Pre-requisites

ED920 Developmental Learning and Pedagogies
ED930 Classroom Management

Co-requisites

None.

Learning Outcomes

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

• Reflect on and synthesise a range of factors that serve to shape adolescent identity, such as language, cultural, religious and socioeconomic backgrounds, and reflect on the implications for learning and teaching.

• Analyse and critically evaluate the impact of culture, cultural identity and linguistic background of adolescents on the education and educational need of students from Aboriginal and Torres Strait Islander backgrounds, demonstrating broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages, and other cultural backgrounds

• Critically analyse the impact of the changing world on adolescent identity, learning and spiritual development, and the strategies available to support the safe, responsible and ethical use of ICT by adolescents.

• Analyse the ways in which schools support the diverse developmental needs of adolescents, including well-being and safety within school and/or system, curriculum and legislative requirements

• Critically analyse adolescent spiritual development in relation to Christian identity formation.

• Consider how physical, social and intellectual development and characteristics of adolescents affect learning

• 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, Scriptures and broader vocation.

Unit Description

This unit examines the various stages of adolescent development and the factors that hinder or support this development. It also examines the many challenges and issues facing adolescents today. The unit will also examine how different perspectives and worldviews of development influences the meaning and response to adolescence. Attention will be given to various cultural differences particularly focussing on the understanding of human development from a Indigenous perspective. Particular emphasis will also be given to asking what does a Christian perspective of life contribute to understanding and responding to this stage of life. It also examines schools and classroom strategies that are best practice for supporting students through these stage of development and links them to learning theory and investigates best learning strategies for adolescence.

Topics

1. Physical and brain development factors.
   i/ The way the brain learns and impacts on teaching.
2. Psychological and Social aspects.
3. Cognitive aspects of development.
4. Non Western cultural variations focussing on Indigenous youth.
5. Spiritual and Moral developments.
6. Dealing with diversity - variations due to development delay, trauma.
7. Dealing with and understanding peer pressure, risk taking and particular issues of ICT.
8. Working with Support services.

Learning Experiences

Topic 1 (cc2.2.1)

Key Readings:
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.