Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Unit Outline
All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by
Copyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968
(Cth).
Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes
of this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of the
work, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to
the course material itself
The University of Western Australia 2001
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Unit details
Unit title
Unit code
Availability
Location
Credit points
Mode
Face to face
Contact details
Faculty
School
School website
Unit coordinator
Email
Telephone
Consultation hours
Tutors
Faculty of Education
Graduate School of Education
http://www.education.uwa.edu.au/
Dr Gerardine Neylon
gerardine.neylon@uwa.edu.au
8648 8105
Please email to arrange an appointment. Available by appoinment on Tuesday, Wednesday and Friday.
Gerardine Neylon
Wayne McGowan
Erin Blair
Ken Glasgow
Katherine Carson
Jennifer Shand
gerardine.neylon@uwa.edu.au
wayne.mcgowan@uwa.edu.au
erin.blair@uwa.edu.au
Ken.Glasgow@uwa.edu.au
katherine.carson@uwa.edu.au
jennifer.shand@uwa.edu.au
Unit description
This unit provides students with knowledge of diverse learning processes and theories in a lifelong learning perspective, with the
objective of improving students understanding of approaches to and practices of learning. The content includes psychological and
sociocultural influences on learning and learning theories. Students have the opportunity to apply their knowledge to the facilitation of
their own learning or the learning of others in diverse contexts.
Prerequisites
This unit assumes that students have already developed certain basic skills, such as an adequate command of:
English and related communication skills students are expected to understand and follow the principles of accepted
expression, style and good argument.
The skills and abilities to acquire new content knowledge in areas where this does not already exist.
Basic computer skills, i.e. searching the internet, and word processing.
Library research skills.
If you are not well prepared in any of the above areas you should contact Student Support Services (Ph 6488 2423) and make every
effort to remedy the situation through undertaking additional reading and/or practice.
Learning outcomes
Students are able to (1) outline major concepts related to learning; (2) explain learning processes and their complex interrelationships;
(3) discuss sociocultural influences on learning; (4) critically evaluate personal approaches to learning; (5) apply knowledge of learning
concepts to personal learning and/or the learning of others; (6) assess the needs of learners and plan for individual/small group
learning; (7) communicate effectively with others; and (8) conduct small-scale applied research.
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Unit structure
Lecture & Tutorial Schedule
Session/Day Time
Lecture:
Sciences.
TUESDAY
Tutorials:
Tutor
Monday
8.00
10.00
12.00
ARTS:LR10
PSYC:G40
PSYC:G41
Ms Erin Blair
Ms Erin Blair
Ms Erin Blair
Tuesday
9.00
PSYC:G41
9.00
9.00
2.00
4.00
10.00
12.00
2.00
10.00
3.00
4.00
SAND:G05
PSYC:G40
PSYC:G40
ENCM:151
Dr Ken Glasgow.
Dr. Wayne McGowan
Dr Wayne McGowan
Dr Wayne McGowan
PSYC:G41
SSCI:2202
PSYC:G41
Ms Katherine Carson
Ms Katherine Carson
Dr. Jennifer Shand
Wednesday
Thursday
Unit schedule
Week Date
1
2
3
4
5
6
Lecture Topic
24
Becoming an Effective Teacher
February and Learner
3 March Cultural and environmental
influences on learning
10
March
17
March
24
March
31
March
Lecturer
Tutorial
Dr Gerardine Neylon
Mr Malcolm Fialho
7
8
7 April
14 April
Study Break
Collaborative learning
9
10
11
12
21 April
28 April
5 May
12 May
Effective Teaching
Instructional Approaches
Planning for learning
Learning and Teaching:
Opportunities and Careers
Motivation/Procrastination
Dr Wayne McGowan
Dr Wayne McGowan
Dr Wayne McGowan
Dr Wayne McGowan
Annie Harris Senior Project Officer Dept
of Education WA Primary and Secondary
school
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ACE/AISE/CARS
All students new to UWA must complete Academic Conduct Essentials (ACE). More information is available here.
Assessment
Assessment overview
This comprises a range of written, oral and online assessment tasks. Specific assessment details are provided in the unit outline.
Due date
Weighting
Tuesday 14th of April 40%
50%
Tuesday 26th May
Ongoing
10%
100%
Assessment Task 1:
Autoethnography
Weighting: 40%
Due Date: 4.30pm Tuesday 14th of April
You are required to write a 1,000 word auto-ethnographic study of yourself as a learner, connecting your experiences to the literature on
learning to demonstrate your understanding of key learning concepts.
An autoethnographic study seeks to describe and systematically analyse (graphy) personal experience (auto) in order to understand
cultural experience (ethno) (Ellis, et al., 2011, p. 227). It does this by using data from self-reflection, field notes, interviews, and/or
artefacts to describe patterns using facets of storytelling (e.g., character and plot development), showing and telling, and alterations of
authorial voice.
Your autoethnography provides a narrative account, from a first person point of view, of your experiences as a learner. You are the
most important source of data; however you can conduct informal interviews with relatives, former teachers, friends that also have
knowledge of you as a learner. You can include data from school reports and other artefacts such as pieces of your own work.
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You must link your experiences to the topics covered in lectures and readings (e.g. developmental issues, cultural context and the
impact of cognitive context, motivation, learning styles, multiple intelligences), but you are also expected to read widely in areas of
literature that link most closely with your experiences even if these topics have not yet been covered in class.
An autoethnography is not a simple autobiography. It is a piece of academic research conducted in the qualitative paradigm from an
interpretivist perspective. Consequently, your research needs to use data, look for patterns in your experience, and objectify the
analysis with the use of literature. It should be a coherent, well- reasoned account supported with reference to a range of evidence.
You could consider the following questions to guide the construction of your autoethnography:
What do you know about your in utero or early years of development? Did you meet expected outcomes in the areas of psychomotor,
cognitive and language development?
Describe your familial context as a learner (mono-lingual or multi lingual? Mono cultural or multicultural? Nuclear or extended family?
Number of siblings and positional rank?). How has this context impacted on your development as a learner? How has your social and
cultural context privileged your access to and quality of education?
Provide an account of your school based experience from an academic and social perspective. What things did you find easy or
difficult? Which teachers had a significant positive or negative impact on you and why?
What other learning opportunities have been significant for you holidays? Recreational activities? Volunteer work? Travel?
From all of these experiences, what conclusions can you draw about yourself as a learner? What are the defining characteristics of
your current approach to learning? What goals do you have for yourself as a learner? In the light of these experiences how will you
approach learning into the future?
Include a reference list (NB a bibliography is not the same as a reference list. A reference list contains only works that you have cited
or referred to in your text) organised in alphabetical order refer to APA guidelines.
Your autoethnography must be presented with a Graduate School of Education (GSE) cover sheet, available from the reception office
on the second floor of the GSE cnr of Hampden Rd and Stirling Hwy. Submit your assignment to the GSE reception before 4.30pm on
the required day. There is no option for online submission. Late penalties apply after this time. Please ensure that you are aware of
assessment policy details included in your unit outline.
Microteaching process
In week 10-12 of semester, during your tutorial, you will be placed in a group with up to six peers for the purposes of providing a 15
minute learning experience for the group. In Week 10 you will plan for a session to be presented in week 11 or 12. You are required to:
Establish areas of interest for learning;
Establish prior knowledge of learners;
Establish learning goals/objectives;
Develop a learning experience plan (a lesson plan);
Develop resources to support student learning;
Develop a method/instrument for assessment and
Read widely to develop a robust understanding of the process and factors that impact on the teaching and learning process.
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At the conclusion of your teaching you will be given feedback from your peers. You then need to assess the learning of your peers and
reflect on the entire experience to consider what worked, what you would do differently another time and what you have learned about
the teaching and learning process.
Assignment requirements
Your assignment should address the following points. Use these as a guide to completing your assignment. You can write in the first
person.
Lengths of sections are for guidance only. Some sections may be longer. Total length of paper 2,000 words, not including
references.
Assessment Criteria: Task 2
Your work will be assessed against the following criteria:
Quality and comprehensiveness of microteaching planning processes
Use of reference literature (APA referencing style)
Quality of the reflection on your experience (depth of analysis)
Use of evidence to support the development of the conclusions
Quality of writing, organisation of ideas and
use of standard Australian English
For further details of the criteria see the assessment rubric for assessment task 3 on LMS.
Assessment mechanism
# Task
10%
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Relates To
Outcomes
2,3,4,5,6
1,2,7,8,9
Assessment items
Item
Description
Due Date
Monday,
14th April
Monday,
26th May
Literacy Requirement
The University has a responsibility to the community at large to set high standards in all fields, including literacy. It is imperative that
we ensure our graduates possess the skills of tertiary literacy and can communicate well in their chosen disciplines. Literacy in this
context can be conceived of in two ways:
generally, the competence to express oneself using a standard variety of English appropriate to a tertiary level;
specifically, the ability to think, read, listen, and write well within particular contexts, according to the traditions and usages of
particular disciplines.
Throughout the University Policy Statement the use of the term literacy embraces both of these concepts.
Referencing
The major citation styles at UWA can be found here.
The most commonly used style in the Graduate School of Education is theAPA citation style adopted by the American Psychological
Association (see: http://guides.is.uwa.edu.au/apa?hs=a).
Gradings
The following gradings are standard at UWA:
Higher Distinction HD 80-100%
D 70-79%
Distinction
CR 60-69%
Credit Pass
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Pass
Fail
Fail
P 50-59%
N+ 45-49%
N 0-44%
Plagiarism
Introduction
All forms of cheating, plagiarism and copying are condemned by the University as unacceptable behaviour. The Facultys policy is to
ensure that no student profits from such behaviour.
What is Plagiarism?
Plagiarism is the presentation of the work of other people as ones own work, without referencing its source or attributing it to its
intellectual proprietor. Such misuse of the work of others constitutes plagiarism, whether that work is in published or unpublished
physical form, or in the form of thoughts or ideas. Plagiarism is the most serious of academic offences because it is a form of cheating.
Principles to be Applied
All work submitted by any student in the Faculty of Education is to be the work of that student alone, unless otherwise indicated, such
as in group assignments. Students may, and indeed are encouraged to, draw upon the work of others, but it must be duly
acknowledged and referenced in accordance with standard academic conventions. Work that, in whole or in part, is not that of the
student or students submitting it will be regarded as plagiarised, and will be dealt with in the manner outlined below.
Set Texts
Woolfolk, A. & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs Forest, NSW: Pearson.
OR
Woolfolk, A. & Margetts, K. (2010). Educational Psychology (2nd ed.). Frenchs Forest, NSW: Pearson.
To log in to LMS:
Go to the login page for LMS: http://www.lms.uwa.edu.au/
In the Username field enter your Student Number (e.g. 12345678)
In the Password field enter your Pheme password.
Click Login button
Weekly Readings
You are required to attend or view the weekly lecture and read the essential weekly reading (highlighted in bold text) as the minimum
preparation prior to tutorials. Students wishing to achieve at high levels within the course will read extensively from the recommended
reading lists.
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Woolfolk, A. & Margetts, K. (2010 or 2013). Physical and Cognitive Development. InEducational Psychology. Frenchs Forest,
NSW: Pearson, 2010: pp. 24-71; 2013 68-114.
Woolfolk, A. & Margetts, K. (2010 or 2013). Personal, Social and Moral Development. InEducational Psychology. Frenchs
Forest, NSW: Pearson, pp. 72-129; 115-168.
Rogers, A. (2001). Learning and Adult Education. In R. Harrison (2001).Supporting Lifelong Leaning. Hoboken: Routledge Falmer. Pp.
8-24.
Woolfolk, A. & Perry, N.E. (2012). Theory and Research in Child Development. InChild and Adolescent Development. pp. 28-56. N.J.:
Pearson.
Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010).Educational Psychology for Learning and Teaching. South Melbourne:
Cengage.
Week 2 Cultural and environmental influences on learning
Singleton, G. E. & Curtis, L., (2006). Courageous Conversations About Race. CA: Corwin Press.
Woolfolk, A., & Margetts, K. (2010 or 2013). Culture and Community. InEducational Psychology. Frenchs Forrest, NSW:
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Chang,
H.
(nd) . Autoethnography
as
Method:
Raising
Cultural
Consciousness
of
Self
and
Others.
http://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEUQFjAD&url=http%3A%2F%2Fwww.kssae.or.kr%2Fpds_wolfile%2F220060425
100855.doc&ei=TZf9UsLeEsmflQXSwoFA&usg=AFQjCNHLVCTTjpCuJoDe1NIK1T30EgMbfA
Ellis, C; Adams, T.E; Bochner, A.P. (2011). Autoethnography: An Overview. Historical social Research, 36(4), pp.273-290.
Dyson, M. (2007). My story in a Profession of stories: Autoethnography an empowering methodology for educators. Australian Journal
of Teacher Education, 32(1), 36-48. Available from: http://dx.doi.org/10.14221/ajte.2007v32n1.3
Doty, RL (2010). Autoethnography - making human connections. Review of International Studies, 36(4), pp.1047-1050.
Dauphinee, E (2010). The ethics of autoethnography Review of International Studies, 36(3), pp.799-818.
Woolfolk, A., & Margetts, K. (2013). Culture and Community. In Educational Psychology. Frenchs Forrest, NSW: Pearson, 12-15.
Ellinger, A. D., Watkins, K.E ., & Marsick, V. J. (2009). Case Study Research Methods. San Francisco: Berrett-Koehler Publishers.
Woolfolk, A. & Perry, N.E. (2012). Theory and Research in Child Development. InChild and Adolescent Development. N.J.: Pearson,
pp. 57-75.
Week 7 Study BreaK
Week 8 Collaborative learning and synergy
Slavin, R.E. (2010). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander,Handbook of research on
learning and Instruction. Hoboken: Taylor & Francis, 2010 [EBL access record] pp. 344.360.
Churchill, R., Ferguson, P., Godinho, S,, Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M.,
Nicholson, P., & Vick, M. (2011). Planning for practice: connecting pedagogy, assessment and curriculum. In Teaching:
Making a difference. John Wiley & Sons: Australia. pp. 236-289.
Woolfolk, A. & Margetts, K. (2010 or 2013). Teaching for Learning. InEducational Psychology Frenchs Forrest, NSW:
Pearson, 2010: pp. 463-473; 2013:1-22
Groundwater-Smith, S., Brennan, M., Mitchell, J., McFadden, M., & Munns, G. (2009). Contexts for teaching and learning. In
Secondary
schooling in a changing world. Cengage Learning: Australia. pp. 117-140.
Week 11 Planning for learning
Churchill, R., Ferguson, P., Godinho, S, Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M.,
Nicholson, P., & Vick, M. (2011). Planning for practice: connecting pedagogy, assessment and curriculum. In Teaching:
Making a difference. John Wiley & Sons: Australia. pp. 196-235.
Barry, K., & King, L. (2000). Developing planning skills. InBeginning Teaching and Beyond. Katoomba, NSW: Social Science Press,
pp. 43-68.
Week 12 Learning and Teaching: Opportunities and Careers
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got
what
it
takes?
Available
Available
from:
from:
Late assignments will receive a penalty of 10% per day. After 5 days the best mark possible will be 50%. All assignments must be
submitted and passed in order to satisfactorily complete the requirements of this unit. Any assessment task that is not
passed must be resubmitted. Students who resubmit an assignment will only be able to achieve a 50% mark.
Submission of assignments
Assignments must be submitted at the reception counter on the 2nd floor of the Education building by 4:30pm on the due date,
unless otherwise specified. A cover page must be attached. Cover pages are available at the reception counter or can be printed
from here.
Educational Principles
The University's Educational Principles can be viewed here: http://www.teachingandlearning.uwa.edu.au/staff/principles
Postgraduate Attributes
The
Faculty
of
Education's
Postgraduate
http://www.education.uwa.edu.au/courses/postgraduate/attributes
Attributes
can
be
viewed
here:
Student Email
Please ensure you check your student email regularly. This is essential as the University will use this email address to contact you
with important information. Ignorance of an instruction because you failed to check your student email is not accepted as an excuse
by the University.
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