EDF4120 Learning at The Heart of Teaching Semester 1, 2019: Unit Guide

Unit Guide

EDF4120
Learning at the heart of teaching
Semester 1, 2019
Table of contents
EDF4120 Learning at the heart of teaching - Semester 1 (S1-01) - 2019
1
Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration 6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Tutorial Assistance Scheme (ITAS) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Synopsis 9
Learning outcomes 9
Workload requirements 10
Assessment requirements 10
2
Recommended resource(s) 10
Teaching team 11
Chief Examiner 11
Unit Coordinator(s) 11
Teaching approaches 12
Unit in a nutshell 12
Teaching approaches for this unit 12
Live streaming 12
Technological requirements 13
Further unit information 13
Student evaluations of this unit 13
Unit schedule 15
Assessment summary table 17
Assignment submission 17
Returning assignments 17
Assessment feedback to you 17
Assessment tasks 18
Unit guide prepared by 33
Last updated 33
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University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.
Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.
For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html
Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html
Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:
● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf

● Library Services:
http://www.monash.edu/library/services/users/students
Your feedback to us 4
Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration:
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/

Reference requirements
American Psychological Association (APA) 6th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 6th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa
Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.
Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo
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Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support
English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect
Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education
Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf
Special Consideration
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration
eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students
Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].
All Monash courses are designed to prepare Monash graduates to be:
1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems
● apply research skills to a range of challenges

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2.
● apply research skills to a range of challenges

● communicate perceptively and effectively
http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf
Indigenous Tutorial Assistance Scheme (ITAS)

http://www.monash.edu/about/indigenous/students/scheme
Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.
Monash University Library

http://www.monash.edu/library
Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/
Student information:
University: http://www.monash.edu/students
Faculty of Education: http://www.monash.edu/education/current-students
Disability support services 7

Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.
● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: disabilitysupportservices@monash.edu
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Unit information
Mode of delivery
Peninsula (Online)
Clayton (On-campus)
Peninsula (On-campus)
Unit relationships

Prerequisites
None
Prohibitions
None
Corequisites
None
Synopsis
This unit places the learner at the heart of teaching and examines the complex process through
which learning develops. Students gain a strong understanding of how learning occurs by
examining research into effective learning models. Reflecting on personal learning experiences,
both past and present, is a powerful way for individuals to examine learning; it demonstrates how
cultural and socio-economic contexts influence learning. This includes consideration of the benefits
and limitations of employing digital technologies as a means to engage learners and address the
challenges of achieving student-centred participation and inclusion. Students consider approaches
to measure and evaluate learning and appreciate how a focus on learning prepares them as
stronger and more responsive teachers.
Learning outcomes
Upon successful completion of this unit students should be able to:
1. understand and engage with research into, and theories of, effective learning models
2. demonstrate how responsive relationships and pedagogical practices position the learner
at the heart of teaching
3. identify approaches to measure and evaluate learning which align with learner-
centredness and construct assessment as part of learning
4. evaluate the integration of information and communication technologies to enhance
learning
5. demonstrate advanced capacity as reflective learners and professionals who can draw on
personal experiences of learning to identify key influences on learning
6. demonstrate practices to extend professional understanding through reflective and

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6. demonstrate practices to extend professional understanding through reflective and
scholarly inquiry
7. develop a personal and professional philosophy around learning.
Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:
(a.) Contact hours for on-campus students:

● equivalent to 24 hours engagement in online, face-to-face or blended platforms
(b.) Contact hours for off-campus students:
● equivalent to 24 hours engagement in online or blended platforms
(c.) Additional requirements (all students)
● independent study to make up the minimum required hours per semester
Assessment requirements
An examination of learning theories (2000 words, 50%)
Learning theory application (2000 words, 50%)
Recommended resource(s)
There is no set text for this unit.
A reading list will be provided through the Monash Library.
Teaching team 10
Teaching team
Chief Examiner
Name: Dr Hilary Monk
Campus: Peninsula
Email: hilary.monk@monash.edu
Phone: 9904 4277
Contact hours: Please email to make an appointment time
Unit Coordinator(s)
Name: Dr Chris Peers
Campus: Clayton and Online Unit Coordinator
Email: chris.peers@monash.edu
Phone: 0400471362
Campus: Peninsula Unit Coordinator
Email: Hilary.Monk@monash.edu
Phone: +61 3 990 44277
Teaching approaches 11
Teaching approaches
Unit in a nutshell
This unit places the learner at the heart of teaching and examines the complex process through
which learning develops. It is a companion unit to EDF4121, and there are many lines of
connection between the two. Students will be encouraged to develop an understanding of those
interactions and links as the units progress.
If EDF4121 is about the ways in which educators construct and implement the learning process
within the context of teaching as a profession, this unit provides students with the opportunity to
gain a strong understanding of how learning occurs by examining research into effective learning
models.
Reflecting on personal learning experiences, both past and present, is a powerful way for
individuals to examine learning; it demonstrates how cultural and socio-economic contexts
influence learning. This includes consideration of the benefits and limitations of employing digital
technologies as a means to engage learners and address the challenges of achieving student-
centred participation and inclusion. Students consider approaches to measure and evaluate
learning and appreciate how a focus on learning prepares them as stronger and more responsive
teachers.
Teaching approaches for this unit

Aside from the weeks of professional placement, most weeks will be divided into two parts: a one-
hour lecture and a two-hour workshop. For those students who cannot attend the lecture, it will be
streamed live and recorded and students will be provided with instructions on the EDF4120
Moodle site about how they can access the live stream and recording. Students who do not attend
the lecture are expected to watch the recording or live stream before their weekly workshop,
timetable permitting. It is certainly expected that the lecture will be watched by the following
Monday.
The workshops will be organised according to specialism: Early Years, Primary, Secondary or dual
sector Early Years/Primary, Primary/Secondary. Students are expected to select a workshop that
is compatible with their specialism, as it is in this session that the themes in the lecture and the
week will be addressed in ways that are specific to the specialism in question. Students who select
a different workshop, for whatever reason, should be aware of the implications of their choice.
The Moodle site will have workshop activities specific to each specialism, as well as those that are
tailored for online students. All students, regardless of mode or specialism, will be able to access
all materials across the site. Only discussion forums will be restricted to specific modes or
specialisms. There will be a section in each workshop that will address the upcoming assessment
task in some form. It is expected that all students prepare for each week's workshop by doing the
required readings, which will be used in some way to guide or inform your activities in the
workshops.
Live streaming
If you are allocated to a lecture activity as a livestream unit you do not need to come to campus. A
link to the livestreams will be available in your Moodle unit.
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For information on how to participate in your lectures via live streaming you can review this guide
created by the library: https://guides.lib.monash.edu/learning-tools/video
If you have any technical issues please contact the service desk: https://www.monash.edu
/esolutions/contact
If you need more information on timetabling you can visit their site: https://www.monash.edu
/timetables/fix-problems
Technological requirements
Students will be required to engage with a variety of online materials each week. As such, students
will need access to a good internet connection and a digital device (laptop or similar) on multiple
occassions each week. On campus students are also encouraged to bring a digital device (laptop
or tablet) to their weekly workshop.
Further unit information

Additional workload requirements:
On Campus students are expected to attend workshops each week for two hours. Off Campus
students can expect to spend two hours per week, engaging with online workshop materials as
well as completing hands-on activities.
In addition, it is expected that all students will dedicate a further three hours per week for reading,
preparation, study and assessment. All students will need to devote an additional three hours per
week in participating in the online discussion forums, email communication and online activities set
throughout the unit. Online participation is not optional since it is an integral component of the
learning process.
Preparation and attendance at schools or early childhood centres for Professional Experience
placement (usually 3 weeks) is also a requirement with school lesson preparation and attendance
at school or centre meetings and functions expected. Lesson and activity preparation requires
considerable time during Professional Experience placements.
Student evaluations of this unit

One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
Previous student evaluations of this unit

In response to previous SETU results of this unit, the following changes have been made:
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Students commented on some overlap between units they were studying concurrently - this has
been addressed and adjustments have been made.
Additional comments made by students included:
I appreciated the opportunity to do an assignment that was subjective, that allowed us to present
our opinions with supporting evidence from our readings.
Live access to the lectures was amazing for me; the only time I could get to uni to see them was
on Monday at 8 am, and I had no other classes. The online aspect saved me a lot of sleep, time,
and money.
The lectures were the most helpful aspect of this unit (surprisingly, to me) I'm more often an
interactive learner, but the lectures for this course were concise, clear, and informative.
I thought Chris Peers insight of the content in the real teaching world allowed me to prepare for
placements well.
I appreciate the way Hilary encourage us and understand my anxiety as a student who go abroad
to learn for the first time. And I learned a lot and became more confident about my study.
The tutorials were GREAT and beautifully complemented the lectures. '
The assignment was very clearly explained with sufficient reading material and discussions to
ignite our thinking.
Great resources shared on the reading list and by the tutor.
If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports
Unit schedule 14
Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).
Week Topic Assignment
1 Learning theories: An Jean Piaget (1964) "Development and Learning"

introduction.
What is cognition? The
"personal
constructivism" view
2 Michael Cole; James Wertsch (1996) "Beyond the

What is cognition? Individual-Social Antinomy in discussions of Piaget and
Comparing "personal Vygotsky"
constructivism" and
"social constructivism
"

3 Digital Learning Secondary stream: Neil Selwyn et al (2017) "Left to their

own devices: the everyday realities of one-to-one
classrooms"
Primary stream: Sabine Wollscheid et al (2016) "The impact
of digital devices vs. pen(cil) and paper on primary school
students writing skills"
Early Years stream: Michelle and David Neumann (2014)
"Touch Screen Tablets and Emergent Literacy"
4 Situated Learning Michael Young (1993) "Instructional Design for Situated

Learning"
5 Learner identities Elaine Reese et al (2010) "Emerging Identities: Narrative

and Self from Early childhood to Early adolescence"
AT1 Due: Sunday April 7, 2019 11.55pm
6 The neuroscience of Caroline Rowland (2014) "Introduction to Language

learning Acquisition"
7 Aboriginal and Torres Linda Burney et al (1982) "School/Classroom Strategies for

Strait Islander Learners Teaching Aboriginal Children"
Ailie McDowall (2017) "(Not)Knowing: walking the terrain of
indigenous education with preservice teachers"
Mid-Semester Break April 22-26
8 Professional Experience



Mixed Ability Classrooms
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Week Topic Assignment
11 Carol Ann Tomlinson (2005) "Grading and differentiation:

paradox or practice?"
12 Reflecting on your own Assessment task 2:

learning: Poster Part 1 due: Monday June 10, 2019, 11.55pm
presentations Part 2 due:
during your workshop time (on campus students)
Friday 31 May 2019 by 11.55pm (off campus students)
SWOT VAC No formal assessment is undertaken in SWOT VAC
Examination period LINK to Assessment Policy:http://policy.monash.edu.au

/policy-bank/
academic/education/assessment/
assessment-in-coursework-policy.html
Assessment summary table 16

Assessment summary table
Assessment Value Due date
task
Assessment 50% Sunday 7 April 2019 by 11.55pm

task 1: An
examination of
learning
theories
Assessment 50% (Part 1 Parts 1 and 2 due: Monday 10 June 2019 by 11.55pm. Draft
task 2: report, 25%; of Part 2 due: during your workshop time in Week 12 (on
Learning Part 2 campus students); Friday 25 May 2018 by 11.55pm (off
theory poster, campus students).
application 25%)
Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.
Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be
managed by Chief Examiners for Faculty of Education units. For more information visit:
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures

Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.
Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures
Types of feedback you can expect to receive in this unit are:
✔ Informal feedback on progress in labs/tutes

✔ Graded assignments with comments
✔ Other
Assessment tasks 17
Assessment tasks
Assessment task 1: An examination of learning theories
Due date: Sunday 7 April 2019 by 11.55pm
Estimated return date: 29 April 2019
Assessment task link to unit learning outcomes: This assessment task links to learning outcomes 1, 2, 5, 6 and 7 as outlined below.
● 1. Understand and engage with research into, and theories of, effective learning models.
● 2. Demonstrate how responsive relationships and pedagogical practices position the learner at the heart of teaching.
● 5. Demonstrate advanced capacity as reflective learners and professionals who can draw on personal experiences of learning to
identify key influences on learning.
● 6. Demonstrate practices to extend professional understanding through reflective and scholarly inquiry.
● 7. Develop a personal and professional philosophy around learning.
Australian Professional Standards for Teachers: 1.2, 1.5
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst
Details of task: Overview
This assessment task (addressing learning outcomes 1, 2, and 5-7) is a 2000 word essay, that forms a detailed examination of
two learning theories. Students are required to draw on peer reviewed academic literature to present an argument about the
comparability of two learning theories, drawing from those discussed in lectures 1-5.
The comparability of different learning theories may include points of intersection, points of conflict, or points of agreement.
In addition, you are to incorporate a narrative about your own learning experiences, using the narrative learning theory discussed in
Week 5. You can read the relevant text for Week 5 beforehand, during weeks 1-4, in order to commence drafting of the essay as
soon as possible.
This is an essay: an essay MUST be distinguished from a report-style assignment. You will lose marks for submitting a report-style text;
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This is an essay: an essay MUST be distinguished from a report-style assignment. You will lose marks for submitting a report-style text;
in this essay you are arguing how you understand "learning", based on your own experience and the reading of literature about two
different theories of learning. One of the two theories you select may be the narrative theory discussed in week 5, and/or you may
discuss two other theories.
Students in each stream will be responding to the same question but using different literature, appropriate to the age -specific learning
issues of the children they will be teaching as a professional.
Guidelines: READ CAREFULLY
Your essay should:
Make use of the lecture/workshop material and relevant readings (the academic literature) to guide your writing. These may include:
● Readings provided as part of the reading list;

● Other items made available on Moodle;
● Readings discussed in class;
DO NOT cite lecture or tutorial content directly e.g. "According to Peers, Lecture 2, EDF4120 there are lots of theories of learning".
Lectures and tutorials are not published sources and cannot be cited directly. RATHER, you should take up the topics of lectures as they
were discussed, or use examples drawn from tutorial discussion.
INCLUDE additional peer-reviewed readings that you find yourself. (Peer-reviewed readings include journal articles from academic
publications that been vetted by other academics. This is usually stated clearly on the journal website or at the start of any hard copy
publication. They also include research-based books published by academic publishers.)
PLEASE NOTE: Your assignment MUST include a MINIMUM of three additional peer-reviewed readings that you find yourself. These
are to be identified in your reference list by beginning the reference with an asterisk. For example:
*Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
In addition, your essay should also:
● Meet the word count (within 10%), and be logically and coherently structured.
● Use clear and appropriate language that is correct in both spelling and grammar.
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● Use clear and appropriate language that is correct in both spelling and grammar.
● Ensure your work is original and that you identify where you draw on the words and ideas of others.
● Make correct use of the APA 6th Edition style of referencing.
● Include your name in the header of each numbered page.
● Meet the presentation requirements outlined below.
Word count/equivalent: 2000 words
Weighting/Value: 50%
Presentation requirements:
● This assignment is to be uploaded as a PDF document.

● The first page must include the title of the work, the student's name, student number and workshop tutor.
● All pages must have standard margins.
● The body of the work may be organised under subheadings.
● The body text must be Times New Roman or Arial, 12 point font, double spaced throughout.
● Page numbers should appear on the top right hand corner of each page and the student's name should appear in the header of
each numbered page.
● All referencing must follow APA 6th Edition guidelines and a full reference list must be included.
Individual assessment in group tasks: Not applicable.
Additional information: All necessary information is provided in the guidelines above.
Criteria for marking:
Criteria Marks HD D C P N
Critical engagement 15 Critical Essay demonstrates Essay attempts Essay reveals Essay lacks
with the coursework engagement critical engagement to critically limited critical critical
program with the with the coursework engage with the engagement with engagement
coursework program to the coursework the coursework with the course
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The extent to which program extent that the line program, but program and work program
the submission draws demonstrates of argument is has failed to literature. The and sources. It
on the set readings, ability to draw comprehensible, but engage deeply essay is mainly a does not
lectures and tutorials evidence from not highly enough with the descriptive present an
to critically discuss, multiple persuasive. The literature. discussion of argument in
contrast and compare sources in a essay demonstrates literature. relation to the
different learning given an understanding of stated topic.
theories. paragraph, to some but not all of
support the the points being
argument. made.
Critical engagement 15 The essay The additional The essay Very limited critical No additional
with additional demonstrates sources are not demonstrates engagement with sources are
academic literature a very high drawn upon in a some critical additional sources used to support
The extent to which level of critical manner that ensures engagement is the argument.
the submission engagement the construction of a with additional evident. Additional
demonstrates critical with additional strong, persuasive sources but sources do not
engagement with sources that argument. An additional support the
relevant academic are highly argument has been sources lack development of
literature. A minimum relevant to the made but not all of relevance to the the argument.
of three references argument and the parts of the focus topic or
should be used to focus topic. essay link are not of high
strengthen and coherently. quality.
substantiate a
developing
understanding of
similarities and
differences between
learning theories.
Personal insights 10 The essay The essay mentions The essay The essay adds a The essay does
The extent to which incorporates the narrative theory includes a personal reflection not incorporate
the submission the narrative or some aspect of it reflection on the but it is "tacked personal
provides a clear theory (of self- without incorporating students own on" without proper reflections in a
personal statement concept) in a the material with learning coherence to the manner
that reveals an manner that great efficacy. Ideas experiences but breadth of the consistent with
emerging lends strength have been this reflection is essay overall, or to the narrative
understanding of the to the quality mentioned without not adequately narrative theory. theory.
complexity of learning of discussion necessarily making incorporated
and what learning in each of the connections to the across the
means for the parts of the theories and breadth of the
student. This may essay, not just evidence. discussion.
involve reflecting on as an add-on
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ways in which at the end of

concepts described in the discussion.
the unit lectures and
readings were familiar
or unfamiliar to you,
and provide means to
explain what it means
to learn.
Academic literacy and 5 The paper is The paper is The paper is The paper would The submission
integrity presented to a presented to a high mostly well benefit from is at times
Standard of English very high academic standard, presented, editing due to a incoherent due
language including academic with only minor although a small number of errors to a large
spelling, grammar, standard, with errors in spelling, number of in spelling, number of
sentence structure, excellent grammar, sentence errors in grammar, errors in
punctuation and sentence structure or spelling, sentence structure spelling,
adherence to the structuring, punctuation. Proper grammar, or punctuation. grammar,
word limit. spelling, proofreading is sentence You need to sentence
grammar and recommended in the structure or engage with structure and/or
correct use of future. punctuation Academic punctuation.
punctuation. Engagement with were detected. Language You need to
Academic Language Engagement Resources on engage with
Resources on with Academic Moodle (owl icon) Academic
Moodle (owl icon) is Language and contact the Language
recommended. Resources on faculty academic Resources on
Moodle (owl language advisor Moodle (owl
icon) and to develop your icon) and
English Connect language skills contact the
peer support is further. faculty
strongly academic
recommended. language
advisor to
develop your
language skills
further.
Standard of academic 5 The paper is The paper is well The paper is The paper is The paper is
literacy including very well organised, written mostly well mostly adequately poorly
proper organisation of organised, with the use of the organised, organised and organised, uses
ideas in response to written with appropriate style, written with the mostly uses inappropriate
the task, style, voice, the use of the voice or formatting use of the adequate style, style, voice and
appropriate (paragraphing, appropriate voice and/or /or formatting
style, voice spacing, font type style, voice or formatting (paragraphing,
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formatting and formatting and size). Accurate formatting (paragraphing, spacing, font
and referencing (paragraphing, mechanics of in-text (paragraphing, spacing, font type type and size).
conventions. spacing, font and end-of-text APA spacing, font and size), but Mechanics of in-
type and size). (6th ed.) referencing type and size). would benefit from text and end-of-
Accurate style were used with Accurate thorough editing. text APA (6th
mechanics of minor mechanics of in- Mechanics of in- ed.) referencing
in-text and inconsistencies (no text and end-of- text and end-of- style were not
end-of-text more than 2 error text APA (6th text APA (6th ed.) used
APA (6th ed.) types). Engagement ed.) referencing referencing style appropriately
referencing with Academic style were used were not used (systematic
style were Language with minor appropriately errors).
used. Resources on inconsistences (more than 4 error You need to
Moodle (owl icon) is (no more than 4 types). engage with
recommended. error types). You need to Academic
Engagement engage with Language
with Academic Academic Resources on
Language Language Moodle (owl
Resources on Resources on icon) and
Moodle (owl Moodle (owl icon) contact the
icon) and library and contact the library learning
services is library learning skills advisor on
strongly skills advisor on your campus
recommended. your campus.
Further details will be available in the Moodle site for this unit under the 'Assessment Information' tab.
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Assessment task 2: Learning theory application
Due date: Parts 1 and 2 due: Monday 10 June 2019 by 11.55pm. Draft of Part 2 due: during your workshop time in Week 12 (on campus
students); Friday 25 May 2018 by 11.55pm (off campus students).
Estimated return date: 1 July 2019.
Assessment task link to unit learning outcomes: This assessment task links to learning outcomes 3, 4, 5, 6 and 7 as outlined below.
● 3. Identify approaches to measure and evaluate learning which align with learner-centredness and construct assessment as part of
learning
● 4. Evaluate the integration of information and communication technologies to enhance learning.
● 5. Demonstrate advanced capacity as reflective learners and professionals who can draw on personal experiences of learning to
identify key influences on learning.
● 6. Demonstrate practices to extend professional understanding through reflective and scholarly inquiry.
● 7. Develop a personal and professional philosophy around learning.
Australian Professional Standards for Teachers: 1.2, 1.5.
For further APST information, please refer to:

https://sites.google.com/monash.edu/student-resource-bank/apst
Details of task:
The focus of this assignment is on student learning. During your professional experience, you are required to observe lessons / learning
experiences and reflect upon the learning behaviours of students. This first part of your assignment is mainly involved in careful
collection of evidence about student learning within the lessons you are observing. This means the task is not an essay, it is descriptive
not argumentative, and can be presented in the style of a report.
There are two parts to this task.
Part 1: Investigative Report into Student Learning (individual task)
While on Professional Experience*, you will be required to record written observations of student learning. Based on the observational
24
While on Professional Experience*, you will be required to record written observations of student learning. Based on the observational
data you collect, you will write a 1000 word Investigative Report. This will involve:
● Describing the context in which you undertook your observations.

● Presenting a descriptive summary of the data you collected.
● Relating what you observed (your data) to concepts you have learned about in AT1
● Drawing on the findings of previous academic research (select two of the sources that you used in AT1) to meaningfully explore
what you observed (your data).
● Explaining your insights into student learning, (i.e., what you now understand, and what the implications are for you as a pre-
service teacher).
Your submission should be written and organised in a logical, coherent way. The use of headings and sub-headings is encouraged. It is
expected that you will proofread your submission to ensure it is free from spelling and grammatical errors. It is expected that you will use
APA 6th ed referencing conventions. As per Assignment 1, a number of resources to help you prepare this submission will be made
available as part of the lecture / tutorial program, and on Moodle. This will include advice on how to collect observational data, and how
to write an Investigative Report. Additionally, it is recommended that you engage with the 'Academic Language Resources' folder on
Moodle.
*Please note: If you are not undertaking Professional Experience in Semester 1 for any reason, an alternative opportunity for you to
record written observations will be provided. Details of this will be provided on the Moodle site for this unit.
Part 2: Poster (one A4 powerpoint slide) about Student Learning (individual task) The task includes several steps to be followed in order:
1. When you return from Professional Experience, you will produce a draft powerpoint slide (one slide in total).
The design of the slide should be to present the essence of your observations to a peer review.
2. The peer review will be conducted during the tutorial for Week 12, to groups of 3-4 students (allocated by your tutor). The powerpoint
slide is like a poster summing up the most important aspects of your observations and your growing understanding of how students'
learn.
25
3. Your peers will provide you with feedback using a designated proforma during the Wk 12 tutorial. This peer review activity will take
approximately 10 minutes for each student.
4. Once you receive the feedback you are to revise the poster/slide presentation, and submit the revised product on the task due
date. Part 1 and Part 2 of this assignment are submitted together.
Production of the poster/slide and your presentation to your peers will involve:
● Giving an overview of the setting you visited during placement;

● presenting a summary of your experience
● Presenting the way you understood the different aspects of your experience in relation to research literature and ideas you learned
about in AT1.
● Explaining your insights into student learning, (i.e., what you now understand, and what the implications are for teachers).
● Reflect on the importance of acknowledging diversity in the classroom e.g., you may have visited a school with a significant
Aboriginal and Torres Strait islander population. What did you observe about this setting and the intersections between ATSI
students and children from other backgrounds?
Your poster should be compiled in a professional, visually appealing format. The use of headings, subheadings, cartoons, images and
other forms of "scaffolding" is encouraged. It is expected that you will proofread your submission to ensure it is free from spelling and
grammatical errors. You will be given detailed advice on preparing posters as part of the tutorial program, and on Moodle.
Word count/equivalent: 2000 words THIS IS AN EQUIVALENT MEASURE i.e., the poster will not be judged on how many words are
included
Weighting/Value: 50% (Part 1 report, 25%; Part 2 poster, 25%)
Presentation requirements: In a small group of 3 or 4 students you will share, explain and discuss your powerpoint slide. The students
in your group will provide you with peer review comments on a written proforma sheet provided by your lecturer. There are no marks
given for 'presentation' rather you will comment on how you responded to your peer feedback and this will be included in your marks
(see rubric).
You will need to revise the poster/slide in reference to feedback provided in the above proforma, before submitting the poster/slide
through moodle dropbox. Please note that Part 1 and Part 2 of this assignment are submitted together.
This peer review activity will ensure you can analyse the work submitted and reflect accordingly using peer support.
26
Measures will be taken to ensure that all students contribute equally to this task.
Online students may participate in a group feedback session during the online tutorials arranged each week by the Online Coordinator.
Alternatively, a video may be recorded by you as an individual, and submitted to the Online Coordinator, as long as you have pre-
arranged this with the Coordinator in writing.
Individual assessment in group tasks: This is an individual task with peer feedback as explained above.
Additional information: There is no additional information as all necessary information is provided in the guidelines above.
Criteria for marking: Part 1: Investigative Report into Student Learning (individual task)
Marks HD D C P N
Introduction
Description of 2 Description of the setting Description of the Description of Description Description of

the setting in and context is setting and context the setting and of the the setting
which you comprehensive and is well developed context setting and and context is
undertook your insightful. with a good range of explained, but a context is narrow in flcus
observations. insight. deeper insight is shown with and displays
required. some focus limited
and some understanding
insight into and insight.
the context.
Descriptive 2 Descriptive summary of the Descriptive Descriptive Descriptive Descriptive

summary of the data is comprehensive and summary of the summary of the summary summary of
data you insightful. data is well data is of the data the data is
collected (i.e., developed with a explained, but is shown show but
your findings). good range of deeper insight is with some lacks focus
insight. required. focus but and insight.
lacks
insight.
Body
6 Discussion relating Discussion relating
27
Marks HD D C P N
Discussion what you observed (your what you observed Discussion Discussion A stronger
relating data) is comprehensive and (your data) is relating relating and more
what you insightful, clearly linked to explained well, what you what you connected
observed (your the concepts learned about linked to the observed (your observed explanation of
data) to in EDF4120 and relevant concepts learned data) is (your data) what you
concepts you research literature. about in EDF4120 explained, linked is included observed
have learned and relevant to some but (your data) is
about in research literature. concepts learned requires needed as are
EDF4120. about in more more links to
Include EDF4120 and extensive concepts
connections to some research links to learned about
academic literature. some in EDF4120
research to concepts and relevant
meaningful learned research
explore what about in literature.
you observed EDF4120
(your data). and
relevant
research
literature.
Reflective Conclusion
Reflective, 8 Reflective, analytical Reflective, analy Reflective, analy Reflective, Reflective,

analytical explanation of your insights tical explanation of tical explanation analytical analytical
explanation of into student learning is your insights into of your insights explanation explanation of
your insights comprehensive and student learning is into student of your your insights
into student insightful. explained with some learning is insights into student
learning, (i.e., insight. explained but into learning
what you now could contain student requires
understand, greater depth. learning is greater
and what the included discussion
implications are but could and stronger
for you as a pre- be more connection to
service focused the data
teacher). and provided.
contain
greater
depth.
Reflective 2 Reflective comment on Reflective comment Reflective Reflective No reflective

comment and action taken linked to peer on action taken comment on comment comment on
action taken feedback on poster (1 linked to peer action taken on action action taken
28
Marks HD D C P N
linked to peer powerpoint slide) is clear feedback on poster linked to peer taken linked to peer
feedback on and insightful. (1 powerpoint slide) feedback on linked to feedback on
poster (1 is clearly explained. poster (1 peer poster (1
powerpoint powerpoint slide) feedback powerpoint
slide) is explained. on poster slide) is
(1 included.
powerpoint
slide) is
included
but lacks
clarity and
relevance.
Academic Literacy
Standard of 2 The paper is The paper is presented The paper is mostly The paper would The
English presented to a to a high academic well presented, benefit from submission is
language very high standard, with only although a small editing due to a at times
including academic minor errors in spelling, number of errors in number of errors incoherent
spelling, standard, with grammar, sentence spelling, grammar, in spelling, due to a large
grammar, excellent structure or sentence structure grammar, number of
sentence sentence punctuation. Proper or punctuation were sentence errors in
structure and structuring, proofreading is detected. structure or spelling,
punctuation. spelling, recommended in the Engagement with punctuation. grammar,
grammar and future. Academic You need to sentence
correct use of Engagement with Language engage with structure and
punctuation. Academic Language Resources on Academic /or
Resources on Moodle Moodle (owl icon) Language punctuation.
(owl icon) is and English Resources on You need to
recommended. Connect peer Moodle (owl engage with
support is strongly icon) and contact Academic
recommended. the faculty Language
academic Resources on
language advisor Moodle (owl
to develop your icon) and
language skills contact the
further. faculty
academic
language
advisor to
develop your
language
skills further.
29
Marks HD D C P N
Standard of 3 The paper is The paper is well The paper is mostly The paper is The paper is
academic very well organised, written with well organised, mostly poorly
literacy organised, the use of the written with the use adequately organised,
including written with the appropriate style, voice of the appropriate organised and uses
proper use of the or formatting style, voice or mostly uses inappropriate
organisation of appropriate (paragraphing, formatting adequate style, style, voice
ideas in style, voice and spacing, font type and (paragraphing, voice and/or and/or
response to the formatting size). Accurate spacing, font type formatting formatting
task, style, (paragraphing, mechanics of in-text and size). (paragraphing, (paragraphing,
voice, spacing, font and end-of-text APA Accurate mechanics spacing, font spacing, font
formatting and type and size). (6th ed.) referencing of in-text and end-of- type and size), type and size).
referencing Accurate style were used with text APA (6th ed.) but would benefit Mechanics of
conventions. mechanics of in- minor inconsistences referencing style from thorough in-text and
Adherence to text and end-of- (no more than 2 error were used with editing. end-of-text
the word limit text APA (6th types). Engagement minor Mechanics of in- APA (6th ed.)
(±10%). ed.) referencing with Academic inconsistences (no text and end-of- referencing
style were used. Language Resources more than 4 error text APA (6th style were not
on Moodle (owl icon) is types). ed.) referencing used
recommended. Engagement with style were not appropriately
Academic used (systematic
Language appropriately errors).
Resources on (more than 4 You need to
Moodle (owl icon) error types). engage with
and library services You need to Academic
is strongly engage with Language
recommended. Academic Resources on
Language Moodle (owl
Resources on icon) and
Moodle (owl contact the
icon) and contact library
the library learning skills
learning skills advisor on
advisor on your your campus.
campus.
Part 2: Poster (1 powerpoint slide) about Student Learning (individual task)
Marks HD D C P N
30
Marks HD D C P N
Brief contextual Highly relevant, Relevant and Adequate Some No contextual

details clear and concise clear contextual contextual details included.
contextual details contextual details details
provided. details provided but provided but
provided. they lack clarity. more
information is
needed.
Summary of key 8 Key Key Key Key Key

understandings about understandings understandings understandings understandings understandings
student learning about student about student about student about student about student
gained from learning gained learning gained learning gained learning gained learning gained
observational data. from from from from from
observational observational observational observational observational
data are data are well data are data are data lack
comprehensive developed and provided but provided but relevance.
and insightful. provide some lack analytical lack detail.
insightful. insight.
Links to academic 3 Links to academic Links to Links to Links to Links to

literature and literature and academic academic academic academic
coursework materials coursework literature and literature and literature and literature and
materials are coursework coursework coursework coursework
highly relevant materials materials materials could materials are not
and clearly linked are relevant are relevant be relevant but relevant to the
to the focus of the and link to the but could be links to the focus of the
poster. focus of the more clearly focus of the poster.
poster. linked to the poster are not
focus of the clear.
poster.
Implications for 5 Implications for Implications for Implications for Implications for Implications for
teachers teachers are teachers are teachers are teachers are teachers are not
comprehensive well developed included but included but included.
and insightful. and provide are very lack relevance
some insight. general. and detail.
Your poster (1 5 The poster is The poster is .The poster is The elements Poster lacks
Powerpoint slide) visually appealing visually visually of the poster visual appeal and
should be compiled in with excellent use appealing with appealing with attempt to overall structure.
a professional, of images and very good use good use of support the
visually appealing appropriate of images and images and written content
format. The use of 'scaffolds' that appropriate appropriate but more
31
Marks HD D C P N
cartoons, images, support the 'scaffolds' that 'scaffolds' that attention to

and "scaffolding" is written support the support the colour, size,
encouraged. content. Excellent written written shape and
use of colour, content. Very content. Some overall appeal
size, shape etc. good use of use of colour, are needed.
colour, size, size, shape
shape etc. etc. to support
the focus topic.
Academic literacy 2 The poster is The poster is The poster is The poster The submission
and integrity presented to a presented to a mostly well would benefit is at times
Standard of English very high high academic presented, with from editing incoherent due to
language including academic standard, with only a small due to the the large number
spelling, grammar, standard, with only minor number of number of of errors in
sentence structure, excellent errors in errors in errors in spelling,
punctuation and APA sentence sentence sentence sentence grammar,
referencing. structuring, structuring, structuring, structuring, sentence
spelling grammar, spelling spelling spelling structure and
correct use of grammar, grammar, grammar, punctuation. APA
punctuation and punctuation punctuation punctuation referencing is not
APA referencing. and APA and APA and APA followed.
referencing. referencing. referencing.
32
Unit guide prepared by
Campus: Peninsula
Email: Hilary.Monk@monash.edu
Name: Dr Chris Peers
Campus: Clayton
Email: Chris.Peers@monash.edu
Last updated
15 Feb 2019

Copyright @ Monash University 2019. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.
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EDF4120 Learning at The Heart of Teaching Semester 1, 2019: Unit Guide

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Fieldwork risk assessment statement

Extensions, penalties, resubmission and special

Student academic integrity policy

eSolutions service desk (ICT services and help)

Graduate attributes policy

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● apply research skills to a range of challenges

● apply research skills to a range of challenges

Indigenous Tutorial Assistance Scheme (ITAS)

Information for Singapore based students

Monash University Library

Disability support services 7

6. demonstrate practices to extend professional understanding through reflective and

(a.) Contact hours for on-campus students:

A reading list will be provided through the Monash Library.

Teaching approaches for this unit

Further unit information

Student evaluations of this unit

Previous student evaluations of this unit

Additional comments made by students included:

Great resources shared on the reading list and by the tutor.

Week Topic Assignment

1 Learning theories: An Jean Piaget (1964) "Development and Learning"

2 Michael Cole; James Wertsch (1996) "Beyond the

3 Digital Learning Secondary stream: Neil Selwyn et al (2017) "Left to their

4 Situated Learning Michael Young (1993) "Instructional Design for Situated

5 Learner identities Elaine Reese et al (2010) "Emerging Identities: Narrative

6 The neuroscience of Caroline Rowland (2014) "Introduction to Language

7 Aboriginal and Torres Linda Burney et al (1982) "School/Classroom Strategies for

Mid-Semester Break April 22-26

Mixed Ability Classrooms

11 Carol Ann Tomlinson (2005) "Grading and differentiation:

12 Reflecting on your own Assessment task 2:

SWOT VAC No formal assessment is undertaken in SWOT VAC

Examination period LINK to Assessment Policy:http://policy.monash.edu.au

Assessment summary table 16

Assessment 50% Sunday 7 April 2019 by 11.55pm

Late Assignment Submission

Assessment feedback to you

Types of feedback you can expect to receive in this unit are:

✔ Informal feedback on progress in labs/tutes

Assessment task 1: An examination of learning theories

Due date: Sunday 7 April 2019 by 11.55pm

Estimated return date: 29 April 2019

Australian Professional Standards for Teachers​: 1.2, 1.5

For further APST information, please refer to:

​Guidelines: READ CAREFULLY

Your essay should:

● Readings provided as part of the reading list;

In addition, your essay should also:

Word count/equivalent: 2000 words

● This assignment is to be uploaded as a PDF document.

Individual assessment in group tasks: Not applicable.

Additional information: All necessary information is provided in the guidelines above.

Criteria for marking:

Criteria Marks HD D C P N

ways in which at the end of

Estimated return date: 1 July 2019.

Australian Professional Standards for Teachers​: 1.2, 1.5.

For further APST information, please refer to:

There are two parts to this task.

Part 1: Investigative Report into Student Learning (individual task)

Australian Professional Standards for Teachers: 1.2, 1.5

Guidelines: READ CAREFULLY

Australian Professional Standards for Teachers: 1.2, 1.5.