Unit rationale, description and aim
Aspiring teachers need to develop and demonstrate an understanding of thinking, learning and motivation. Pre-service teachersStudents need to apply this knowledge to firstly understand themselves as learners and to understand how others learn in a range of contexts.
The unit begins with the understanding that learning is based on what the learner already knows. Because of this, emphasis is placed on understanding the multiple ways in which learners can represent and organise knowledge. The unit will then explore the processes by which learners acquire and interact with new information and skills, the processes related to memory and recall, and the development of fluency and expertise. The concepts of motivation and attention and their impact on learning are also examined. The knowledge and skills that students pre-service teachers will construct, will form the infrastructure that will be used in this course.
The overall aim of this unit is to encourage aspiring teachers to think critically about their own conceptions of learning and teaching and how to build on and facilitate, the learning experiences of others.
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.
Describe and critically review theories related to...
Learning Outcome 01
Articulate the assumptions, concepts, principles, ...
Learning Outcome 02
Reflect on, and examine themselves, their peers, a...
Learning Outcome 03
Interpret research and other scholarly resources a...
Learning Outcome 04
Content
Topics will include:
- What does it mean to know something? Multiple ways of knowing (e.g. abstract, experiential, procedural, emotional, thinking, identity, cultural and attitudinal)
- Theoretical conceptualization of learning:
- Neurological foundations
- Behavioural views of learning
- Cognitive explanations of learning
- Humanist approaches to learning
- Constructivism
- Influences on learning:
- Motivation and engagement
- Attention, observation and practice
- Metacognition & self-regulation
- Self-efficacy and experience
- Culture
- Theories of Intelligence and the development of expertise
- Differentiating learning
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow students pre-service teachers to demonstrate progressively their achievement against the course learning outcomes by demonstrating attainment of academic and professional standards and develop graduate attributes consistent with university assessment requirements.
The first assessment task is aligned with the introductory parts of the unit. It facilitates the process of self-reflectiveon and the development of students’ pre-service teachers’ observational skills. It enables students to examine and explore their own learning and the learning of others and scrutinisze them within relevant theories of learning.
The second assessment task incorporates a planning activity undertaken for an in educational settings. The task allows students pre-service teachers to gain insights into how their peers learn influences on a student’s learning and jointly to create a plan for an effective learning environment.
The final assessment task is a summative test that helps in measuring the achievement of the unit learning outcomes.
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate the 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%.
Overview of assessments
Assessment Task 1: Learning Portfolio Pre-servic...
Assessment Task 1: Learning Portfolio
Pre-service teachers will create a thematic portfolio to present three case studies. The students pre-service teachgers will dedicate a separate entry for each case study. Each case study should describe and analyse a different learning issue. The context of the first case study is the student pre-service teacher (themselves); the second is a peer; and the third is another learner external to the unit who may be an older child or adolescent. The participant pre-service teacher is expected to profile the context of learning of each case study and provide concrete examples as evidence of learning and frame their profiles within the premises of an adopted learning theory and be informed by a review of related literature.
50%
Assessment Task 2: A Comprehensive Application of...
Assessment Task 2: A Comprehensive Application of Learning Theories.
Students will address an allocated scenario. The response must draw on one or more theoretical frameworks that help explain the process of learning in the allocated scenario and provide a plan to address the learning issues identified in the scenario. The plan should be informed by current research and respond to the needs of learners with differing physical, social and intellectual characteristics.
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. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources. There will be opportunities for pre-service teachers to analyse education-based case studies. Pre-service teachers will gain an understanding of diverse points of view of their peers.
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 a 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.
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.
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)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Australian Curriculum, Assessment and Reporting Authority (ACARA) https://www.acara.edu.au/ .
Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for Teachers https://www.aitsl.edu.au/teach/standards.
Relevant State and Territory curriculum documents.
Suggested textbooks (one of the following textbooks)
Duschesne, S. & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.). Cengage Learning Australia.
Margetts, K., & Woolfolk, A. E. (2019). Educational psychology (5th ed.). Pearson Australia.
O’Donnell, A. M., Dobozy, E., Bartlett, B.J., & Nagel, M.C., Spooner-Lane, R., Youssef-Shalala, A., Reeve, J. & Smith, J., K. (2016). Educational psychology (2nd Australian ed.). Wiley.
O’Donnell, A. M. (2019). Educational psychology (Third Australian edition.). John Wiley and Sons Australia, Ltd.
Recommended references
Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7). pp: 1-18.Egeberg, H., McConney, A., & Price, A. (2021). Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools. Educational Research for Policy and Practice, 20(2), 107–124. Educational Research for Policy and PracticeHYPERLINK "https://doi.org/10.1007/s10671-020-09270-w", 20(2), 107–124. https://doi.org/10.1007/s10671-020-09270-w
Halpern, D. F. (2013). Sex differences in cognitive abilities (4th ed.). Psychology Press.
McInerney, D., & Putwain, D. (2017). Developmental and educational psychology for teachers: An applied approach. Routledge.
Pritchard, A. (2014). Ways of learning: Learning theories and learning styles in the classroom (3rd ed.). Routledge.
Pritchard, A. (2018). Ways of learning: learning theories and learning styles in the classroom (Fourth edition.). Routledge, Taylor & Francis Group.
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Pearson.
Snowman, J., & McCown, R. (2015). Psychology Applied to Teaching (14th ed.). Cengage Learning.
Verenikina, I., Lysaght, P., & Vialle, W. (2011). Understanding learning and development. David Barlow Publishing.
Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019). Understanding how we learn: a visual guide. Routledge.
Worrell, F. C., Hughes, T. L., & Dixson, D. D. (Eds.). (2020). The Cambridge handbook of applied school psychology. Cambridge University Press.