EDF5870 · From learner to educator

Overview

This unit is designed to enrich your understanding of the complex processes through which learning occurs and examine the implications for your learning and 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 and make choices about how situational, individual, social and cultural contexts can shape learning over time. You will consider purposes for learning, from a specific lesson/subject to whole school/ centre programs and beyond. Engaging with research, you will be provided with opportunities to reflect on your assumptions about learning and teaching critically, and explore strategies and habits that can accelerate or disrupt learning. You will understand the importance of engaging in complex decision-making to select, adapt and critically evaluate teaching practices appropriately and purposefully to respond to your student’s 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

Learning outcomes

1. critically analyse the diverse and complex influences on learning, including the physical, social and intellectual development of learners, that shape multiple pathways of learning over time
2. demonstrate an understanding of memory systems and processes and the interrelated role of the brain in learning
3. critically explore teaching and learning strategies that can accelerate or disrupt learning, including addressing common neuromyths in education
4. critically evaluate the implications of differences between ‘novice’ and ‘expert’ learners for teaching and learning
5. apply knowledge of cognitive processes to create learning environments that are cognitively beneficial and enhance student engagement.
6. demonstrate knowledge of the structures, policies, behaviours, practices and requirements of the teaching profession including frameworks and legislation that guide the 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.