Pre-requisites

None.

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Demonstrate an understanding of the research of human development theories and critically evaluate various theories and perspectives of students’ social, physical, intellectual and spiritual development highlighting their implications for teaching and learning

• Critically compare, contrast and evaluate the work of learning and developmental theorists and the influence they have had on informing understanding of how students learn and the implications for teaching practices

• Apply various theories of how students learn, demonstrating expert knowledge of how a variety of factors, such as motivation, physical, intellectual and spiritual development, and social influences impact on the learning process for diverse learners including Aboriginal and Torres Strait Islanders.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scripture and broader vocation.

• Demonstrate advanced knowledge of a range of learning and teaching strategies, verbal and non-verbal communication strategies, and resources, including ICT, for engaging students in their learning.

• Critically analyse the Australian Professional Standards for Teachers and its role in identifying personal professional learning needs.

• Demonstrate and apply an understanding of a range of relevant and appropriate sources of continued professional development for teachers.

• Demonstrate and apply an understanding of the rationale for continued professional learning for teachers and the implications for improving student learning.

Unit Description

Students will critically analyse various research and theories of children’s developmental stages including physical, cognitive, emotional, social and spiritual development, and investigate the implications for learning at each stage. They will critically explore the research of educational theorists and synthesise and apply them to their own practices. Students will engage with research-based specialised knowledge of students, content, pedagogy (including teaching strategies, verbal and non-verbal communication strategies, and resources), technology and the particular knowledge of the intersection of these (TPACK) that experienced teachers draw on in developing effective pedagogies. They will examine complexities in learning and reflect on these in relation to their own experiences, and how these, in turn, might impact on developing effective pedagogical practice.

The unit engages with the Australian Professional Standards for Teachers and examines its purpose for identifying professional learning needs as a teacher, and planning professional development in alignment with the standards. The unit will critically examine a range of sources of professional development (such as external experts and professionals, peers, research, educational journals and other professional reading, accredited courses, and personal classroom action research) giving attention to making judgements on their relevance, appropriateness and value. This unit will also introduce the course long reflexive practice portfolio. Students will critically reflect on their growth and development as a teacher and plan for ongoing professional learning. This unit introduces the reason for and necessity of ongoing professional development for improving teaching and student learning.

Topics

1. What is the research and resultant theories on pedagogical content knowledge and what are the knowledges that teachers bring to making decisions about selecting and structuring activities to promote learning?
2. Knowing students - stages of physical, social and intellectual development including unity and diversity. A closer look at the work of Piaget, Bruner, Erickson, Fowler and others
3. Knowing about learning - theory for teachers and students-metacognition
4. What has brain research taught us?
5. Knowing your content
6. Implications for teaching strategies, selecting resources and structuring and organising activities ,
7. Celebrating learning: How can we do this?
8. The future of learning
9. Australian Professional Standards for Teachers and sources of professional development for continued professional learning

---

Unit offerings

Face to face: (Every Year, Semester 1)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.