EDC2100 Managing Supportive Learning Environments
|Semester 1, 2012 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||19 May 2013|
Examiner: Barry Fields
Moderator: Karen Peel
The primary purpose of the education process is the facilitation of learning. This holds true whether the learner is a young child or an adult. Learning is maximised when the curriculum is relevant and when pedagogy is engaging. While important, these factors alone will not ensure that learning will occur. Also needed are educators who see the development of positive relations with learners as a priority and who are also skilled in the organisation and management of the teaching-learning environment, including the management of learner behaviour.
The course has as its major focus the essential knowledge and skills necessary for beginning educators to: 1. design and implement well organised and managed learning environments, 2. recognise and be responsive to learner backgrounds, characteristics and experiences which might impact upon engagement in learning and behaviour, 3. develop positive relations with learners, 4. facilitate the acquisition of social competencies appropriate to the learning context, and 5. re-direct and correct where necessary, behaviour which impedes or disrupts the teaching-learning process. While these facets of teaching and learning are singled out here, their reciprocal relationship with curriculum and pedagogy will be a feature of their coverage. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- identify and explain the factors, both internal and external to the learning context, that influence learner behaviour (Quizzes and Assignment).
- identify and explain the reciprocal relationship between curriculum, pedagogy and behaviour in learning contexts (Quizzes and Assignment)
- design learning environments, including the use of time, space, resources and learner groups, conducive to both teaching and learning (Quizzes and Assignment)
- identify factors which might enhance or impede the development of positive educator-learner relations (Quizzes and Assignment)
- understand the role played by preventative and supportive strategies and procedures in maximizing learner cooperation and engagement in learning tasks and activities in case studies of behaviour problems (Quizzes and Assignment)
- acquire and employ a repertoire of strategies for the re-direction and correction of inappropriate or disruptive behaviour in the learning environment in case studies of behaviour problems (Quizzes and Assignment)
- show an understanding and application of the nature and causes of challenging and more serious forms of learner behaviour and how educators can act to minimize its negative impact within the learning environment (Quizzes and Assignment)
- describe and critically review selected examples of local, national and international policies and education system responses to behaviour management and support within and across education sectors (Quizzes and Assignment)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Behaviour in context.||10.00|
|2.||Organising and managing the learning environment||15.00|
|3.||Establishing positive relations||15.00|
|4.||Proactive and supportive behaviour management||25.00|
|5.||Understanding and managing challenging behaviour.||25.00|
|6.||Local, national and international exemplars of contemporary practices||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDC2100)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
- There are no texts or materials required for this course.
Beaty, J 2006, 50 Early childhood guidance strategies, Pearson Education, Frenchs Forest, NSW.
Danforth, S., & Smith, T. J 2005, Engaging troubling students: a constructivist approach, Corwin Press, Thousand Oaks, CA.
Edwards, C. H., & Watts, V 2004, Classroom discipline and management: an Australasian perspective, John Wiley & Sons, Milton, QLD.
Porter, L 2008, Young children's behaviour: practical approaches for caregivers and teachers, 3rd edn, MacLennan & Petty, Marrickville, NSW.
Rogers, B 2006, Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support, 2nd edn, Paul Chapman Publishing, London.
Rogers, B 2007, Behaviour management: a whole school approach, 2nd edn, Paul Chapman Publishing, London.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|QUIZ 1||20||20||13 Apr 2012|
|ASSIGNMENT||60||60||04 Jun 2012|
|QUIZ 2||20||20||08 Jun 2012|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm
Students will require access to e-mail and have Internet access to UConnect for this course.