Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Through acquiring knowledge of the processes of learning, and an awareness of the personal, social, emotional and cultural factors that influence development, learning experiences that support the instruction of diverse learners can be developed. This unit has the dual purposes of promoting your own professional development as life long, autonomous learners, capable of reflection and high level thinking, and of enabling you, as educators, to promote similar development in your learners. This second year unit facilitates understanding of how learners construct knowledge and become creative, self-motivated thinkers and problem solvers.

Aims

The aim of this unit is to provide an exploration of human development and learning from different theoretical perspectives, and critically examine how research informs educational practice.

Objectives

On successful completion of this unit you should be able to:

1. use contemporary evidence-informed theories and research on child and adolescent development to understand how students learn and the implications for practice in the early, middle and senior phases (QCT Standards 1 & 3)
2. select and use teaching and learning strategies, and resources that meet specified learning goals, learning needs, interests and learning styles (QCT Standards 1 & 4)
3. know how to gather information from a range of sources and how to use this information to improve teaching and learning (QCT Standards 1 & 3)
4. establish respectful, positive and safe learning environments and constructive relationships that support students and foster positive attitudes to learning (QCT Standard 7)
5. Provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard 2]

Content

The unit includes the following topics:

Module 1: Understanding the development of the learner
This module will introduce you to significant theoretical perspectives and research relating to the personal growth and development of the learner, the formative role played by relationships with others, and the importance of the socio-cultural context in which the learner develops.
Module 2: Promoting higher level learning and thinking
In this module, you will be introduced to theory, research and practice which informs educators about how learners construct knowledge, become self-motivated and independent in their learning and develop skills both for thinking and learning.

Approaches to Teaching and Learning

This subject is in offered in internal mode only. The unit is structured to encourage you to take a deep approach to your own learning. Learning activities will require you to reflect critically on presented material, to interpret, analyse and synthesise concepts from theory, research and practice, and to apply your learning to educational contexts. The unit is delivered through a combination of lectures, tutorials, tutorial presentations, interactive discussions, and other online educational resources.

Assessment

-Formative assessment is provided through feedback in tutorial sessions and as an integral part of the collaborative learning team discussions of educational investigations.

Assessment name: Presentation
Description: Formative and Summative assessment. Group Presentation
Within your assigned tutorial groups, you will develop a presentation to be taught to the whole class. The presentation will relate to one of the topics covered in modules 1 and 2.
Length: 45 minutes
Relates to objectives: 1 - 5
Weight: 50%
Internal or external: Internal
Group or individual: Group
Due date: During semester

Assessment name: Examination (written)
Description: Summative examination of Modules 1 & 2
Relates to objectives: 1, 3, & 5
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Exam period

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Recommended textbook

Woolfolk, A. & Margetts, K. (2010). Educational psychology (2nd ed.). Frenchs Forest, NSW: Pearson Education.

References

McInerney, D.M., & McInerney, V. (2006). Educational psychology: Constructing learning (4th ed.). Sydney: Pearson Education.
Slavin, R. E. (2009). Educational psychology: Theory and practice (9th ed.). Upper Saddle River, NJ: Pearson Education.
Ormrod, J. E. (2008). Educational psychology: Developing learners (6th ed.). Upper Saddle River, NJ: Pearson Education.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 30-Oct-2012