Unit Outline

Effective teaching practice is informed by an understanding of students’ physical, intellectual, social, emotional, moral, and spiritual development and how they learn. In this unit, you will explore the following overarching questions: How can teachers create the conditions that promote students’ development and learning? What factors influence human flourishing? You will analyse key theories of development, engage with research into how students learn, and consider the implications for your teaching practice.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Analyse the physical, intellectual development, social, emotional, moral, and spiritual development of students and explain how this may affect learning.
2.	Synthesise research into how students learn and explain the implications for teaching.
3.	Manage and communicate specialised knowledge using verbal, written, and digital communication strategies, with use of APA 7th edition referencing conventions where relevant.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Scenario Responses	Week 8	40 %	LO1, LO2, LO3
Assessment Task 2:	Reflective Video	Week 13	50 %	LO1, LO2, LO3
Assessment Task 3:	Weekly Online Quiz	Refer to Assessment Description	10 %	LO1, LO2

Assessment details

Assessment Task 1: Scenario Responses

Task Description:

This assessment task will provide the opportunity for you to demonstrate your understanding of the key concepts explored in weeks 2 to 6 of the semester (inclusive).

On Monday in weeks 2 to 6, you will be provided with learning and teaching scenarios via MyLO. These scenarios will be explored through tutorials and through online discussions.

Assessment task 2 involves responding to questions about these scenarios, inviting you to show how the scenarios might be understood with reference to relevant developmental/learning theories and the implications for your practice as a teacher.

The submission should be appropriately referenced using APA 7th edition referencing. The UTAS library provides helpful advice on referencing with APA style, which can be access here:
https://utas.libguides.com/referencing/APA7th

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1 and 1.2

Task Length:

1500 words maximum (i.e. 300 words per response)

Due Date:

Week 8

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse the physical, intellectual development, social, emotional, moral, and spiritual development of students and explain how this may affect learning	LO1
2	Synthesise research into how students learn and explain the implications for teaching	LO2
3	Manage and communicate specialised knowledge using written communication strategies, with use of APA 7th edition referencing conventions	LO3

Assessment Task 2: Reflective Video

Task Description:

Overview
Assessment Task 3 involves reflecting on your observations and practice, which for many students will include their MTeach PE1 placement in weeks 11, 12, and 13. The submission involves five (5) responses that demonstrate knowledge of the relevant theories of learning in the context of your placement or other experiences.

Questions
What approaches were used to create positive learning environments, and how might these approaches be explained by behavioural and/or other views of learning?
(Focus on weeks 5 & 10)
How might students’ development be understood with reference to Bronfenbrenner’s, Piaget’s, Erikson’s, and/or Kohlberg’s theories?
(Focus on weeks 2 & 4)
How relevant were ideas from Vygotsky’s sociocultural perspective and/or Bandura’s social cognitive theory in understanding the learning experiences?
(Focus on weeks 3 & 8)
To what extent were constructivist ideas evident and what impact did they have on student learning?
(Focus on weeks 6, 7, & 8)
Which model(s) of motivation was most helpful in understanding students and informing practice?
(Focus on week 9)

Rationale
Learning Outcome 3 focuses on communication, with mention of oral communication, and this also reflects Focus Area 3.5 of the APST:
a. An opportunity for students to demonstrate written communication skills is provided through AT2.
b. A video-based submission means that there is a level of certainty about the authenticity of knowledge; and
c. Teachers’ skillset now includes the preparation and editing of video content, both in job applications and in delivery of learning experiences for students (see also Focus Area 4.5 of the APST).
Additional notes
• Although we anticipate that many students will draw on PE1 placement, you may relate the questions to any experiences with young people, including reflections on your own education or publicly accessible videos.
• Students who focus on depth (e.g., one theory per question) and those who focus on breadth (e.g., multiple theories per question) will be assessed equally, all other things considered. That is, the two approaches are equally suitable.
• The video should not contain images, voice-overs, or footage of any person other than yourself; this is your own reflection and should not contain the work of others unless such references to others’ work is referenced appropriately.
• You may choose any appropriate video recording/editing/sharing platform, sharing a link (with video settings on ‘private’ or ‘unlisted’ not public) or a file (recommending a file smaller than 1GB).
• Feedback will be provided in the form of a rubric with relevant descriptions highlighted.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 3.5 and 4.5

Task Length:

Video with a maximum duration of 15 minutes

Due Date:

Week 13

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Using relevant theories, concepts, and terms from human development and learning theories to analyse and reflect on educational experiences	LO1, LO2
2	Describe and justify implications for teaching practice, informed by knowledge of human development and learning theories	LO1, LO2
3	Prepare, edit, and share a video that communicates your understanding, with due reference to relevant sources in writing	LO3

Assessment Task 3: Weekly Online Quiz

Task Description:

In weeks 1 – 10, there will be a Weekly Online Quiz, with multiple choice questions based on the chapter reading from the required text:
Margetts, K., & Woolfolk, A. (2018). Educational psychology (5th ed.). Pearson Australia.

Each quiz will be accessible from the start of Semester until the Monday two weeks after the quiz focal week of the Semester. For example, the Week 1 quiz will close on the Monday of Week 3. You are encouraged to complete the Quiz in the focus week of the Semester (e.g., complete Week 1 quiz in Week 1 of Semester) if possible.

Your score for each Quiz will be calculated as a percentage of the available questions. Each quiz is worth 1% and, together, the ten quizzes are worth 10% of the total assessment for the unit.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1 and 1.2

Task Length:

Up to three attempts for each Weekly Online Quiz. You will have up to 120 minutes for each attempt at the quizzes, but it should not take this long to complete the quiz if you have already completed the chapter reading.

Due Date:

Refer to Assessment Description

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse the physical, intellectual development, social, emotional, moral, and spiritual development of students and explain how this may affect learning	LO1
2	Synthesise research into how students learn and explain the implications for teaching.	LO2

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Margetts, K., & Woolfolk, A. (2018). Educational psychology (5th ed.). Pearson Australia.