Course Title: Examine approaches to learning
Part B: Course Detail
Teaching Period: Term2 2021
Course Code: TCHE5929
Course Title: Examine approaches to learning
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C5383 - Diploma of Teacher Education Preparation
Course Contact: Jacqui Cheng
Course Contact Phone: +61 3 9925 4918
Course Contact Email: jacqueline.cheng@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Uday Nagarkar
Nominal Hours: 70
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 Pre-requisites
Course Description
This course focuses on developing the skills and knowledge to examine a range of learning theories, their relationship to learning approaches and implications for teaching. It also includes examination of and reflection on approaches that enhanced own learning experiences.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU22273 Examine approaches to learning |
Element: |
1 Examine key theories of learning |
Performance Criteria: |
1.1 Identify the key theories of learning 1.2 Examine the relationship between key learning theories and how learning occurs 1.3 Examine the implications of the key learning theories tor teaching 1.4 Analyse the suitability of key learning theories for specific learning areas and learners. |
Element: |
2. Examine a learning theory and its application |
Performance Criteria: |
2.1 Select a learning theory 2.2 Examine how the theory views the development of knowledge and learning 2.3 Identify how the theory is applied in specific subject areas and/or to specific groups of learners 2.4 Identify key approaches to teaching and learning which are linked to the learning theory 2.5 Identify learning activities which reflect the learning theory. |
Element: |
3. Examine the impact of key learning theories on own educational experiences |
Performance Criteria: |
3.1 Identify own significant learning experiences 3.2 Identify approaches which enhanced own learning experiences 3.3 Analyse factors which influenced the outcomes of the learning experiences 3.4 Examine ways in which the approaches used in own learning experiences could have been improved 3.5 Evaluate how own learning experiences can inform own future teaching approaches |
Learning Outcomes
The learning outcomes are to confirm the ability to:
- examine key learning theories to establish how they inform teaching practice
- examine a key learning theory and how it is applied
- examine the link between learning theories, own learning experiences and potential impact on own future teaching practice
Details of Learning Activities
This unit is part of the Diploma of Teacher Education Preparation program. The learning and assessment in the program is delivered through remote online classes via Canvas, Unsupervised Directed Study and compulsory Work placement attendance. 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
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 available on the RMIT website https://www.rmit.edu.au/students
Semester 2: Monday12 July 2021 to Friday 17 November 2021
Face to Face classes:
- Week 1 (12-16 July)
- Week 3 (26-30 July)
- Week 7 (23-27 Aug)
- Week 12 (4-8 Oct)
- Week 15 (25-29 Oct)
Mid Semester Break: Monday 20 September to Friday 1 October 2021 (school holidays)
Public Holidays: Tuesday 2 November (Melbourne Cup)
Teaching Schedule
Week |
KEY Activities |
Elements Assessments |
1 |
What is learning? How do we learn? The Brain |
|
2 |
Stages of development Milestones of development Birth-8 |
|
3 |
Cognitive and physical Development |
|
4 |
Language development |
|
5 |
Social/Emotional Development |
|
6 |
Learning about learning Learning theories e.g. behaviourism, cognitivism, social constructivism Socio-cultural Perspectives on learning and development (Vygotsky) Ecological models (Bronfenbrenner) Learning and culture |
|
7 |
Learning about Learning Experiential learning and curiosity (Dewey) Tyson Yunkaporta’s 8 ways of learning |
|
8 |
Approaches to learning and teaching Inquiry oriented learning Problem solving Reflection and evaluation |
|
9 |
Approaches to learning and teaching Learning as empowerment - critical pedagogies (Friere) An ethics of care (Noddings) |
|
10 |
Supporting student learning: Action learning |
|
11 |
Action learning Barriers to learning Motivation and Engagement |
|
12 |
Action learning Positive and negative learning experiences Greatest impact on developing understanding The role of memory in learning |
|
13 |
Adolescent Issues & Self-Esteem Personal transformation Factors influencing outcomes of learning experience |
|
14 |
Factors influencing outcomes of learning experience; teaching/learning strategies External factors influencing learning; cultural, psychological, health, socio-economic, popular culture Experiential learning |
|
15 |
Experiential learning Working outside with children |
|
16 |
Experiential learning Working outside with children - physical activities |
|
17 |
Reflecting on experiences assisting facilitation of student learning |
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 the Diploma of Teacher Education Preparation program. The learning and assessment in the program is delivered through face to face teaching, Unsupervised Directed Study and participation in 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.
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 Tasks
Assessment 1: Knowledge - Learning theories (Week 7)
Assessment 2: Learning Theories and how they inform teaching (Week 10)
Assessment 3: Reflection report on learning experiences (Week 15)
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 in this unit is assessed using the following overall competency based results:
CA – Competency achieved
NYC – Not Yet Competent
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you will 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. The highest grade you will receive if your resubmission is successful is ‘CA’
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. A copy of the assessment matrix is available for all students
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
Course Overview: Access Course Overview