Course Title: Foster and support an effective learning environment

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: TCHE5744C

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: Teacher
fiona.dean@rmit.edu.au
99254650

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:

CHCEDS502A Foster and support an effective learning environment

Element:

1. Establish 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
maintaining 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


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


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 1-4
Legislation and agency policy and procedures
Relationship between legislation and agency policy and procedures
Relevant standards and code of behaviour in the workplaces
Principles of duty of care
Discussion, Q&A activities, Evidence Guide

Week 5-8
Rights and responsibilities of students and workers
Identifying and integrating legislative responsibilities and policies and procedures into routine activities
Principles and practices of confidentiality
Discussion, Q&A activities,
Project 1 – Research/Q&A

Week 9-12
Importance of ethics in practice
Principles of diversity and inclusivity
Identifying and interpreting earning styles, strategies and theories
Identifying, interpreting and documenting learning styles with relevant staff
Discussion, Q&A activities

Week 13-16
Analysing and assessing a broad range of learning theories and styles for relevance and application to the individual/group of students
Accessing information from relevant staff on the individual learning needs of students
Establishing learning context and delivery arrangements
Discussion, Q&A activities
Scenarios/Q&A
Week 17-20
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

Discussion, Q&A activities
Progress interview – Evidence guide, Q&A activities, Project 1, Evidence of practical experience fostering and supporting an effective learning environment; e.g Observation/Demonstration, Third party

Semester 2
Week 1-4
Implementing a range of learning strategies, analysing them for effectiveness and modifying where necessary
Working with relevant staff to ensure a variety of learning styles are used in learning
Managing the learning environment

Discussion, Q&A activities

Week 5-8
Establishing the learning environment to meet the agreed goals of relevant staff
Facilitating learning to include diversity
Using communication and interpersonal skills to establish learning environment and motivate
Identifying barriers to learning and making adjustments where necessary to the learning environment

Discussion, Q&A activities
Project 2 – Research/Scenarios/Q&A Activities

Week 9-12
Assessing situations requiring interventions
Identifying major issues of concern for students
Developing, implementing and reviewing behaviour support strategies with relevant staff

Discussion, Q&A activities
Oral Presentation of folio (oral and/or written)

Week 13-16
Procedures and processes for reporting incidents
Reflecting on own professional practice
Facilitating and planning learning, meeting ethical principles of practice

Discussion, Q&A activities

Week 17-20
Monitoring and reviewing own practice as a learning facilitator with supervisor
Analysing facilitation practice to identify professional development needs
Reflecting on own experiences fostering and supporting an effective learning environment

Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Q&A Activities, Projects 1 and 2, Evidence of practical experience fostering and supporting an effective learning environment; e.g. Observation/Demonstration, Third party, Oral Presentation (oral and/or written)
 


Learning Resources

Prescribed Texts


References


Other Resources


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 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. 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.


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).

Course Overview: Access Course Overview