Pre-requisites

ED6030 Classroom Management

Co-requisites

None.

Learning Outcomes

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

• Develop strategies to support adolescents in the safe, responsible, respectful, and ethical use of digital technologies.

• Investigate the linguistic, cultural, religious, and socioeconomic factors that shape adolescent identity, including those of students of Aboriginal and Torres Strait Islander background.

• Investigate the range of ways in which schools and wider networks support the well-being and safety of adolescents, and the research that underpins these approaches.

• From a Christian perspective, critically reflect on the dominant worldviews and contemporary cultural issues that influence the physical, social, and spiritual identity of adolescents.

• Examine and communicate the impact of adolescents’ physical, cognitive, psychological, social, and spiritual development on their learning.

Unit Description

This unit explores significant aspects of adolescent development, behaviours and relationships within the context of teacher education. It builds your understanding of the psychological, emotional, social, cognitive, physical, socio-cultural, and spiritual perspectives of adolescent development and the possible implications for learning. The unit will develop your understanding why young people display different behaviours within a learning environment and how to approach and negotiate these behaviours. You will explore major perspectives of understanding and supporting behaviour and contemporary theories and how these relate to principles, policies and practices. You will inquire into strategies for learning and teaching adolescents based on contemporary knowledge of development and fostering positive behaviour interactions and relationships for diverse learners. You will also develop a broad range of strategies for involving parents/carers and other community service and health providers in the educative process.

Topics

• Physical, cognitive, socio-emotional, psychological, moral, and spiritual development in adolescents
  • the way the brain learns and impacts on teaching
• Identity development, including gender
• Linguistic, cultural, religious, and socioeconomic factors that shape adolescent identity including those of students of Aboriginal and Torres Strait Islander background
• Understanding the unique challenges of adolescent girls and boys
• Meaningful and authentic learning opportunities for adolescents
• Understanding and addressing anxiety, trauma, risk-taking, and addictive behaviours in adolescents
• Well-being, resilience, grit and growth mindset
• The safe, responsible, respectful and ethical use of digital technologies
• Motivating adolescents
• Advocacy, working with Parents/Caregivers, and community support networks

Learning Experiences

Topic 1: cc2.2.1 Key Reading: Archer AL and Hughes CA (2011) Explicit Instruction: Effective and Efficient Teaching, Guilford Press Chap 1 Exploring the Foundations of Explicit Instruction pp1-22

This chapter focuses on the key components of Explicit instruction and explains how they work based on the research about how the brain learns.

Jansen, K., and Kiefer, S. (2020) Understanding brain development: Investing in young adolescents’ cognitive and social-emotional development. Middle School Journal 51(4): 18-25 DOI:10.1080/00940771.2020.1787749

This article highlights the developmental needs of adolescents and the explicit strategies that are required to teach them. It discusses the need for modelling and scaffolding to enhance learning and provide a safe environment for adolescents as they learn.

Discussion Board Topic: Using the above research, discuss why Explicit teaching, modelling and scaffolding practices are effective when teaching adolescent students.

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Unit offerings

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.