Course Title: Assist in facilitation of student learning

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5878C

Course Title: Assist in facilitation of student learning

School: 360T Education

Campus: Brunswick Campus

Program: C4349 - Certificate IV in Education Support

Course Contact: Soosan Kian Robyn Blaikie

Course Contact Phone: 03 9925 9183 03 9925 4383

Course Contact Email: soosan.kian@rmit.edu.au robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Margaret Hanrahan Margaret.hanrahan@rmit.edu.au 9925 9494

Armen Dickranian armen.dickranian@rmit.edu.au  9925 9101

 

Jacqueline Rumble jacqueline.rumble@rmit.edu.au

Peta McGregor peta.mcgregor@rmit.edu.au

Lydia Burns Lydia.burns@rmit.edu.au

 

Nominal Hours: 50

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

No specific pre-requisite and co-requisite.

Course Description

This unit focuses on the skills and knowledge required to understand and apply a range of principles and processes to facilitate and support student learning, either for individuals or for small groups. It applies to education support workers in a range of education environments who are responsible for aligning support strategies with teacher facilitation strategies to assist student learning.The work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS021 Assist in facilitation of student learning

Element:

1. Apply understanding of current education approaches relevant to the education environment

Performance Criteria:

1.1 In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment 1.2 Confirm the teaching and learning approach and its principles of practice with the supervisor 1.3 Select resources to support the learning approach 1.4 Work with teacher to plan learning activities and classroom supervision of student interactions 1.5 Conduct the learning activities and supervision of student interaction 1.6 Demonstrate principles of practice in the learning environment that reflect specified learning approaches

Element:

2. Establish an environment conducive to student learning

Performance Criteria:

2.1 Identify and confirm learning requirements for the specified activity by interpretation of the learning program, in consultation with the teacher 2.2 Meet specified needs of identified students in planning and preparation phase with the teacher 2.3 Assemble and, where necessary, modify required resources prior to the activity 2.4 Reflect the appropriate principles of practice in the planning and delivery of the activity 2.5 Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group

Element:

3. Facilitate the learning process

Performance Criteria:

3.1 Interact with students to reflect application of principles of practice in accordance with student learning styles 3.2 Conduct each activity in accordance with provided programs and directions 3.3 Take opportunities to enhance learning activities within the scope of the endorsed principles of practice

Element:

4. Support and monitor student learning

Performance Criteria:

4.1 Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved 4.2 Adjust and modify delivery strategies to meet emergent needs and unanticipated situations 4.3 Encourage students to reflect on personal learning achievements and learning experiences 4.4 Manage student interactions to ensure effective participation occurs and effective relationships are maintained 4.5 Use a range of established and agreed techniques to manage behaviour of concern 4.6 Maintain, store and secure student records in accordance with organisation requirements


Learning Outcomes


This unit focuses on developing the skills and knowledge required to understand and apply a range of principles and processes to facilitate and support student learning, either for individuals or for small groups.On successful completion of this unit, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.


Details of Learning Activities

This unit is part of Certificate IV in Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, 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. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Blackboard.
The student learning experience will be facilitated through participation in a range of activities: 

• Work Placement
• 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

This unit will be delivered weekly.
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 diary.
         

Teaching Schedule for 4A, 4B, 4C, 4D students

Week 1.
Stages of Development
Nature vs. Nurture
The Brain
Contemporary theories of learning
The learning process
Workplacement Preparation
Role of the Education Support Worker
Professional conversation needed in workplacement
Guest speakers
E1, E2, E3, E4

Week 2.
Stages of Development
Nature Vs. Nurture
The Brain
Contemporary theories of learning
The learning process
Workplacement
Expectations – Teacher/Education worker roles
the different responsibilities of teachers and
education support workers for student learning
outcomes
Learning intentions: different ways of displaying intentions
Relevant legislation, policies and standards that regulate educations service delivery, occupational health and safety, behaviour support and anti-discrimination.
E1, E2, E3, E4

Week 3.
The Brain
Piaget
Vygotsky
Blooms Taxonomy
Contemporary theories of learning
The learning process
Scaffolding
Work Health and Safety
Relevant legislation, policies and standards that regulate educations service delivery, occupational health and safety, behaviour support and anti-discrimination.
E1, E2, E4

Week 4.
Cognitive/Social/Learning
Development
Disorders
Positive/Negative Behaviour
School Well being policies- National Safe Schools Framework
Promoting co-operation through learning activities
Interpersonal skills influencing positive student and staff interactions
Current curriculum documents
Institution’s process and procedures for working with students and supporting behaviour
E1, E2, E4

Week 5.
Cognitive/social/Language development
Gardiners multiple intelligences
Intrinsic/Extrinsic motivation
Re-directing behaviour
Interpersonal skills that influence positive student and staff interactions
institution’s process and procedures for working with students and supporting behaviour
Reflecting on experiences facilitating student learning/workplacement
E1, E2, E3, E4

Week 6.
Institution’s process and procedures for working with students and supporting behaviour
Contemporary theories of learning
Reflecting on experiences facilitating student learning/workplacement
E1, E2, E3, E4

Week 7.
Adolescent Issues and self-esteem
Bullying/Depression
Collaborative Learning
Interpersonal skills that influence positive student and staff interactions
current curriculum documents
Institution’s process and procedures for working with students and supporting behaviour
Reflecting on experiences facilitating student learning/workplacement
E1, E2, E3, E4

Week 8.
Action Learning
E2, E3, E4

Week 9.
Action Learning
interpersonal skills that influence positive student and staff interactions
current curriculum documents
institution’s process and procedures for working with students and supporting behaviour
Reflecting on experiences facilitating student learning/workplacement
E1, E2, E3, E4

Week 10.
Action Learning
Learning process
Contemporary theories of learning
Reflecting on experiences facilitating student learning/workplacement

E1, E2, E3, E4

Week 11.
Action Learning
Reflecting on experiences facilitating student learning/workplacement

E1, E2, E3, E4

Week 12.
Action Learning
Reflecting on experiences facilitating student learning/workplacement
E1, E2, E3, E4

Week 13.
Role of play in development
Institution’s process and procedures for working with students and supporting behaviour
Reflecting on experiences facilitating student learning/workplacement
E1, E2, E3, E4

Week 14.
Role of physical activity in behaviour modification
Institution’s process and procedures for working with students and supporting behaviour
Interpersonal skills that influence positive student and staff interactions
Current curriculum documents
Reflecting on experiences facilitating student learning/workplacement
E1, E2, E3, E4

Week 15.
In-class preparation for physical activity (group work)
Institution’s process and procedures for working with students and supporting behaviour
Interpersonal skills that influence positive student and staff interactions
Reflecting on experiences facilitating student learning/workplacement

E1, E2, E3, E4

Week 16.
Reflecting on experiences facilitating student learning/workplacement
E1

Week 17.
Reflecting experiences assisting the facilitation of student learning
E1


Teaching Schedule (Part B) for continuing 4E students

Week 1
Legislations and guidelines in work place
Work roles and responsibilities
Well being policy
Rights of the Child
E1 E2 E4

Week 2
Work roles and responsibilities
Identifying children and young people at risk
Open and non-leading questions
Appropriate principles of practice

E1 E2

Week 3
Protecting the rights of the child
Responsibilities to ensure student learning outcomes
E1 E2 E3

Week 4
Work roles and responsibilities
Responding to disclosure
E2

Week 5
School policies and procedures
Duty of care
E2
Week 6
Duty of care
Ethical boundaries
E2 E3

Week 7
Review experiences of complying with duty of care
Scenario based learning
E1, E2

Week 8
Child protection services
E2
Week 9
Seeking support
Using child protection services
E2


Week 10
Identify inappropriate conduct
Safe working practices
Processes and procedures working with students and supporting behaviour
E1, E2 E4

Week 11
Child-focused work practises
Age-appropriate decision-making
E1 E2 E3

Week 12
Communication and information-gathering techniques with children and young people
Current recognized good practice
Meeting student needs
E1, E2, E3

Week 13
Ethical and nurturing practices
Meeting student needs
Recording and documenting risk of harm
E1 E2 E3 E4

Week 14
Seeking support
Ethical and nurturing practices
E2 E3 E4

Week 15
Issues and challenges complying with legislation
Reviewing own experiences
E1 E2 E3 E4

Week 16
Key requirements of industrial awards
E1 E2 E3

Week 17
Reflecting on experiences assisting in facilitation of student learning
E1 E2 E3 E4


Learning Resources

Prescribed Texts


References


Other Resources

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:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones
• USB (Memory stick)


Overview of Assessment

This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit in order to be deemed competent. 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
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
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 coordinator or the Disability Liaison Unit if you would like to find out more.
 

An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see http://www1.rmit.edu.au/students/assessment


 


Assessment Tasks

Assessment for 4A, 4B, 4C, 4D students

Assessment 1: Create Class Resource (Week 6)

Assessment 2: Action Learning  (Week 12)

Assessment 3: Observation/Demonstration in workplacement (Week 11-17)

 

Assessment for continuing 4E students

Assessment Task 1 – In class assessment on Processes (Week 8)
Assessment Task 2 - Observation & Demonstration in Work placement (Week 11-17)

 

Assessment tasks in this unit are assessed using the following competency based results:

CA - Competency achieved
NYC - Not Yet Competent

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.

You must complete a submission cover sheet for every piece of submitted work.

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.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment matrix for units will be available on Blackboard for students to access.

Other Information

Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.

Assessment Academic Progress www.rmit.edu.au/policies/academicprogress 

Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information.www.rmit.edu.au/students/assessment/extension

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. www.rmit.edu.au/students/academic-integrity

 

Course Overview: Access Course Overview