Unit rationale, description and aim
Teaching occurs through communication, therefore, teachers need strong skills in communicating to students and other stakeholders in school and early learning communities to succeed in professional practice. Pre-service teachers must develop effective skills for professional communication via different modes (e.g., speaking, listening, representing, and writing) with different audiences (e.g. colleagues, parents and students) for different purposes (e.g., social, academic, and institutional).
In this unit, theories of communication and the issues, strategies, and expectations relevant to professional communication in the educational context will be explored. Pre-service teachers will engage with educational scenarios and experiences to develop skills for communicating effectively with various audiences. They will collaborate with peers to design a project which reflects their expertise in using representational systems (spoken and written language, symbols, static and dynamic images, gesture, etc.) to interpret and communicate ideas. Pre-service teachers will critically assess and evaluate case studies of professional communication in educational contexts.
The aim of the unit is to develop pre-service teachers’ professional communications skills for different audiences and purposes.
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.
Explain how theories of representational systems a...
Learning Outcome 01
Communicate in professional contexts using a range...
Learning Outcome 02
Apply knowledge of the expectations (including cod...
Learning Outcome 03
Apply knowledge of representational systems to des...
Learning Outcome 04
Content
Topics will include:
- Theories of communication
- The role of representational systems (spoken and written language, symbols, static and dynamic images, gesture, etc.) as tools in interpreting and communicating ideas
- Communicating ideas for different purposes in educational contexts such as to express and develop ideas, for interacting and to structure and organize information
- Effective communication-Listening, verbal and non-verbal communication, interpersonal skills in communicating
- Designing professional communications to:
- Communicate professionally with colleagues, peers, and mentors
- Communicate effectively in the classroom
- Communicate with students through feedback
- Communicate with parents
- Ethical and inclusive communication
- The use of ICT as a communication tool
Assessment strategy and rationale
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. The Professional Communication unit will focus on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the Australian Professional Standards for Teachers: Graduate level.
For Assessment Task 1 pre-service teachers will design and implement a project that uses two or more digital communication technologies to communicate to two audiences within an educational context. Assessment Task 2 is a Critical Task; it requires pre-service teachers to critically reflect on modes of professional communication and the application of codes of ethics and conduct for the teaching profession. Assessment Task 3 is a Critical Task and requires construction of a portfolio of artefacts of professional communication used in an educational setting. The pre-service teacher will reflect on these artefacts in light of their learnings and readings in this course.
The three assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills.
Minimum Achievement Standard
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete ALL assessment tasks and achieve an overall Pass grade.
Assessment in this unit includes two Critical Tasks: Assessment Task 2: Reflective Journal and Assessment Task 3 Portfolio and Reflection. These tasks are core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a Pass in both tasks and a Pass overall in order to pass this unit.
Overview of assessments
Assessment Task 1: Team-based Digital Content Des...
Assessment Task 1: Team-based Digital Content Design Project:
Working in small groups, pre-service teachers will design and implement a project that uses two or more digital communication technologies to communicate to two audiences within an educational context.
20%
Assessment Task 2: Reflective Journal Critical T...
Assessment Task 2: Reflective Journal
Critical Task
Pre-service teachers will develop an online reflective journal, that responds to a series of questions and prompts regarding professional communication and the application of codes of ethics and conduct for the teaching profession. Your reflection should also include a personal statement outlining your understanding of the strategies, skills and importance of communicating ethically and effectively in educational settings. Core prompts for research and reflection include:
- Effective strategies for involving parents/carers in the education of their child
- Effective strategies for working sensitively and confidentially with parents/carers <
30%
Assessment Task 3: Portfolio and Reflection Crit...
Assessment Task 3: Portfolio and Reflection
Critical Task
Create at least 6 artefacts of different types of communication used in an educational setting. This portfolio needs to include:
- At least two examples of communication with parents such as report, letter to parent regarding student progress, letter to parent regarding a learning activity, transcript of a parent/teacher interview or conversation
- At least two examples of communication with colleague such as constructive feedback from mentor with reflection on how this will change practice from pre-service teacher, transcript of conversation about practice, shared discussion with peer on practice, reflection on professional learning and how this will improve practice
- At least two examples of communication with student or students such as transcript of classroom discussion, communication with students on classroom activity, feedback to students
- At least one of the artefacts should be an example using digital or multimodal technology
Reflection:
You are to reflect on your artefacts in light of your learnings and readings in this course. Your reflection must include discussion on how your portfolio reflects theory of communication, is ethical and inclusive, uses interpersonal communication to support student learning.
50%
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a Constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes: content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills.
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 teaching period comprising of directed tasks and self-study. This unit positions pre-service teachers as adult learners with responsibility for their own learning and who are capable of problem solving. The learning in this unit is inquiry-based, learner-focused and student centred.
Teaching and learning strategies are designed to be flexible and promote self-regulated and guided learning, underpinned by adult learning principles and will include:
- Online activities to enhance knowledge and engage in active learning
- Reading guides which involve directed reading as well as self-directed online study materials
- Discussion Forum online postings and responses designed to encourage peer collaboration
- Webinars and podcasts for lecturer and student communication
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
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.
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.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge: