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

One of the key challenges for you as an early career teacher is to create and maintain an effective learning environment. To do this consistently you are required to draw on a range of classroom management strategies to manage student behaviour and facilitate learning experiences that meet students' needs. This unit investigates a range of classroom management strategies, including preventative, supportive and corrective approaches, that are aimed at developing collaborative and inclusive learning environments in a range of educational settings.

Aims

The aim is to integrate concepts of classroom management, behaviour development and guidance within a sustainable approach to managing the teaching and learning process.

Objectives

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

1. display an understanding of the major research and theoretical constructs relating to the development of cooperative, interactive learning environments.

2. evaluate and reflect critically on the variety of approaches and models associated with the development of effective learning environment
3. analyse learning environments and apply knowledge of the appropriate intervention strategies to promote cooperative learning environments within a variety of educational contexts.

4. demonstrate an awareness of the specialist services available to support educators in developing cooperative environments that cater for a diversity of learner needs.

5. understand, apply and evaluate a range of selected strategies for promoting cooperative environments within professional practice programs.

Content

This unit covers the following topics:

Research and Theoretical Constructs

The historical development of cooperative environments as essential to the achievement of quality education will be reviewed and attention given to current research in this area.

Models and Approaches

A wide selection of contemporary models will be studied. These are chosen to reflect both proactive and reactive approaches in both classroom and broader educational contexts. Due attention will be given to concepts including positive, effective learning and social environments, and skilful problem solving.

Intervention Strategies

Various intervention strategies and levels at which intervention occurs within a variety of educational contexts will be examined. Analysis of their implications for the development of a cooperative environment will be investigated and evaluated.

Specialist Support Services

The nature and extent of specialist support services available to educators and parents will be discussed. Models of appropriate access to these services will be examined and implications relating to team approaches in the development of cooperating environments for a diversity of learners needs will be studied.

Theory-practice Link

Case studies will be used to highlight the link between the theoretical models discussed and how they might be applied in the classroom. You will be expected to analyse specific situations and then select from a variety of approaches and levels of intervention the most appropriate set of strategies in relation to specific students and that are most conducive to the creation of co-operative learning environments.

Approaches to Teaching and Learning

This unit emphasises your developing capacities as an independent lifelong learner.

Internal: A small series of lectures and tutorials will be provided and augmented with on-line work and discussion BLOGS to complete.

INet/External: Through guided study of the set textbook utilising the online site and augmented with on-line discussion BLOGS to complete .

Assessment

Assessment will be both formative and summative. General formative feedback will be provided in lectures through guided discussions about case study exercises. There are two summative individual assessment tasks completed over the semester.

Assessment name: Case Study
Description: Case study exercise.

Length: 1500 - 2000 words or equivalent.
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Case Study
Description: Case study exercise.

Length: 1500 - 2000 words or equivalent.
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

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

Text:

Larrivee, B. (2009). Authentic Classroom Management (3rd ed.). Boston: Pearson.

References:

Charles, C.M. (2005). Building classroom discipline (8th ed.). Boston: Pearson Education Inc.

Edwards, C., & Watts, V. (2004). Classroom discipline and management - an Australian perspective. Milton: John Wiley and Sons.

Emmer, E., Evertson, C., Sandford, J., Clements, B., & Worsham, M. (2003). Classroom management for secondary teachers (6th ed.). Englewood Cliffs: Prentice-Hall.

Evertson, C., Emmer, E., Clements, B., Sanford, J., & Worsham, M. (2003). Classroom management for elementary teachers (6th ed.). Englewood Cliffs N.J.: Prentice-Hall.

Jones, V.F. & Jones L.S. (2002). Comprehensive classroom management (6th ed.). Boston: Allyn & Bacon.

Risk assessment statement

There are no out-of-the-ordinary risks attached to 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: 12-Sep-2012