Handbook : Unit informationEdith Cowan University

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

  Learning and Teaching: From Theory to Practice

• Unit Code

  EDU6231

• Year

  2018

• Enrolment Period

  1

• Version

  1

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

• Unit Coordinator

  Ms Sarah JEFFERSON

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Description

This unit provides beginning teachers with the learning theory and practice required to be an effective teacher. A wide range of perspectives are presented, including behaviourism, social constructivism, cognitive and social theories of learning. The unit teaches students how effective teachers plan and implement productive learning events, including ways in which to motivate students, develop questioning skills, and increase memory retention. Practical strategies are also taught and experienced in this unit, including cooperative learning, explicit teaching and concept attainment. Through an active learning approach the unit aims to develop the prospective teachers' skills as facilitators and decision-makers in the teaching learning process. As no student or class is the same, students in this unit learn to be critical thinkers, with the ability to select theories and strategies that best fit the learning goal and their context.

Equivalent Rule

Replaces EDU4231

Learning Outcomes

On completion of this unit students should be able to:

1. Conceptualise the teaching - learning process through the critical models presented and make decisions about the teaching learning process based on these models, including planning lessons appropriate to the level, content, and type of material taught.
2. Evaluate theoretical perspectives of and develop skills in the facilitation of the teaching - learning process, including gaining and maintaining students' interest, questioning, explaining and the use of feedback and reinforcement.
3. Apply basic concepts of and approaches to the motivation of students to enhance learning and select and use different teaching and learning strategies appropriate to the content, students and learning environment.
4. Discuss a number of alternative approaches to learning, including cognitive, behavioural and social learning, relate them to theoretical principles and use them in the classroom situation.
5. Defend the belief that learning is a constructivist and developmental process whereby the acquisition of subject matter and content knowledge is essential.

Unit Content

1. An introduction to the teaching-learning process with emphasis on teaching-learning theories and lesson design and the decisions that the teacher will make with respect to these theories.
2. Practical learning skills related to lesson preparation and presentation including specification of learning objectives, teacher-pupil contact, effective communication, beginning and concluding learning experiences, variability, questioning, explaining, selecting and using resources.
3. An introduction to learning theories including cognitive, behavioural and social learning and a study of teaching strategies which reflect these theories.
4. An introduction to cooperative learning, explicit instruction and concept attainment.
5. An overview of motivation theory, memory acquisition, and metacognitive skills that promote learning.

Learning Experience

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

Additional Learning Experience Information

Lectures, workshops and micro-teaching.

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.

Core Reading(s)

• Hoy, A., & Margetts, K. (2015). Educational psychology (4th ed., pp. 1–625). Sydney: Pearson.

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