UNIT OUTLINE Unit Code: ES126 Unit Title: Introduction to Teaching and Learning (7-12) Semester: 2 Year: 2020

UNIT OUTLINE

Unit Code:

ES126

Unit Title:

Introduction to Teaching and Learning (7-12)

Semester:

2

Unit code ES126

Unit name Introduction to Teaching and Learning (7-12) Associated higher

education awards

Bachelor of Education (Secondary)

Bachelor of Arts/Bachelor of Education (Secondary)

Duration One Semester

Level Introductory

Unit coordinator Peter Wilkinson

Core/elective Core

Weighting Unit credit points: 10

Course credit points: 320 Bachelor of Education (Secondary)

320 Bachelor of Arts/Bachelor of Education (Secondary)

Delivery mode On-campus/Online

Student workload Contact hours/Directed Study 30 hours Reading, study, preparation 50 hours Assignment preparation 70 hours TOTAL 150 hours

Students requiring additional English language support are expected to undertake an additional one hour per week.

Prerequisites/ co-requisites/ restrictions

Nil.

Rationale Enduring Understanding:

It is the quality of pedagogy which most directly and purposefully improves the quality of learning in Year 7 - 12 students.

This is a foundational unit that engages pre-service teachers with the theories, current ideas, priorities and practices in teaching and learning in the Australian Year 7 - 12 secondary contexts.

Pre-service teachers investigate and reflect on theory of pedagogical practices which is informed by a range of educational philosophies and values and assumptions held about learning, adolescent development and appropriate styles of teaching. Consequently, pre-service teachers will be introduced to pedagogical content knowledge of specific subject matter and how to teach it as outlined in the Australian Curriculum and relevant syllabus documentation.

Learning delivery process

Interactive engagement through on-campus or online learning modes with full access to CHC’s learning portal of resources:

• Weekly lecture.

• Weekly tutorial (where applicable). Plus, CHC learning portal resources (see below). On-line mode

• CHC learning portal (Moodle™) including:

o Synchronous and asynchronous virtual lectures

(multi-user collaborative learning interfaces, lecture capture, interactive Power Point presentation and resources)

o lecture capture recordings bank o weekly readings;

o learning guides; o assessment guides

o Collaborative forums: Student forums and News forum. o Turnitin assessment and feedback tool.

All unit outlines are reviewed prior to the offering of the unit to take account of student and lecturer feedback.

Content 1. Teaching and learning for secondary learners in the 21st century with reference to Years 7-10 and Years 11-12:

1.1. Providing learners with opportunities to develop and practice 21st century skills: 1.1.1. critical thinking

1.1.2. creative thinking 1.1.3. communication

1.1.4. collaboration and teamwork 1.1.5. personal and social skills, and 1.1.6. ICT skills

1.2. The Australian Curriculum’s general capabilities and cross-curriculum priorities in years 7-10

1.3. Inquiry-based learning in the senior Years 11-12

2. Theoretical domains of learning as they apply to years 7-10 and 11-12 secondary school contexts:

2.1. Catering for the cognitive, affective, psychomotor and spiritual domains of learning 2.2. Theories about learning:

2.2.1. Cognitive development – Piaget; Bruner; Vygotsky 2.2.2. Social and emotional development – Erikson 2.2.3. Moral development – Kohlberg

2.3. Implications for teaching in the years 7-10 and 11-12 classroom 3. Individual differences: Differentiation for inclusive practice:

3.1. Differentiation in years 7-10 3.2. Differentiation in years 11-12

4. Models of quality teaching and dimensions of classroom practice: Productive pedagogies: 4.1. The four dimensions across lesson planning:

4.1.1. Intellectual quality

4.1.2. Supportive classroom environment 4.1.3. Recognition of difference and 4.1.4. Connectedness

6. Lesson design and the Australian Curriculum being cognisant of: 6.1. Content coverage

6.2. Learner profiles 6.3. Resource selection

7. Classroom organisation and management in years 7-10 and years 11-12: 7.1. Establishing and maintaining routines

7.2. Creating a positive learning environment

7.3. Preventitive, supportive and corrective discipline.

7.4. Facilitating the development of self-regulating behaviour in adolescents 7.5. Working with parents and carers

8. The secondary teacher as a reflective practitioner:

8.1. Reflection on planning for learning using Rolfe’s methodology Learning

Outcomes

On completion of this unit, pre-service teachers will have provided evidence that they have: 1. engaged a range of teaching and learning theories and practices as they a pply to years

7-10 and years 11-12;

Graduate Teacher Standards: 1.1, 1.2, 2.1, 2.2, 3.4 Graduate Attributes: 1, 2, 4

2. identified relevant curriculum documentation for the secondary educational contexts of years 7-10 and years 11-12;

Graduate Teacher Standards: 2.1, 2.2, 4.2 Graduate Attributes: 1 ,2, 4

3. developed a range of inclusive teaching and learning strategies, methods and activities that cater for students in years 7-10 and years 11-12 as well as those from diverse backgrounds including Aboriginal and Torres Strait Islander students;

Graduate Teacher Standards: 1.3, 1,4, 2.4, 1.5, 3,1, 3.2, 3.3, 3.4, 4.2 Graduate Attributes: 1, 2, 4, 5

4. reflected upon a teaching segment based on theoretical understandings of teaching for learning in secondary contexts;

Graduate Teacher Standards: 1.2, 3.6 Graduate Attributes: 1, 2, 4

5. analysed teaching and learning theories and practices in the context of Christian worldview; and

Graduate Teacher Standards: 1.2 Graduate Attributes: 2, 3

6. communicated at an appropriate tertiary standard, with special attention to design elements, grammar usage, logical relations, style, referencing and presentation. Graduate Teacher Standards: 3.5

Graduate Attributes: 6

Assessment tasks Task 1: Reflection

Reflective essay: Philosophy, beliefs and values of the secondary years learner

Compare and contrast the ideas of two learning theorists and to reflect upon the philosophical underpinnings and implications of their theories for teaching practice in the 7—10 and 11-12 classroom. Throughout your essay you will also reflect upon these theories and practices to consider how they compare to a biblical Christian worldview perspective of learning and the learner.

Theorists that you could investigate include: • Jean Piaget • Lev Vygotsky • Jerome Bruner • Erik Erikson • Lawrence Kohlberg • B F Skinner

Word Length/Duration: 1,500 words

Weighting: 40%

Assessed: Week 10

Task 2: Learning Episode (small group) Mini-Learning episode and justification:

In a group (2-3) plan and present a mini-learning episode designed for a specific year level in years 7-10 and years 11-12.linked to a relevant ACARA/QCAA curriculum of your choice. The session must include clear teaching and learning strategies suitable to the context and

demonstrate appropriate use of questioning, explaining and giving instructions. Include in your submission all class resources that you will be using, e.g. worksheets, flash cards, PowerPoints, pictures etc

Word Length/Duration: 1,500 words/15 minutes

Weighting: 60%

Assessed: Week 15-16

Assessment alignment

Assessment Task Learning Outcome Content Graduate Teacher

Standards Task 1 1, 5, 6 1, 2, 3, 8 1.1, 1.2, 1.3, 1.5, 3.6 Task 2 2-6 1, 3, 4, 5, 6, 7 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3..5, 4.2 Assessment

elaboration Task 1: Reflective Essay

Reflect on the implications for teaching practice, of the underlying philosophy, beliefs and values about the

primary years’ learner (ES123), or the secondary years’ learner (ES126), which inform various learning theories.

Over the years educational theorists have propounded various theories of learning which are meant to inform teachers in their classroom practice. An essential part of a teacher’s professional knowledge is an understanding of how students learn and the implications of this for teaching and learning practices (Graduate Teacher Standards 1.1, 1.2, 3.1, 3.3, 3.4). This task requires you to compare and contrast the ideas of two learning theorists and to reflect upon the philosophical underpinnings and implications of their theories for teaching practice in the 7-12 classroom. Throughout your essay you will also reflect upon these theories and practices to consider how they compare to a biblical Christian worldview perspective of learning and the learner.

Theorists that you could investigate include:

•

•

•

•

•

•

Reference all sources in accordance with the CHC Style Guide (APA). Task 2: Learning Episode

Plan and teach a mini-learning episode with a supporting justification of planning decisions. You are required to plan and present a Mini-learning episode designed for a specific year level in 7-12 and linked to a relevant ACARA/QCAA curriculum of your choice. The session must include clear teaching and learning strategies suitable to the context and demonstrate appropriate use of questioning, explaining and giving instructions. Include in your submission all class resources that you will be using, e.g. worksheets, flash cards, PowerPoints, pictures etc.

You will be allocated a time in a two-hour session during Exam Week when you will teach a group of your ES12* peers using your Mini-learning episode. You will participate both as a teacher and as a student in this session as each person takes their turn. Therefore, punctuality for the scheduled session is essential.

On the day of your presentation, hand a hard copy of your plan and associated class resources to the lecturer before commencing your presentation for them to make notes on. You will also complete a reflection about planning your Mini-learning episode in which you discuss and justify the approach you have taken to teaching and learning from both a theoretical and biblical Christian worldview perspective. Include this as an attachment to your Mini-learning episode when you upload it to Turnitin.

The word limit for Task #2 should be apportioned as follows –

•

•

Use the CHC Mini-Lesson Plan template which appears on the Moodle page for the plan. Reference all sources in accordance with the CHC Style Guide (APA).

ES126 Task#1 – Reflective Essay Weighting 40% Student Name:

LO Task Specific Criteria High Distinction Distinction Credit Pass Fail

1 Investigation of learning theories. Thorough comparison of learning theories demonstrating a deep understanding of concepts relating to teaching and learning as they apply to years 7-10 and years 11-12. Detailed comparison of learning theories demonstrating an extensive understanding of concepts relating to teaching and learning as they apply to years 7-10 and years 11-12. Clear comparison of learning theories demonstrating a good understanding of concepts relating to teaching and learning as they apply to years 7-10 and years 11-12. General comparison of learning theories demonstrating a basic understanding of concepts relating to teaching and learning.

Little or no evidence of understanding of concepts relating to teaching and learning.

1 5

Reflections upon the implications for classroom practices in specific learning contexts (Years 7-12).

Insightful and coherent reflections on the theoretical implications for pedagogical practices in a 7-10 and 11-12 classroom.

Well considered and at times insightful reflections on the theoretical implications for pedagogical practices in a 7-10 and 11-12 classroom. Thoughtful valid reflections on the theoretical implications for pedagogical practices in a 7-10 and 11-12 classroom. Appropriate general reflections on the theoretical implications for pedagogical practices in a 7-10 and 11-12 classroom. Limited or inappropriate reflections.

5 Reflections on learning theory and practice from a distinctively Christian worldview perspective.

Insightful and integrated reflections upon learning theory and practice from a philosophical and Christian worldview perspective.

Well considered and at times insightful reflections upon learning theory and practice from a philosophical and Christian worldview perspective.

Thoughtful reflections upon learning theory and practice from a philosophical and Christian worldview perspective.

Appropriate general reflections upon learning theory and practice from a philosophical and Christian worldview perspective. Limited or inappropriate reflections.

6 Communicated at an appropriate tertiary standard with special attention to design elements, grammar usage, logical relations, style, word limit, referencing and presentation.

Consistently controls conventions of academic writing to create

meaning and effect. Consistently accurate referencing across a comprehensive range of highly relevant sources. Controls conventions of academic writing to clearly convey meaning. Referencing with very few minor lapses in conventions across a wide range of relevant sources.

Controls the

conventions of academic writing to convey meaning with some minor lapses. Referencing which controls conventions for the most part across a range of relevant sources.

Generally, controls the conventions of academic writing with some lapses.

Some referencing omissions or lapses in control of conventions across relevant sources. Writing demonstrates frequent lapses of control of language conventions. Referencing which lacks adherence to the conventions and/or very limited range of sources.

ES126 Task#2 – Mini-learning Episode & Justification Weighting 60% Student Name:

LO Task Specific Criteria High Distinction Distinction Credit Pass Fail

2 Selection, of Curricular Intentions and connection of Enduring Understanding and Learning Goals.

Intentions,

Understandings and Learning Goals are insightful, expertly framed and linked for clearly articulating purposes.

Intentions,

Understandings and Learning Goals are well framed and linked for identifying specific or clear purposes.

Intentions,

Understandings and Learning Goals are clear and linked and describe appropriate purposes.

Intentions,

Understandings and Learning Goals are linked and describe mostly relevant purposes.

Intentions,

Understandings and/or Learning Goals are poorly linked or fail to identify appropriate purposes.

5 Christian or values perspectives are included in the learning goals and integrated with the planned learning activities.

Thorough integration and seamless application of a relevant Christian or values-based perspective in both statements of intent and phases of instruction.

Effective integration and application of a relevant Christian or values-based perspective in both statements of intent and phases of instruction.

Some evidence with limited application of a Christian or values-based perspective in both statements of intent and phases of instruction.

Some evidence of a Christian or values-based perspective in both statements of intent and some aspects of phases of instruction.

Little or no evidence of a Christian or values-based perspective.

3 Development of the phases of the lesson plan: including teaching strategies and learning experiences for fulfilling Curricular intentions, Goals and Enduring Understanding.

Logical, creative and highly effective

development of planning across all phases.

Logical and highly effective

development of planning across all phases.

Relevant and mostly engaging development of planning across all phases.

Appropriate development of planning across all phases. Some difficulties or appreciation of the requirements for planning in a number of phases. 3 Consideration of organisational issues for Learning including preparation of ready- made, user-friendly learning materials to support learning experiences.

All identifiable issues have been logically considered throughout the stages of the lesson with quality materials prepared and presented.

All identifiable issues have been considered throughout the stages of the lesson with quality materials prepared and presented.

All identifiable issues have been considered throughout the stages of the lesson with appropriate materials prepared and presented.

Most identifiable issues have been considered throughout the stages of the lesson with

appropriate materials prepared and presented.

Limited or no consideration of organisational issues and/or limited or inappropriate learning materials presented.

3 Skills in giving instructions and explanations to support student engagement.

Consistently demonstrates thoughtfully sequenced, clear and appropriate instructions/explanations in age appropriate language.

Demonstrates thoughtfully

sequenced, clear and succinct instructions/explanatio ns in age appropriate language. Demonstrates appropriately sequenced, clear instructions/explanation s in age appropriate language. Demonstrates adequately sequenced instructions/explanation s in age appropriate language. Vague or ambiguous instructions/explanatio ns and/or age inappropriate language choices resulting in confusion.

3 Skills in questioning to support student engagement.

Insightful and expertly linked selection of questions that allow progression to higher order thinking.

Logical and clearly linked selection of questions that

encourage progression towards higher order thinking.

Clearly linked selection of questions that provide some progression towards developing higher order thinking.

A range of questions are included that are generally linked with some progression towards developing thinking.

Either a

limited/inappropriate range of questions or the questions have

problematic links or limited purposeful sequencing for thinking. 4

5

Ability to reflect on and evaluate theory and practice in teaching and learning from a Christian worldview perspective.

Highly insightful reflections that demonstrate the ability to deeply engage with and evaluate the effectiveness of teaching and learning theories and practices from a Christian worldview perspective.

Perceptive reflections that demonstrate the ability to engage with and evaluate the effectiveness of teaching and learning theories and practices from a Christian worldview perspective.

Reflections that demonstrate the ability to evaluate the

effectiveness of teaching and learning theories and practices to a reasonable degree from a Christian worldview perspective.

Reflections that demonstrate the ability to evaluate teaching and learning theories and practices to some degree from a Christian

worldview perspective.

Limited insight into or ability to reflect on teaching and learning theory and practice.

ES126 Task#2 – Mini-learning Episode & Justification Weighting 60% Student Name:

LO Task Specific Criteria High Distinction Distinction Credit Pass Fail

6 Communicated at an appropriate _{tertiary standard with special} attention to design elements, grammar usage, logical relations, style, word limit, referencing and presentation.

Consistently controls conventions of academic writing to create meaning and effect.

Consistently accurate referencing across a comprehensive range of highly relevant sources.

Controls conventions of academic writing to clearly convey meaning.

Referencing with very few minor lapses in conventions across a wide range of relevant sources.

Controls the conventions of academic writing to convey meaning with some minor lapses. Referencing which controls conventions for the most part across a range of relevant sources.

Generally, controls the conventions of academic writing with some lapses.

Some referencing omissions or lapses in control of conventions across relevant sources.

Writing demonstrates frequent lapses of control of language conventions.

Referencing which lacks adherence to the conventions and/or very limited range of sources.

Prescribed text(s) Clarke, M., Pittaway, S., & Marsh, C. (2014). Marsh's becoming a teacher: Knowledge, skills and issues (6th ed.). Frenchs Forest, NSW: Pearson Education

Frangenheim, E. (2014). Reflections on classroom thinking strategies: how to create your thinking classroom with 42 practical and engaging thinking tools: from prep to university. (11th ed.). Moffat Beach, Queensland Rtodin Educational consultancy, 2017.

Selected readings will be available via the Moodle™ site for this unit. Recommended

readings

Curriculum Readings

Brady, L., & Kennedy, K. (2014). Curriculum construction. (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.

Bruce R., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Boston, MA: Pearson. Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., McGill, M.,

Moss, J., Nagel, M., Nicholson, P., & Vick, M. (2019). Teaching: Making a difference. (4th ed.). Milton, QLD: John Wiley & Sons.

Davies, A., Norman, M., & Hobson, A. (Eds.). (2016). Getting into secondary teaching: Critical learning. Northwich, UK: Critical Publishing.

Goodlet, K., & Collier, J. (Eds.). (2014). Teaching well: Insights for educators in Christian schools. Canberra, ACT: Barton Books.

ITC Publications (2019) Innovative teachers' companion 2019 secondary diary: Years 7-12. Toowoomba, Qld: ITC publications Pty Ltd.

Mercier, C., Philpott C., & Scott H. (Eds.). (2013). Professional issues in secondary teaching. London, UK: SAGE.

Dawson, V., Venville, G., & Donovan, J.](Eds). (2019). The art of teaching science: a

comprehensive guide to the teaching of secondary school science. (3rd _{ed.). Crows Nest,}

NSW: Allen & Unwin. Journals and Periodicals Teaching and Learning

What Works in Teaching and Learning New Directions for Teaching and Learning

Literacy and Computers: The Complications of Teaching and Learning with Technology Journal of Education

Websites

Australian Curriculum, Assessment & Reporting Authority: http://www.acara.edu.au/home_page.html

Australian Institute for Teaching and School Leadership: http://www.aitsl.edu.au/

Queensland Curriculum & Assessment Authority: https://www.qcaa.qld.edu.au/

Education Queensland:

http://education.qld.gov.au/teach/ Learning Place:

http://education.qld.gov.au/learningplace/

In addition to the resources above, students should have access to a Bible, preferably a modern translation such as The Holy Bible: The New International Version 2011 (NIV 2011) or The Holy Bible: New King James Version (NKJV).

These and other translations may be accessed free on-line at http://www.biblegateway.com. The Bible app from LifeChurch.tv is also available free for smart phones and tablet devices. Specialist resource