Effective Teaching 3 Positive Environments to Engage Young Learners

Name

Effective Teaching 3 Positive Environments to Engage Young Learners

Code

EDET211

Credit points

10

Prerequisites

(EDET101Effective Teaching 2: Curriculum, Planning and Pedagogy ANDLNTE111Literacy and Numeracy Test ) OR (LNTE100LANTITE - Literacy Test for Initial Teacher Education Students ANDLNTE101LANTITE - Numeracy Test for Initial Teacher Education Students ) OREDET111Effective Teaching 2: Curriculum Planning and Pedagogy

Incompatible

EDFX343Education Studies and Professional Experience 3: Creating Quality Learning Environments ,EDET200Effective Teaching 3: Engaging Learners and Managing Learning Environments

Teaching organisation

Includes: 15 days placement in an educational setting

Unit rationale, description and aim

Welldesigned learning environments that are engaging, inclusive and safe promote the achievement of learning outcomes. Teachers must be able to apply effective practices to create positive and nurturing learning environments that respectfully meet learners needs and foster the holistic growth of very young children.

This unit develops the professional communication, management and organisational skills that are needed to create positive learning environments that nurture and engage very young children in learning, guide learner behaviour and promote positive physical, social and emotional wellbeing. Preservice teachers will examine contemporary research, policies and key theories on understanding and positively guiding the behaviour of very young children within education settings. They will explore a range of strategies to create positive and engaging learning environments that will support a healthy and holistic start to life and manage behaviours that alert teachers to unmet needs, including physical arrangement of the classroom and communicating clear expectations for behaviour, participation, learning and development. Preservice teachers will apply these to the critical analysis of realworld case studies. They will synthesise theories, policy and practice to develop a holistic approach to building positive learning environments that nurture the physical, social and emotional wellbeing of very young children, positively guide learner behaviour and manage challenging behaviours that are alerting teachers to unmet learner needs.

The aim of this unit is to enable preservice teachers to acquire and develop the knowledge, understanding and skills to effectively promote positive behaviours and wellbeing and ensure meaningful engagement in learning. These skills will be applied during a 15day professional experience placement.

Year

2024

Learning outcomes

Learning Outcome Number Learning Outcome Description Relevant Graduate Capabilities

LO1 Describe and explain a range of effective and inclusive teaching practices to create positive and nurturing learning environments that recognise learners needs and foster learner engagement GC1, GC2, GC4

LO2 Analyse and compare major theories, policies, and legislative documents regarding positive approaches to guiding behaviour GC1, GC2

LO3 Describe and utilise a range of practical strategies for managing alerting behaviours that are challenging GC1, GC2, GC4, GC6, GC7, GC8

LO4 Synthesise key theories and relevant policies to develop approaches that support the creation of effective, engaging and nurturing learning environments and plans for positive management of learner behaviour GC1, GC2, GC4, GC6, GC7, GC8

LO5 Complete a successful professional experience in an Early Childhood setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice GC1, GC2, GC3, GC11, GC12

Content

Students will have the opportunity to study some or all of the content of this unit in the particular context of their teaching specialisation (refer to the section on Professional Experience: Teaching Requirements, below)

Current research informed contemporary perspectives relevant to social competence neuroscience, attachment, temperament, self-concept, self-regulation, pro-social behaviours, atypical development and behaviours, imagination, social and emotional literacy

Contemporary research and theories relating to effective management of a diverse range of learning settings, e.g.:

Cognitive and Behaviourist models

Psychological or needs-based models: Dreikurs, GlassersChoice Theory

Bill RogersDecisive Discipline

Canter and CantersAssertive Discipline

FordsResponsible Thinking

KouninsEngagement ModelandBasic Skills

MarzanosTeaching Effectiveness

Developing proactive engagement and management plans, that include very young children as participants and/or decision-makers in matters concerning their social and emotional competence

Strategies for creating safe and positive learning environments and promoting physical, psychological and social well-being:

Establishing positive teacher-learner relationships

Communicating expectations in the learning environment- establishing routines, self-regulation strategies

Engaging learners in setting shared rules and procedures to help develop learner ownership of their own behaviour

Strategies for promoting cohesion in the learning environment

Meaningful interaction through verbal and non-verbal communication with very young children

Responsive and nurturing learning environment for effective peer interactions

The physical environment: effective layouts, sense of belonging

Practical strategies for transition, settling down in new environment,emotion-regulation

Strategies and techniques applicable to diverse learners

Intentional teaching

Factors contributing to undesired behaviours:

Learner related variables

Home and social group variables

Learning environment and teacher variables

The impact of changing technologies and social media in the life of very young children

A range of practical strategies for responding to low-level undesired behaviours:

Providing appropriate and timely feedback: Positive reinforcement

Unobtrusive, non-threatening environments

A range of practical strategies for managing challenging behaviours that are alerting the teacher to unmet needs:

Learner-teacher effective communication

Learning and behaviour management plan/strategies

Moving beyond the classroom

Educational system policies and practices

Engaging with professional colleagues

Engaging sensitively and confidentially with parents/carers

Re-building relationships

Cracking the challenging learner group

Analysis of real-world case studies involving critical incidents of learner behaviours and teacher/education-setting responses

Engaging parents and caregivers in the educational process

Policy, curriculum and legislative requirements that underpin learner wellbeing and safety

Maintaining safe online environments: safe learning environment for very young learners

Strategies for protecting teacher safety and well-being: building resilience and self-care.

ACECQA Curriculum Specifications

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on theAustralian Children's Education and Care Quality Authority (ACECQA)standards:

Industry Standard Relating to Relevant Learning Outcome

ACECQA -A1 Learning, development and care LO4, LO5

ACECQA -A3 Social and emotional development LO1, LO4, LO5

ACECQA -A4 Child health, wellbeing and safety LO2, LO3, LO5

ACECQA -A6 Diversity, difference and inclusivity LO1, LO2, LO3, LO5

ACECQA -C1 Alternative pedagogies and curriculum approaches LO2

ACECQA -C3 Guiding behaviour/engaging young learners LO1, LO3, LO4, LO5

ACECQA -C4 Teaching methods and strategies LO2, LO4

ACECQA -C5 Children with diverse needs and backgrounds LO1, LO2, LO3, LO5

ACECQA -D4 Socially inclusive practice LO1, LO2, LO5

ACECQA -E2 Contemporary theories and practice LO2, LO5

ACECQA -E3 Ethics and professional practice LO2, LO5

Australian Professional Standards for Teachers - Graduate Level

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on theAustralian Professional Standards for Teachers - Graduate Level standards:

Industry Standard Relating to Relevant Learning Outcome

APST(GA)1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. LO1, LO4, LO5

APST(GA)1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds LO5

APST(GA)1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. LO5

APST(GA)2.2 Organise content into an effective learning and teaching sequence. LO5

APST(GA)2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. LO5

APST(GA)3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. LO5

APST(GA)3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. LO5

APST(GA)3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. LO5

APST(GA)3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. LO1, LO2

APST(GA)3.7 Describe a broad range of strategies for involving parents/carers in the educative process. LO3, LO4, LO5

APST(GA)4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. LO1, LO2, LO3, LO4, LO5

APST(GA)4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. LO1, LO2, LO5

APST(GA)4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour. LO3, LO4, LO5

APST(GA)4.4 Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements. LO1, LO2, LO3, LO4, LO5

APST(GA)4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. LO4, LO5

APST(GA)5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. LO1

APST(GA)5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. LO5

APST(GA)6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. LO5

APST(GA)6.2 Understand the relevant and appropriate sources of professional learning for teachers. LO5

APST(GA)6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. LO5

APST(GA)7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. LO4, LO5

APST(GA)7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. LO4, LO5

APST(GA)7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. LO3, LO4, LO5

APST(GA)7.4 Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice. LO4, LO5

Assessment strategy and rationale

The assessment load and weighting of the assessments in this unit have been designed to incorporate the professional experience. The written assessment load in this unit has been adjusted accordingly.

A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The Education Studies units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of ACECQA criteria and the APST: Graduate level.

The two assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 pre-service teachers have the opportunity to work collaboratively to demonstrate knowledge of theoretical models of behaviour management and the complexities of managing challenging behaviour, through a group critical analysis and presentation. In Task 2 pre-service teachers apply their knowledge of theories, policies and practical strategies in the development of a plan for engaging learners and managing behaviour in a specific educational context. The placement facilitates connections with the real world of learning and teaching, thereby preparing pre-service teachers for their role as teacher.

Minimum Achievement Standards

The assessment tasks and their weighting for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.

In addition, Pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).

Assessment in EDET211 includes aCritical Task Assessment Task 3 Rationale and plan for engaging learners, fostering positive behaviour and managing alerting behaviour that is challenging for the teacher.This task is core to the demonstration of a number of Australian Professional Teacher Standards.Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% in this Critical Task in order to pass this unit.

Representative texts and references

Required text(s)

Australian Curriculumhttps://www.australiancurriculum.edu.au/Australian Curriculum, Assessment and Reporting Authority (ACARA)www.acara.edu.auEarly Years Learning Framework

Relevant State and Territory curriculum documents.

Recommended references

Blatchford, P., & Russell, A. (2019). Class size, grouping practices and classroom management.International Journal of Educational Research,96, 154-163.

Bullard. J. (2017).Creating environments for learning: Birth to age eight(3rd ed.). Pearson.

Clarke, M., & Pittaway, S. (2014).Marsh's becoming a teacher(6th ed.). Pearson Education Australia.

Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2019).Teaching: Dilemmas, Challenges and Opportunities. Cengage Learning Australia.

Gonzalez-Mena, J., & Eyer, D. (2018).Infants, toddlers, and caregivers : A curriculum of respectful, responsive, relationship-based care and education(11th ed.). McGraw-Hill Education.

Johnson, L. (2019). Going to scale: Exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes.Early Child Development and Care,189(4), 523-540.

Kaiser, B., & Rasminsky, J. (2017).Challenging behavior in young children : Understanding, preventing, and responding effectively(4th ed). Pearson

Little, H., Elliott, S., & Wyver, S. (2017).Outdoor learning environments : Spaces for exploration, discovery and risk-taking in the early years. Allen and Unwin

Lyons, G., Ford, M., & Slee, J. (2014).Classroom management: Creating positive learning environments(4th ed.). Cengage Learning.

Porter, L. (2016).Young childrens behaviour: Guidance approaches for early childhood educators(4th ed.). Allen & Unwin

Stronge, J. H. (2018).Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

White, E. Jayne ; Dalli, Carmen. (2017).Under-three Year Olds in Policy and Practice(Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations). Springer Singapore.

Learning and teaching strategy and rationale

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. This includes direct teaching, reading and preparation of assessments, and a professional experience placement.

This unit applies a social constructivist approach to develop pre-service teachers understanding of planning and assessment and skills in applying effective pedagogies. They will have the opportunity to build on their understanding of teaching strategies through critical reading, lecturer modelling, active engagement, rehearsing and discussion in tutorials. Skills of professional communication and the ability to work collaboratively will be practised through group activities, culminating in presentations to the class. This provides opportunities for pre-service teachers to continue to build their communication and teaching skills, and to build their confidence in managing groups, in a safe and supportive environment prior to applying these skills in a relevant educational setting. Teaching skills of positively engaging learners and managing behaviour, and the ability to locate and synthesise information, will be developed through designing engagement and management plans appropriate for a specific context. The placement will enable engagement with experienced practitioners and to make links between theory and its application to the learning environment.

To support this strategy teaching and learning approaches may include, but are not limited to:

Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)

Hands-on tutorials and discussions that promote peer learning;

Self-directed reading and research

Collaborative learning opportunities.

Differentiated instruction will be provided, through tutorial arrangements, so that students will have the opportunity to study some or all of the content of this unit in the particular context of their teaching specialisation.

Professional Experience: teaching requirements

Within this Effective Teaching unit pre-service teachers will undertake, individually, a professional experience placement comprising 15 days in an educational setting.

EachEarly Childhood and Primary(ECP) teacher will undertake this professional experience in anEarly Childhood centre (B-35 months).

Each pre-serviceEarly Childhood Teacherwill undertake this professional experience in anEarly Childhood centre (B-35 months)

Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of class and educational setting. In collaboration with supervising teachers and other professional colleagues, they will further develop teaching skills through assisting in the delivery of high-quality teaching episodes and taking responsibility for teaching whole classes or learner groups. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.

The recommended arrangement of the 15 days is:

Maximum of 5 days prior to the commencement of the block, for example one day a week, by negotiation with the education provider

Minimum of two weeks (10 days) of continuous engagement. (The Block).

Recommended Teaching Experiences

Pre-service teachers should complete the Professional Experience Placement requirements for EDEC211 (5 days) before the completion of the Professional Experience Placement requirements for EDEC211 (15 days) during the same semester (i.e., 20 days in total for the two units).

Days 1 5 (Single days or incorporated into the block for EDEC211):Proposed Teaching Expectations

Days 1 2: Orientation, observation and assisting the supervising teacher/s

Days 2 5: Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day.

Block Practicum: Days 6 20 (for EDET211) :Proposed Teaching Expectations

Days 6 20:

Plan, prepare and implement learning experiences informed by observations that support young childrens interests

Plan, prepare, implement and reflect on two learning experiences per day

Take responsibility for managing some individual and whole group routines

Engage in half day continuous teaching including management of transitions and whole group routines.

Conduct observations of the practices of the supervising teacher and room leader.

Reflection, self-reflection and evaluation

Overview of assessments

Brief Description of Kind and Purpose of Assessment Tasks Weighting Learning Outcomes Graduate Capabilities Standards

Assessment 1: Analysis and presentation of challenging behaviours that are alerting the teacher to unmet needs(May be undertaken in groups)

Based on your readings, observations and/or personal experience, describe an authentic example of challenging learner behaviour (individual, group or class) that is alerting the teacher to an unmet need and that requires teacher intervention. Critically analyse the teachers response and the response of the early childhood services. Identify strategies that you would employ to deal effectively with the situation. Justify your choices based on your reading of the literature, relevant polices and one or more relevant theoretical frameworks in this unit.

Present to the tutorial group, employ effective verbal and multi-modal communication. and submit an individual reflection 50% LO1, LO2, LO3, LO4 GC1, GC2, GC4, GC6, GC7, GC8 ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Assessment Task 2: Rationale and plan for engaging learners

Critical Task

Describe a specific learning setting, such as your placement learner group. Include physical, social and intellectual development and characteristics of the learners, as well as their linguistic, cultural, religious and socio-economic backgrounds. Develop a rationale and plan for inclusive strategies for fostering positive learner interaction in the early childhood setting. 50% LO1, LO2, LO3, LO4 GC1, GC2, GC4, GC6, GC7, GC8 ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Hurdle Requirement 1: Preparation for the Professional Experience Placement

Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their Working with Children check is current. Pass/Fail LO2, LO5 GC1, GC2, GC3, GC11, GC12 ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -D2, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Hurdle Requirement 2: Professional Experience Assessment

Pre-service teachers must demonstrate attainment of the relevantAustralian Professional Standards for Teachers: Graduatewithin a primary school setting. Refer to Professional Experience Handbook and Report.

A pass grade for this task will be awarded following:

the successful completion of 15 professional experience days and,

submission of a satisfactory Professional Experience Assessment Report

Notes:

Multiple attempts at this hurdle task arenotpermitted.

Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit. Pass/Fail LO1, LO3, LO5 GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC11, GC12 ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A6, ACECQA -C3, ACECQA -C5, ACECQA -D4, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4