) Observation and active participation in small group teaching; assisting the Supervising Teacher in the teaching and learning process, plus managing context routines
d) Observation of teachers in the learning context, their teaching and practices, management of contexts and individuals
e) Observe communication skills that the Supervising Teacher uses with children/learners, parents and other staff
f) Critical reflection on pre-service teacher’s role in the early childhood education setting as participant, leader, team member, co-teacher/collaborator
Block Practicum: Days 6-15 - Proposed Teaching Expectations
Days 6-15:
a) Structured observations and small group / team teaching
b) Plan / implement and assess a set of two, play-based, sequential learning experiences per day individually or with the other pre-service teacher (if in a paired placement)
c) Managing context routines or transitions connected to sequenced lesson/learning experience
d) Ongoing observation of teachers and other education stakeholders (e.g. transdisciplinary specialists, leadership teams, other teachers etc.) in the education setting, their teaching and practices, management of the learning environment and children
(e) Continual self-reflection and evaluation
Assessment strategy and rationale
The assessment load and weighting of the assessments in this unit have been designed to incorporate the professional experience. The written assessment load in this unit has been adjusted accordingly.
A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The Education Studies units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of ACECQA criteria and the APST: Graduate level.
The two assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 pre-service teachers have the opportunity to demonstrate knowledge of teaching strategies. Task 2 requires pre-service teachers to apply their knowledge of curriculum planning and teaching and assessment strategies in the development of a unit of work appropriate for use in a specific educational setting. Professional placement facilitates connections with the ‘real world’ of learning and teaching, thereby enriching the development of understanding and skills that prepare pre-service teachers for their role as teacher.
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%.
In addition, pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).
Electronic Submission, Marking and Return
Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Description and analysis of Teaching Strategies In groups, research an evidence-based teaching strategy, and analyse it including a rationale, description, summary of evidence of its effectiveness with reference to research into learning and recommendations for appropriate classroom applications. Present a short activity using your selected teaching strategy to a whole class or group, modelling explicit teaching and learner engagement, employing effective verbal and multi-modal communication and the provision of timely feedback to participants. At the conclusion, engage participants in a discussion of the strategies which could be used to evaluate and improve their learning. | 40% | LO1, LO2 | GA5, GA9 |
Assessment Task 2: Outline of a Unit of Work Critical Task Design an overview for a sequence of learning experiences (mini unit of work) for a specified context and group of learners. Include the following:
| 60% | LO1, LO2, LO3 | GA1, GA4, GA5, GA9 |
Hurdle Requirement 1: Preparation for the Professional Experience Placement Prior to commencing the Professional Experience placement, pre-service teachers must ensure all components of the hurdle tasks from EDET100 are complete and current. | Pass/Fail | LO4 | GA1, GA3, GA5 |
Professional Experience Assessment Professional Experience requirements include compilation of evidence as required. (Refer to Professional Experience Handbook and Report). Compilation of evidence will include:
This evidence must be compiled into a well-presented and well-organised Professional Experience folder, which must be updated on a daily basis throughout the placement. Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. | A pass or fail grade will be awarded for completion of the professional experience days | LO1, LO2, LO3, LO4 | GA1, GA3, GA4, GA5, GA9 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum and Reporting Authority (ACARA). (2019). https://www.acara.edu.au/
Relevant State and Territory curriculum documents.
Recommended references
Australian Government: Education Council. (2015). National Aboriginal and Torres Strait Islander Education Strategy 2015. https://www.education.gov.au/national-aboriginal-and-torres-strait-islander-education-strategy
Australian Government. (2019). National Aboriginal and Torres Strait Islander Curricula Project. https://www.indigenous.gov.au/teaching-guides/curricula-project
Brady, L., & Kennedy, K. (2018). Curriculum construction (6th ed.). Frenchs Forest, NSW: Pearson Australia.
Churchill, R., Shaw, K., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., & Moss, J. (2016). Teaching: Making a difference (3rd ed.). Milton, Qld: John Wiley & Son Australia.
Cleak, H., & Wilson, J. (2019). Making the Most of Field Placement (4th ed.). South Melbourne, Vic: Cengage Learning Australia.
Foreman, P. (2017). Inclusion in action (5th ed.). South Melbourne, Vic: Cengage Learning Australia.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2015). Teaching challenges and dilemmas (5th ed. South Melbourne, Vic: Cengage Learning Australia.
Killen, R. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.). South Melbourne, Vic: Cengage Learning Australia.
Morrison, G., Ross, S., Morrison, J., & Kalman, H. (2019). Designing effective instruction (8th ed.). Hoboken, NJ: John Wiley and Sons
Orlich, D., Harder, R., Trevison, M., Brown, A., & Miller, D. (2018). Teaching strategies: A guide to effective instruction (11th ed.). Washington, DC: Cengage Learning US.
Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. Journal of Effective Teaching, 15(1), 20-33.
Roblyer, R., & Hughes, J. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (8th ed.). New York, NY: Pearson Education.
Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016). Learning for teaching, Teaching for learning (3rd ed.). South Melbourne, Vic: Cengage Learning Australia