Course Title: Examine approaches to learning

Part B: Course Detail

Teaching Period: Term1 2019

Course Code: TCHE5929

Course Title: Examine approaches to learning

School: 360T Education

Campus: City Campus

Program: C5383 - Diploma of Teacher Education Preparation

Course Contact: Soosan Kian

Course Contact Phone: +61 3 9925 9183

Course Contact Email: soosan.kian@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

No Pre-requisites

Course Description

This course focuses on developing the skills and knowledge to examine a range of learning theories, their relationship to learning approaches and implications for teaching. It also includes examination of and reflection on approaches that enhanced own learning experiences.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU22273 Examine approaches to learning

Element:

1 Examine key theories of learning

Performance Criteria:

1.1 Identify the key theories of learning 1.2 Examine the relationship between key learning theories and how learning occurs 1.3 Examine the implications of the key learning theories tor teaching 1.4 Analyse the suitability of key learning theories for specific learning areas and learners.

Element:

2. Examine a learning theory and its application

Performance Criteria:

2.1 Select a learning theory 2.2 Examine how the theory views the development of knowledge and learning 2.3 Identify how the theory is applied in specific subject areas and/or to specific groups of learners 2.4 Identify key approaches to teaching and learning which are linked to the learning theory 2.5 Identify learning activities which reflect the learning theory

Element:

3. Examine the impact of key learning theories on own educational experiences

Performance Criteria:

3.1 Identify own significant learning experiences 3.2 Identify approaches which enhanced own learning experiences 3.3 Analyse factors which influenced the outcomes of the learning experiences  3.4  Examine ways in which the approaches used in own learning experiences could have been improved 3.5  Evaluate how own learning experiences can inform own future teaching approaches


Learning Outcomes


The learning outcomes are to confirm the ability to:

  • examine key learning theories to establish how they inform teaching practice
  • examine a key learning theory and how it is applied
  • examine the link between learning theories, own learning experiences and potential impact on own future teaching practice


Details of Learning Activities

This unit is part of the Diploma of Teacher Education Preparation program. The learning and assessment in the program is delivered through face to face teaching, Unsupervised Directed Study and participation 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. Your Unsupervised Directed Study will be posted on Canvas.

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

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 Canvas.
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 available on the RMIT website https://www.rmit.edu.au/students

Week

VU22273 Examine approaches to learning

1

What is learning?

How do we learn?

The Brain   

2

Stages of development         

Milestones of development Birth-8                            

3

Cognitive and physical Development       

4

Language development

5

Social/Emotional Development

6

Learning about learning

Learning theories e.g. behaviourism, cognitivism, social constructivism

Socio-cultural Perspectives on learning and development (Vygotsky)

Ecological models (Bronfenbrenner)

Learning and culture

7

Learning about Learning

Experiential learning and curiosity (Dewey)

Tyson Yunkaporta’s 8 ways of learning

8

Approaches to learning and teaching

Inquiry oriented learning

Problem solving

Reflection and evaluation

9

Approaches to learning and teaching

Learning as empowerment - critical pedagogies (Friere)

An ethics of care (Noddings)

10

Supporting student learning: Action learning

11

Action learning

Barriers to learning

Motivation and Engagement

12

Action learning

Positive and negative learning experiences

Greatest impact on developing understanding

The role of memory in learning

13

Adolescent Issues & Self-Esteem

Personal transformation

Factors influencing outcomes of learning experience

14

Factors influencing outcomes of learning experience; teaching/learning strategies

External factors influencing learning; cultural, psychological, health, socio-economic, popular culture

Experiential learning

15

Experiential learning

Working outside with children

16

Experiential learning

Working outside with children - physical activities

17

 Reflecting on experiences assisting facilitation of student learning

 


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 the Diploma of Teacher Education Preparation program. The learning and assessment in the program is delivered through face to face teaching, Unsupervised Directed Study and participation 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. Your Unsupervised Directed Study will be posted on Canvas.

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.  

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.

The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1


Assessment Tasks

Assessment 1: Learning theories - how they inform teaching practice essay  (Week 10)

Assessment 2: Teaching and Learning project - (Week 12-16)

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.
Assessment in this unit is assessed using the following overall competency based results:

CA – Competency achieved
NYC – Not Yet Competent
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.

All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.

Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you will 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. The highest grade you will receive if your resubmission is successful is ‘CA’

 


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. A copy of the assessment matrix is available for all students

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

Course Overview: Access Course Overview