Course Title: Assist in facilitation of student learning
Part B: Course Detail
Teaching Period: Term1 2021
Course Code: TCHE5877C
Course Title: Assist in facilitation of student learning
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C4349 - Certificate IV in Education Support
Course Contact: Soosan Kian Robyn Blaikie
Course Contact Phone: 03 9925 9183 03 9925 4383
Course Contact Email: soosan.kian@rmit.edu.au robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Jacqueline Cheng
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 unit focuses on the skills and knowledge required to understand and apply a range of principles and processes to facilitate and support student learning, either for individuals or for small groups. 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.The work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS021 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, in consultation 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 Adjust and modify 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 Use a range of established and agreed techniques to manage behaviour of concern 4.6 Maintain, store and secure student records in accordance with organisation requirements |
Learning Outcomes
This unit focuses on developing the skills and knowledge required to understand and apply a range of principles and processes to facilitate and support student learning, either for individuals or for small groups.On successful completion of this unit, 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 Certificate IV in Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face/remote online classes, Unsupervised Directed Study and you are required to participate in compulsory work placement. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Canvas.
The student learning experience will be facilitated through participation in a range of activities:
• Work Placement
• 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.
Teaching Schedule
This unit will be delivered weekly.
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 Canvas.
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 portal https://www.rmit.edu.au/students
Teaching Schedule - Semester 1
Week |
CHCEDS021 Assist facilitation of student learning |
1 |
Introduction to units including assessments VARK |
2 |
Learning styles The Brain |
3 |
Stages of development |
4 |
Cognitive Development |
5 |
Language development Managing communication in workplacement |
6 |
Social Development Listening/questioning/instructions |
7 |
Behaviour management strategies Student self management strategies |
8 |
Collecting data for monitoring student learning Education organisation policies and procedures |
9 |
Supporting student learning |
10 |
Action learning Barriers to learning |
11 |
Action learning Differences between disruptive behaviour and behaviours of concern. |
12 |
Action learning Adolescent Issues & Self-Esteem |
13 |
Action learning Role of play in development Working outside with children |
14 |
Role of physical activity in behaviour modification |
15 |
Physical activity (group work) |
16 |
Working outside with children |
17 |
Reflecting on experiences assisting facilitation of student learning |
Semester 2
Teaching Schedule
Week 1
Regulations and legislation in education
Discussion/note-taking Rights of the Child
E1
Week 2
United Nations Convention (Amnesty International)
Legislation in state/territory in relation to working with children
E1
Week 3
Regulations and legislation in education
Mandatory reporting, Duty of care
Negligence, Procedures for reporting students at risk
Processes and procedures for working with students and supporting behaviour
Modifying resources
E1, E2
Week 4
Indicators of abuse – signs and symptoms (Kids matter website)
Trauma-informed care
Learning and development, modifying resources to meet needs
E1, E2
Week 5
Appropriate principles of practice
Ethics / Scenarios
Confidentiality
Processes and procedures for working with students and supporting behaviour
E3
Week 6
Processes and procedures for working with students and supporting behaviour
Principles of practice
Different responsibilities of teachers and education support workers for students learning outcomes.
E2, E3
Week 7
Impact of risk of harm
Impact on learning, enhancing learning
Principles of practice
E1, E2, E3
Week 8
Roles and responsibilities of an ESW and teacher
Student learning outcomes/roles and responsibilities
Key selection criteria
DEECD (Department of Education and Early Childhood Development)
E1, E2, E3
Week 9
Using child protection procedures and services
Legislation, reporting and record keeping
Processes and procedures for working with students and supporting behaviour
E1, E2, E3
Week 10
Legislation
E1, E2, E3
Week 11
Industrial awards
Roles of ESW and teacher
Skills of ESW : Reading, writing, language and numeracy competence required to perform effectively in an education support role
E1, E3
Week 12
Equal opportunity / Equity / Diversity
E3
Week 13
Employment centred activities
Interpersonal skills, learning styles
E3
Week 14
Processes and procedures for working with students and supporting behaviour
Regulations and legislation in education, reporting and records
Learning and development
E3
Week 15
Work placment skills
Interpersonal skills for positive interactions with students and staff
E3
Week 16
Reflect on experiences assisting the facilitation of student learning
E1 E3
Week 17
Reflecting on work placement ssisting the facilitation of student learning
E1 E2 E3 E4
Learning Resources
Prescribed Texts
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
• USB (Memory stick)
Overview of Assessment
This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit 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:
Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
• 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 manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Tasks
Assessment
Assessment Task 1: Unit Knowledge Questions
Assessment Task 2: Facilitating the Learning Process
Assessment Task 3 - Observation & Demonstration in Work placement (Week 7-17)
and Work placement Booklet (Week 16-17)
CA - Competency achieved
NYC - Not Yet Competent
All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment matrix for units will be available for students to access.
Other Information
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.
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress www.rmit.edu.au/policies/academicprogress
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 plagiarism and academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview