Course Title: Assist in facilitation of student learning
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: TCHE5729C
Course Title: Assist in facilitation of student learning
School: 360T Education
Campus: City Campus
Program: C4326 - Certificate IV in 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: Teacher
fiona.dean@rmit.edu.au
99254650
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 course deals with the skills and knowledge required to understand and apply a range of principles and processes to facilitate student learning.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS410A Assist in facilitation of student learning |
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 |
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 |
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 with the teacher |
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 |
Learning Outcomes
This unit 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. This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional. 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
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
Individual and group projects - Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in professional placement. You work independently to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit.
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.
Semester 1
Week 1
Communication and learning – What is learning? How do we learn?
E1
Week 2
Understanding the learning process
E1
Week 3
Contemporary theories of learning, e.g. constructivist learning, scaffolding
E1
Week 4
The different ways we learn, develop and communicate
E1 E2
Assessment Task 1: Evidence Guide
Week 5
Different learning styles
E1 E2
Week 6
Different learning styles influencing learning outcomes
E1 E2
Week 7
Process and procedures for working with students and supporting behaviour
E1 E2
Week 8
Relevant legislation, policies and standards regulating educations service, delivery,
occupational health and safety, behaviour support and anti-discrimination
E1 E2 E3 E4
Week 9
Current education approaches to the education environment; early childhood, primary, and
secondary
E1, E2
Assessment Task 2: Project 1 – Research/Q&A
Week 10
Applying understanding of current education approaches relevant to the education
environment
E1 E2 E3 E4
Week 11
Student centred learning, individualised learning
Integrated curriculum
E2 E3 E4
Week 12
Supporting special needs
E2 E3
Week 13
Applying teaching and learning approaches to activities when working with children and young
people
E2 E3
Week 14
Establishing environment conducive to student learning
E2 E3
Week 15
Facilitating the learning process
E2 E3
Week 16
Monitoring student learning
E3 E4
Week 17-18
Reflecting on experiences assisting in facilitation of student learning
Progress interview – Evidence guide, Project 1, Evidence of Practical experience assisting in facilitation of student learning; e.g Observation/Demonstration, Third party
Semester 2
Week 1
Monitoring and reporting student learning and progress
E1 E2 E3
Week 2
Strategies to modify and adjust delivery
E1 E2 E3
Week 3
Establishing environment conducive to student learning
E2 E3
Week 4
Understanding of the different responsibilities of teachers and education support workers for
student learning outcomes
E2 E3
Assessment Task 3 : Project 2 Oral presentation/Q&A – Supporting student learning
Week 5
Demonstrating principles of practice in the learning environment
Encouraging reflection
E1 E3 E4
Week 6
Complying with procedures relating to student behaviour support
E3 E4
Week 7
Managing unanticipated situations
E2 E3 E4
Week 8
Modifying and adjusting strategies to meet emergent needs
E2 E3 E4
Week 9
Applying strategies to manage unanticipated situations
E3 E4
Week 10
Managing student behaviour and interactions, working with supervising staff.
E2 E3 E4
Week 11
Adjusting resources/activities to meet individual learning needs
E3 E4
Week 12
Reviewing and reflecting teaching and learning approaches
E4
Week 13
Current approaches and department policies, positives and negatives for student learning
E3 E4
Week 14
Reviewing and evaluating support strategies
E4
Task 4: Project 3 Oral Presentation – Experiences supporting learning
Week 15
Issues and challenges applying support strategies
Week 16
Reviewing and reflecting teaching and learning approaches relating to own experiences
Week 17-18
interview – review folio of final assessments e.g : Evidence Guide, Evidence of Practical experience assisting in facilitation of student learning, e.g Observation/Demonstration, Third party, Project 1 and 2 Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
There are no set texts in this unit. 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 (use your own or they can be purchased from the City/Brunswick Library)
• 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
• 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 charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) 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 which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment Task 1: Evidence Guide
Assessment Task 2: Project 1 – Research/Q&A
Assessment Task 3 : Project 2 Oral presentation – Supporting student learning
Task 4: Project 3 Oral Presentation – Experiences supporting learning
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 tasks in this course are either formative or summative. Summative assessment tasks in this unit are assessed using the following competency based results:
CA – Competency achieved
NYC – Not Yet Competent
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
Other Information
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.
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. www.rmit.edu.au/policies/academicprogress
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.
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 plagarism and and academic integrity. Please refer to the website for more information on this policy.http://www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview