267 18 UG 2018 0803 PDF

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MACQUARIE UNIVERSITY

EDUC267 CLASSROOM MANAGEMENT AND ASSESSMENT Detailed Unit Outline Session 2 2018 Faculty of Human Sciences Department of Educational Studies

Unit convenor: Dr John De Nobile Prerequisites: 24cp at 100 level including EDUC105 or EDUC106 Students in this unit should read this unit outline carefully at the start of Session. It contains important information about the unit. If anything in it is unclear, please consult one of the teaching staff.

TABLE OF CONTENTS 1.

About this unit ...................................................................................................... 3

2.

Teaching staff ...................................................................................................... 3

3.

Student workload and requirements..................................................................... 4

4.

Classes and attendance ...................................................................................... 5

5.

Required and recommended texts and/or materials ............................................. 6

6.

Unit web presence ............................................................................................. 10

7.

Learning outcomes ............................................................................................ 12

8.

Teaching and Learning strategies and program ................................................. 14

9.

Assessment program ......................................................................................... 18

10.

Submission requirements .................................................................................. 22

11.

Extensions and Late penalties ........................................................................... 23

12.

Academic honesty ............................................................................................. 24

13.

University policy on Grading .............................................................................. 25

14.

Appeals against grades ..................................................................................... 27

15.

Student Support Services .................................................................................. 27

The Department of Educational Studies recognises the Darug as the traditional custodians of the land upon which we learn and teach.

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1.

ABOUT THIS UNIT

Unit name: Classroom Management & Assessment Unit code: EDUC267 Credit points: 3 Unit description EDUC267: Classroom Management and Assessment is a foundational unit for students in pre-service primary and secondary programs. It 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 subsequent curriculum methodology and professional experience oriented units that follow. The content of the unit will include: • Introduction to key ideas about classroom management • Examination of the main theoretical approaches to classroom management • Planning for classroom management, including legal responsibilities • Introduction to key concepts in educational assessment • The main types of assessment • Approaches to assessment in schools

2.

TEACHING STAFF

Unit Convenor Name: Dr John De Nobile Email: [email protected] Phone: (02) 9850 8681 Office: X5B357 Consultation Times: Drop in Tuesdays 10:00-12:00. Otherwise by appointment. Teaching Staff: Dr John De Nobile Contacts: [email protected] / (02) 9850 8681/ X5B357 Dr Rod Lane Contacts: [email protected] / (02) 9850 9172 / X5B358 Ms Mandy Yeates Contact: [email protected] Ms Jo Fitzgibbon Contact: [email protected] Mr Alberto Marchetto Contact: [email protected] 3

Ms Karen Kelly Contact: [email protected] Mr Tony Kingsford-Smith Contact: [email protected] Mr Peter Porteous Contact: [email protected] Ms Melissa Cairn Contact: [email protected] Ms Ilana Shelton Contact: [email protected] Mr Scott Smith Contact: [email protected] General inquiries Department of Educational Studies Office Contact: Mr Owain Matthews Phone: (02) 9850 8704 Office: X5B351 If you have an administrative question about the unit, you must first consult both this unit guide and the unit’s iLearn site. If you need to discuss matters relating to the unit, please contact either the convenor or your tutor via their university email address. NB: ALL correspondence will be made through students’ official Macquarie University email addresses only.

3.

STUDENT WORKLOAD AND REQUIREMENTS

Before commencing EDUC267, please read this outline very carefully and ensure that you can meet all requirements, including workload requirements, attendance requirements (Section 4), and assessment requirements (Section 9). Credit points indicate the approximate hours per week that a student is expected to spend studying in order to pass a unit. One credit point equals 3 hours; thus, students are expected to spend approximately 9 hours per week studying. Study includes attending or listening to lectures, attending tutorials, completing set readings and background readings, completing assignments, and using the unit’s iLearn site. Independent study is strongly encouraged in this unit. Please ensure that you have sufficient time to dedicate to your studies before attempting this unit. We are sympathetic that students often have significant domestic and work-related responsibilities. To be fair to our staff and to other 4

students, however, these cannot be used to justify incomplete work or extension requests (see Section 11).

4.

CLASSES AND ATTENDANCE

Attendance All scheduled classes (lectures and tutorials) for this unit begin in Week 3. However, there are readings set for weeks 1 and 2. Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on campus days is expected. Attendance will be recorded. Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change. Please do not arrange swaps. Unit Expectations • • •

Students are expected to read weekly readings before completing tasks and attending tutorials. Students are expected to listen to/attend weekly lectures before completing tasks and attending tutorials. Students are expected to complete online activities as required.

The timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/ All students are expected to complete the specified reading preparation or online activities before their tutorials or on campus days.

External students Attendance at All on-campus sessions is compulsory. A schedule for the on-campus sessions can be found in Section 8 of this unit guide. Please do not enrol in external mode if you cannot attend all of these days.

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5.

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS

There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study. Prescribed Texts: The following is available from the University Cooperative Bookshop and it is essential for this unit. De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments: Creating and Maintaining Productive Classrooms. South Melbourne: Cengage. Brady, L. & Kennedy, K. (2012). Assessment and Reporting: Celebrating Student Achievement (4e). Frenchs Forest: Pearson.

List of other weekly readings in chronological order *Available via e-reserve

Stephenson, J., Linfoot, K., & Martin, A. (2000). Behaviours of concern to teachers in the early years of school. International Journal of Disability, Development and Education, 47(3), 225-235. * Little, E. (2005). Secondary school teachers’ perceptions of students’ problem behaviours. Educational Psychology, 25(4), 369-377. NSWDEC (2011). Bullying: Preventing and Responding to Student Bullying in Schools Policy. Available at: https://education.nsw.gov.au/policy-library/policies/bullying-preventing-andresponding-to-student-bullying-in-schools-policy Bruniges, M. (2005). An evidence-based approach to teaching and learning. http://research.acer.edu.au/research_conference_2005/15 McTighe, J., & Wiggins, G. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. Available at: http://rt3region7.ncdpi.wikispaces.net/file/view/Intro+to+UBD+Handouts.pdf DET (2000). Developing marking guidelines for an assessment task, using a standardsreferenced approach. Available at: http://www.schools.nsw.edu.au/media/downloads/schoolsenglish/learning/yr11_12/ english/eng_developing.pdf NESA (2017). Effective Feedback. Available at: http://syllabus.nesa.nsw.edu.au/support-materials/effective-feedback/

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Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Rutherford-Turnbull III, H., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying Positive Behavior Support and Functional Behavioral Assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143. * Newnham, H. (2000). When is a teacher or school liable in negligence? Australian Journal of Teacher Education, 25 (1), 52-59. *

Recommended Reading, References and Resources: Barnes, M., Gindidis, M., & Phillipson, S. (2018). Evidence-Based Learning and Teaching: A Look into Australian Classrooms. Abingdon: Routledge. Porter, L. (2007). Student Behaviour: Theory and Practice for Teachers (3e). Crows Nest: Allen & Unwin.

Further Professional reading and references: Alberto, P.A. & Troutman, A.C. (2013). Applied Behavior Analysis for Teachers (9e). Upper Saddle River: Pearson Charles, C.M. (2011). Building Classroom Discipline (10e). Boston: Pearson. Duchesne, S., McMaugh, A., Bochner, S. & Krause, K.L. (2013). Educational Psychology for Learning and Teaching (4E). South Melbourne : Cengage Learning. Edwards, C.H. and Watts, V. (2008). Classroom Discipline & Management (2e). Milton: John Wiley & Sons Australia. Jones, V. & Jones, L. (2013). Comprehensive Classroom Discipline: Creating Communities of Support and Solving Problems (10e). Boston: Pearson. Konza D., Grainger, J. and Bradshaw, K. (2003). Classroom Management: A Survival Guide. South Melbourne: Social Science Press. McDonald, T. (2013). Classroom Management: Engaging Students in Learning (2e). South Melbourne: Oxford University Press. Miles, C. (2003). Don’t Just Stand There, Yell Something: Behaviour Management Techniques for Classroom Teachers. Sydney: McGraw-Hill. Miltenberger, R.G. (2008). Behavior Modification: Principles and Procedures (3e). Belmont: Wadsworth. Rogers, B. (2006). Behaviour Management: A whole-school approach. Lindfield: Scholastic Press Rogers, B. (2009). How to Manage Children’s Challenging Behaviour (22). London: Sage. Rogers, B. (2011). Classroom Behaviour (3e). London: Sage. Zehr, H. (2002). The Little Book of Restorative Justice. Intercourse: Good Books.

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Key Australian website references: Kids Matter website for a range of classroom and behavior management ideas relating to bullying, emotional support, effective teaching and so on… https://www.kidsmatter.edu.au/mental-health-matters Bullying No Way website for information on bullying and what to do about it… https://bullyingnoway.gov.au/ Australian Institute for Teaching and School Leadership (AITSL) website for national teaching standards and ideas/strategies relating to them… https://www.aitsl.edu.au/ Australian Curriculum Assessment and Reporting Authority https://www.acara.edu.au/ New South Wales Educational Standards Authority (formerly NSWIT/BOSTES) http://educationstandards.nsw.edu.au/wps/portal/nesa/home NSW Family and Community Services: Behaviour Support https://www.adhc.nsw.gov.au/individuals/support/behaviour_support

Some Useful Journals The following is a list of journals that might be useful for further reading and assessments. There are many, many others. It is strongly suggested that you refer to ERIC online database when searching for journal and other articles, but many of the home pages for journals listed here have search capabilities as well. Assessment, Curriculum & Pedagogy Applied Measurement in Education Educational Assessment Educational Measurement Issues and Practices Journal of Educational Measurement Curriculum and teaching Curriculum inquiry Curriculum journal Curriculum perspectives : an Australian curriculum journal Curriculum review Journal of curriculum studies Journal of curriculum theorizing Journal of Education for Teaching International research and pedagogy Pedagogy, culture & society Review of education, pedagogy, & cultural studies 8

Classroom Management Behaviour Research and Therapy British Journal of Developmental Psychology British Journal of Educational Psychology Contemporary Educational Psychology Educational Psychology Journal of Educational Psychology Journal of Emotional and Behaviour Disorders Journal of Positive Behavior Interventions Journal of Special Education Psychology in the Schools Psychology of Learning and Motivation Australian Government Education Portal – www.education.gov.au/goved/go Behaviour Management Skills & Strategies for Teachers - www.behaviour.com.au Better Behaviour Scotland – www.betterbehaviourscotland.gov.uk Centre for Effective Collaboration and Practice – http://cecp.air.org LD Online - www.ldonline.org/

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6.

UNIT WEB PRESENCE

This unit has a full web presence through iLearn. Students will need regular access to a computer and the Internet to complete this unit. Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly. Lectures Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’. PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool. Access and technical assistance Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password. Please do NOT contact the Unit Convenor regarding iLearn technical help. No extensions will be given for any technical issues. Allow enough time for your submissions. Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills: •

Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.

•

Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.

•

Uploading of assessment tasks to iLearn.

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•

Library databases: You are required to use various research databases to locate sources for your assignment.

Using Turnitin •

Turnitin is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism (see Section 12. A link to Turnitin is embedded in iLearn. You must submit your work to Turnitin.

APA Style Central This referencing guide is accessed through the Library’s Multisearch function. It provides tools and templates to assist you to correct format citations in APA 6.

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7. LEARNING OUTCOMES Unit outcomes At the end of EDUC267 students should be able to: UO1 Describe key components of classroom management for effective teaching UO2 Explain theoretical approaches to classroom management UO3 Plan for classroom management taking into account the theoretical bases of behaviour and knowledge of approaches UO4 Describe and explain key concepts of educational assessment UO5 Apply understandings of educational assessment in a variety of ways that inform and enhance curriculum and pedagogy

Graduate capabilities In addition to the Unit-specific outcomes listed above, students work towards a demonstration of the following (*) Graduate Capabilities:

1. Discipline Specific Knowledge and Skills * 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.

2. Critical, Analytical and Integrative Thinking * 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.

3. Problem Solving and Research Capability * 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.

8. Capable of Professional and Personal Judgement and Initiative * 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.

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Australian Professional Standards for Teachers The framework of the Australian Professional Standards for Teachers, developed by the Australian Institute for Teaching and School Leadership (AITSL), provides a common reference point to describe, recognise, and support the complex and varied nature of teachers’ work. The Standards describe what teachers need to know, understand and be able to do, ...