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: 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:

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
1.2 Confirm the teaching and learning approach and its principles of practice with the supervisor
1.3 Select resources to support the learning approach
1.4 Work with teacher to plan learning activities and classroom supervision of student interactions
1.5 Conduct the learning activities and supervision of student interactions
1.6 Demonstrate principles of practice in the learning environment that reflect specified learning approaches

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
2.2 Meet specified needs of identified students in planning and preparation phase with the teacher
2.3 Assemble and where necessary, modify required resources prior to the activity
2.4 Reflect the appropriate principles of practice in the planning and delivery of the activity
2.5 Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group

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
3.2 Conduct each activity in accordance with provided programs and directions
3.3 Take opportunities to enhance learning activities within the scope of the endorsed principles of practice

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
4.2 Modify and adjust delivery strategies to meet emergent needs and unanticipated situations
4.3 Encourage students to reflect on personal learning achievements and learning experiences
4.4 Manage student interactions to ensure effective participation occurs and effective relationships are maintained
4.5 Manage behaviour of concern using a range of established and agreed techniques
4.6 Maintain store and secure student records in accordance with the organisation requirements


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 1-4
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

Week 17-18

Applying teaching and learning approaches to activities when working with children and young people
Reflecting on experiences assisting in facilitation of student learning

Discussion, Q&A activities

Progress interview – Evidence guide, Project 1, Evidence of Practical experience working with children and young people; e.g Observation/Demonstration, Third party

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

Discussion/Q&A/Scenarios

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

Project 2 – Presentation (oral and/or written)

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

Reflecting on experiences assisting in facilitation of student learning
Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g : Evidence Guide, Evidence of Practical experience working with children and young people, 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. 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