Unit rationale, description and aim

Aspiring teachers need to develop and demonstrate an understanding of thinking, learning and motivation. Pre-service teachers 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 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.

2026 10

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  • Semester 2Online Scheduled
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  • Semester 1Multi-mode

Prerequisites

Nil

Incompatible

EDLL501 - Effective Teaching and 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.

Describe and critically review theories related to...

Learning Outcome 01

Describe and critically review theories related to knowledge, understanding, memory and expertise (APST 1.1, 1.2; CC 1.1.1, 1.1.2, 1.1.3, 1.1.4)
Relevant Graduate Capabilities: GC1, GC7, GC11

Articulate the assumptions, concepts, principles, ...

Learning Outcome 02

Articulate the assumptions, concepts, principles, and applications of a range of theories or theoretical frameworks that inform the processes of learning including attention, motivation, self-efficacy, experience and culture (APST 1.1, 1.2, 1.3; CC 1.3.1, 1.3.2, 1.3.3)
Relevant Graduate Capabilities: GC1, GC9, GC11

Reflect on, and examine themselves, their peers, a...

Learning Outcome 03

Reflect on, and examine themselves, their peers, and others as learners based on seminal and contemporary theories (APST 1.1, 1.2; CC 1.4.1, 1.4.2)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC11

Interpret research and other scholarly resources a...

Learning Outcome 04

Interpret research and other scholarly resources and employ their findings, conclusions and generalisations to support the creation of effective learning opportunities for young people (APST 1.2; CC 1.2.1, 1.2.2, 1.2.3)
Relevant Graduate Capabilities: GC1, GC2, GC8, GC11

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 enable pre-service teachers to progressively demonstrate achievement of the course learning outcomes by meeting academic and professional standards and developing graduate attributes, in line with university assessment requirements.

The first task aligns with the unit’s introductory components, encouraging self-reflection and the development of observational skills. It supports pre-service teachers in examining their own learning and that of others, framed by relevant learning theories.

The second task involves a planning activity within an educational setting. It enables pre-service teachers to explore factors influencing student learning and collaborate with peers to design an effective learning environment.

The final task is a summative assessment that evaluates overall achievement of the unit learning outcomes.

Minimum Achievement Standards

To pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet each learning outcome, c) achieve a pass (50%) or better for Assessment Task 1 and d) achieve a pass (50%) or better for Assessment Task 2. 

Overview of assessments

Assessment Task 1: Learning Portfolio Pre-servic...

Assessment Task 1: Learning Portfolio

Pre-service teachers will create a thematic portfolio comprising three case studies, each focused on a different learning issue. The first case will analyse the learning profile of the pre-service teacher (self-analysis), the second will examine a peer, and the third will focus on another learner (e.g., an adolescent or older child). Each case study must be framed by a selected learning theory and underpinned by scholarly literature.

Weighting

50%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC7, GC9, GC11
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2

Assessment Task 2: Applying the Science of Learni...

Assessment Task 2: Applying the Science of Learning in Context

Pre-service teachers will respond to an allocated learner scenario by applying learning science and cognitive theories to explain the learner’s development and inform classroom practice. The response will include a targeted learning plan that demonstrates how research-informed strategies can be applied in real classroom settings.

Weighting

50%

Learning Outcomes LO1, LO2, LO4
Graduate Capabilities GC1, GC2, GC7, GC8, GC9, GC11
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3

Learning and teaching strategy and rationale

This unit adopts a Constructivist approach, recognising that learning builds on prior knowledge and is shaped by sociocultural context. The teaching strategy promotes active, student-centred learning through content delivery that supports inquiry, critical reflection, and problem-solving. A range of activities—such as readings, discussions, case study analysis, and engagement with multimedia resources (e.g. webinars, podcasts, and videos)—enables pre-service teachers to explore diverse perspectives and apply theory to practice.

This unit includes a blend of structured tasks with independent study, positioning pre-service teachers are positioned as adult learners who take responsibility for their progress and engage in inquiry-based, collaborative learning.

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.

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