Course Outline

EDU764 Quality Teaching and Learning

Course Coordinator:Johanna Einfalt (jeinfalt@usc.edu.au) School:School of Education and Tertiary Access

2022Semester 2

USC Sunshine Coast

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This course provides you with specialised knowledge of a range of ways people learn, human development, psychology of learning and an understanding of learning settings as socio-historically and culturally situated. You will research, analyse and interpret the theories that inform what is known about learning and the forms of knowledge valued by such theories. You will evaluate the interplay of theory and practices that enable quality learning.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas. 2hrs Week 1 10 times
Tutorial/Workshop 1 – The tutorial is synchronous and involves on-campus engagement and application of learning materials. 2hrs Week 1 10 times
Seminar – Online 2hrs Week 2 3 times

Course Topics

  • Human development, psychology of learning and nature of knowledge
  • Cognitive Science            
  • Exploration of concepts of intelligence, motivation and diversity   
  • Learning as a social process                                                 
  • Learning theory and major theorists                               
  • Pedagogical frameworks                              
  • Understanding learning as process, produce and praxis

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Analyse and critique learning theories to explain how the physical, social and intellectual development and characteristics of students impact learning and learning behaviours. Knowledgeable
1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.4, 3.5, 4.1, 6.3, 6.4, 7.1
2 Apply information literacy and communication skills to locate and demonstrate a high level of understanding of contemporary research about effective teaching and learning, and classroom and behaviour management, relevant to your teaching context. Knowledgeable
1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.4, 3.5, 4.1, 4.2, 6.3, 6.4, 7.1
3 Apply deep knowledge of student learning, learning theory, content and effective teaching strategies to plan lesson sequences. Creative and critical thinker
1.1, 1.2, 1.5, 4.3, 6.4
4 Critically reflect on the changing role and function of schooling, the impact of historical and socio-cultural factors on views of quality learning and teaching, and evaluate the effectiveness of teaching practice. Creative and critical thinker
Empowered
1.1, 1.2, 1.5, 2.1, 4.1

* Competencies by Professional Body

CODE COMPETENCY
Australian Institute for Teaching and School Leadership
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
3.1 Establish challenging learning goals
3.4 Select and use resources
3.5 Use effective classroom communication
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Enrolled in Program ED706

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Formative feedback is available to students for Task 1 from the beginning of the semester in tutorials.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Oral and Written Piece Individual 25%
10 minutes plus lesson plan
Throughout teaching period (refer to Format) Online Assignment Submission with plagiarism check and in class
All 2 Written Piece Individual 25%
700 words
Week 6 Online Assignment Submission with plagiarism check
All 3 Literature Review (or component) Individual 50%
2500 words plus graphic
Week 10 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Interactive teaching segment and lesson plan
Goal:
The goal of this task is to create and enact an 10-minute lesson plan.
Product: Oral and Written Piece
Format:
You are required to create an interactive mini-lesson on a topic of your choice, linked to a learning area in the Australian Curriculum and a particular year level of students (Year 7 - 10). Please use the lesson plan template provided on Canvas. In Weeks 3, 4 or 5 (according to schedule), you will teach your mini-lesson (10 minutes – please do not go over!). For students who cannot attend campus, delivery of your mini-lesson will occur via the Zoom platform, utilising technology-aided teaching tools to facilitate your lesson. You should aim to apply your developing knowledge of quality teaching and learning to engage students in active learning. Please use visual aids/resources to enhance your lesson. You will only have time to teach one thing, so keep this in mind when planning. Please submit your written planning to Canvas and provide a copy to your assessor at the time of your mini-lesson presentation. You will be assessed on the planning and enactment of your lesson in the tutorial.
Criteria:
No. Learning Outcome assessed
1
Application of aligned lesson planning for the teaching of new knowledge, including effective use of resources.
3
2
Interactive teaching strategies for active learning, catering for diverse student needs.
2 3
3
Oral presentation skills suitable to the audience and time management.
3
4
Written communication and academic literacies including grammar, English expression and technical accuracy.
3
All - Assessment Task 2:Critical Reflection
Goal:
The goal of this task is to use learning theory to critically reflect upon your teaching segment.
Product: Written Piece
Format:
You are to reflect on your teaching in Task 1. 

Explain what you did well and what you would like to improve in the future, including how you:
1. met the learning goals of the lesson,
2. catered and differentiated for students’ physical, social, emotional  and intellectual developmental needs in your lesson,
3. applied learning theory in your teaching strategies,
4. used formative feedback during the lesson.

You may write in first person for this task. You need to use APA 7th ed referencing conventions when citing learning theory and educational research.
Criteria:
No. Learning Outcome assessed
1
Demonstrated understanding of how physical, social and intellectual development and characteristics of students may affect learning and implications for teaching
1 3
2
Application of knowledge and understanding of learning theory, evidenced in critical reflection on teaching strategies and active learning experiences.
1 3 4
3
Written communication and academic literacies including grammar, English expression, APA referencing conventions and technical accuracy.
4
All - Assessment Task 3:Review of Literature and Quality Teaching Model
Goal:
The goal of this task is to produce a literature review of what constitutes quality teaching and learning in 21st century schooling, along with the creation of a visual representation.
Product: Literature Review (or component)
Format:
There are two parts to this task.
First, you review relevant literature to address the broad question: What is quality teaching in the 21st century and how does it support student engagement in your discipline/specialisation area? You are required to discuss the implications of learning theories and educational research at your level of schooling. Give consideration to students’ developmental needs and how quality teaching is related to managing behaviours through engagement. Critically analyse the roles of teachers and schools in the 21st century. Your review of literature and theory should be written in appropriate academic style, utilising APA 7th ed referencing conventions.
Second, on a single A4 page, create a model of quality teaching that represents your findings from your literature review. This diagram, picture or graphic should be appropriately labelled with descriptive text and have a caption (title) so that it can be understood independent of the literature review. It must be in digital format to be uploaded to Canvas, along with your literature review. You should refer to your model throughout your literature review.
Criteria:
No. Learning Outcome assessed
1
Knowledge and understanding of learning theories and educational research evidenced in the literature review.
1
2
Analysis and critique of literature to demonstrate an understanding of effective teaching and classroom practice relevant to your teaching context.
2
3
Analysis and critique of the ways in which physical, social and intellectual development and
characteristics of students may affect learning, including managing challenging behaviour.
1
4
Reflection on the implications of the theory/research for teachers and schools in the 21st
century.
4
5
Written communication and academic literacies including grammar, English expression, APA
referencing conventions, and technical accuracy.
2

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.

Schedule

Period and Topic Activities
Week 1
Welcome
Why teaching?
How have perceptions of teaching changed over time?
What is quality teaching and learning?
Killen's framework
Siemen’s theory of connectivism in the digital age
Week 2
Constructivist theorists John Dewey, and Lev Vygotsky
Behaviourist theorist Albert Bandura
Week 3
Cognitive theorists Jean Piaget, Benjamin Bloom, and Marzano & Kendall 
 Multiple intelligences theorist Howard Gardner
Week 4
Brain development and learning
Neuroplasticity
Week 5
Emotions, motivation, engagement
Psychological safety
Resilience / mindsets
Week 6
Marzano's Art and Science framework
Week 7
Re-defining quality teaching
 Feedback culture
 Esteem
 Environments: Campfires in Cyberspace (Thornburg)
Week 8
Pedagogy for productive learning and engagement
Inquiry based learning
Dialogic pedagogy
Week 9
Voice and agency: diversity and social justice
Developing citizens: Fullan's Six Cs
Week 10
Review and task support
Information and digital tools

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Recommended Roy Killen 2016 Effective Teaching Strategies 7 n/a
Recommended O'Donnell, Dobozy, Bartlett, Nagel, Smala, Wormald, Yates, Spooner-Lane, youssef-Shalala, Reeve, Smith 2019 Educational Psychology 3 Wiley

Specific requirements

Computer and internet access.

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%.
The course is graded using the Standard Grading scale.
You have not failed an assessment task in the course due to academic misconduct.

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUSC

USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • USC Gympie - Student Central, 71 Cartwright Road, Gympie
    • USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au