EDF1058 · Learn to learn, learn to teach

Overview

This unit is designed to enrich your understanding of the complex processes through which learning occurs and examine the implications for both your own learning and your future teaching. You will focus on the multidimensional nature of learning, incorporating research-informed insights from neuro (brain) science, cognitive and developmental psychology, sociology and education. These lenses will help you understand how situational, individual, social and cultural contexts can shape learning over time. You will start to consider purposes for learning, from a specific lesson/subject to whole school/centre programs and beyond. Drawing from research, you will be provided with opportunities to examine your assumptions about learning and teaching, and explore strategies and habits that can accelerate or disrupt learning. You will begin to understand the importance to engage in complex decision making to select, adapt and critically evaluate teaching practices in appropriate and purposeful ways to respond to your students’ learning needs.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate knowledge of the role of the brain, memory and memory systems in learning by considering novice and expert learners and referencing current research, explain how brain development and neuroplasticity influence knowledge acquisition during progression towards mastery
2. critically evaluate common neuromyths and explain how they conflict with current research on brain function and impact evidence-informed teaching practices
3. apply principles of cognitive load theory to recognise and address cognitive overload in learning environments using evidence based effective teaching strategies
4. reflect on your development as both a learner and a teacher by drawing on current research into learning strategies, teaching practices, and the cognitive, social, and emotional dimensions of knowledge acquisition
5. demonstrate knowledge of the structures, policies, behaviours, practices and requirements of the profession including frameworks and legislation that guide the teaching profession such as curriculum, child safety, teacher standards, improvement frameworks and professional codes of conduct and ethics.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 32 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.