Year

2021

Credit points

10

Campus offering

No unit offerings are currently available for this unit

Prerequisites

EDFX521 Effective Teaching and Graduate Professional Experience Primary 1

Unit rationale, description and aim

This unit includes a minimum of 20 days professional experience placement

This unit explores the role of schooling in society, including the aims of Education and the social, cultural, ethnic and religious factors that impact upon the contexts of schooling. Pre-service teachers will explore the way in which these factors affect learning and shape the identity of schools, with reference to National, State, Catholic and other non-government education systems. The unit examines theories of learning and teaching in the contexts of questioning the role of education to assist pre-service teachers to understand human development and the impact of students’ characteristics and frames of reference. Particular emphasis is placed on the learner, the teacher, families and their inter-relationships. A primary goal is for pre-service teachers to reflect and revise their own theories of learning in order to enhance pedagogy.


The aim of this unit is to enhance pre-service teachers' understanding of the teacher’s role in creating flexible class and school learning environments for learning and teaching in the 21st Century by exploring ways technology can contribute and engage students in lifelong learning. A minimum of 20 days of professional experience is embedded in the unit, enabling the development of closer links between theoretical considerations and the teaching and learning experiences encountered in 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.

On successful completion of this unit, students should be able to:

LO1 - Develop and apply understandings of student characteristics and learning needs using child and adolescent developmental stages and learning theories to determine how these may affect learning of primary school students, with a particular focus on Aboriginal and Torres Strait Islander and multicultural students (GA4, GA5; APST 1.1, 1.2, 1.4, 2.4) 

LO2 - Critically analyse basic assumptions, concepts and principles of major learning theories and child and adolescent developmental stages to determine implications for instructional settings (GA4, GA5, GA8; APST 1.1, 1.2, 1.4, 1.5) 

LO3 - Analyse and critique a range of teaching strategies, curriculum materials and resources that respond to learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds, including students from Aboriginal and Torres Strait Islander backgrounds. (GA2, GA4; APST 1.3, 1.4, 2.4)

LO4 - Critically examine the means by which the mission and identity in schools and systems of education in Australia have historically responded to broader social and cultural influences and changing values (GA2, GA5, GA8; APST 6.2)

LO5 - Demonstrate variability in the use of verbal and non-verbal classroom communication and effective interpersonal skills during teaching episodes that support student engagement in learning (GA5, GA10; APST 3.5, 4.1, 4.2)

LO6 - Critique, contrast and synthesise a range of strategies to manage behaviour within classrooms and whole school contexts to ensure students’ wellbeing and safety, including involving parents/carers in the educative process (GA8; APST 3.7, 4.1, 4.2, 4.3, 4.4)

LO7 - Plan, construct and implement appropriate and effective learning and teaching activities, sequences and resources, including ICT, that engage learners of varied abilities (GA8, GA10; APST 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1)

LO8 - Critique current principles and practices of assessment and the purpose and impact of timely and focused feedback to students , parents/carers and other stakeholders in order evaluate student learning and modify teaching practice (GA5, GA8, GA10; APST 5.1, 5.2, 5.4, 5.5)

LO9 - Reflect critically upon teaching processes and classroom management strategies used in the context of various learning environments through Professional Experience as a means to develop and refine professional practice(GA5, GA7, GA8; APST 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.1, 6.2, 6.3, 7.1, 7.4).

Graduate attributes

GA2 - recognise their responsibility to the common good, the environment and society 

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA10 - utilise information and communication and other relevant technologies effectively.

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.

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander 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.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

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.

3.7 Describe a broad range of strategies for involving parents/carers in the educative process.

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.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

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.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

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.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

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.

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Content

This unit is based on an understanding that learning and development is situated in complex diverse contexts. The content will cover the following four modules:


Learner characteristics and development:

  • Child and adolescent developmental stages.
  • Concepts of culture, identity and cultural diversity and the impact on student performance and educational outcomes, including a focus on students from Aboriginal and Torres Strait Islander backgrounds
  • Addressing cultural and socioeconomic diversity within families and schools.


Philosophical and sociological reality of education and schooling:

  • Historical development of education in Australia, with a focus upon the development of  Catholic and other non-government schools and systems.
  • The response of education systems to contemporary social and cultural change.
  • Analysis of the impact of education systems, school philosophies, system, State, national and international policy developments and school structures on quality learning and teaching practices


Learning theories and applications for instruction:

  • Behavioural and social cognitive theories
  • Information-processing theory and cognitive models of learning
  • Constructivist approaches to learning
  • Understanding student differences: intelligence and achievement


Creating effective class and school learning environments:

  • How students are motivated and implications for teaching and learning
  • Pedagogy and technology as a tool for learning
  • The role and impact of assessment and feedback for improved student learning outcomes and modification of teaching practices
  • The importance of parents/carers as partners in the educative process
  • The ability to work collaboratively with colleagues.

Learning and teaching strategy and rationale

Lecture, workshop and tutorial formats will be used. This unit will consist of three contact hours or equivalent each week and a minimum of 20 days in a mainstream school setting during the first semester. The unit will integrate understandings and skills developed and practiced in ‘on campus’ and ‘in school’ experiences, discussions, readings, individual study and critical reflections. A variety of learning-teaching strategies will be used including:

  • face-to-face lectures, supported through some online delivery of content
  • workshop/tutorials where teaching strategies are analysed

This unit will take a blended approach familiarising pre-service teachers with the many ways technology can contribute to learning and instruction.

Integral to the unit will be the undertaking of a minimum of 20 days in a mainstream primary school setting for each pre-service teacher. A suggested five single days will be taken in the first half of the 12 week semester followed by a 15 day block in the final part of the semester.

This experience will involve:

  • Taking on aspects of the primary school teacher role and responsibilities, as appropriate.
  • Developing lesson plans/activities and implementing these with the professional experience class (see table)
  • Understanding the role and purpose of assessment, feedback and reporting
  • Collaborating with parents/carers as partners in the educative process
  • Guided reflective practice with structured feedback of the skills and strategies explored within this unit for teaching concerned with promoting respectful and supportive learning environments with individual students and whole class
  • Learning to work collaboratively with other colleagues, specialists teachers and teacher aides especially in relation to Aboriginal and Torres Strait Islander,  ESL and EAL/D students
  • Being actively engaged in professional reflective conversations with peers, mentor/associate teacher and university colleagues
  • Collecting appropriate artefacts and annotating these for the maintenance of self-auditing of professional learning needs within the Australian Professional Standards for Teachers: Graduate framework and digital portfolio of professional practice commenced in EDFX521 Effective Teaching and Graduate Professional Experience Primary 1.

Professional Experience: Teaching Requirements

Through school-based experiences, pre-service teachers will examine the nexus between theory and practice in a coherent manner as they research, analyse and reflect upon current practices, develop communication, planning and organisational skills and relate their observations to the theoretical foundations introduced through lectures and tutorials at university and then actioned through experience in the field. The professional experience components of this unit are designed to allow pre-service teachers to become immersed in the life of the school community through participation in a minimum of 5 days during the semester and a block practicum of 15 days. Pre-service teachers remain in the same classroom for a minimum of 20 days. The professional experience component, in partnership with the teachers and school communities, will develop the content and skills explicitly addressed within lectures and tutorials to develop an understanding of productive pedagogies and the importance of creating quality learning environments

This experience will involve:

  • Taking on aspects of the primary school teacher role and responsibilities, as appropriate.
  • Developing lesson plans/activities and implementing these with the professional experience class (see table)
  • Guided reflective practice with structured feedback of the skills and strategies explored within this unit for teaching concerned with promoting respectful and supportive learning environments with individual students and whole class
  • Learning to work collaboratively with other colleagues, specialists teachers and teacher aides, parents/carers especially in relation to Aboriginal and Torres Strait Islander, ESL and EAL/D students
  • Being actively engaged in professional reflective conversations with peers, mentor/associate teacher and university colleagues
  • Collecting appropriate artefacts and annotating these for the maintenance of self-auditing of professional learning needs within the Australian Professional Standards for Teachers: Graduate framework and digital portfolio of professional practice commenced in EDFX521 Effective Teaching and Graduate Professional Experience Primary 1.

The professional experience components of this unit are designed to allow pre-service teachers to become immersed in the life of the school community. Pre-service teachers remain in the same classroom for a minimum of 20 days. The professional experience component, in partnership with the teachers and school communities, will develop the content and skills explicitly addressed within lectures and tutorials to develop an understanding of productive pedagogies and the importance of creating quality learning environments.

Suggested arrangement of the Professional Experience - 5 Single Days - Proposed Teaching Expectation

Day 1: Observation and small group teaching

Days 2 - 3: One – two lessons/learning experience per day

Days 3 - 5: Two – three lessons/learning experiences per day

Block Practicum: 15 days - Proposed Teaching Expectation

Days 6: Preparation and small group teaching

Days 7 - 8: Two- three lessons/learning experiences per day and taking responsibility for class routines

Days 9 - 10: Three or more lessons/learning experiences per day teaching including management of class routines and transitions.

Days 11 - 15: Half day continuous teaching with management and responsibility for beginning or closure of class/school day and associated routines. Management of literacy/maths block

Days 16 – 20: Full week

  • Full day teaching with reflection, self-auditing and evaluation.
  • Working collaboratively with colleagues and teacher aides

Assessment strategy and rationale

The assessment will relate directly to the achievement of the learning outcomes. A variety of assessment modes may be used.

Minimum Achievement Standards

All assessment tasks must be completed. Pre-service teachers must achieve a pass in the professional experience component of the unit in order to satisfactorily complete this unit. If a fail grade is determined in professional experience, regardless of the marks achieved in the other assessment tasks, this will result in a fail for the entire unit. The student will also fail the unit if the grade for the combination of the other assessment tasks is a fail. Pre-service teachers who fail this unit will be asked to ‘show cause’ and their enrolment in the course will be terminated if the unit is failed twice.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1:

Scholarly Response

Analysis and critical reflection on current issues identified within the unit and the means by which education and schools have responded to these issues, including a critique of teaching strategies, curriculum materials and resources raised in a scholarly journal articles with a focus on Aboriginal and Torres Strait Islander histories, cultures and languages and their impact on education in relation to students, parents/carers and the community. Responses should cover assigned readings and class/school observations based on an analysis of issues / ideas raised (not a summary of the readings). A scholarly response may take the form of a literature review, critical analysis essay, annotated PowerPoint, imovie plus rationale or argumentative essay.  

50%

LO1, LO2, LO3, LO4

GA2, GA4, GA5, GA8, GA10

Assessment Task 2: Case Study

Prepare a case study of the community, school and classroom context you have been involved with during professional experience. The case study should engage with a critical analysis of the impact of a range of social and cultural issues in relation to the course content with a focus on student learning and development compared with knowledge of child and adolescent developmental stages. The importance of SES, race, ethnicity, gender, indigeneity and/or religion and its relationship to educational institutions, policy, school practice and teaching strategies and the implications for diverse learners must be addressed. Recommendations of strategies for effectively involving colleagues, community members, parent/carers and students to engage learners and modify teaching practices in classrooms and wider school contexts must be considered and aligned to child and adolescent developmental stages and learning theories.

50%

LO1, LO2, LO3, LO4

GA2, GA5, GA7, GA8

Assessment Task 3:

Professional Experience Assessment

Professional Experience requirements include compilation of evidence as required.

(Refer to attached Professional Experience Handbook and Report).

Compilation of evidence will include:

  • Structured observation and analysis of school and classroom contexts
  • Preparation for all teaching episodes including the setting of goals, outcomes, content, assessment criteria catering for a variety of abilities and characteristics and relevant teaching resources
  • Critical reflection on own teaching experiences
  • Feedback from supervising teacher/s and university staff.

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 should 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 the completion of the professional experience days

LO1, LO2, LO3, LO4, LO5, LO6, LO7, LO8, LO9

GA4, GA5, GA7, GA8, GA10

Representative texts and references

Apple, M., Ball, S., & Gandin, L. (2010). The Routledge international handbook of the sociology of education. New York, NY: Routledge.

Brady, L., & Kennedy, K. (2013). Curriculum construction (5th ed.). Frenchs Forest, NSW: Pearson.

Gould, J. (2013). Learning theory and classroom practice in the lifelong learning sector (2nd ed.). Moorabbin, Vic: Hawker Brownlow Education.

Keeffe, M., & Carrington, S. (2007). Schools and diversity (2nd ed.). Frenchs Forest, NSW: Pearson.

Kemmis, S., & Smith, T. (2008). Enabling praxis: Challenges for education. Rotterdam: Sense Publications.

McInerney, D., & McInerney, V. (2010). Educational psychology: Constructing learning (5th ed.). Sydney, NSW: Pearson.

Peterson, C. (2013). Looking forward through the lifespan: Developmental psychology (5th ed.). Frenchs Forest, NSW: Pearson.

Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Thousand Oaks, CA: Sage.

Snowman, J., McCown, R., & Biehler, R. (2012). Psychology applied to teaching (13th ed.).Belmont, CA: Wadsworth Publishing.

Woolfolk, A., & Margetts, K. (2012). Educational psychology (3rd ed.). Frenchs Forest, NSW: Pearson.

Zajda, J. (2011). Learning and teaching (2nd ed.). Albert Park, Vic: James Nicholas Publishers.

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