2020 unit information
Classes and seminars in Trimester 2/Semester 2, 2020 will be online. Physical distancing for coronavirus (COVID-19) will affect delivery of other learning experiences in this unit. Please check your unit sites for announcements and updates one week prior to the start of your trimester or semester.
Last updated: 2 June 2020
Trimester 2: Cloud (online), CBD*
Students will on average spend 150 hours over the teaching period undertaking the teaching, learning and assessment activities for this unit.
Online independent and collaborative learning activities including weekly engagement with materials and responses in discussion forums
*CBD refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute; Community Based Delivery
This unit investigates contemporary issues relating to effective classroom management and develops advanced knowledge and skills to understand the variables that influence learning, including school based barriers to social inclusion. It encourages students to conduct a full ecological analysis of all factors that influence effective behaviour management. It concentrates on building teacher skill rather than focusing on student deficits. Drawing on theoretical and practical understandings that underpin the notions of social behaviour within classrooms, participants will examine and compare a variety of models and consider pedagogy, principles and teacher strategies that promote effective behaviour management. Critical to the examination of teacher strategies are a number of topics that include an understanding of the purpose of behaviour, the impact of teacher responses, the problem of ownership and the ability to identify the social needs of students. The assignments encourage participants to reflect on their own practice to formulate an effective discipline plan.
These are the Learning Outcomes (ULO) for this unit
At the completion of this unit, successful students can:
Deakin Graduate Learning Outcomes
Critically analyse a variety of school and classroom management models to develop advanced knowledge and skills associated with effective behaviour management
GLO1: Discipline-specific knowledge and capabilities
GLO3: Digital literacy
GLO4: Critical thinking
GLO5: Problem solving
Examine and discuss the concept that behaviour can be purposeful, goal directed and the product of discouragement
Acknowledge and be cognisant of teacher responses that will promote positive behaviour
Determine the social needs of individual students and develop effective strategies (preventative and interventionist) engendering pro-social behaviour while evaluate the issue of problem ownership and social variables (constructed??) that influence learning
Monitor and contribute to research identifying and solving school-based barriers to social inclusion (incorporating positive learning environments) for diversely different students
These Unit Learning Outcomes are applicable for all teaching periods throughout the year
Assessment 1 - Group work providing an analysis of a chosen model
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Completion and documentation of 2 days of professional development relating to effective classroom management.
Students who fail a hurdle requirement will be ineligible for a Pass Conceded grade for that unit and will receive a result of no more than 44% for that unit, waived under special consideration arrangements.
The texts and reading list for the unit can be found on the University Library via the link below: EEI715 Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
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