Unit convenor and teaching staff |
Unit convenor and teaching staff
John De Nobile
Lecturer
Rod Lane
Lecturer
Mridul Sood
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
((24cp at 100 level or above) including (EDUC105 or EDUC106)) or (admission to BEd(Prim) or BEd(Sec))
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit provides a broad overview of classroom management theories and approaches, as well as an introduction to key concepts in educational assessment in preparation for the curriculum methodology and professional-experience-oriented units that follow.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
When preparing your assignments, it is essential that:
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Final Submissions
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
https://students.mq.edu.au/study/my-study-program/special-consideration/disruption-to-studies
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Disruption to Studies
The following link takes you to the Disruption to Studies policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
Appeals regarding assignment results
If you wish to make a formal appeal about your grade for an assignment or wish it to be re-assessed you must have acceptable grounds. If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark, you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Please note: The outcome of a remark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
Name | Weighting | Hurdle | Due |
---|---|---|---|
ASSET SURVEY | 5% | No | Various |
Classroom Management Plan | 50% | No | 21/09/2018 |
Examination | 45% | No | Exam Period |
Due: Various
Weighting: 5%
Description: Completing the Annual Student Survey of Education for Teaching (ASSET) forms part of the assessment for this unit. The ASSET will provide the Department of Educational Studies with a detailed understanding of our students and their experiences; including, who they are, their attitudes and beliefs about education, and how prepared they feel to work as teachers. In addition, as part of the registration of the Department of Educational Studies teacher preparation programs with the NSW Education Standards Authority, we are specifically required to collect impact data on programs. The proposed annual survey will serve the purpose of providing part of these mandatory data. Further, it will provide the Department of Educational Studies with valuable information to revise and improve the programs offered to students. Finally, you may elect to make your de-identified data available to researchers in the Department if you choose.
Please note that identifying data will only be held by the Department of Educational Studies Research Administrator, Mridul Sood, and will not be released to the unit convenor or any academic staff in the Department. Full information is available when you open the survey.
The survey is in 5 parts and you will be awarded 1% for completion of each part. An automated emailed confirmation of completion will be sent to the email address you nominate. Please make sure you ensure this is received and retained as it is the only evidence of completion that will be accepted in case of dispute. If you have any difficulties accessing the survey or questions regarding participation marks, please contact the Department of Educational Studies Research Administrator, Mridul Sood, at des.research@mq.edu.au.
You may complete the surveys any time before the final date for completion. Final dates for completion of each part are provided below and links to the surveys will be available on the iLearn sites:
Part 1: 1 September
Link: https://mqedu.qualtrics.com/jfe/form/SV_d5qX9S1egyDecEl
Part 2: 15 September
Link: https://mqedu.qualtrics.com/jfe/form/SV_86a7m7fEtCmfKLP
Part 3: 1 October
Link: https://mqedu.qualtrics.com/jfe/form/SV_72RaWQ5kzZeaFTf
Part 4: 15 October
Link: https://mqedu.qualtrics.com/jfe/form/SV_dbrGl5svQ8yFOrb
Part 5: 1 November
Link: https://mqedu.qualtrics.com/jfe/form/SV_9GqW4aW3fn60JWR
Due: 21/09/2018
Weighting: 50%
Design and explain a classroom management plan for the class described in a given case study. The plan must be based on psychoeducational approaches, and their practical implications, in the context of the case study. The plan must reflect the ecological perspective and ideas and strategies must be justified using relevant literature. Further information about classroom management plans will be provided in lectures. In general, the plan should comprise the following, which are the bases of the assessment criteria:
1 Philosophy of teaching
2 Preventative strategies
3 Intervention strategies
Coherency of information and quality of written expression, as well as referencing will influence the final grade for this work.
More information about this task is provided in iLearn.
Due: Exam Period
Weighting: 45%
The purpose of the exam is to provide an opportunity to show what you have learned about assessment theory and practice, how assessment theory can be used to enhance classroom management and how duty of care and legal responsibility impacts on classroom management.
This exam will consist questions requiring short answer and extended answers. You will be required to demonstrate what you know about theory of assessment, and legal aspects of classroom management and apply that knowledge in practical ways, and respond to short case studies using the knowledge and skill you have gained in the unit.
Specific information about the exam, including sample questions, will be provided in the final lecture.
The unit will involve 2 x 1hr lectures and 1 x 1hr tutorial each week.
Week |
Lecture Topic (Lecturer) |
Tutorial Topic / Activity
|
Required Readings |
|
MODULE 1 CLASSROOM MANAGEMENT |
|
|
1 |
No Lecture |
No |
Stephenson, Linfoot & Martin (2000) or |
|
No Lecture |
Tutorials |
Little (2005)
|
2 |
No Lecture |
In Weeks 1 and 2 |
NSWDEC (2011). Bullying: Preventing and Responding to Student Bullying in Schools Policy. |
|
No Lecture |
BUT do your readings! >>> |
|
3 |
CM, Definitions and a model (John De Nobile)
|
T1 Ecology & behaviour
|
DeNobile et al. (2017) Ch1
|
|
Developmental, Psychological and environmental bases of behavior (John De Nobile) |
|
DeNobile et al. (2017) Ch2 |
4 |
Prevention: Classroom Climate and Culture (John De Nobile) |
T2 Communication and relationships |
DeNobile et al. (2017) Ch3 |
|
Prevention: Instructional practice and physical environment (John De Nobile) |
|
DeNobile et al. (2017) Ch4 |
5 |
Preventative vs interventionist classroom management / Corporal punishment (John De Nobile) |
T3 Organisation for effective teaching |
DeNobile et al. (2017) Ch5 |
|
Planning for classroom management (John De Nobile)
|
|
DeNobile et al. (2017) Ch10 |
6 |
Psychoeducational approaches approaches to classroom management (John De Nobile)
|
T4 Applying theory to classroom management practice |
DeNobile et al. (2017) Ch6 |
|
Behavioural approaches to classroom management (John De Nobile) |
|
DeNobile et al. (2017) Ch8
|
7 |
Cognitive-Behavioural approaches to classroom management (John De Nobile) |
T5 Responding to behaviour problems |
DeNobile et al. (2017) Ch7 |
|
Social justice approaches to classroom management (John De Nobile) |
|
DeNobile et al. (2017) Ch9 |
|
MODULE 2 CLASSROOM ASSESSMENT |
|
|
8 |
The roles of assessment 1 (Rod Lane) |
T6 Evidence-based assessmnent [online] |
Bruniges (2005)
|
|
The roles of assessment 2 (Rod Lane) |
|
Brady & Kennedy (2012) Ch1 |
9 |
Designing assessment tasks 1 (Rod Lane) |
T7 Quality teaching and assessment |
Brady & Kennedy (2012) Ch2 |
|
Designing assessment tasks 2 (Rod Lane) |
|
Brady & Kennedy (2012) Ch3 |
10 |
Marking and grades (Rod Lane) |
T8 The role of assessment and feedback |
DET (2000) Developing Marking Guidelines... |
|
What is effective feedback? (Rod Lane) |
|
NESA (2017) Effective Feedback... |
11 |
Aligning curriculum, pedagogy and assessment 1 (Rod Lane) |
T9 Evaluating an assessment task |
Mc Tighe & Wiggins (1998) |
|
Aligning curriculum, pedagogy and assessment 2 (Rod Lane) |
|
Brady & Kennedy (2012) Ch4 |
12 |
Reporting (Rod Lane) |
T10 Designing assessment tasks |
Brady & Kennedy (2012) Ch7 |
|
Pulling the assessment strings together (Rod Lane)
|
|
Brady & Kennedy (2012) Ch10 |
|
MODULE 3 ASSESSMENT & BEHAVIOUR |
|
|
13 |
Assessment and behaviour: Bringing the two together (John De Nobile) |
No Tutorials |
Sugai et al (2000)
|
|
Legal aspects of classroom management (John De Nobile)
|
|
Newnham (2000) |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by: