EUN642 Creating Positive Learning Environments
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: | EUN642 |
|---|---|
| Equivalent(s): | LCN634, EUZ642 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $493 |
| Domestic tuition unit fee | $2,592 |
| International unit fee | $3,720 |
Unit Outline: Semester 2 2021, Kelvin Grove, Internal
| Unit code: | EUN642 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN634, EUZ642 |
| Coordinator: | Beth Saggers | b.saggers@qut.edu.au |
Overview
In learning contexts, an in-depth knowledge of effective practices that create positive and supportive learning environments, collaborative partnerships and teaching practices that address the requirements of all learners is essential. This unit responds to educators' concerns about how to effectively create and maintain safe and supportive learning environments that meet the requirements of all learners. It focuses on theory, knowledge, and practices to effectively understand the requirements of all learners; manage the environment to support all learners' participation and engagement; and respond proactively to more challenging contexts and complex requirements. Theoretical approaches and practical strategies in teaching and supporting learners with complex profiles in inclusive classrooms will be emphasised including functional behavioural assessments, personal and social capabilities, connectedness and wellbeing.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of recent developments in the field of behavioural support including biological, behavioural, cognitive behavioural, social constructivist, and ecological perspectives (CLO1.1).
- Apply theoretical knowledge and evidence-based strategies to professional practice to identify and support all learners including those with complex learning profiles within inclusive learning environments (CLO2.1,CLO2.2, CLO3.1).
- Apply scholarly knowledge and skills to professional practice to devise an evidence-based plan focusing on personal and social capabilities, positive behaviour support, connectedness and sense of belonging, learner and staff wellbeing and self-determination in order to create and maintain safe supportive inclusive learning environments for all learners including those with complex learning profiles (CLO2.1, CLO2.2, CLO2.3, CLO2.4, CLO3.1).
- Critically analyse and reflect on professional practices that support the creation of positive, safe and supportive learning environments for all learners (CLO2.1, CLO2.2, CLO2.3, CLO2.4, CLO3.1).
Content
This unit will cover the following topics:
1. An examination of learners' needs and learning profiles from biological, developmental, behavioural, cognitive-behavioural, social constructivist, and ecological perspectives (ULO 1);
2. An examination of the current literature related to structuring a learning environment to maximise success for all learners and create and maintain positive, safe, supportive learning environments through adopting a tiered approach to support, understanding and analysing behaviour, supporting social emotional learning and self-regulation, conflict resolution methodologies, reflective teaching, as well as managing staff and learner wellbeing (ULO 1, ULO 2, ULO 3)
3. An examination of the processes involved in supporting a learner with a complex learning profile in an inclusive classroom including positive behaviour support, functional behaviour assessment procedures, connectedness and sense of belonging, self-regulation, wellbeing, social emotional learning and self-determination.
4. Developing appropriate support plans to provide tiered supports in learning contexts, and evaluate and reflection outcomes (ULO2, ULO3, ULO4).
Learning Approaches
In this unit you will learn through engaging in the following:
• Recorded lectures;
• Weekly readings;
• Online activities including discussion forums;
• Recorded conversations with guest speakers including professionals from the field;
• Individual and small group workshop 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 in real-world scenarios.
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 tasks;
• Written, timely, and constructive feedback from your lecturer on your assessment items; and
- formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
There are two summative assessment tasks for this unit. The tasks are designed to build on each other so that the knowledge acquired in one contributes to the other. Key principles in the assessment are that tasks promote learning and are linked to real-world practice. The first piece of assessment gives you the opportunity to develop a poster or presentation exploring in more depth aspects of creating positive learning environments you are interested in developing in your teaching practice. The second assessment requires you to construct a professional plan that could support further development of positive learning environments in your teaching practice and critically reflect on your learning throughout the semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation or Poster
Select a topic that you find compelling regarding tiered supports for students in the area of personal and social capabilities, social emotional learning, connectedness, self-determination and self-regulation needs of learners with complex needs, or any other area by negotiation with your lecturer. Develop a professional development presentation, poster or infographic that could be used as a professional development tool for learning communities.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.2, 3.1
Assessment: Professional plan and reflective journal
On the basis of a review of relevant research and practices, develop a multi-tiered system of support plan for a learner. This plan should be informed by a functional behavioural assessment, and embed Positive Behaviour Support tiered interventions. Your work will include a critical reflection journal on process and practices.
Relates to learning outcomes
CLOs 2.1, 2.2, 2.3, 2.4, 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of online recommended readings and resources will be provided to support weekly activities and learning.
Risk Assessment Statement
There may be some topics or discussions that students find confronting in relation to topics that are discussed in weekly activities
Unit Outline: Semester 2 2021, Online
| Unit code: | EUN642 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN634, EUZ642 |
Overview
In learning contexts, an in-depth knowledge of effective practices that create positive and supportive learning environments, collaborative partnerships and teaching practices that address the requirements of all learners is essential. This unit responds to educators' concerns about how to effectively create and maintain safe and supportive learning environments that meet the requirements of all learners. It focuses on theory, knowledge, and practices to effectively understand the requirements of all learners; manage the environment to support all learners' participation and engagement; and respond proactively to more challenging contexts and complex requirements. Theoretical approaches and practical strategies in teaching and supporting learners with complex profiles in inclusive classrooms will be emphasised including functional behavioural assessments, personal and social capabilities, connectedness and wellbeing.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of recent developments in the field of behavioural support including biological, behavioural, cognitive behavioural, social constructivist, and ecological perspectives (CLO1.1).
- Apply theoretical knowledge and evidence-based strategies to professional practice to identify and support all learners including those with complex learning profiles within inclusive learning environments (CLO2.1,CLO2.2, CLO3.1).
- Apply scholarly knowledge and skills to professional practice to devise an evidence-based plan focusing on personal and social capabilities, positive behaviour support, connectedness and sense of belonging, learner and staff wellbeing and self-determination in order to create and maintain safe supportive inclusive learning environments for all learners including those with complex learning profiles (CLO2.1, CLO2.2, CLO2.3, CLO2.4, CLO3.1).
- Critically analyse and reflect on professional practices that support the creation of positive, safe and supportive learning environments for all learners (CLO2.1, CLO2.2, CLO2.3, CLO2.4, CLO3.1).
Content
This unit will cover the following topics:
1. An examination of learners' needs and learning profiles from biological, developmental, behavioural, cognitive-behavioural, social constructivist, and ecological perspectives (ULO 1);
2. An examination of the current literature related to structuring a learning environment to maximise success for all learners and create and maintain positive, safe, supportive learning environments through adopting a tiered approach to support, understanding and analysing behaviour, supporting social emotional learning and self-regulation, conflict resolution methodologies, reflective teaching, as well as managing staff and learner wellbeing (ULO 1, ULO 2, ULO 3)
3. An examination of the processes involved in supporting a learner with a complex learning profile in an inclusive classroom including positive behaviour support, functional behaviour assessment procedures, connectedness and sense of belonging, self-regulation, wellbeing, social emotional learning and self-determination.
4. Developing appropriate support plans to provide tiered supports in learning contexts, and evaluate and reflection outcomes (ULO2, ULO3, ULO4).
Learning Approaches
In this unit you will learn through engaging in the following:
• Recorded lectures;
• Weekly readings;
• Online activities including discussion forums;
• Recorded conversations with guest speakers including professionals from the field;
• Individual and small group workshop 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 in real-world scenarios.
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 tasks;
• Written, timely, and constructive feedback from your lecturer on your assessment items; and
- formative self-assessment through online quizzes with automated feedback.
Assessment
Overview
There are two summative assessment tasks for this unit. The tasks are designed to build on each other so that the knowledge acquired in one contributes to the other. Key principles in the assessment are that tasks promote learning and are linked to real-world practice. The first piece of assessment gives you the opportunity to develop a poster or presentation exploring in more depth aspects of creating positive learning environments you are interested in developing in your teaching practice. The second assessment requires you to construct a professional plan that could support further development of positive learning environments in your teaching practice and critically reflect on your learning throughout the semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation or Poster
Select a topic that you find compelling regarding tiered supports for students in the area of personal and social capabilities, social emotional learning, connectedness, self-determination and self-regulation needs of learners with complex needs, or any other area by negotiation with your lecturer. Develop a professional development presentation, poster or infographic that could be used as a professional development tool for learning communities.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.2, 3.1
Assessment: Professional plan and reflective journal
On the basis of a review of relevant research and practices, develop a multi-tiered system of support plan for a learner. This plan should be informed by a functional behavioural assessment, and embed Positive Behaviour Support tiered interventions. Your work will include a critical reflection journal on process and practices.
Relates to learning outcomes
CLOs 2.1, 2.2, 2.3, 2.4, 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of online recommended readings and resources will be provided to support weekly activities and learning.
Risk Assessment Statement
There may be some topics or discussions that students find confronting in relation to topics that are discussed in weekly activities