Course Title: Assist in facilitation of student learning
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: TCHE5729C
Course Title: Assist in facilitation of student learning
School: 360T Education
Campus: City Campus
Program: C4282 - 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. It 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
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS410A Assist in facilitation of student learning |
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 |
Element: |
4. Support and monitor student learning |
Performance Criteria: |
.1 Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved |
Learning Outcomes
The learning outcomes for this course are for students to gain the skills and knowledge required to understand and apply a range of principles and processes to facilitate student learning
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 1-4
Communication and learning – What is learning? How do we learn?
Understanding the learning process
Contemporary theories of learning, e.g. constructivist learning, scaffolding
Discussion, Q&A activities, Evidence Guide
Week 5-8
The different ways we learn, develop and communicate
Different learning styles
Different learning styles influencing learning outcomes
Process and procedures for working with students and supporting behaviour
Discussion, Q&A activities,
Project 1 – Research/Q&A
Week 9-12
Current education approaches to the education environment; early childhood, primary, and
secondary
Applying understanding of current education approaches relevant to the education
environment
Student centred learning, individualised learning,
Integrated curriculum,
Supporting special needs
Discussion, Q&A activities
Week 13-16
Applying teaching and learning approaches to activities when working with children and young
people
Establishing environment conducive to student learning
Facilitating the learning process
Monitoring student learning
Discussion, Q&A activities,
Scenarios/Q&A, oral presentation
Week 17-18
Applying teaching and learning approaches to activities when working with children and young people
Establishing environment conducive to student learning
Facilitating the learning process
Monitoring student learning
Reflecting on experiences assisting in facilitation of student learning
Discussion, Q&A activities
Progress interview – Evidence guide, Project 1, Evidence of Practical experience assisting in facilitation of student learning; e.g Observation/Demonstration, Third party, Oral presentation
Semester 2
Week 1-4
Applying teaching and learning approaches to activities when working with children and young
people
Establishing environment conducive to student learning
Understanding of the different responsibilities of teachers and education support workers for
student learning outcomes
Monitoring student learning
Discussion, Q&A activities
Week 5-8
Relevant legislation, policies and standards that regulate educations service, delivery,
occupational health and safety, behaviour support and anti-discrimination
Demonstrating principles of practice in the learning environment
Complying with procedures relating to student behaviour support
Discussion, Q&A activities
Project 2 – Scenarios/Q&A/oral presentation
Week 9-12
Applying teaching and learning approaches to activities when working with children and young
people
Modifying and adjusting strategies to meet emergent needs
Managing student behaviour and interactions, working with supervising staff.
Adjusting resources/activities to meet individual learning needs
Discussion, Q&A activities
Week 13-16
Reviewing and reflecting teaching and learning approaches
Current approaches and department policies, positives and negatives for student learning
Reviewing and reflecting teaching and learning approaches relating to own experiences
Discussion, Q&A activities
Week 17-18
Reviewing and reflecting teaching and learning approaches relating to own experiences
Reflecting on experiences assisting in facilitation of student learning
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g : Evidence Guide, , Project 1 and 2, Evidence of practical experience assisting in facilitation of student learning, e.g Observation/Demonstration, Third partyOral 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
• 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. Assessments tasks may include other Units of competency from the program.
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