EUN641 Multi-Tiered Supports for Diverse Learners
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN641 |
|---|---|
| Equivalent(s): | EUZ641 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN641 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ641 |
| Coordinator: | Beth Saggers | b.saggers@qut.edu.au |
Overview
Multi-Tiered Systems of Support (MTSS) are evidence-based frameworks guiding provision of high-quality teaching and learning. MTSS bring together universal approaches with processes and strategies for making significant adjustments in a systematic and effective way. This unit will cover concepts and research underpinning MTSS in inclusive classrooms and prior-to-school settings. This unit will develop your understanding of universal, targeted, and intensive approaches to designing accessible curriculum, pedagogy, assessment, and learning environments, and processes for making reasonable adjustments for diverse learners, including students with complex learning profiles. The unit will build your scholarly knowledge, pedagogical ability, and ethical practice for creating inclusive learning environments, and enhance your responsiveness to the learning strengths, rights and requirements of diverse learners.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the concept of, and processes for implementing, Multi-Tiered Systems of Support (CLO1.1).
- Analyse and synthesise universal, targeted, and intensive approaches that facilitate inclusion, access, participation, engagement and learning of diverse learners, and the scholarly research underpinning these practices (CLO2.1, CLO2.2, CLO2.4).
- Apply multi-tiered supports to support diverse learner engagement, and design whole school and classroom environments that respond to the learning strengths and requirements of all learners (CLO3.1).
- Critically reflect on the use of multi-tiered supports to enhance participation, engagement and learning, including for learners with complex learning profiles (CLO2.1, CLO2.2).
Content
In this unit, you will learn:
- The rationale underpinning, evidence-base for, and processes involved in Multi-Tiered Systems of Support;
- A variety of evidence-based universal, targeted, and intensive approaches to facilitate participation, engagement and learning of diverse learners; and
- How to implement, with fidelity, multi-tiered supports for all learners in school and prior-to-school inclusive environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly workshops;
- Weekly readings;
- Online activities;
- Recorded conversations with guest speakers, including professionals from the field;
- Individual and small group activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content to your professional practice.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your lecturer on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your lecturer on your assessment items; and
- Formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
The first assessment is a Professional Development Resource and the second assessment is a Professional Plan and Reflection. In your first assignment, you will develop a PD resource on a core component or universal evidence-based strategy of your choice drawing from scholarly sources. In assignment 2 you will develop a portfolio ( a compilation of work (including readings, reflections and resources), accompanied by a justification for inclusion, related to implementing whole group, small group and individualised support within a multi-tiered system of support including a reflection on your suggested practice and the processes for their implementation.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Resource
Select a focus area from either a core component or an evidence-based universal MTSS approach. Core components may include screening, data-based decision making, or cultural responsiveness. Universal strategies may include Universal Design for Learning, differentiation, adjustments, or other Tier 1 Response to Intervention or Positive Behaviour for Learning approaches.
Develop a professional development resource to share with colleagues that synthesises relevant scholarly research and pedagogical knowledge for implementing this core component or universal approach. You will have a choice of topic and presentation format, to be negotiated with your lecturer.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.2
This is an assignment for the purposes of an extension.
Assessment: Portfolio
You will compile a portfolio (A compilation of work (including readings, reflections and resources), accompanied by a justification for inclusion, related to implementing whole group, small group and individualised support within a multi-tiered system of support including a reflection on your suggested practice and the processes for their implementation.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.2, 2.4, 3.1
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to computer and internet
Resources
Relevant resources will be available through QUT Reading List
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN641 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ641 |
Overview
Multi-Tiered Systems of Support (MTSS) are evidence-based frameworks guiding provision of high-quality teaching and learning. MTSS bring together universal approaches with processes and strategies for making significant adjustments in a systematic and effective way. This unit will cover concepts and research underpinning MTSS in inclusive classrooms and prior-to-school settings. This unit will develop your understanding of universal, targeted, and intensive approaches to designing accessible curriculum, pedagogy, assessment, and learning environments, and processes for making reasonable adjustments for diverse learners, including students with complex learning profiles. The unit will build your scholarly knowledge, pedagogical ability, and ethical practice for creating inclusive learning environments, and enhance your responsiveness to the learning strengths, rights and requirements of diverse learners.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand the concept of, and processes for implementing, Multi-Tiered Systems of Support (CLO1.1).
- Analyse and synthesise universal, targeted, and intensive approaches that facilitate inclusion, access, participation, engagement and learning of diverse learners, and the scholarly research underpinning these practices (CLO2.1, CLO2.2, CLO2.4).
- Apply multi-tiered supports to support diverse learner engagement, and design whole school and classroom environments that respond to the learning strengths and requirements of all learners (CLO3.1).
- Critically reflect on the use of multi-tiered supports to enhance participation, engagement and learning, including for learners with complex learning profiles (CLO2.1, CLO2.2).
Content
In this unit, you will learn:
- The rationale underpinning, evidence-base for, and processes involved in Multi-Tiered Systems of Support;
- A variety of evidence-based universal, targeted, and intensive approaches to facilitate participation, engagement and learning of diverse learners; and
- How to implement, with fidelity, multi-tiered supports for all learners in school and prior-to-school inclusive environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly workshops;
- Weekly readings;
- Online activities;
- Recorded conversations with guest speakers, including professionals from the field;
- Individual and small group activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content to your professional practice.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your lecturer on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your lecturer on your assessment items; and
- Formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
The first assessment is a Professional Development Resource and the second assessment is a Professional Plan and Reflection. In your first assignment, you will develop a PD resource on a core component or universal evidence-based strategy of your choice drawing from scholarly sources. In assignment 2 you will develop a portfolio ( a compilation of work (including readings, reflections and resources), accompanied by a justification for inclusion, related to implementing whole group, small group and individualised support within a multi-tiered system of support including a reflection on your suggested practice and the processes for their implementation.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Resource
Select a focus area from either a core component or an evidence-based universal MTSS approach. Core components may include screening, data-based decision making, or cultural responsiveness. Universal strategies may include Universal Design for Learning, differentiation, adjustments, or other Tier 1 Response to Intervention or Positive Behaviour for Learning approaches.
Develop a professional development resource to share with colleagues that synthesises relevant scholarly research and pedagogical knowledge for implementing this core component or universal approach. You will have a choice of topic and presentation format, to be negotiated with your lecturer.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.2
This is an assignment for the purposes of an extension.
Assessment: Portfolio
You will compile a portfolio (A compilation of work (including readings, reflections and resources), accompanied by a justification for inclusion, related to implementing whole group, small group and individualised support within a multi-tiered system of support including a reflection on your suggested practice and the processes for their implementation.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.2, 2.4, 3.1
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to computer and internet
Resources
Relevant resources will be available through QUT Reading List
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.