Unit rationale, description and aim
Research on effective teaching indicates that teachers who understand how children learn and how different environmental and individual characteristics affect learning, can identify learning challenges more accurately and create effective learning environments for all children and, as a result, have better performing and engaged students.
This unit focuses on how children learn and what we know about effective teaching and learning from educational and cognitive research. The students will learn how perception, attention and memory are critical to learning, how motivation is related to engagement and learning, how learning environments – both physical and social – can affect outcomes, and how the social environment can affect learning. They will then examine effective learning strategies and teaching practices for diverse students before focusing on learning to read as a specific example of how child, instruction and environmental characteristics affect learning.
The aim of this unit is to equip students with necessary knowledge, skills and attitudes required for creating effective instruction and learning environments in general, and effective literacy instruction in specific, for all students
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.
Locate and synthesise research on effective learni...
Learning Outcome 01
Integrate different models of the learner and use ...
Learning Outcome 02
Apply understanding of the learners, learning stra...
Learning Outcome 03
Content
This unit comprises four modules:
Module 1. Cognitive Model of the Learner: Perception, Attention and Memory
- Modal model of memory: how information goes from being perceived to paid attention to and to getting processed in working memory and stored in long-term memory
- What prevents information from being learned
- Controlling attention
- Limitations of working memory and controlling the cognitive load
Module 2. Psychological Model of the Learner: Motivation and Engagement
- Intrinsic and extrinsic motivation
- Engaging and motivating learning tasks
Module 3. Socio-Cultural Model of the Learner: Learning Environment
- Learning as a collaborative social and cognitive process
- Collaboration with peers versus more knowledgeable others
Module 4. Effective Learning Strategies and Instruction
- Effective (and ineffective) learning strategies
- Effective differentiated instruction
- Organising instruction and assessments to support effective learning of all students
Assessment strategy and rationale
In order to successfully complete this unit, the students need to complete and pass all three assessment tasks.
The first task (20%) consists of weekly quizzes that assess understanding of the core content of lectures and readings and provides students an opportunity to continuously monitor their own learning. The second task (40%) requires students to demonstrate their understanding of cognitive, psychological and socio-cultural models of the learner and integrate them into their own model of the learner to guide their practice. The third task (40%) requires the students to translate their model of the learner to designing instruction and assessment tasks that maximize the use of effective learning strategies and meet the needs of all students.
Overview of assessments
Assessment Task 1 – Weekly Quizzes Students will...
Assessment Task 1 – Weekly Quizzes
Students will complete a short quiz every week assessing their comprehension of the content presented in lectures and readings
20%
Assessment Task 2 – Written assignment Analyse c...
Assessment Task 2 – Written assignment
Analyse current models of the learner and construct your own instructional model of the learner that (1) is supported by existing cognitive, psychological and socio-cultural models and evidence for them, and (2) can guide differentiated instruction and assessment practices in a classroom
40%
Assessment Task 3 – Written assignment Design fo...
Assessment Task 3 – Written assignment
Design four lessons that consider your model of the learner, what you have learned about effective learning strategies, and meet the needs of all students in your current or past classroom.
40%
Learning and teaching strategy and rationale
This unit is offered in multi-mode format and supported by a unit Learning Management System (LMS) site. In all modes, students are required to use the online learning platform that provides asynchronous access to lectures, readings, and quizzes. In a weekly attendance mode, students are required also to attend tutorials, presentations, and discussions in person in specific physical location/s whereas in an intensive mode the required in-person sessions take place during weekends or other blocks of time determined by the school. In online mode, students are required to participate in a series of interactive online workshops in addition to the regular online learning.
Engagement for learning is the key driver in the delivery of this unit. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment and incorporate:
- Online digital resources, including reference readings, database and document searches, and recorded lectures from experts;
- Online or face-to-face small group collaborative learning to foster reflective practice following the personal analysis, evaluation and synthesis of relevant literature and current practices in different schools;
- Online forum and chat tools to build a community of learners; and
- Problem-based learning sessions to develop necessary skills and analyse and apply learning to school case studies.
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.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
On successful completion of this unit, students should have gained evidence towards the following standards: