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  2. Foundations of Education 2 [EDU4205]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Foundations of Education 2

  • Unit Code

    EDU4205

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit in education emphasises the management of the learner in the primary school classroom and the instructional strategies that teachers adopt to cater for the diverse nature of pupil characteristics. Pre-service teachers will develop a personal student behaviour management plan showing an understanding of the diverse nature of students. This unit is available in both on-campus and residency modes of delivery.

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically evaluate techniques for managing student behaviour in primary school classes.
  2. Design management systems and procedures suited to primary school classes.
  3. Formulate a personal behaviour management philosophy.
  4. Make decisions as a classroom teacher based on sensitivity to the diverse needs of primary school students.
  5. Plan classroom environments and learning experiences incorporating ICT, which facilitate the cognitive, affective, and social and moral development of children and adolescents.
  6. Select, justify and use appropriate management procedures.

Unit Content

  1. Classroom organization, teaching strategies and use of ICT.
  2. Effective classroom management is a reflective, meaningful and caring way of supporting children and students.
  3. Management of the student behaviour and the learning environment.
  4. Teaching children with diverse needs.

Additional Learning Experience Information

A variety of suitable teaching and learning processes will be used during the unit: lecture; workshop/seminar; case studies; group discussions; student presentations; skill based workshops. The activities will be designed with a commitment to sensitivity to gender, cultural and social diversity. Students will be expected to use information technology as a research tool and aid to reflecting on classroom practice. Students will support and help contribute to a professional and collegiate group culture in line with accepted behaviour management theory.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Creative WorkPositive Learning Environment Resource40%
AssignmentBehaviour management plan60%

Text References

  • ^ McDonald, Tim. (2013). Classroom management: Engaging students in learning. 2nd Edition Melbourne: Oxford University Press.
  • Lewis, R. (2009). Understanding pupil behaviour. Classroom management techniques for teachers. US: Taylor & Francis Group.
  • Larrivee, B. (2005). Authentic classroom management: Creating a learning community and building reflective practice. (2nd ed.). Boston: Pearson Education.
  • Greene, R.W. (2010). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. Harper Collins Publishers.
  • Curwin, R., & Mendler, A. (1999). Discipline with dignity with challenging youth. Bloomington, IN: National Educational Service.
  • Charles, C. M. (2010). Building classroom discipline. UK: Pearson Education Limited.
  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publications.
  • Brendtro, L., & Shahbazian, M. (2004). Troubled children and youth: Turning problems into opportunities. Illinois: Research Press.
  • Bear, G.G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behaviour. UK: Taylor & Francis Group.
  • Porter, L. (2000). Student behaviour: Theory and practice for teachers. (2nd ed.). St Leonards, NSW: Allen & Unwin.
  • Cowley, S. (2010). Getting the buggers to behave. UK: Continuum International Publishing Group.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4205|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Foundations of Education 2

  • Unit Code

    EDU4205

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit in education emphasises the management of the learner in the primary school classroom and the instructional strategies that teachers adopt to cater for the diverse nature of pupil characteristics. Pre-service teachers will develop a personal student behaviour management plan showing an understanding of the diverse nature of students. This unit is available in both on-campus and residency modes of delivery.

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically evaluate techniques for managing student behaviour in primary school classes.
  2. Design management systems and procedures suited to primary school classes.
  3. Formulate a personal behaviour management philosophy.
  4. Make decisions as a classroom teacher based on sensitivity to the diverse needs of primary school students.
  5. Plan classroom environments and learning experiences incorporating ICT, which facilitate the cognitive, affective, and social and moral development of children and adolescents.
  6. Select, justify and use appropriate management procedures.

Unit Content

  1. Classroom organization, teaching strategies and use of ICT.
  2. Effective classroom management is a reflective, meaningful and caring way of supporting children and students.
  3. Management of the student behaviour and the learning environment.
  4. Teaching children with diverse needs.

Additional Learning Experience Information

A variety of suitable teaching and learning processes will be used during the unit: lecture; workshop/seminar; case studies; group discussions; student presentations; skill based workshops. The activities will be designed with a commitment to sensitivity to gender, cultural and social diversity. Students will be expected to use information technology as a research tool and aid to reflecting on classroom practice. Students will support and help contribute to a professional and collegiate group culture in line with accepted behaviour management theory.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Creative WorkPositive Learning Environment Resource40%
AssignmentBehaviour management plan60%

Text References

  • ^ McDonald, Tim. (2013). Classroom management: Engaging students in learning. 2nd Edition Melbourne: Oxford University Press.
  • Porter, L. (2000). Student behaviour: Theory and practice for teachers. (2nd ed.). St Leonards, NSW: Allen & Unwin.
  • Lewis, R. (2009). Understanding pupil behaviour. Classroom management techniques for teachers. US: Taylor & Francis Group.
  • Larrivee, B. (2005). Authentic classroom management: Creating a learning community and building reflective practice. (2nd ed.). Boston: Pearson Education.
  • Greene, R.W. (2010). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. Harper Collins Publishers.
  • Cowley, S. (2010). Getting the buggers to behave. UK: Continuum International Publishing Group.
  • Charles, C. M. (2010). Building classroom discipline. UK: Pearson Education Limited.
  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publications.
  • Brendtro, L., & Shahbazian, M. (2004). Troubled children and youth: Turning problems into opportunities. Illinois: Research Press.
  • Bear, G.G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behaviour. UK: Taylor & Francis Group.
  • Curwin, R., & Mendler, A. (1999). Discipline with dignity with challenging youth. Bloomington, IN: National Educational Service.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4205|1|2