Faculty of Arts and Education

EEE751 Teaching: Promoting Successful Learning

Deakin University Unit Guide

Trimester 1, 2017
CONTENTS

WELCOME ........................................................................................................................................................ 2
WHO IS THE UNIT TEAM? ............................................................................................................................. 2
Unit chair: leads the teaching team and is responsible for overall delivery of this unit .......................... 2
Unit chair details ...................................................................................................................................... 2
Other members of the team and how to contact them ............................................................................. 2
Administrative queries .............................................................................................................................. 2
YOUR RIGHTS AND RESPONSIBILITIES AS A STUDENT IN THIS UNIT .............................................. 2
ABOUT THIS UNIT .......................................................................................................................................... 2
Unit development in response to student feedback ................................................................................. 3
Your course and Deakin's Graduate Learning Outcomes ......................................................................... 3
Your Unit Learning Outcomes .................................................................................................................. 4
ASSESSING YOUR ACHIEVEMENT OF THE UNIT LEARNING OUTCOMES .......................................... 4
Overview ................................................................................................................................................... 4
Summative assessment ............................................................................................................................. 4
- Summative assessment task 1 ................................................................................................................ 4
- Summative assessment task 2 ................................................................................................................ 5
Your learning experiences in this Unit - and your expected commitment ................................................ 6
Contact Hours ........................................................................................................................................... 6
Note .......................................................................................................................................................... 7
UNIT LEARNING RESOURCES ...................................................................................................................... 7
Essential learning resources ..................................................................................................................... 7
Recommended learning resources ........................................................................................................... 7
KEY DATES FOR THIS TRIMESTER ............................................................................................................. 8
UNIT WEEKLY ACTIVITIES ........................................................................................................................... 8

14 February 2017
 Deakin University, Faculty of Arts and Education
EEE751 Teaching: Promoting Successful Learning - Trimester 1, 2017

WELCOME

We acknowledge the traditional owners of the lands on which Deakin University stands and we pay our
respects to their elders, past, present and future.

This Unit Guide provides you with the key information about this Unit. For the best chance of success, you
should read it very carefully and refer to it frequently throughout the trimester. Your Unit site (inside
DeakinSync) also provides information about your rights and responsibilities. We will assume you have
read this before the Unit commences, and we expect you to refer to it throughout the trimester.

WHO IS THE UNIT TEAM?

Unit chair: leads the teaching team and is responsible for overall delivery of this unit

Trimester 1: Mary Dixon

Trimester 3: tbc (TFA)

Unit chair details

Campus: Burwood
Email: mary.dixon@deakin.edu.au
Phone: +61 3 924 46361

Other members of the team and how to contact them

Online campus co-ordinator

Name: Dr. Megan (Meg) Upton
Email: meg.upton@deakin.edu.au
Phone: +61 3 924 43833 / 0411 692 424

Administrative queries

If you need help with any aspect of your life at Deakin, you can:

Contact your Unit Chair or Campus Leader

Speak to a Student/Course Advisor
Drop in or contact Student Central
Ask Watson (accessed through DeakinSync)
Visit the Division of Student Life

YOUR RIGHTS AND RESPONSIBILITIES AS A STUDENT IN THIS UNIT

ABOUT THIS UNIT

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 Deakin University, Faculty of Arts and Education
EEE751 Teaching: Promoting Successful Learning - Trimester 1, 2017

Students will examine ways in which teaching and learning can be guided by an understanding of young
childrens and young peoples identities, and the socio-cultural factors that help shape these. They will explore
identity categories, including social class, ethnicity, Aboriginal and Torres Strait Islander people, and gender
and the ways in which these categories influence childrens learning and educational practices. They will
examine how different learning and developmental theories can inform the curriculum and classroom teaching,
and become familiar with the literature and research underpinning these theories as well as a range of related
pedagogical frameworks.

Unit development in response to student feedback

Every trimester, we ask students to tell us, through eVALUate, what helped and hindered their learning in
each Unit. You are strongly encouraged to provide constructive feedback for this Unit when eVALUate opens
(you will be emailed a link).

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to
achieve the learning outcomes:

Structured and targeted reading and assessment tasks that relate to practice
Teacher identity and ethnographic research tools for understanding themselves as teachers and the
contexts of their schools

They have also made suggestions for improvement, and so this is what we have done:

Identification of teaching strategies for immediate application in school placements

More explicit theories of learning and motivation

If you have any concerns about the Unit during the trimester, please contact the unit teaching team -
preferably early in the trimester - so we can discuss your concerns, and make adjustments, if appropriate.

Your course and Deakin's Graduate Learning Outcomes

GLO1 Discipline knowledge

appropriate to the level of study related to a discipline or profession
and capabilities:
GLO2 Communication:
GLO3 Digital literacy:
GLO4 Critical thinking:
GLO5 Problem solving:
GLO6 Self-management:
GLO7 Teamwork:
GLO8 Global citizenship:
using oral, written and interpersonal communication to inform, motivate and
effect change
using technologies to find, use and disseminate information
evaluating information using critical and analytical thinking and judgment
creating solutions to authentic (real world and ill-defined) problems
working and learning independently, and taking responsibility for personal
actions
working and learning with others from different disciplines and backgrounds
engaging ethically and productively in the professional context and with diverse
communities and cultures in a global context

Each Deakin course has course learning outcomes which explain what the Deakin Learning Outcomes mean
in your discipline. Learning in each unit builds towards the course learning outcomes.

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 Deakin University, Faculty of Arts and Education
EEE751 Teaching: Promoting Successful Learning - Trimester 1, 2017

Your Unit Learning Outcomes

Each Unit in your course is a building block towards these Graduate Learning Outcomes - not all Units develop
and assess every Graduate Learning Outcome (GLO).

Deakin Graduate
These are the Learning Outcomes (ULO) for this Unit
Learning
At the completion of this Unit, successful students can:
Outcomes
Identify and analyse identity categories such as race/ethnicity, socioeconomic,
ULO1 GLO1 & 8
gender and culture as cultural construction
Identify and compare theories of child and adolescent development, including
ULO2 GLO1;
learning and social theories and contemporary research
Analyse observations of learners, learning sites and learning contexts, in light of
ULO3 GLO4
learning and social theories and informed by contemporary research
Describe factors which impinge on learning (e.g. motivation, self- efficacy,
ULO4 GLO1
emotional factors)
Identify emerging pedagogical positioning (relevant to this early career stage
ULO5 GLO1, 4 and 6
and embedded in relevant learning theories)
Reflect on and analyse identity constructions (of children and adolescents) and
ULO6 educational practices that contribute to, and challenge, such constructions GLO8
informed by contemporary research

ASSESSING YOUR ACHIEVEMENT OF THE UNIT LEARNING OUTCOMES

Overview

In brief, these are the assessment tasks for this Unit (details below):

Professional learning/ teaching identities, 2000 words, 40%

Ethnographic portrait, 3000 words, 60%

Summative assessment

(tasks that will be graded or marked)

NOTE: It is your responsibility to keep a backup copy of every written assignment. In the unusual
event that one of your assignments is misplaced, you will need to submit the backup copy. Any work you
submit may be checked by electronic or other means for the purposes of detecting collusion and/or plagiarism.

When you are required to submit an assignment through CloudDeakin, you will receive an email to your
Deakin email address confirming that it has been submitted. You should check that you can see your
assignment in the Submissions view of the Assignment folder after upload, and check for, and keep, the email
receipt for the submission.

- Summative assessment task 1

Professional learning/ teaching identities

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 Deakin University, Faculty of Arts and Education
EEE751 Teaching: Promoting Successful Learning - Trimester 1, 2017

Teaching and Identity: A critical learner narrative - This task requires

students to present a critical narrative and reflection of a personal learning
experience. Within the narrative students are required to outline their
Brief description of
emerging professional learning/ teaching identities as influenced by their
assessment task
own learning experiences, and discuss their emerging beliefs and values
regarding the nature of effective learning and teaching. (See Task Outline
on CloudDeakin)
Detail of student output 2000 words
Grading and weighting
40%
(% total mark for unit)
ULO 1, 2, 3, 5
ULO 1: Identify and analyse identity categories such as race/ethnicity,
socioeconomic, gender and culture as cultural construction - through an
critical reflection on own values and beliefs around these constructions.
ULO 2: Identify and compare theories of child and adolescent development,
This task assesses your including learning and social theories and contemporary research - through
achievement of these Unit a critical reflection on own learning experiences.
Learning Outcome(s) ULO 3: Analyse observations of learners, learning sites and learning
contexts, in light of learning and social theories and informed by
contemporary research -critically reflect against the research.
ULO 5: Identify emerging pedagogical positioning (relevant to this early
career stage and embedded in relevant learning theories) - beginning to
articulate an emergent philosophy of teaching and learning.
GLO1, 6
GLO 1: Students will demonstrate and reflect on their understandings of
This task assesses your
discipline specific knowledge and capabilities relevant to the teaching
achievement of these
profession and their emergent understandings of learners and learning.
Graduate Learning
GLO 6: Students will demonstrate self management in constructing their
Outcome(s)
narrative from a range of activities, discussions and reflections on reading
from the unit learning activities in located/virtual learning spaces.
How and when you will Online feedback and discussion. Engagement in initial intensive workshops
receive feedback on your and online tasks will provide formative assessment to build toward task
work completion.
Due date: Friday 31st March 2017
When and how to submit Submission and task outline is available on CloudDeakin in the Unit
your work Assessment Module for EEE751
Form of submission: Online via CloudDeakin

- Summative assessment task 2

Ethnographic portrait
Ethnographic community portrait - This task involves generating a portrait of
a community in which young people live and learn. The portrait will take the
form of a case study, taking into account the range of experiences services
sites and opportunities available to learners in the selected community. A
Brief description of
description of pre-colonial history of the community, discussion of Aboriginal
assessment task
and Torres Strait Islander (ATSI) community groups today, and reference to
sites of Aboriginal history in the local community is an essential requirement
of the task. (See CloudDeakin for Task Outline).
This task has two parts - please see CloudDeakin site for more details
Detail of student output 3000 words - please see CloudDeakin site for more details

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 Deakin University, Faculty of Arts and Education
EEE751 Teaching: Promoting Successful Learning - Trimester 1, 2017

Grading and weighting

(% total mark for unit)
This task assesses your
achievement of these Unit
Learning Outcome(s)
This task assesses your
achievement of these
Graduate Learning
Outcome(s)
How and when you will
receive feedback on your
work
When and how to submit
your work
60%
ULO 1-6
ULO 1: Identify and analyse identity categories such as race/ethnicity,
socioeconomic, gender and culture as cultural construction - students will
identify and discuss
these categories as they relate to the Ethnographic site.
ULO 2: Identify and compare theories of child and adolescent development,
including learning and social theories and contemporary research - students
will identify and provide evidence of these theories in the ethnographic
context.
ULO 3: Analyse observations of learners, learning sites and learning contexts,
in light of learning and social theories and informed by contemporary
research - students will link theories to evidence from observations
conducted in the ethnographic study.
ULO 4: Describe factors which impinge on learning (e.g. motivation,
self-efficacy, emotional factors) - students will identify and provide evidence
of links to these factors in their constructions of the ethnographic case study.
ULO 5: Identify emerging pedagogical positioning (relevant to this early
career stage and embedded in relevant learning theories) - students will
identify their own values, beliefs and biases in the way that they discuss,
analyse and frame the ethnographic case study.
ULO 6: Reflect on and analyse identity constructions and that of children and
adolescents and educational practices that contribute and challenge such
constructions and informed by contemporary research - students will reflect
on and analyse the various constructions of identity that relate to the
community in the ethnographic case study.
GLO1, 4, 8
Online or in-class discussion - participation in workshop, placement and
online activities will provide formative assessment feedback to build toward
successful completion.
Due date: Friday 26TH May 2017
Submission and task structure is in the Task Outline which can be found in
the Unit Assessment Module on CloudDeakin
Form of submission: In-class presentation and online via CloudDeakin.

Your learning experiences in this Unit - and your expected commitment

To be successful in this unit, you must:

Read all materials in preparation for your classes or seminars, and follow up each with further study
and research on the topic;
Start your assessment tasks well ahead of the due date;
Read or listen to all feedback carefully, and use it in your future work;
Attend and engage in all timetabled learning experiences, listed below.

Contact Hours

Burwood: 1 x 3 hour Seminar per week. Learning experiences are also via CloudDeakin

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 Deakin University, Faculty of Arts and Education
EEE751 Teaching: Promoting Successful Learning - Trimester 1, 2017

Cloud (online): Learning experiences are via CloudDeakin

Note

At Deakin,

Lectures are referred to as classes (definition: a general meeting for all students, for which students do
not need to register and where students are engaged through presentations and learning activities)
Tutorials, workshops and seminars are referred to as seminars (definition: more interactive meetings for
smaller groups of students).
For the complete list of agreed definitions for learning experiences, see the Course Design and Delivery
Procedure (https://policy.deakin.edu.au/view.current.php?id=00127)

UNIT LEARNING RESOURCES

Your unit learning resources are available in CloudDeakin.

Essential learning resources

Churchill, R, Ferguson, P, Godinho, S, Johnson, NF, Keddie, A, Letts, W, Mackay, J, McGill, M, Moss, J & Nagel,
MC 2016, Teaching: Making a Difference, 3rd edn, John Wiley & Sons, Milton, QLD. (Hard copy and Electronic
copies are available for purchase)
http://au.wiley.com/WileyCDA/WileyTitle/productCd-EHEP003490.html
No paper based materials will be mailed to students. Materials necessary for studying the unit will be available
via the CloudDeakin site in an online reading list. Students will be guided towards particular readings and
online resources.

Recommended learning resources

Recommended readings
Beattie, M 2007, The art of learning to teach: Creating professional narratives, 2nd edn, Pearson, Upper
Saddle River, NJ.
Flinders, DJ & Thornton, SJ 2009, The curriculum studies reader, 3rd edn, Routledge, New York.
Wadham, B, Pudsey, J & Boyd, R 2007, Culture and education, Pearson Education, Frenchs Forest, NSW.
Glesne, C & Peshkin, A 1999, Becoming Qualitative Researchers: An introduction (2nd ed), Longman.
Kellehear, A 1993, The Unobtrusive Researcher: A guide to methods, Allen & Unwin: St.Leonards
McCulloch, G, 2004, Documentary Research in Education, History and the Social Sciences, RoutledgeFalmer:
London
Pole, C & Morrison, M 2003, Ethnography for education, Open University Press:
Redding-Jones, J 2005, What is Research? Methodological practices and new approaches, Universitesforaget:
Oslo
Phillips, J & Lampert, J 2005, Introductory Indigenous Studies in Education, Frenchs Forest, Pearson
Presland, G 2011, The Whitehorse landscape: as seen by the first settlers, Box Hill: Box Hill Historical Society

Recommended Journals:
Curriculum Inquiry Disability and Society Ethnography and Education
Critical Studies in Education
Journal of Curriculum and Pedagogy
Pedagogy, Culture and Society

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 Deakin University, Faculty of Arts and Education
EEE751 Teaching: Promoting Successful Learning - Trimester 1, 2017

Teaching and Learning

Teachers and Teaching, Theory and Practice
Teaching and Teacher Education
Review of Educational Research
Educational Action Research
International Journal of Education Research
Journal for Learning Through the Arts
Learning, Media and Technology

KEY DATES FOR THIS TRIMESTER

Trimester begins (classes begin) Monday 6 March 2017

Easter vacation/intra-trimester break (a short break during Monday 10 April - Tuesday 18 April
trimester) 2017
Trimester ends (classes cease) Friday 26 May 2017
Study period (examination preparation period) Saturday 27 May - Sunday 4 June 2017
Examinations begin Monday 5 June 2017
Examinations end Friday 16 June 2017
Inter-trimester break (the period between trimesters) Monday 19 June - Friday 7 July 2017
Unit results released Thursday 6 July 2017, 6pm

UNIT WEEKLY ACTIVITIES

Week Commencing Topic Assessment activity

1 06 March 2017 Module One: Why education? Why teaching?
2 13 March Module One
3 20 March Module Two: Noticing Learners in Context
Assessment Task 1 Due
4 27 March Module Two
Friday 31st March 2017
5 03 April Module Three Pedagogy and development
Easter vacation/intra-trimester break: Monday 10 April - Tuesday 18 April 2017 inclusive
6 17 April Professional Placement
7* 24 April Professional Placement
8 1 May Module Three
9 8 May Module Four: Ethnographic research in education
10 15 May Module Four
Assessment Task 2 Due:
11 22 May Module Five: Teaching and Learning relationships
Friday 26th May
*ANZAC Day observed, Tuesday 25 April - University closed

14 February 2017 Page 8 of 8