Course Title: Foster and support an effective learning environment

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: TCHE5818C

Course Title: Foster and support an effective learning environment

School: 360T Education

Campus: Brunswick 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

Margaret Hanrahan margaret.hanrahan@rmit.edu.au 9925 9494
Soosan Kian soosan.kian@rmit.edu.au 9925 9183

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:

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:

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:

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

This unit is part of Diploma of Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. You are not required to attend 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. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.

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
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
Professional placement
Action learning projects


Teaching Schedule

Program Dates: Mon 10 Feb - 28 Nov
Term Breaks: 21 April - 27 April; 23 June - 13 July: 22 Sept - 5 Oct.
Public holidays: 10 March, 18 April, 9 June, 4 Nov and Monday 3 Nov will be a holiday

This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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 blackboard.
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 contained in your student diary.

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 careDiscussion, Q&A activities


Assessment refelctive writing or presentation/discussion
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
Importance of ethics in practice
Discussion, Q&A activities,
Project 1 - Research/Q&A

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

Week 13-16
Establishing learning context and delivery arrangements
Establishing, analysing and organising the physical learning environment to meet compliance and facilitate learning
Discussion, Q&A activities

Assessment; action learning project

Week 17-18
Identifying and assessing risks and constraints for learning delivery

Mid semester progress interviews
Discussion, Q&A activities

Progress interview - 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

Assessment; Class and group discussions and feedback
Week 9-12
Assessing situations requiring interventions
Identifying major issues of concern for students
Developing, implementing and reviewing behaviour support strategies with relevant staff
Procedures and processes for reporting incidents
Discussion, Q&A activities

Assessment: Action learning project

Week 13-16
Reflecting on own professional practice
Facilitating and planning learning, meeting ethical principles of practice
Monitoring and reviewing own practice as a learning facilitator with supervisor
Discussion, Q&A activities

Week 17-18
Analysing facilitation practice to identify professional development needs
Incorporate continual improvement
Reflect, observe and demonstrate facilitation

Assessment: comprehension orally or written

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, Folio - Presentation (oral and written)


Learning Resources

Prescribed Texts

Diploma of Education Support Resource: $10


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 (use your own or they can be purchased from the Brunswick Library very cheaply)
* 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 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

Role plays and oral presentations
Assignments and projects (action learning)
* Presentation of a portfolio of evidence which may comprise of documents, and/or photographs and/or video and audio files
* Review of work 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 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:
CC -  Competency credit
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).

Course Overview: Access Course Overview