Course Title: Foster and support an effective learning environment

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: TCHE5817C

Course Title: Foster and support an effective learning environment

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact: Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

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


Name and Contact Details of All Other Relevant Staff

Fiona Dean

fiona.dean@rmit.edu.au

9925 9494

Nominal Hours: 55

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 course deals with the skills and knowledge required by education support workers to independently establish a learning environment for students


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS502B Foster and support an effective learning environment

Element:

1 Estalish learning context and delivery arrangements

Performance Criteria:

1.1 Establish, analyse and organise the physical learning environment to meet organisation compliance and facilitate learning 1.2 Identify and assess risks and constraints for learning delivery 1.3 Access information from teachers, others, documentation or records on the individual learning needs of students 1.4 Confirm responsibilities and role with relevant staff, to establish, deliver and review learning 1.5 Plan to reflect inclusivity and diversity principles in the learning environment

Element:

2 Identify, interpret and document learning styles

Performance Criteria:

2.1 In conjunction with teacher, analyse and assess a broad range of learning theories and styles for relevance and application to the individual/group of students 2.2 In conjunction with teacher, implement a range of learning strategies, analyse them for effectiveness and modify where necessary 2.3 Provide planning documentation to relevant staff for approval ensuring the plan reflects a variety of learning styles

Element:

3 Manage the learning environment

Performance Criteria:

3.1 In conjunction with teacher, establish the learning environment to meet the agreed goals and to reflect inclusive processes and practices 3.2 Facilitate learning to include diversity of student needs 3.3 Use communication and interpersonal skills to establish learning environment and motivate students 3.4 Identify barriers to learning and make adjustments where necessary to the learning environment 3.5 Create learning experiences using learning theories, principles and inclusive practice

Element:

4 Assess situations requiring interventions

Performance Criteria:

4.1 Gather information from relevant sources and identify the immediate and long term consequences of the situation 4.2 Identify major issue of concern, factors which are marinating the situation and frequency of the problem occurring 4.3 Observe and investigate interaction patterns 4.4 Identify and make decisions about the impact of the problem on people involved and need for urgent action 4.5 Assess the likely intent of the student central to the problem

Element:

5 In conjunction with teacher, develop, implement and review behaviour support strategies

Performance Criteria:

5.1 Under teacher supervision, develop clear goals to meet students needs and development stage and obtain required resources to implement strategies 5.2 Where possible develop strategies with student and implement in the least obtrusive way, under teacher supervision 5.3 Design strategies in consultation with other staff that create opportunities for students to interact with others 5.4 Under teacher supervision, regularly review strategies which are achievable within available resources 5.5 Complete incident report forms as required by organisation

Element:

6 Reflect on own professional practice

Performance Criteria:

6.1 Facilitate and plan learning to meet ethical principles of practice 6.2 Monitor and review own practice as a learning facilitator with supervisor 6.3 Analyse facilitation practice to identify professional development needs 6.4 Incorporate continual improvement practices in planning and facilitation practices


Learning Outcomes


Develop the skills and knowledge required by education support workers to independently establish a learning environment for students.  On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.


Details of Learning Activities

Your program consists of face to face teaching, Unsupervised Directed Study and you are required to participate in 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.

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


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

Week 1
Legislation, policy and procedures in an education context

Relevant standards and code of behaviour in the workplaces
Principles of duty of care

Week 2

Rights and responsibilities of students and workers
Identifying and integrating legislative responsibilities and policies and procedures into routine activities
Principles and practices of confidentiality

Week 3

Importance of ethics in practice
Principles of diversity and inclusivity

Week 4

Identifying and interpreting learning styles, strategies and theories with relevant staff

Week 5

Analysing and assessing a broad range of learning theories and styles for relevance and application to the individual/group of students

Week 6
Methods of accessing information from relevant staff on the individual learning needs of students

Week 7

Creating a safe learning space

Establishing, analysing and organising the physical learning environment to meet compliance and facilitate learning
Identifying and assessing risks and constraints for learning delivery
Reflecting on own experiences fostering and supporting an effective learning environment


Week 8

Managing the learning environment

Implementing a range of learning strategies, analysing them for effectiveness and modifying where necessary
Facilitating learning to include diversity


Week 9

Working with relevant staff to ensure a variety of learning styles are used in learning

Establishing the learning environment to meet the agreed goals of relevant staff

Week 10

Using communication and interpersonal skills to establish learning environment and to motivate
Identifying barriers to learning and making adjustments where necessary to the learning environment

Week 11

Assessing situations requiring interventions
Identifying major issues of concern for students
Developing, implementing and reviewing behaviour support strategies with relevant staff 

Week 12

Procedures and processes for reporting incidents

Reflecting on own professional practice
Facilitating and planning learning, meeting ethical principles of practice

Week 13

Monitoring and reviewing own practice as a learning facilitator with supervisor

Week 14

Analysing facilitation practice to identify professional development needs
Reflecting on own experiences fostering and supporting an effective learning environment

 

 




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

You must demonstrate an understanding of all elements of the competencies 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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course 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 1: Fostering an effective learning environment assignment (Week 6)

Assessment 2: Oral presentation – Experiences fostering and supporting a learning environment - (Week 12)

Assessment 3: Observation and Demonstration in Workplacement (Week 1-14)

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 from your teacher and 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