EUN211 Engaging Adolescent 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: | EUN211 |
|---|---|
| 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 2 2024, Kelvin Grove, Internal
| Unit code: | EUN211 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Leanne Crosswell | l2.crosswell@qut.edu.au |
Overview
This unit further develops your knowledge of the developmental, socio-emotional and learning characteristics of adolescent learners in secondary school classrooms. It is aimed at developing your knowledge and understanding of current research and evidence around adolescent development and learning and makes explicit links to practical applications within classroom practice. This unit will explore evidenced based approaches to effectively maximise learning engagement and outcomes for adolescent learners in the classroom.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain the impact on teaching and learning of the developmental, socio-emotional and learning characteristics of the diverse range of adolescent learners in secondary school contexts (CLO1).
- Reflect critically on research relating to personal growth and development of adolescent learners including the role that socio-cultural contexts plays (CLO2).
- Connect authentically with parents/carers (CLO5).
- Review teaching options to respond to learners needs and reframe professional practice as agentic and resilient teachers (CLO6).
- Communicate and engage effectively with diverse individuals and groups (CLO8).
Content
In this unit you will:
- explore the significant theoretical perspectives and research relating to the personal growth and development of the adolescent learner, the formative role played by relationships with others, and the importance of the socio-cultural context in which the learner develops
- review the international, national research and practical initiatives around responses to adolescent learners
- identify ways to engage early adolescent learners in educational contexts
- understand the relevant issues of using ICTs in learning in a safe, responsible and ethical way.
Learning Approaches
This unit uses a blend of online and face-to-face approaches to teaching and learning. Teaching materials and learning activities are designed to engage you as an adult learner and will use inquiry-based and collaborative learning approaches.
The unit will be offered as both face-to-face and online modes and during these classes a range of teaching strategies and pedagogical approaches for adolescents will be modelled and critiqued. You will need to engage with content delivery and read the corresponding chapters in your textbook. The tutorials have been structured to provide collaborative learning experiences.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises will be discussed in class and online
- criteria sheet grading, with additional comments
- feedback from peers.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative feedback will be provided by peers and tutors. There are two summative assessment tasks which are authentic and contribute to real world learning practices and are linked closely to the underlying principles of this unit.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation
You will create a 5 min recorded presentation that responds to an individual learning profile of a specific adolescent with a disability. You will identify and justify three teaching practices that will effectively support the learning and classroom engagement of this learner, making reference to disability-related legislative requirements.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 6, 8
APST: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.7, 4.4, 6.2, 7.3, 7.4
Assessment: Essay
You will draw on theoretical understandings of adolescent learners in this essay to analyse three teaching practices in relation to supporting the learning and engagement of a specific class of adolescent learners. One teaching practice must demonstrate how you supported the use of ICTs by learners in this class, including strategies for the safe, responsible and ethical use of ICTs and the relevant issues for using ICTs with adolescents.
Relates to learning outcomes
Course learning outcomes: 1, 2, 6, 8
APST: 1.1, 1.2, 1.3, 1.4 1.5, 1.6, 3.7, 4.4, 4.5, 7.3, 7.4
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.
Resources
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Presentation, Essay - Understand how students learn
Relates to: Presentation, Essay - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Presentation, Essay - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Presentation, Essay - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Presentation, Essay - Strategies to support full participation of students with disability
Relates to: Presentation, Essay
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Presentation, Essay
4 Professional Practice: Create and maintain supportive and safe learning environments
- Maintain student safety
Relates to: Presentation, Essay - Use ICT safely, responsibly and ethically
Relates to: Essay
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Presentation
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Presentation, Essay - Engage with professional teaching networks and broader communities
Relates to: Presentation, Essay
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Presentation, Essay - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Presentation, Essay - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Presentation - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Presentation, Essay - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Presentation, Essay
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN211 |
|---|---|
| Credit points: | 12 |
Overview
This unit further develops your knowledge of the developmental, socio-emotional and learning characteristics of adolescent learners in secondary school classrooms. It is aimed at developing your knowledge and understanding of current research and evidence around adolescent development and learning and makes explicit links to practical applications within classroom practice. This unit will explore evidenced based approaches to effectively maximise learning engagement and outcomes for adolescent learners in the classroom.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain the impact on teaching and learning of the developmental, socio-emotional and learning characteristics of the diverse range of adolescent learners in secondary school contexts (CLO1).
- Reflect critically on research relating to personal growth and development of adolescent learners including the role that socio-cultural contexts plays (CLO2).
- Connect authentically with parents/carers (CLO5).
- Review teaching options to respond to learners needs and reframe professional practice as agentic and resilient teachers (CLO6).
- Communicate and engage effectively with diverse individuals and groups (CLO8).
Content
In this unit you will:
- explore the significant theoretical perspectives and research relating to the personal growth and development of the adolescent learner, the formative role played by relationships with others, and the importance of the socio-cultural context in which the learner develops
- review the international, national research and practical initiatives around responses to adolescent learners
- identify ways to engage early adolescent learners in educational contexts
- understand the relevant issues of using ICTs in learning in a safe, responsible and ethical way.
Learning Approaches
This unit uses a blend of online and face-to-face approaches to teaching and learning. Teaching materials and learning activities are designed to engage you as an adult learner and will use inquiry-based and collaborative learning approaches.
The unit will be offered as both face-to-face and online modes and during these classes a range of teaching strategies and pedagogical approaches for adolescents will be modelled and critiqued. You will need to engage with content delivery and read the corresponding chapters in your textbook. The tutorials have been structured to provide collaborative learning experiences.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises will be discussed in class and online
- criteria sheet grading, with additional comments
- feedback from peers.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative feedback will be provided by peers and tutors. There are two summative assessment tasks which are authentic and contribute to real world learning practices and are linked closely to the underlying principles of this unit.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation
You will create a 5 min recorded presentation that responds to an individual learning profile of a specific adolescent with a disability. You will identify and justify three teaching practices that will effectively support the learning and classroom engagement of this learner, making reference to disability-related legislative requirements.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 6, 8
APST: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.7, 4.4, 6.2, 7.3, 7.4
Assessment: Essay
You will draw on theoretical understandings of adolescent learners in this essay to analyse three teaching practices in relation to supporting the learning and engagement of a specific class of adolescent learners. One teaching practice must demonstrate how you supported the use of ICTs by learners in this class, including strategies for the safe, responsible and ethical use of ICTs and the relevant issues for using ICTs with adolescents.
Relates to learning outcomes
Course learning outcomes: 1, 2, 6, 8
APST: 1.1, 1.2, 1.3, 1.4 1.5, 1.6, 3.7, 4.4, 4.5, 7.3, 7.4
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.
Resources
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Presentation, Essay - Understand how students learn
Relates to: Presentation, Essay - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Presentation, Essay - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Presentation, Essay - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Presentation, Essay - Strategies to support full participation of students with disability
Relates to: Presentation, Essay
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Presentation, Essay
4 Professional Practice: Create and maintain supportive and safe learning environments
- Maintain student safety
Relates to: Presentation, Essay - Use ICT safely, responsibly and ethically
Relates to: Essay
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Presentation
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Presentation, Essay - Engage with professional teaching networks and broader communities
Relates to: Presentation, Essay
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Presentation, Essay - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Presentation, Essay - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Presentation - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Presentation, Essay - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Presentation, Essay
Unit Outline: Summer 1 2024, Online
| Unit code: | EUN211 |
|---|---|
| Credit points: | 12 |
Overview
This unit further develops your knowledge of the developmental, socio-emotional and learning characteristics of adolescent learners in secondary school classrooms. It is aimed at developing your knowledge and understanding of current research and evidence around adolescent development and learning and makes explicit links to practical applications within classroom practice. This unit will explore evidenced based approaches to effectively maximise learning engagement and outcomes for adolescent learners in the classroom.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain the impact on teaching and learning of the developmental, socio-emotional and learning characteristics of the diverse range of adolescent learners in secondary school contexts (CLO1).
- Reflect critically on research relating to personal growth and development of adolescent learners including the role that socio-cultural contexts plays (CLO2).
- Connect authentically with parents/carers (CLO5).
- Review teaching options to respond to learners needs and reframe professional practice as agentic and resilient teachers (CLO6).
- Communicate and engage effectively with diverse individuals and groups (CLO8).
Content
In this unit you will:
- explore the significant theoretical perspectives and research relating to the personal growth and development of the adolescent learner, the formative role played by relationships with others, and the importance of the socio-cultural context in which the learner develops
- review the international, national research and practical initiatives around responses to adolescent learners
- identify ways to engage early adolescent learners in educational contexts
- understand the relevant issues of using ICTs in learning in a safe, responsible and ethical way.
Learning Approaches
This unit uses a blend of online and face-to-face approaches to teaching and learning. Teaching materials and learning activities are designed to engage you as an adult learner and will use inquiry-based and collaborative learning approaches.
The unit will be offered as both face-to-face and online modes and during these classes a range of teaching strategies and pedagogical approaches for adolescents will be modelled and critiqued. You will need to engage with content delivery and read the corresponding chapters in your textbook. The tutorials have been structured to provide collaborative learning experiences.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises will be discussed in class and online
- criteria sheet grading, with additional comments
- feedback from peers.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative feedback will be provided by peers and tutors. There are two summative assessment tasks which are authentic and contribute to real world learning practices and are linked closely to the underlying principles of this unit.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation
You will create a 5 min recorded presentation that responds to an individual learning profile of a specific adolescent with a disability. You will identify and justify three teaching practices that will effectively support the learning and classroom engagement of this learner, making reference to disability-related legislative requirements.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 6, 8
APST: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.7, 4.4, 6.2, 7.3, 7.4
Assessment: Essay
You will draw on theoretical understandings of adolescent learners in this essay to analyse three teaching practices in relation to supporting the learning and engagement of a specific class of adolescent learners. One teaching practice must demonstrate how you supported the use of ICTs by learners in this class, including strategies for the safe, responsible and ethical use of ICTs and the relevant issues for using ICTs with adolescents.
Relates to learning outcomes
Course learning outcomes: 1, 2, 6, 8
APST: 1.1, 1.2, 1.3, 1.4 1.5, 1.6, 3.7, 4.4, 4.5, 7.3, 7.4
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.
Resources
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Presentation, Essay - Understand how students learn
Relates to: Presentation, Essay - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Presentation, Essay - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Presentation, Essay - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Presentation, Essay - Strategies to support full participation of students with disability
Relates to: Presentation, Essay
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Presentation, Essay
4 Professional Practice: Create and maintain supportive and safe learning environments
- Maintain student safety
Relates to: Presentation, Essay - Use ICT safely, responsibly and ethically
Relates to: Essay
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Presentation
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Presentation, Essay - Engage with professional teaching networks and broader communities
Relates to: Presentation, Essay
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Presentation, Essay - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Presentation, Essay - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Presentation - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Presentation, Essay - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Presentation, Essay