EDF4019 · Leading positive learning environments

Overview

This unit focuses on establishing learning environments that scaffold positive student learning behaviours. You will explore a range of teaching strategies, models and theories that will enable you to understand the reasons for different types of student behaviours including reclusive, refusal, aggressive, acquiescent and engaged. You will be provided with practical examples and scenarios that frame ways to build positive, inclusive and democratic learning environments in both physical and virtual spaces. In this unit you will explore, design and prepare teaching resources and plans that enhance learning opportunities regardless of the location or medium of the teaching. You will consider how to respond to diverse behaviours in ways that prioritise learning and ongoing teacher-student relationships. You will be supported to consider your role in student behaviour and the skills you need as a teacher to foster and maintain a positive learning environment.

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 enhanced professional knowledge to create and maintain supportive, inclusive and safe learning and teaching practices that translate to online and face to face learning environments
2. implement an effective teaching plan which frames the learning environment and applies appropriate theory-informed learning strategies and resources
3. apply a range of strategies (including communication) that establish and maintain quality and supportive learning environments for all learners
4. identify and embed positive behaviours strategies in lessons, units and term planners, that support ongoing, inclusive and safe learning environments

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: • 24 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.