Course Title: Examine approaches to learning
Part B: Course Detail
Teaching Period: Term1 2023
Course Code: TCHE5954
Course Title: Examine approaches to learning
School: 535T Social Care and Health
Campus: City Campus
Program: C5422 - Diploma of Teacher Education Preparation
Course Contact: Jacqui Cheng
Course Contact Phone: +61 3 99254918
Course Contact Email: jacqueline.cheng@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 70
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
This unit applies to learners who need to develop their knowledge of the education environment in preparation for entry into and participation in an undergraduate teacher education course.
Assessment for this course includes a Knowledge Task, Learning Theories Task and a Reflection.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU23210 Examine approaches to learning |
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Element: |
1. Examine key theories of learning |
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Performance Criteria: |
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Element: |
2. Examine a learning theory and its application |
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Performance Criteria: |
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Element: |
3. Examine the impact of key learning theories on own educational experiences |
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Performance Criteria: |
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Learning Outcomes
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements
Details of Learning Activities
This unit is part of The Diploma in Teacher Preparation program. Your program consists of face to face and remote/online classes, unsupervised Directed Study and you are required to participate in compulsory work placement. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral presentations
Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency.
Teaching Schedule
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via blackboard.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student portal https://www.rmit.edu.au/students
Semester 1 Dates: Monday 6th February - 16th Jun
Mid Semester break – Friday 7th April – Friday 16th April
Public Holidays: Labor Day March 13 & ANZAC Day April 25
| Week 1 |
What is learning and how do we learn? Learning preferences, Left/Right brain Brain Plasticity |
1 |
| Week 2 |
Cognitive and Physical Development Heredity and environmental factors Nature vs Nurture Attachment Theory Introduction to Assessment Task 1 |
1,2
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| Week 3 |
Cognitive Development Piaget's Theory of Cognitive Development Organisation and adaptation Application in the classroom |
1,2 |
| Week 4 |
Social/Emotional Development Behaviourism Operant Conditioning (Pavlov) and Reinforcement vs Punishment (Skinner) Application in the classroom Relationship between key theories of learning and Online learning |
1,2 |
| Week 5 |
Social Constructivism (Bandura) Socio-cultural Perspectives on Learning and Development (Vygotsky) Learning and culture Language development |
1,2 Assessment Task 1 - Knowledge - Theories of Learning AT1 DUE |
| Week 6 |
Introduction to Assessment Task 2 |
1,2 |
| Week 7 |
Learning about Learning Experiential Learning and Curiosity (Dewey) Erik Erickson's 8 Stages of Psychosocial Development Bloom's Taxonomy |
1,2 |
| Week 8 |
Behaviour modification Glasser's Choice Theory Restorative Practice |
1,2 |
| Week 9 |
Approaches to learning and teaching Inquiry oriented learning Problem solving Questioning techniques Reflection and evaluation |
1,2,3 Assessment Task 2 - Learning Theories and how they inform teaching AT2 DUE |
| Week 10 |
Barriers to learning Motivation and engagement/school readiness Positive and negative learning experiences Greatest impact on developing understanding The role of memory in learning
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1,2,3 |
| Week 11 |
Introduction to Assessment Task 3 |
1,2 |
| Week 12 |
Adolescent Issues & Self-Esteem Learning as Empowerment - critical pedagogies (Freire) An Ethics of Care (Noddings)
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1,2,3 |
| Week 13 |
Workshop on Assessment Task 3 |
1,2 |
| Week 14 |
Learning through Play Guided play vs free choice Play and its effects on the brain |
1,2 |
| Week 15 | Reflection and review |
Assessment Task 3 -Reflection report on learning experiences AT3 DUE |
| Week 16 |
Resubmissions Task support Feedback |
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| Week 17 |
Resubmissions Task support Feedback |
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| Week 18 |
Resubmissions Task support Feedback |
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The Learning Lab
https://www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for UNI workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
TEXTS AND EQUIPMENT
There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:
• Your laptop
• Headphones
Overview of Assessment
This unit is part of an integrated program. You must demonstrate critical aspects for assessment and evidence required to demonstrate competency in this unit.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.
Full assessment briefs will be provided and can be found on Canvas.
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.
To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates
Assessment Task 1 Due Week 7
Assessment Task 2 Due Week 10
Assessment Task 3 Due Week 15
Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
All Assessment tasks should be submitted by the due date. If an extension is required, please contact your teacher and/or Coordinator before the due date.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission
This unit will be graded after the determination of competency using approved grading rubrics developed in consultation with other Institutes. Each student will be graded on Language and Literacy, Numeracy and/or academic skills as appropriate within the unit. Grading in this unit is a requirement of the Victorian Institute of Teaching (VIT) registration of Initial Teacher Education Preparation (ITE) programs.
Assessment Matrix
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The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. These mapping documents are available through Program Administration if required. |
Other Information
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Attendance: Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Information about your course: You can access ‘my course’ through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas. https://www.rmit.edu.au/students/my-course
Assessment: Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time): https://www.rmit.edu.au/students/my-course/assessment-results
Academic Integrity and Plagiarism: RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy. https://www.rmit.edu.au/students/my-course/assessment-results/academic-integrity
Credit Transfer and Recognition of Prior Learning: Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification). Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences. Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course. https://www.rmit.edu.au/students/my-course/enrolment/apply-for-credit
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Course Overview: Access Course Overview