Students

SPED806 – Behaviour Problems and Classroom Management

2016 – S2 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Kathleen Tait
kathleen.tait@mq.edu.au
Contact via 9850 6714
X5A209
By appointment
Alison Madelaine
alison.madelaine@mq.edu.au
Credit points Credit points
4
Prerequisites Prerequisites
SPED802
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit provides a comprehensive introduction to the prevention of problem behaviour and to the management of students with challenging behaviour. This unit focuses upon identification and assessment issues, with a strong practical emphasis on program development and intervention, particularly through functional assessment and related intervention development.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

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

  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

General Assessment Information

Rationale for Modes of Assessment

Assignments are designed to enable you to reflect more deeply on a particular problem or scenario and to write a considered response.

Problem Solving Exercises are designed to assess understanding, problem solving and application of concepts, principles and strategies covered in the unit. The Problem Solving Exercises may address skills such as understanding of emotional and behavioural disorders, understanding of behavioural learning theory, selecting, applying and justifying intervention and assessment strategies.

Practicum – There is a five-day practicum placement linked to this unit. Competency based practicum assessment ensures students can apply in the classroom, the principles and strategies taught in the unit.

Grading Procedures

Results for assessments will be reported as grades (i.e., HD, D, Cr, P, F).  Where grades are used to report results for assessment components with significant weighting, convenors may also optionally add the suffixes of + (plus) or - (minus) to the generic descriptor in order to provide additional detail. 

 

For example: 

Pass+

Pass

Pass-

In this case, a "Pass +" would indicate a performance in the upper end of the pass range, a grade of "Pass"  would indicate a mid range pass and a "Pass -"  would indicate performance at the lower end of the pass range.  This principle is applied to all grade descriptions (i.e., HD, d, Cr, P, F)

Raw scores for all assessments will be moderated according to the University guidelines so that work judged to be of a given standard is awarded a moderated score within the following distribution: High Distinction 85-100; Distinction 75-84; Credit 65-74; Pass 50-64; Fail 0-49.  For example, if it is judged that the HD standard for a particular assessment is met by work scoring 90-100, raw scores will be adjusted so that students received moderated scores between 85-100.  This moderation takes into account both the stated performance standards for the assessment component and the degree of difficulty of the specific task.

Assessment Weighting

All assessment tasks must be attempted for students to be eligible for an overall passing grade in the unit.  Students who do not attempt all assessment tasks will receive a maximum unit mark of 40 and an overall grade of Fail (F) for the unit.

Students are required to gain an overall pass on the unit, but do not have to pass all assessment components.  If you perform poorly on one component, you may compensate for this with a better performance in the other components.

Consistent with the University assessment policy, moderated scores will be used in the calculation of final grades.  The final unit score will be the weighted average of the moderated scores for the unit.

Marking Criteria and Performance Descriptors for Problem Solving Exercises and Assignment

In general, markers will be looking for the following qualities in your responses to the questions and scenarios in problem solving exercises and assignments:

• Concise address of the critical points provided.

• Appropriate critical analysis and justification where needed.

• Integration of information from relevant content in the unit.

• Quality of critical analysis

• Evidence of generalization of the concepts and principles relevant content in the unit to new examples

• Evidence of a deep understanding of the range of factors which affect student behaviour and student learning.

• Evidence of a deep understanding of the principles underpinning explicit instruction and related assessment, intervention and monitoring.

• Evidence of a deep understanding of the principles underpinning functional assessment, related intervention design and monitoring.

You are encouraged to evaluate your work against these criteria.

 

Performance Descriptors

High Distinction

There is pervasive address of critical points in all responses and a demonstration of deep understanding of all key principles. There are appropriate and concise justifications, descriptions or analyses integrating relevant information. There is no evidence of consequential gaps in understanding of basic principles and a clear ability to generalise concepts and principles to the most difficult examples.

Distinction

There is extensive address of the critical points in all responses and a demonstration of deep understanding of all key principles. There are appropriate and concise justifications or analyses integrating relevant information. There is no evidence of consequential gaps in understanding of basic principles although students may have difficulty in applying some concepts and principles to the most difficult examples.

Credit

There is strong address of the critical points in the vast majority of responses and a deep understanding of the majority of key principles. There are appropriate and concise justifications, descriptions or analyses integrating relevant information. There may be a small number of consequential gaps in understanding of basic principles. Students may have difficulty in applying some concepts and principles to a limited number of examples.

Pass

There is solid address of the critical points in the majority of responses and a demonstration of deep understanding of most key principles. There are appropriate and concise justifications, descriptions and analysis integrating relevant information. Students may have difficulty in applying some concepts and principles to some examples.

Fail

There is poor address of the critical points in the majority of responses. There is little evidence of deep understanding of principles. Justifications, descriptions and analyses would often be incomplete and/or unclear. Students demonstrate a poor understanding of the majority of concepts and principles and are only able to apply these to a minority of examples.

Resubmission

Students are required to gain an overall pass on the unit, but do not have to pass all assessment components. If you perform poorly on one component, you may compensate for this with an improved performance in the other component(s). You must, however, gain an overall pass on the two problem solving exercises and the assignment.

Resubmission of assessments and assignments is not permitted.

Disruption to studies and extensions for assignments and problem solving exercises.

In extenuating circumstances, students may apply to the unit coordinator for an extension to the assignment due date . Reasons for the extension need to be documented through the disruption to study process through ask@mq.edu.au and supported (e.g., a Professional Authority Form in the case of illness) by documentation. Extension will only be granted in receipt of the completed form submitted through askMQ, plus documentation.

Disruptions due to work commitments require a statutory declaration from a work supervisor (eg. School Principal) stating that the work commitment was not known at the time of enrolment.

University Disruption to Studies Policies and Procedures

See Policies and Procedures section of this unit guide for further details.

Appeals

Appeals against grades for individual assessment components.

If any student has concern about the marking of an assessment, they must:

1. Consult the member of staff who marked the work.

2. If there is no satisfactory resolution, an appeal should be made in writing to the unit convenor within one week of the marked assessment being returned or of results being made available. The student should explicitly state the basis of the appeal.

The unit convenor will review the marking and may, at their discretion, ask for a re-marking by a second marker. If re-marking  by a second marker is judged appropriate, the final mark will normally be the average of the two marks awarded for the assessment task. Students should note that the revised mark for the task may be higher, the same, or lower than the original mark. Please note that it is MUSEC policy to double mark all failing assessments. The decision of the unit convenor is final.

Appeals against final unit grades.  See the Policies and Procedures section for details on appeals against unit grades.

Academic Honesty and Plagiarism

You must read the University's policies and procedures on Academic Honesty.

More information can be found in the Policies and Procedures section of this unit guide.

Standardised Transcript Marks

Your overall unit result will be assigned a standardised numerical grade (SNG) on your University transcript. High Distinction grades are assigned a mark between 85 and 100, Distinction grades between 75 and 84, Credit grades between 65 and 74, Pass grades between 50 and 64, Pass Conceded grades between 45 and 49 and Fail grades below 45. For further information, see the Grading Policy.

Fail Grades

Entry into units in the post graduate coursework program requires a clear pass (i.e., a final unit grade of at least "c" or "P") in all previously completed SPED units.  that is, you will not be granted automatic entry into units if you have failures in previously attempted SPED prefixed units.  If you have failing grades on your record (1) You may be allowed to continue at the discretion of the Director of MUSEC (or nominee) with a  special approval (waiver), or (2) You may be required to reattempt the relevant units until a clear pass is obtained. Students with fail grades MUST seek academic advice before attempting to re-enrol.

Satisfactory Progress

Students are expected to maintain satisfactory progress in a course/program of study. Normally, students will be asked to show cause why their candidature should not be terminated if they fail any unit twice.  Further, students may be asked to show cause if they receive more than two failures in a course/program of study.

 

 

 

 

Assessment Tasks

Name Weighting Due
Problem Solving Exercise 1 40% 15th September, 2016
Assignment 20% 3rd November, 2016
Problem Solving Exercise 2 40% 17th November, 2016
Practicum 0% Friday 25th November, 2016

Problem Solving Exercise 1

Due: 15th September, 2016
Weighting: 40%

Problem Solving Exercise 1

Problem Solving Exercises consist of a series of practical problems.  The problems presented are typically scenario based and require the practical application of principles and knowledge addressed in the unit. The assessment may involve the presentation of video and/or text-based scenarios.

Many questions will be similar in format to the problem solving activities presented during topic seminars, and on the discussion forum for the unit and these will provide excellent preparation for Problem Solving Exercises. For example, students may be required to  identify reinforcers and functions of problem behaviour; design, comment on, analyse or interpret assessment and/or monitoring data; describe, outline, analyse, justify and/or comment on support or intervention strategies; or suggest, analyse or justify strategies for collaborating with families and other professionals.

The first Problem Solving Exercise in SPED806 will cover the first five topics of the unit and the second will cover the entire unit, but will have a focus on the last five topics.

A Problem Solving Exercise is an open book assessment of three hours duration. The Problem Solving Exercises will be completed in class (or with a supervisor for distance students). They may use both video segments and text-based scenarios or questions. You may bring any paper-based materials to the assessment including textbooks and your own notes. PLEASE NOTE THAT SHARING OF MATERIALS WILL NOT BE ALLOWED IN PROBLEM SOLVING EXERCISES UNDER ANY CIRCUMSTANCES. You may not use  electronic devices such as computers, iPads or other tablets, or phones.

Problem Solving Exercises are designed to assess your competency with the material covered in the unit and, consequently, a high pass mark is typically set.

The specific instructions for each Problem Solving Exercise will be on the first page of the question paper. You may only write on the question paper provided. Any breaches of the instructions (for example, using your own paper to make notes about questions, taking any notes out of the room where the Problem Solving is held) may result in zero marks being awarded for that exercise, or zero marks being awarded for some questions.

NOTE: You must bring your student ID or Campus Card with you to the Problem Solving Exercise and display it on your desk.

Information about Campus Cards is at

http://students.mq.edu.au/services_and_facilities/services_facilities_a-z/campus_card/

When are Problem Solving Exercises held?

For students completing the exercises on-campus, the SPED806 Problem Solving Exercise will be held on:

PSE no 1 - Thursday, 15th September, 2016

PSE no 2 - Thursday, 17th November, 2016

There will be two sessions each day, one at 10.00am and one at 5.00pm.

The Problem Solving Exercise needs to be completed by distance students with a supervisor as follows:

Problem Solving Exercise 1 should be completed between Monday 12th September and Sunday 18th September, 2016.

Problem Solving Exercise 2 should be completed between Monday 14th November and Sunday 20th November, 2016.

If a Problem Solving Exercise is completed outside these dates without a serious reason and without the approval of your unit convenor and Dr Alison Madelaine, you may be awarded an F grade.

Where are they held?

Compulsory Problem Solving Exercises will be held at MUSEC (Building X5A) to supervise internal students and external students who live in the Sydney metropolitan area. The Sydney metropolitan area is considered to be the area bounded by Engadine in the south, Campbelltown in the southwest, Penrith in the west, North Richmond in the northwest and Brooklyn in the North. Final decisions about boundaries are at the discretion of the External Student Supervision Coordinator (Dr Alison Madelaine). Under all but exceptional circumstances (e.g., documented medical problems) it is expected that students residing in the Sydney metropolitan area will attend the on-campus assessment session.

Distance students living outside the Sydney metropolitan area will need to make arrangements for an appropriate, approved supervisor before the end of the second week of the semester.

Students who normally live within the Sydney area, but who will be out of Sydney at the time of a Problem Solving Exercise MAY NOT ARRANGE external supervision.

Requests for supervisor changes may be considered for students permanently changing location but WILL NOT be considered for students traveling during the semester.

Students are required to be available for the entirety of the official examination period.

What are the special arrangements for distance students?

Off-campus completion of Problem Solving Exercises is also available as an additional support to students who enrol in external mode and reside outside the Sydney metropolitan area. The Sydney metropolitan area is considered to be the area bounded by Engadine in the south, Campbelltown in the southwest, Penrith in the west, North Richmond in the northwest and Brooklyn in the North. Final decisions about boundaries are at the discretion of the External Student Supervision Coordinator (Dr Alison Madelaine).

You need to nominate a supervisor to receive the materials and supervise Problem Solving Exercises and feedback sessions. You must also compete a Statutory Declaration stating that you will not have any unsupervised access to Problem Solving exercises and feedback materials. Under normal circumstances, supervisors would have a working relationship with you but must not be personally related to you or in a subordinate role. Appropriate supervisors could include a head/executive teacher, school principal or school counsellor. Friends or acquaintances will not be accepted as supervisors. It is your responsibility to locate an appropriate supervisor who is acceptable to the External Student Supervision Coordinator (Dr Alison Madelaine). The acceptance of nominated supervisors is entirely at the discretion of the External Student Supervision Coordinator. Under normal circumstances, materials will only be sent to the supervisor at a work postal address. If you wish to discuss the suitability of a potential supervisor, please contact Dr Madelaine by phone on (02) 9850 9699 or email (alison.madelaine@mq.edu.au).

You must also complete a Statutory Declaration stating that you will not have any unsupervised access to the Problem Solving exercises or feedback materials.

A SUPERVISOR NOMINATION FORM IS PROVIDED FOR DOWNLOAD IN THE ILEARN SITE FOR EACH UNIT.

A STATUTORY DECLARATION FORM IS PROVIDED FOR DOWNLOAD IN THE ILEARN SITE FOR EACH UNIT

Completing the Statutory Declaration

You must complete ONE Statutory Declaration to cover each of the units that you are attempting each semester. Your Statutory Declaration must be witnessed and signed by a suitable person (see the list on the form). For most students, the preferred witness would be your school principal. The form must be returned with your supervisor nomination form(s) to Dr Alison Madelaine.

If there is a violation of the Statutory Declaration you must contact Dr Alison Madelaine and the unit convenor as a matter of urgency.

The supervisor nomination form and Statutory Declaration must be returned to MUSEC by the end of the second week of the semester (FRIDAY, 12TH AUGUST 2016). Nomination forms will not be accepted after this date and you will have to complete Problem Solving Exercises on-campus or withdraw from the unit. This deadline is absolutely not negotiable. You will receive an emailed acknowledgement of your supervisor nomination. If you do not receive an acknowledgement, your nomination has not been received and you must contact the External Student Supervision Coordinator urgently.

 ***Please note that you need to provide a separate supervisor nomination form for EACH unit you are enrolled in. You should receive an acknowledgement for EACH unit you are enrolled in. You need only return one Statutory Declaration, but indicate which units you are completing.

 Supervisors should be aware that for SPED806, they would be required to supervise you for two Problem Solving Exercises of 3 hours each. They will also need to supervise you for one feedback session lasting up to 1 hour.

 Further, they will be required to certify that appropriate conditions have been in place. Supervisors may do other work while you are completing the assessment/feedback sessions but they must remain with you. Note that if there is any unanticipated variation to supervision arrangements, for example, a fire drill or if the supervisor is called away urgently, the student and/or supervisor should notify the External Student Supervision Co-ordinator (Dr. Alison Madeline) as soon as possible after the Problem Solving Exercise has been completed. Acting as a supervisor is voluntary but supervisors do receive a formal letter of appreciation.

Problem Solving Exercises will be posted to your supervisor approximately one week before the due date and you will have a one-week window in which they must be completed and returned.

It is critical that the assessments are completed in the date range specified.

It is essential that a correct WORK address is provided for your supervisor, and that other information on the Supervisor Nomination Form is accurate.

The provision of a non-work address (for example, your supervisor's home address) for your supervisor's workplace, or the provision of other misleading information, may be treated as academic misconduct.

Please ask your supervisor to carefully check the dates before signing the nomination form to ensure they will be available.

Please note that you will need access to a computer or DVD player in order to complete the Problem Solving Exercises and/or feedback sessions.

Before the Problem Solving Exercise and the Feedback Session you will be sent, through Dialogue on the iLearn website, a copy of the letter, instructions and certification form to be sent to your supervisor. You must respond to this message WITHIN 48 HOURS to indicate that you have read and understood the conditions of the Problem Solving Exercise or Feedback Session and to confirm that the supervisor’s name and mailing address are correct. Problem Solving and Feedback packages will not be mailed out until this confirmation is received.

If you provide a late response, and your assessment package is sent out late, NO ADDITIONAL TIME WILL BE ALLOWED FOR COMPLETION. You must still complete the Problem Solving Exercise before the 18th September 2016 (first Problem Solving Exercise) or 20th November, 2016 (second Problem Solving Exercise).

 What happens if my Problem Solving Exercise does not arrive?

We recommend that you check with your supervisor before the day you plan to complete the Problem Solving Exercise that he/she has received the package from MUSEC. If your supervisor has not received the package, we recommend double-checking the internal mail handling within your school or organisation before contacting MUSEC. If the materials cannot be found after a search, contact MUSEC  Reception (phone (02) 9850 8708 or email musec.reception@mq.edu.au

What if I need to change my supervision arrangements?

If your circumstances change and you no longer need to complete a Problem Solving Exercise externally, or if you are able to travel to MUSEC for a feedback session or if there are any other changes to your supervision arrangements, you must notify the convenors of each unit you are completing AND the External Student Supervisor Co-ordinator.

If you complete a Problem Solving Exercise or a Feedback Session with a person who is not an approved supervisor, you may be awarded a Fail grade.

How do I get feedback if I attended the on-campus session?

Two feedback sessions are held after Problem Solving Exercises.  The dates for these are nominated at the beginning of the semester and students should ensure that they are available for at least one of these sessions. The answers to Problem Solving Exercises will be presented. Lecturers will overview the general principles, marking key, sample answers and discuss common problems or misconceptions. Students will be able to view their marked Problem Solving Exercises during the feedback sessions, but notes may not be made. Problem Solving Exercises will be returned for this session but they may not be retained. If you have concerns about Problem Solving Exercises, please make an individual appointment after the feedback session. Individual appointments will not be made to give individual feedback unless students have attended a scheduled session or can provide evidence of unavoidable disruption to study, such as a Professional Authority Form.

How do I get feedback if I completed the Problem Solving Exercise with an external supervisor?

Feedback seminars will be audio or video-recorded and sent to external students on DVD, along with the marked Problem Solving Exercise. Materials for the feedback session will be posted to your supervisor approximately 2 weeks after receipt of the exercise. Please note that your final results will not be released until all feedback materials have been returned to the University. Please note if you plan to attend a feedback session at MUSEC, you should inform the unit convenor that you do not require the feedback materials.

It is critical for students and supervisors to understand that students may only have access to materials in the presence of their supervisor. This means that the supervisor must post these items back to MUSEC. If a student has any unsupervised access to either the Problem Solving Exercises or feedback materials (including posting them to MUSEC), they will automatically be failed on the Problem Solving Exercise, resulting in a failure on the unit. If a student decides to withdraw from the unit, materials must still be returned directly to MUSEC.

How do I get feedback if I am an out-of-Sydney student and choose to travel to MUSEC for the Problem Solving Exercises?

If you are a distance student, and choose to travel to MUSEC for the Problem Solving Exercises, but do not want to travel to the feedback seminars, you will need to have a supervisor for the feedback sessions. This should be arranged by the end of the second week of semester. If there are any changes to this arrangement, you should notify your unit convenor.

Is there anything else I should know about Problem Solving Exercises?

Students sometimes think that they do not need to be thoroughly familiar with the material in the unit as the exercises are open book. This is most definitely not the case. You need to be sufficiently familiar with the material to know where to look for material that will enable you to solve a given problem. Also, while you will have time in the Problem Solving Exercises to check a detail or look at an example, you will NOT have time to read chapters or review topics that have not been adequately covered in the first instance.

What if I am unable to complete a Problem Solving Exercise?

If you are unable to attend a Problem Solving Exercise, you should submit a disruption to studies form  through ask@mq.edu.au. It is advisable to contact your unit convenor prior to submitting the request. Reasons for the extension need to be documented through the disruption to study process accessible through ask@mq.edu.au and supported. Extension will only be granted in receipt of the completed form submitted through askMQ, plus documentation. You must read further information about disruption to study in the General Assessment information. You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official examination period.

How do I get the results of Problem Solving Exercises?

Marked Problem Solving Exercises will be available for reviewing at the following Feedback Seminars. Results for the Problem Solving Exercises will be posted on the unit website, in GRADES under the TOOLS tab. Please note that it is Centre policy that results will not be given over the phone or by email. Please visit the unit website for information.

Problem Solving Exercise 2

Due: Thursday, 17th November, 2016

Weighting: 40%

See Problem Solving Exercise 1 for full details of Problem Solving Exercises.

 
On successful completion you will be able to:
  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Assignment

Due: 3rd November, 2016
Weighting: 20%

Assignment Description

The assignment will focus on aspects of behaviour management.  While it is anticipated that you will draw on specific information from the SPED806 unit content (seminars, readings, websites, videos, etc.); an overall knowledge, understanding and insight into the various unit topics will assist in framing your response and giving it a greater level of maturity. In other words, in your responses you need to clearly demonstrate that you have a knowledge of, and that you understand and can apply SPED806 unit information.  In addition, this assignment lends itself to demonstrated research (reading) beyond unit readings. Here, accessing current, highly pertinent and authoritative sources is a critical consideration in the marking of student responses.

The assignment will be available on the unit Website from Monday 26th September, 2016.  Look in the "Assessment" section of the website for further information.

What is required for the assignment?

In general good presentation, correct grammar, spelling and appropriate word choice will be expected. Express your ideas concisely and clearly, and observe any stated word limits. Please use single spacing. As you will be asked to submit your written assignment via the TURN-IT-IN SITE  for SPED806 assignments, a cover sheet is not necessary for this unit.

How do I submit my assignments?

You will submit your assignments through the iLearn website. Detailed instructions will be provided on the website.

You should follow the detailed instructions carefully. Marks (up to 5% of the total mark) may be deducted, for example, for failing to name submitted files correctly or failing to write your name on the assignment.  KEEP A COPY OF YOUR ASSIGNMENT

Can I submit a late assignment?

Assignments received after the due date will be accepted provided they are received no later than 10 calendar days late.  Note that this is a period of grace, not a new deadline, and extension requests for events after the original due date will not be considered. No assignment will be accepted after 10 days, except when an extension has been applied for before the due date and granted.  After the due date (unless an extension has been granted)) a late penalty will be applied, leading to a reduction in the awarded mark.  The late penalty is 5% of the total mark for each calendar day that the assignment is outstanding beyond the due date.  These penalties are imposed in fairness to students who submit assignments on time.

What if my hard disc crashed, my pet Hippopotamus ate my computer, etc?

Computer problems will not be accepted as reasons for extensions.  You are responsible for making sure that your work is adequately backed up.  Make sure that your work is regularly backed up on a USB drive or to a cloud-based backup and do not leave your submission to the last minute.  Always keep your hippopotamus and your computer in separate rooms.

What if I accidentally submit a blank assignment, the Wrong Document, etc?

We can only mark what you submit.  Make sure that you re-download your assignment from the location that it was submitted and verify the correct document has been submitted.  No consideration will be offered if you submit the incorrect document. 

How do I know if my assignment submission was successful?

Staff will NOT respond to requests to confirm that assignments have been correctly submitted. You will receive an emailed receipt on successful submission of your assignment in your student e-mail account.  Make sure that this has been received and retain this receipt.  No claims will be considered regarding missing assignments without this receipt.  You can also re-download your assignment to double-check it was submitted (see above).  Always keep a copy of your assignment.

How do I get an extension?

In extenuating circumstances, students may apply to the unit coordinator for an extension to the assignment due date.  Reasons for the extension need to be documented through the disruption to studies process accessible through ask.mq.edu and supported with documentation (e.g., A Professional Authority Form). You should read the additional information about the conditions for disruption to studies in the "General Assessment Information" section of this unit guide.

Note that:

  • It is advisable that students contact the individual supervisor via Dialogue prior to submitting their request through ask@mq.edu.au
  • Extensions will only be granted in receipt of the completed form submitted through askMQU, plus documentation.
  • Emails are not appropriate means of extension requests.
  • It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension.
  • Extensions are usually not granted on the due date.

What if I exceed the word limits?

Components of answers beyond the stated word limit will not be marked.  That is, answers will only be marked up to the stated word length.

How will I get feedback on my assignment?

Individual qualitative feedback will provided through the iLearn site. Assignment results will be available in GRADES.

Can I resubmit an unsatisfactory assignment?

The resubmission of unsatisfactory assignments is not permitted.
On successful completion you will be able to:
  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Problem Solving Exercise 2

Due: 17th November, 2016
Weighting: 40%

Please see Problem Solving Exercise 1 for full details on Problem Solving Exercises.
On successful completion you will be able to:
  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Practicum

Due: Friday 25th November, 2016
Weighting: 0%

The purpose of the supervised Practicum is to allow for systematic and first-hand observation of a student teacher’s teaching competencies. Students are expected to teach and manage a class/small group from day 3 onward. Supervising teachers will make one formal observation each day using the protocol provided in the Practicum Handbook to evaluate your competencies in lesson planning and presentation, monitoring learning, providing feedback, delivering reinforcement and managing the class or group. Students are responsible for forwarding all the required documentation to MUSEC.

What happens if my practicum is unsatisfactory?

Students who are found to be unsatisfactory during their placement, may be offered the opportunity of additional time or an additional placement in order to reach a satisfactory standard.

What is unsupervised practicum?

During unsupervised practicum (5 days only) students may spend one day at five different sites. This is a good opportunity to see a wide range of programs and services for individuals with special needs. Students are required to complete an observation activity (refer to the Practicum Handbook for the observation form) for each day they complete. These activities should be submitted to Sharyn Gilkes by mail as soon as they are completed. Please note that these activities may be handwritten but should provide adequate detail for assessment and credit. Incomplete or unsigned reports are not acceptable.

Where can I find out more about practicum?

Students should refer to the Practicum Handbook for details of practicum. The booklet is available on the web page at the Practicum Handbook Link at the top of the webpage. Email queries about practicum should be sent to Prac Supervisor email at musec.pracsupervisor@mq.edu.au.

We strongly recommend you think about your practicum arrangements early in the semester as you may need to organise leave from your workplace to accommodate the practicum requirements.

When do I complete practicum?

Completion of practicum is part of the assessment for this unit.

Practicum must be completed before the end of the semester (that is, before 25th November, 2016).

If you have not completed practicum by 25th November, 2016, you must apply for an extension, with the reasons documented though the disruption to studies process at askMQ. You should read the additional information on disruption to studies in the General Assessment.

What happens if I do not complete all the requirements for practicum?

If you have not completed practicum and have not requested an extension, you will receive a FAIL (F) grade for the unit. If you have an extension, or if you have completed practicum and your practicum reports have not been received at MUSEC, you will receive an INCOMPLETE (I) grade. Your final grade will be released when all practicum requirements have been met.

 
On successful completion you will be able to:
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Delivery and Resources

General Organisation of the Unit

The unit is offered in external mode only. A combination of seminars, readings, and Internet delivery may be employed. In addition, support is available via telephone, Skype, the unit web site (including discussion forums and Dialogue for private communication) and on-site consultation. 

All materials for SPED806 will be available on line. The only on campus sessions that are to be held will be for the problem solving exercise and related feedback sessions.  There are no on-campus seminars or drop in sessions to be held for SPED806 this semester.  The Welcome Session for SPED806 has been prerecorded and will be available via ECHO360 on the ilearn site during the first week of semester.  All Study Topic seminars have been prerecorded and will also be available via the ilearn site during semester.

It is very important to note that some components of the unit will be conducted on the web site. This means that internet access is essential to the completion of the unit.

Delivery is designed such that students may seek as much or as little assistance as required in completing the unit. In flexible delivery units, it is critical that students are organised and disciplined. It is suggested that you allocate a total of 8-12 hours per week to study for this unit. If you get significantly behind in your topic coverage, it may be impossible to catch up. Please start your study as soon as possible.

Unit delivery: Teaching and Learning Activities

Readings are designed to prepare students for the seminars as well as broaden their understanding of topics. All seminars (apart from feedback seminars) have been audio and/or video-recorded and are made available on ECHO360 (previously iLecture). Students may participate in Discussion Forums on the subject web site, complete the Review Quizzes for each topic on the web site, complete the assigned readings and activities in the Study Guides and seminars, and complete any additional exercises for each topic.

Changes Made Since the Last Offering of the Unit.

The on line participation requirement has been removed from the unit assessment.

The unit is being offered externally only.

Response to Student Feedback

Student feedback to our units is generally very positive, and we retain practices that students appreciate.  We have made some changes to units as a result of feedback: This semester, an additional introduction to behavioural theories section has been included. New readings have also been added.

Optional Seminars

These are typically used for delivery of new content or review.  See the "topics" table for further details.  Any student may choose to attend an optional seminar.

Feedback Seminars

At these seminars students may view their marked Problem Solving Exercises and the lecturer will discuss each question and respond to questions. Student who attend these sessions may make an appointment for further individual feedback if they wish. Feedback seminars will be offered more than once for each Problem Solving Exercise. Students should be aware that if they choose not to attend these seminars, individual appointments will not be made unless there is a serious reason for non-attendance (such as a documented illness). The seminars will be recorded for distance students outside the Sydney area who have an approved supervisor (see ASSESSMENT) to view under supervision.

Compulsory Seminars - the Problem Solving Exercise

External students living in the Sydney metropolitan area and all internal students must attend in-class assessment seminars. There is no compulsory on campus attendance for students completing the unit externally outside the Sydney metropolitan area. The Sydney metropolitan area is normally considered to be the area bounded by Engadine in the south, Campbelltown in the southwest, Penrith in the west, North Richmond in the northwest and Brooklyn in the north. Final decisions about boundaries are at the discretion of the External Student Supervision Coordinator (Dr Alison Madelaine).

Drop-in Sessions

There are no weekly drop-in sessions scheduled for SPED806.  The unit is being offered externally only.

Review Quizzes

Generally, there will be a Review Quiz for topics in the unit, available on the unit website. These quizzes enable you to monitor your own learning. The review quizzes will remain open throughout the semester.

What are Review Quizzes?

Review quizzes are online assessments in multiple-choice format. There is one quiz for each topic in the unit. We strongly suggest you complete the Review Quiz for each topic as a means of monitoring your own learning.

How do I do Review Quizzes?

The quizzes may be taken by logging into the unit web site and scrolling down to the link to the quiz within each topic section.

I'm concerned about doing an online quiz. What should I do?

A "dummy quiz" has been set up to give you some practice and allow you to get used to the quiz module. you may attempt the dummy quiz as many times as you like. It is strongly recommended that every student attempt the dummy quiz each semester. The dummy quiz is in the first section of the website under the heading "THINGS YOU SHOULD DO" and "Attempt the Dummy Quiz". Click on the link to open the quiz.

How do I know my attempt at a review quiz has been successful?

You will  receive confirmation that your quiz has been submitted. Your mark will be available in "GRADES" under the TOOLS tab on the left hand side of the webpage. Once you have completed a quiz, you should be able to view your answers and the feedback. If you are concerned about your mark, contact the unit convenor to discuss your results.

How many times may I attempt a quiz?

You may attempt review quizzes as often as you like. Review quizzes are not part of the assessment, they allow you to monitor and review your own learning.

I can't access the quiz or it won't work correctly?

Such problems are ALMOST ALWAYS RELATED TO USING AN INCORRECT BROWSER. Firefox is the recommended browser for iLearn. Contact IT help if you have problems.

Downloadable Documents

ALL study guides and resource materials must be downloaded from the website. Readings must be downloaded from the Multisearch website in the library, or from other sites as indicated in the study guides.

ECHO360

What is ECHO360?

Topics in this unit will involve a seminar recording via ECHO360 and will be accessed through links on the relevant topic pages. These presentations will typically consist of video or audio. They are accessed from the unit website. The presentation may include elucidation of the readings, additional information and practical exercises. Seminars should be viewed after you have completed the relevant reading for the topic.

Information about using ECHO360 is available at

http://www.mq.edu.au/iLearn/student_info/lecture_recordings.htm

and

http://www.mq.edu.au/iLearn/student_info/podcasts.htm

What do I need to do before I access ECHO360?

In order to use ECHO360 you will need QuickTime or other video player software (iTunes, VLC or Windows Media Player) and Flash for streaming playback or for downloading. You can download QuickTime through the iLearn site and you will be prompted to install Flash when you first access ECHO360, if it is not already installed on your computer.

What if I can't get ECHO360 working?

Don't panic. Contact the Student IT Helpdesk

Phone: (02) 9850 HELP (4357) (Option 1) or freecall 1800 67 4357

Email: help@mq.edu.au

Face to face: Building C5C Room 244, Macquarie University

Website: http://www.mq.edu.au/onehelp/

IT Onehelp ticket lodgement: https://help.mq.edu.au/cgi-bin/WebObjects/OneHelp.woa

Discussion Forums

Important information about the unit will be posted in Discussions in the “General” section. You should check it regularly - AT LEAST ONCE EVERY 48 HOURS.

There will also be a Discussion Forum for each topic where students can optionally post questions or comments and discuss the issues raised during the unit. Although unit convenors typically check the Discussion Forums daily (on weekdays), they will not respond to all posts, as discussion between students may be more appropriate.

Dialogue

Important information, particularly for students outside Sydney will be sent through Dialogue. You should check it regularly - AT LEAST ONCE EVERY 48 HOURS.

Preferably, unit related messages should be directed to unit staff using Dialogue on the website. Questions that you have that are relevant to others in the unit should be posted in Discussion Forums. If you send such questions using Dialogue, they may be posted anonymously and answered in Discussions.

DVD

Feedback on Problem Solving Exercises for students outside the Sydney area and for international students will be presented on DVD. You should check that you have access to a suitable DVD player or computer.

Enquiries regarding all dispatch and student postgraduate materials should be directed to: musec.reception@mq.edu.au

Positive Teaching Student Workbooks

Two workbooks will be posted out to students within the first couple of weeks of semester.  These workbooks are to be used when studying the topics "Positive Teaching 1 and Positive Teaching 2".  Students are required to refer to and complete the exercises found within the workbooks, while viewing the prerecorded seminars for the topics -  Positive Teaching 1 and Positive Teaching 2.  Please note that there will be limited on line support for the Positive Teaching 1 and Positive Teaching 2 topics (via the ilearn site) as the Workbook materials will replace Study Topic Guides for these topics.

 

Unit Schedule

There are no weekly Drop in sessions for SPED806.  This unit is being offered as an external only unit of study.

All seminars (including the Welcome to the Unit seminar), for the unit SPED806 have been pre-recorded.  No live seminars will be held on campus for SPED806. 

There are two compulsory assessment seminars that MUST be attended by internal students and external students living in the Sydney metropolitan area.

The compulsory assessment seminars (or Problem Solving Exercises) will be held in Room 130 at MUSEC Building X5A.

NOTE: The compulsory assessment seminars  will be available in both the morning and evening. However, only evening sessions are available for Feedback Sessions. 

These dates are the THURSDAY of each semester week. All sessions for SPED806 are held on Thursday.

DATE

 TIME

 FORMAT
4th August   Semester begins (no drop in session)
15th September

10.00AM to 1.00PM

OR

5.00PM to 8.00PM
COMPULSORY SEMINAR: PROBLEM SOLVING  EXERCISE
19th Sept - 2nd Oct   University Recess
6th October  

Optional on-campus seminar

Feedback on problem solving exercise
13th October  

REPEAT SESSION

Optional on-campus seminar

Feedback on problem solving exercise
3rd November   Assignment due
17th  November

10.00AM to 1.00PM

OR

5.00PM to 8.00PM
COMPULSORY SEMINAR: PROBLEM SOLVING  EXERCISE

24th November

  5PM

Optional on-campus seminar

Feedback on problem solving exercise

1st December

 5PM

REPEAT SESSION

Optional on-campus seminar

Feedback on problem solving exercise

 

The following table gives an overview of topics covered in the unit and the suggested completion date.

WEEK

RECOMMENDED COMPLETION DATE

CONTENT

FORMAT
1 4th August

Welcome to the Unit

Introduction to Behaviour Management

 ECHO360
2 11th August Emotional and Behavioural Disorders  ECHO360
3 18th August Introduction to Behavioural Approaches  ECHO360
4 25th August Positive Teaching 1 ECHO360
5 1st September Positive Teaching 2 ECHO360
6 8th September Assessment 1 ECHO360
7 15th September Problem Solving Exercise  
8  6th October Assessment 2 ECHO360
9 13th October Intervention 1 ECHO360
10 20th October Intervention 2 ECHO360
11 27th October Teaching Social Skills ECHO360
12 3rd November Self-Management ECHO360
13 10th November Working with others ECHO360

 

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/

Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html

Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

 

 

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

The Disability Service provides support and assistance to students with a disability/health condition in aiming to ensure that they do not experience disadvantage in reaching their academic potential. Service provision is determined on a case-by-case basis following an assessment of a student's needs and the provision of supporting documentation. Service provision is also dependent on the availability of resources.

For information about registering with the Disability Service and to download the Campus Wellbeing Registration Form and Health professional form go:

http://students.mq.edu.au/campus_life/campus_wellbeing_support_services/disability_service/how_to_register/

You must register annually, irrespective of whether a disability/health condition is temporary, long-term or permanent.

Students wishing to request support services from the Disability Service should make an appointment to see a Disability Advisor IMMEDIATELY AFTER ENROLLING  at Macquarie University. If you are not registered with the Disability Service at the time of an assessment task, you may not be provided with any accommodations.

Phone: (02) 9850 7497             TTY (02) 9850 6493

Email: campuswellbeing@mq.edu.au

In person: Level 2, C8A (Lincoln Building).

It is strongly recommended that you contact convenors IMMEDIATELY AFTER ENROLLING (or as soon as possible for temporary disabilities) to discuss adaptations that may assist you in the successful negotiation of units with the Macquarie University Special Education Centre.

Typically, we require a minimum of three weeks notice to be able to ensure that accommodations for Problem Solving exercises or in-class assessments can be put in place. Please contact your unit convenors or Associate Professor Mark Carter BEFORE 18th August to ensure your needs are met.

MUSEC DISABILITY LIAISON OFFICER: Associate Professor Mark Carter

MUSEC, Building X5A, Room 106

Phone (02) 9850 8694       email  mark.carter@mq.edu.au

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

 

IT Help

Phone: (02) 9850 HELP (4357) (option 1) or Freecall: 1800 063 191

Email: help@mq.edu.au

Face to Face: Building C5C Room 244, Macquarie University

Website: http://mq.edu.au/about_us/offices_and_units/informatics/help/

IT Service Desk Request Form: https://help.mq.edu.au/cgi-bin/WebObjects/OneHelp.woa

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Assessment tasks

  • Problem Solving Exercise 1
  • Assignment
  • Problem Solving Exercise 2
  • Practicum

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Assessment tasks

  • Problem Solving Exercise 1
  • Assignment
  • Problem Solving Exercise 2
  • Practicum

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Assessment tasks

  • Problem Solving Exercise 1
  • Assignment
  • Problem Solving Exercise 2
  • Practicum

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Assessment tasks

  • Problem Solving Exercise 1
  • Assignment
  • Problem Solving Exercise 2

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Assessment tasks

  • Problem Solving Exercise 1
  • Assignment
  • Problem Solving Exercise 2
  • Practicum

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on the principles of positive teaching and positive behaviour intervention and support in a regular classroom and across a school
  • Critically evaluate the research evidence for effective classroom and behavior management
  • Creatively design functional assessment of problem behaviour and analyse and synthesise the results
  • Construct evidence-based instructional programs for students with challenging behavior, drawing on the results of functional assessment
  • Critically reflect on intervention processes and outcomes
  • Effectively communicate and collaborate with other professionals and families regarding assessment and behavior support programs.

Assessment tasks

  • Problem Solving Exercise 1
  • Assignment
  • Problem Solving Exercise 2
  • Practicum

Required Unit Materials and Readings

Text

The first required text for this unit (and also for SPED806)  is:

Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th ed). Upper Saddle River, NJ: Pearson Merrill Prentice-Hall.

The textbook may be obtained from the Co-Op Bookshop. 

The second required text:

Centre for Effective Collaboration and Practice (1998). Addressing student problem behavior - Part I: An IEP team's introduction to functional behavioral assessment and behavior intervention plans. Washington DC: Author

Centre for Effective Collaboration and Practice (1998). Addressing student problem behavior - Part II: Conducting a functional behavioral assessment. Washington DC: Author

Centre for Effective Collaboration and Practice (2000). Addressing student problem behaviour - Part III: Creating positive behavioral intervention plans and supports. Washington DC: Author

These documents are copyright free and can be accessed and/or downloaded free through

http://cecp.air.org/fba/default.asp

You will also require

Positive Teaching Student Workbook

Two workbooks will be posted out to students within the first couple of weeks of semester.  The on line seminars for the topics "Positive Teaching 1 and Positive Teaching 2" refer to the materials and the exercises contained within these two workbooks.  Students are required to refer to and complete the exercises found in the workbooks while viewing the prerecorded seminars for the topics -  Positive Teaching 1 and Positive Teaching 2.  Please note that there will be limited on line support for the Positive Teaching 1 and Positive Teaching 2 topics (via the ilearn site) as the Workbook materials will replace Study Topic Guides for these topics.

Other Required Reading

Required readings for each topic are listed in the Study Guides for each topic, available from the iLearn site. Compulsory readings may be downloaded from the  Library web site or from sites as advised in the study guides.

 

 

 

Unit Web Page

Access

An iLearn website has been established to support this unit. The site will offer the option of discussion forums on specific topics and Dialogue (Private communication) within the unit. Required study materials, review quizzes and assessment information are available on the website.

You should check the website (General Discussion Forum and your Dialogue) at least ONCE EVERY 48 HOURS.

ALL communication is through the website.

The website may be accessed at:  https://ilearn.mq.edu.au

Information about using iLearn is available at: http://www.mq.edu.au/iLearn/student_info/

This page includes information and links (on the left hand side of the page) about topics such as: navigating iLearn, using discussion forums, getting started with iLearn.

How do I get a password?

Information on first time log in and passwords is at

https://mypassword.mq.edu.au/index.php?screen=MQInitPW

You will need your Student OneID number, surname and data of birth.

What if I have password problems or need IT help?

If you have password problems or any other difficulties accessing the website, please contact:

Student IT Help

Phone: (02) 9850 HELP (4357) (option 1) or freecall 1800 67 4357

Email: help@mq.edu.au

Face-to-face: Building C5C, Room 244

Website: http://www.mq.edu.au/onehelp/

Onehelp Ticket Lodgement: https://help.mq.edu.au/cgi-bin/WebObjects/OneHelp.woa

PLEASE NOTE:

If you have contacted IT Help and still have difficulties obtaining your user name and password and are UNABLE to access unit websites at the end of the first week of semester, please contact MUSEC Reception at  musec.reception@mq.edu.au at MUSEC. Arrangements may be made to email you important study materials.

 

Where Do I Start

To get you started in this unit, tick off each action as you complete it.

ACTION COMPLETED
Carefully read this unit guide  
Carefully read this unit guide a second time  
Organise purchase of the textbook (Alberto & Troutman, 2012)  

Download the other text from Centre for Effective Collaboration and Practice.

  
Go to the unit website (from Friday 29th July, 2016) and check Dialogue and Discussion Forums for messages.  
If you have problems accessing the site contact IT Help urgently.  
Go to the START HERE section of the website, read and follow the instructions.  
Go to the Topic 1 section of the website and follow the instructions.