Course Title: Foster and support an effective learning environment
Part B: Course Detail
Teaching Period: Term2 2012
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 |
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 |
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 |
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 |
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 |
Element: |
6. Reflect on own professional practice |
Performance Criteria: |
6.1 Facilitate and plan learning to meet ethical principles of practice |
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
Teaching Schedule
Semester 1
Week 1-4
Theory – 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 care
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – 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 10-14
Theory– Principles of diversity and inclusivity
Identifying and interpreting earning 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 15-18
Theory – Establishing learning context and delivery arrangements
Establishing, analysing and organising the physical learning environment to meet
compliance and facilitate learning
Identifying and assessing risks and constraints for learning delivery
Discussion, Q&A activities
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 1-4
Theory – 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 5-9
Theory – 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
Project 2 – Research/Scenarios/Q&A Activities
Week 10-14
Theory– 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
Folio - Presentation of folio (oral and/or written)
Week 15-18
Theory – 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
Analysing facilitation practice to identify professional development needs
Discussion, Q&A activities
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
References
Other Resources
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.
Assessment Matrix
In Assessment matrix Booklet given to students at commencement of program.
Course Overview: Access Course Overview