Course Title: Foster and support an effective learning environment

Part B: Course Detail

Teaching Period: Term2 2014

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:

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

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


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

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
Legislation and agency policy and procedures
E1

Week 2
Relationship between legislation and agency policy and procedures
E1

Week 3
Relevant standards and code of behaviour in the workplaces
E1

Week 4
Principles of duty of care
E1
Assessment Task 1:  Evidence Guide

Week 5
Rights and responsibilities of students and workers
E1

Week 6
Identifying and integrating legislative responsibilities and policies and procedures
E3, E4

Week 7
Principles and practices of confidentiality
E3. E4

Week 8
Issues and challenges related to confidentiality
E3, E4

Week 9
Importance of ethics in practice
E1, E3

Week 10
Principles of diversity and inclusivity
E3, E4, E5
Assessment Task 2: Project 1 – Research/Q&A


Week 11
Identifying and interpreting learning styles, strategies and theories
E2,

Week 12
Identifying, interpreting and documenting learning styles with relevant staff
E2

Week 13
Analysing and assessing a broad range of learning theories and styles for the individual/group of students
E2, E3

Week 14
Accessing information from relevant staff on the individual learning needs of students
E2, E3, E5

Week 15
Establishing learning context and delivery arrangements
E3

Week 16
Establishing, analysing and organising the physical learning environment to meet compliance and facilitate learning
E3
 
Week 17-18
Identifying and assessing risks and constraints for learning delivery
Reflecting on own experiences fostering and supporting an effective learning environment
E1, E2, E3

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
Implementing a range of learning strategies, analysing them for effectiveness and modifying where necessary
E2, E3

Week 2
Working with relevant staff to ensure a variety of learning styles are used in learning
E2, E3, E5

Week 3
Managing the learning environment
E3, E4

Week 4
Challenges in managing the learning environment
E3, E4, E5

Week 5
Establishing the learning environment to meet the agreed goals of relevant staff
E3, E4, E5

Week 6
Facilitating learning to include diversity
E2, E3, E5

Week 7
Using communication and interpersonal skills to establish learning environment and motivate
E3
Assessment Task 3: Project 2 – Q&A/Oral Presentation

Week 8
Identifying barriers to learning and making adjustments where necessary to the learning environment
E3, E4, E5
Week 9
Assessing situations requiring interventions
E4

Week 10
Identifying major issues of concern for students
E4, E5

Week 11
Developing, implementing and reviewing behaviour support strategies
E3, E4, E5

Week 12
Issues and challenges implementing support strategies
E4, E5, E6
 
Week 13
Procedures and processes for reporting incidents
E3, E4, E5, E6

Week 14
Reflecting on own professional practice
E6

Week 15
Facilitating and planning learning, meeting ethical principles of practice
E5, E6
Assessment Tasks 4: Project 3 Oral presentation

Week 16
Monitoring and reviewing own practice as a learning facilitator with supervisor
Analysing facilitation practice to identify professional development needs
E5, E6

Week 17-18
Reflecting on own experiences fostering and supporting an effective learning environment
E6

Assessment interview – review folio of final assessments e.g : Evidence Guide, Projects 1, 2, 3, Evidence of practical experience fostering and supporting an effective learning environment; e.g. Observation/Demonstration, Third party














































 


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
• 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.
Assessment Task 1: Evidence Guide
Assessment Task 2: Project 1 – Research/Q&A
Assessment Task 3: Project 2 – Q&A/Oral Presentation – Creating an effective working environment
Assessment Tasks 4: Project 3 Oral presentation – Reflecting on fostering and supporting an effective learning environment
Evidence of practical experience identifying and responding to student development needs; e.g. Observation/Demonstration, Third party
Assessment tasks in this course are either formative or summative.  Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks.  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