Graduate School of Education

Unit Outline

Learning Effectively: Improving Your Learning and Teaching

EDUC1102
SEM-1, 2015
Campus: Crawley
Unit Coordinator: Dr Gerardine Neylon

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Copyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968
(Cth).
Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes
of this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of the
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the course material itself
The University of Western Australia 2001

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Unit details
Unit title
Unit code
Availability
Location

Learning Effectively: Improving Your Learning and Teaching

EDUC1102
SEM-1, 2015 (23/02/2015 - 20/06/2015)
Crawley

Credit points

Mode

Face to face

Contact details
Faculty
School
School website
Unit coordinator
Email
Telephone
Consultation hours
Tutors

Faculty of Education
Graduate School of Education
http://www.education.uwa.edu.au/
Dr Gerardine Neylon
gerardine.neylon@uwa.edu.au
8648 8105
Please email to arrange an appointment. Available by appoinment on Tuesday, Wednesday and Friday.

Unit contact hours

Online handbook
Unit website

Lecture/Workshop: 1 hour per week; Interactive Tutorials: 2 hour per week.

http://units.handbooks.uwa.edu.au/units/EDUC/EDUC1102
www.lms.uwa.edu.au

Gerardine Neylon
Wayne McGowan
Erin Blair
Ken Glasgow
Katherine Carson
Jennifer Shand

gerardine.neylon@uwa.edu.au
wayne.mcgowan@uwa.edu.au
erin.blair@uwa.edu.au
Ken.Glasgow@uwa.edu.au
katherine.carson@uwa.edu.au
jennifer.shand@uwa.edu.au

Unit description
This unit provides students with knowledge of diverse learning processes and theories in a lifelong learning perspective, with the
objective of improving students understanding of approaches to and practices of learning. The content includes psychological and
sociocultural influences on learning and learning theories. Students have the opportunity to apply their knowledge to the facilitation of
their own learning or the learning of others in diverse contexts.
Prerequisites
This unit assumes that students have already developed certain basic skills, such as an adequate command of:
English and related communication skills students are expected to understand and follow the principles of accepted
expression, style and good argument.
The skills and abilities to acquire new content knowledge in areas where this does not already exist.
Basic computer skills, i.e. searching the internet, and word processing.
Library research skills.
If you are not well prepared in any of the above areas you should contact Student Support Services (Ph 6488 2423) and make every
effort to remedy the situation through undertaking additional reading and/or practice.

Learning outcomes
Students are able to (1) outline major concepts related to learning; (2) explain learning processes and their complex interrelationships;
(3) discuss sociocultural influences on learning; (4) critically evaluate personal approaches to learning; (5) apply knowledge of learning
concepts to personal learning and/or the learning of others; (6) assess the needs of learners and plan for individual/small group
learning; (7) communicate effectively with others; and (8) conduct small-scale applied research.

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Unit structure
Lecture & Tutorial Schedule
Session/Day Time
Lecture:
Sciences.
TUESDAY

SSCI:LT. G.130 - Social Sciences Lecture Theatre. Social

8.00-9.00 SSCI:LT. G.130 - Social Sciences Lecture Theatre. Social Sciences.

Tutorials:

Tutor

Monday

8.00
10.00
12.00

ARTS:LR10
PSYC:G40
PSYC:G41

Ms Erin Blair
Ms Erin Blair
Ms Erin Blair

Tuesday

9.00

PSYC:G41

Dr. Gerardine Neylon

9.00
9.00
2.00
4.00
10.00
12.00
2.00
10.00
3.00
4.00

SAND:G05
PSYC:G40
PSYC:G40
ENCM:151

Dr Ken Glasgow.
Dr. Wayne McGowan
Dr Wayne McGowan
Dr Wayne McGowan

PSYC:G41
SSCI:2202
PSYC:G41

Ms Katherine Carson
Ms Katherine Carson
Dr. Jennifer Shand

Wednesday

Thursday

Unit schedule
Week Date
1
2

3
4

5
6

Lecture Topic

24
Becoming an Effective Teacher
February and Learner
3 March Cultural and environmental
influences on learning
10
March
17
March
24
March
31
March

Lecturer

Tutorial

Dr Gerardine Neylon

Reflecting on Teaching and

Learning.
Cultural and environmental
influences on learning & APA
Referencing
Cognition and brain-based
learning
Critiquing Multiple intelligence
theories

Mr Malcolm Fialho

Cognition and brain-based

Dr Kristyn Bates
learning
Learning to learn? Reflections on Professor Peter Merrotsy
multiple intelligences and learning
styles.
Motivation and Learning
Dr. Ken. Glasgow
Researching learning: autoethnography and case study

7
8

7 April
14 April

Study Break
Collaborative learning

9
10
11
12

21 April
28 April
5 May
12 May

Effective Teaching
Instructional Approaches
Planning for learning
Learning and Teaching:
Opportunities and Careers

Motivation/Procrastination

Dr. Jennifer Shand.

Preparation for Autoethnography

Dr Wayne McGowan

Making small group learning

work
Planning for Learning
Preparing for micro teaching
Preparing for micro teaching

Dr Wayne McGowan
Dr Wayne McGowan
Dr Wayne McGowan
Annie Harris Senior Project Officer Dept
of Education WA Primary and Secondary
school

Teaching and learning responsibilities

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Charter of student rights and responsibilities

This Charter of Student Rights and Responsibilities upholds the fundamental rights of students who undertake their education at the
University of Western Australia.
It recognises that excellence in teaching and learning requires students to be active participants in their educational experience. It
upholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University must
strive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity.
The Charter also refers to the responsibilities of students. In particular, it is important to understand that despite all efforts to
promote successful teaching and learning outcomes, a student may still not reach the required standard to pass a unit.
Please refer to the full Charter of Student Rights and Responsibilities here.

Student Guild contact details

Student Guild contact details
The University of Western Australia Student Guild
35 Stirling Highway
Crawley WA 6009
Phone: (+61 8) 6488 2295
Facsimile: (+61 8) 6488 1041
E-mail: enquiries@guild.uwa.edu.au
Website: http://www.guild.uwa.edu.au

ACE/AISE/CARS
All students new to UWA must complete Academic Conduct Essentials (ACE). More information is available here.

Information for students with disabilities

The University has a range of support services, equipment and facilities for students with a disability. If you would like to receive
advice
on
these
services
please
email u n i l i n e @ u w a . e d u . a u or
visit
http://www.studentservices.uwa.edu.au/information_about/disability_programme.

Information for students with disabilities

The University has a range of support services, equipment and facilities for students with a disability. If you would like to receive advice
on
these
services
please
email u n i l i n e @ u w a . e d u . a u or
visit
http://www.studentservices.uwa.edu.au/information_about/disability_programme.

Assessment
Assessment overview
This comprises a range of written, oral and online assessment tasks. Specific assessment details are provided in the unit outline.

EDUC1102: Summary of Unit Assessment Tasks

Task
Autoethnography
Microteaching

Due date
Weighting
Tuesday 14th of April 40%
50%
Tuesday 26th May

Attendance and participation

Total

Ongoing

10%
100%
Assessment Task 1:

Autoethnography
Weighting: 40%
Due Date: 4.30pm Tuesday 14th of April
You are required to write a 1,000 word auto-ethnographic study of yourself as a learner, connecting your experiences to the literature on
learning to demonstrate your understanding of key learning concepts.
An autoethnographic study seeks to describe and systematically analyse (graphy) personal experience (auto) in order to understand
cultural experience (ethno) (Ellis, et al., 2011, p. 227). It does this by using data from self-reflection, field notes, interviews, and/or
artefacts to describe patterns using facets of storytelling (e.g., character and plot development), showing and telling, and alterations of
authorial voice.
Your autoethnography provides a narrative account, from a first person point of view, of your experiences as a learner. You are the
most important source of data; however you can conduct informal interviews with relatives, former teachers, friends that also have
knowledge of you as a learner. You can include data from school reports and other artefacts such as pieces of your own work.

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You must link your experiences to the topics covered in lectures and readings (e.g. developmental issues, cultural context and the
impact of cognitive context, motivation, learning styles, multiple intelligences), but you are also expected to read widely in areas of
literature that link most closely with your experiences even if these topics have not yet been covered in class.
An autoethnography is not a simple autobiography. It is a piece of academic research conducted in the qualitative paradigm from an
interpretivist perspective. Consequently, your research needs to use data, look for patterns in your experience, and objectify the
analysis with the use of literature. It should be a coherent, well- reasoned account supported with reference to a range of evidence.
You could consider the following questions to guide the construction of your autoethnography:
What do you know about your in utero or early years of development? Did you meet expected outcomes in the areas of psychomotor,
cognitive and language development?
Describe your familial context as a learner (mono-lingual or multi lingual? Mono cultural or multicultural? Nuclear or extended family?
Number of siblings and positional rank?). How has this context impacted on your development as a learner? How has your social and
cultural context privileged your access to and quality of education?
Provide an account of your school based experience from an academic and social perspective. What things did you find easy or
difficult? Which teachers had a significant positive or negative impact on you and why?
What other learning opportunities have been significant for you holidays? Recreational activities? Volunteer work? Travel?
From all of these experiences, what conclusions can you draw about yourself as a learner? What are the defining characteristics of
your current approach to learning? What goals do you have for yourself as a learner? In the light of these experiences how will you
approach learning into the future?
Include a reference list (NB a bibliography is not the same as a reference list. A reference list contains only works that you have cited
or referred to in your text) organised in alphabetical order refer to APA guidelines.
Your autoethnography must be presented with a Graduate School of Education (GSE) cover sheet, available from the reception office
on the second floor of the GSE cnr of Hampden Rd and Stirling Hwy. Submit your assignment to the GSE reception before 4.30pm on
the required day. There is no option for online submission. Late penalties apply after this time. Please ensure that you are aware of
assessment policy details included in your unit outline.

Assessment Criteria: Task 1

Your work will be assessed against the following criteria:
Depth of understanding of learning concepts
Depth and breadth of literature referenced in the area of learning
Clarity of narrative structure
Selection of relevant detail and incidents
Use of evidence (artefacts, quotations from official documents, anecdotes) to support the development of the narrative and the
development of conclusions
Analysis and explanation of data and experiences and the development of conclusions
Use of standard Australian English
Accurate use of APA referencing style.
For further details of the criteria see the assessment rubric for assessment task 2 available on LMS.

Assessment Task 2: Microteaching

Weighting: 50%
Due Date: Tuesday 26th May by 4.30pm
Facilitating student learning involves understanding the learner, their background, context, prior knowledge and personal goals for
learning. It also involves the skills of motivating, engaging the learner in productive activity and assessing their achievements. This
assignment is intended to give you the opportunity to gather information (data) about learners and use that data to plan and implement a
learning experience. Finally you will reflect on what you have learned through this experience. These are all important stages in the
teaching and learning process. This process also introduces you to an action research model of learning. It enables you to apply
knowledge of the literature on teaching and learning gained throughout the course. Recommended: 2,000 words.

Microteaching process
In week 10-12 of semester, during your tutorial, you will be placed in a group with up to six peers for the purposes of providing a 15
minute learning experience for the group. In Week 10 you will plan for a session to be presented in week 11 or 12. You are required to:
Establish areas of interest for learning;
Establish prior knowledge of learners;
Establish learning goals/objectives;
Develop a learning experience plan (a lesson plan);
Develop resources to support student learning;
Develop a method/instrument for assessment and
Read widely to develop a robust understanding of the process and factors that impact on the teaching and learning process.
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At the conclusion of your teaching you will be given feedback from your peers. You then need to assess the learning of your peers and
reflect on the entire experience to consider what worked, what you would do differently another time and what you have learned about
the teaching and learning process.

Assignment requirements
Your assignment should address the following points. Use these as a guide to completing your assignment. You can write in the first
person.

1. Introduction (approx 200 words)

Provide an introduction that includes:
a referenced rationale as to why it is necessary to understand the learner and the learning context (no more than 200 words)
an introduction to the outline of this paper.

2. Description of the planning process (approx 200 words)

How did you gain prior knowledge, select the teaching topic, establish goals (with reference to the literature)
A description of your learners (including a summary of their background, demographic details etc).

3. Rationale for your choice of learning experience (approx 200 words)

Justify the choice of teaching strategy, types of resources motivational approach.

4. Describe the implementation of the learning experience (approx 200 words)

5. Evaluate (approx 300 words)
The outcomes achieved by the students (with reference to assessment data).
The quality of the learning experience, including the interactions and reactions of the students.
Incorporate evidence from peers

6. Reflect (at least 900 words)

What have you learned about teaching and learning as a consequence of this assignment?
How did you learn this? How can you apply this to your future teaching and learning? This section is to be written in the first person.

7. References and Appendices

Include all references that were used in your assignment. Include all appendices, such as the lesson plan and paper based resources.

Lengths of sections are for guidance only. Some sections may be longer. Total length of paper 2,000 words, not including
references.
Assessment Criteria: Task 2
Your work will be assessed against the following criteria:
Quality and comprehensiveness of microteaching planning processes
Use of reference literature (APA referencing style)
Quality of the reflection on your experience (depth of analysis)
Use of evidence to support the development of the conclusions
Quality of writing, organisation of ideas and
use of standard Australian English
For further details of the criteria see the assessment rubric for assessment task 3 on LMS.

Assessment mechanism
# Task

Weight Due Date

1 Auto-ethnographic study on the learning of self, including a 40%

journal of self-reflection on learning.
2 Case study of teaching and the learning of others.
50%
3 Attendance and Participation

10%

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Monday, 14th April submitted to Graduate

School of Education by 4.30pm
Monday, 26th May submitted to Graduate
School of Education by 4.30pm
Ongoing

Relates To
Outcomes
2,3,4,5,6
1,2,7,8,9

Assessment items
Item

Description

Due Date

ASSESSMENT 1: Auto-ethnographic case Auto-ethnographic study on the learning of self.

study of learning.
You are required to write a 1,000 word study of yourself as a learner,
connecting your experiences to the literature on learning to demonstrate
your understanding of key learning concepts and yourself as a learner.
ASSESSMENT 2: Reflection on MicroYou will plan a 15 minute micro teaching session, tailored to the needs
teaching.
of a small group of peer learners. After establishing the prior knowledge
of your learners you will establish goals and plan a teaching session.
You will present the learning experience to your peers, assess the
learning outcomes and gain feedback. You will write a detailed reflection
on the experience, linking to your readings across the whole unit and
evaluating what you have learned about the teaching and learning
process. Length 2,000 words.

Monday,
14th April

Monday,
26th May

Academic literacy and academic misconduct

Ethical Scholarship, Academic Literacy and Academic Misconduct
Ethical scholarship is the pursuit of scholarly enquiry marked by honesty and integrity.
Academic Literacy is the capacity to undertake study and research, and to communicate findings and knowledge, in a manner
appropriate to the particular disciplinary conventions and scholarly standards expected at university level.
Academic misconduct is any activity or practice engaged in by a student that breaches explicit guidelines relating to the production
of work for assessment, in a manner that compromises or defeats the purpose of that assessment. Students must not engage
in academic misconduct. Any such activity undermines an ethos of ethical scholarship. Academic misconduct includes, but is not
limited to cheating, or attempting to cheat, through:
Collusion
Inappropriate collaboration
Plagiarism [see more detailed statement below]
Misrepresenting or fabricating data or results or other assessable work
Inappropriate electronic data sourcing/collection
Breaching rules specified for the conduct of examinations in a way that may compromise or defeat the purposes of assessment.
Penalties for academic misconduct vary according to seriousness of the case, and may include the requirement to do further work
or repeat work; deduction of marks; the award of zero marks for the assessment; failure of one or more units; suspension from a
course of study; exclusion from the University, non-conferral of a degree, diploma or other award to which the student would
otherwise have been entitled.
For further information, please refer to the guidelines on Academic Conduct here.

Literacy Requirement
The University has a responsibility to the community at large to set high standards in all fields, including literacy. It is imperative that
we ensure our graduates possess the skills of tertiary literacy and can communicate well in their chosen disciplines. Literacy in this
context can be conceived of in two ways:
generally, the competence to express oneself using a standard variety of English appropriate to a tertiary level;
specifically, the ability to think, read, listen, and write well within particular contexts, according to the traditions and usages of
particular disciplines.
Throughout the University Policy Statement the use of the term literacy embraces both of these concepts.

Student Support for Academic Learning

The Students Services Academic Learning website provides a range of valuable resources to assist student learning. Access the
website here.

Referencing
The major citation styles at UWA can be found here.
The most commonly used style in the Graduate School of Education is theAPA citation style adopted by the American Psychological
Association (see: http://guides.is.uwa.edu.au/apa?hs=a).

Gradings
The following gradings are standard at UWA:
Higher Distinction HD 80-100%
D 70-79%
Distinction
CR 60-69%
Credit Pass
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Pass
Fail
Fail

P 50-59%
N+ 45-49%
N 0-44%

Plagiarism
Introduction
All forms of cheating, plagiarism and copying are condemned by the University as unacceptable behaviour. The Facultys policy is to
ensure that no student profits from such behaviour.

What is Plagiarism?
Plagiarism is the presentation of the work of other people as ones own work, without referencing its source or attributing it to its
intellectual proprietor. Such misuse of the work of others constitutes plagiarism, whether that work is in published or unpublished
physical form, or in the form of thoughts or ideas. Plagiarism is the most serious of academic offences because it is a form of cheating.

Principles to be Applied
All work submitted by any student in the Faculty of Education is to be the work of that student alone, unless otherwise indicated, such
as in group assignments. Students may, and indeed are encouraged to, draw upon the work of others, but it must be duly
acknowledged and referenced in accordance with standard academic conventions. Work that, in whole or in part, is not that of the
student or students submitting it will be regarded as plagiarised, and will be dealt with in the manner outlined below.

Dealing with Plagiarism

For a brief introduction to academic misconduct and how it is dealt with at UWA, students are advised to complete the Academic
Conduct Essentials (ACE).
More detailed information on plagiarism and its consequences can be found in the Academic Conduct Guidelines of the University,
which may be viewed in full here. Please also consult the Universitys documentation on student discipline, accessible here.

Appeals against academic assessment

Appeals against academic assessment
If students feel they have been unfairly assessed, they have the right to appeal their mark by submitting an Appeal Against Academic
Assessment form to the Faculty Administrative Officer. The form must be submitted within twelve working days of the formal
despatch of your unit assessment.
It is recommended that students contact the Guild Education Officers to aid them in the appeals process. They can be contacted on
+61 8 6488 2295 or at education@guild.uwa.edu.au. Full regulations governing appeals procedures and the relevant form are
available here.

Textbooks and resources

Recommended texts
The readings provided form a base from which to explore the concepts developed in this unit. You are encouraged to supplement this
with library references, especially recent education journals. Take care to use international refereed journals (many of which are
available on-line) rather than web sites posting articles which are not peer reviewed by experts in the field.

Set Texts
Woolfolk, A. & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs Forest, NSW: Pearson.

OR
Woolfolk, A. & Margetts, K. (2010). Educational Psychology (2nd ed.). Frenchs Forest, NSW: Pearson.

Access to Course Resources with LMS

Help with accessing this site is available from http://www.lms.uwa.edu.au/course/view.php?id=1531

To log in to LMS:
Go to the login page for LMS: http://www.lms.uwa.edu.au/
In the Username field enter your Student Number (e.g. 12345678)
In the Password field enter your Pheme password.
Click Login button

World Wide Web Sites

Relevant websites are listed on the LMS site. These sites represent a small sample of the available sites that may be of interest to you.
The sites will get you started. Please e-mail me with sites that you find interesting and valuable so that I can update and modify the list
for future years.

Weekly Readings
You are required to attend or view the weekly lecture and read the essential weekly reading (highlighted in bold text) as the minimum
preparation prior to tutorials. Students wishing to achieve at high levels within the course will read extensively from the recommended
reading lists.
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Week 1: Introduction to Lifelong learning

Woolfolk, A. & Margetts, K. (2010 or 2013). Physical and Cognitive Development. InEducational Psychology. Frenchs Forest,
NSW: Pearson, 2010: pp. 24-71; 2013 68-114.
Woolfolk, A. & Margetts, K. (2010 or 2013). Personal, Social and Moral Development. InEducational Psychology. Frenchs
Forest, NSW: Pearson, pp. 72-129; 115-168.
Rogers, A. (2001). Learning and Adult Education. In R. Harrison (2001).Supporting Lifelong Leaning. Hoboken: Routledge Falmer. Pp.
8-24.
Woolfolk, A. & Perry, N.E. (2012). Theory and Research in Child Development. InChild and Adolescent Development. pp. 28-56. N.J.:
Pearson.
Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010).Educational Psychology for Learning and Teaching. South Melbourne:
Cengage.
Week 2 Cultural and environmental influences on learning
Singleton, G. E. & Curtis, L., (2006). Courageous Conversations About Race. CA: Corwin Press.
Woolfolk, A., & Margetts, K. (2010 or 2013). Culture and Community. InEducational Psychology. Frenchs Forrest, NSW:

Pearson, 2010: pp184-227; 23-68.

Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Sociocultural factors in the learning process. InEducational
Psychology for Learning and Teaching. South Melbourne: Cengage pp 364-412.
Crosnoe, R., Leventhal, T., Wirth, R .J., Pierce, K. M.,& Pianta, R. (2010).Family socioeconomic status and consistent environmental
stimulation in early childhood Child Development, 81(3), p.972-87.
Week 3 Cognition and brain-based learning
Woolfolk, A. & Margetts, K. (2010 or 2013). Cognitive Views of Learning. InEducational Psychology. Frenchs Forrest, NSW:

Pearson, 2010: pp263-292; 2013: 248-284.

Woolfolk, A. & Margetts, K. (2010 or 2013) Complex Cognitive Processes. InEducational Psychology Frenchs Forrest, NSW:
Pearson 2010: pp 300-335; 2013: 284-314.
Phillips, H. (2006). Introduction: The Human Brain http://www.newscientist.com/article/dn9969
Foster, J.K. (2011). Memory: from sense to storage at: http://www.newscientist.com/article/mg21228416.200
Foster, J.K. (2011). Memories: how memories are made (December 2011) at: http://www.newscientist.com/article/mg21228416.300
Bates K (2013) Rewriting memories with red herrings https://theconversation.com/rewriting-memories-with-red-herrings-14495
Week 4 Learning to learn? Multiple theories of multiple intelligences, literacies and learning styles
Geake, J.G. (2008). Neuromythologies in education. Educational Research, 50(2), 123133.
Woolfolk, A. & Margetts, K. (2010 or 2013). Multiple Intelligences. In Educational Psychology. Frenchs Forrest, NSW: Pearson,

2010: pp135-137; 2013 169-218.

Gardner H. (1983) Introducing the Central Puzzle of Learning, in Howard Gardner,Frames of Mind: The Theory of Multiple
Intelligences pp.1- 20.
Armstrong, T. (1994) MI and Teaching Strategies, in Thomas Armstrong Multiple Intelligences in the Classroom, pp. 65-85. Alexandria,
VA: Association for Supervision and Curriculum Development.
Hargreaves, D. (2005) About learning: Report of the Learning Working Group. London: Demos.
Sternberg. R. (2003) The Theory of Successful intelligence in Robert Sternberg,Wisdom, Intelligence and Creativity Synthesized, pp.
42-86. Cambridge: Cambridge University Press.
Geake, J.G. (2009). The brain at school: Educational neuroscience in the classroom. Maidenhead, UK: Open University Press,
McGraw-Hill Education.
Week 5 Motivation and Learning
Woolfolk, A. & Margetts, K. (2010 or 2013). Motivation in Learning and Teaching. InEducational Psychology Frenchs Forrest,

NSW: Pearson, 2010: pp. 263-292; 2013 350-397.

Martin, A. & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory,
current issues, and educational practice. Review of Educational Research, 79(1), 327-365.
Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Motivation and Engagement. InEducational Psychology for Learning
and Teaching. South Melbourne: Cengage, pp. 260-286.
Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2012 or 2009).Exceptional Learners. An Introduction to Special Education. Pearson.
Boston.
Steel, P. (2007). The Nature of Procrastination. Psychological Bulletin, 133(1), pp.65-94.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning
environments. Computers & Education, 56(1), p.243-252.
Howell, A.J., & Watson, D.C. (2007).Procrastination: Associations with achievement goal orientation and learning strategies.
Personality and Individual Differences, 43(1), p.167-178
Week 6 Researching learning: auto-ethnography and case study

Page 9

Chang,

H.

(nd) . Autoethnography

as

Method:

Raising

Cultural

Consciousness

of

Self

and

Others.

http://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEUQFjAD&url=http%3A%2F%2Fwww.kssae.or.kr%2Fpds_wolfile%2F220060425
100855.doc&ei=TZf9UsLeEsmflQXSwoFA&usg=AFQjCNHLVCTTjpCuJoDe1NIK1T30EgMbfA
Ellis, C; Adams, T.E; Bochner, A.P. (2011). Autoethnography: An Overview. Historical social Research, 36(4), pp.273-290.
Dyson, M. (2007). My story in a Profession of stories: Autoethnography an empowering methodology for educators. Australian Journal
of Teacher Education, 32(1), 36-48. Available from: http://dx.doi.org/10.14221/ajte.2007v32n1.3
Doty, RL (2010). Autoethnography - making human connections. Review of International Studies, 36(4), pp.1047-1050.
Dauphinee, E (2010). The ethics of autoethnography Review of International Studies, 36(3), pp.799-818.
Woolfolk, A., & Margetts, K. (2013). Culture and Community. In Educational Psychology. Frenchs Forrest, NSW: Pearson, 12-15.
Ellinger, A. D., Watkins, K.E ., & Marsick, V. J. (2009). Case Study Research Methods. San Francisco: Berrett-Koehler Publishers.
Woolfolk, A. & Perry, N.E. (2012). Theory and Research in Child Development. InChild and Adolescent Development. N.J.: Pearson,
pp. 57-75.
Week 7 Study BreaK
Week 8 Collaborative learning and synergy
Slavin, R.E. (2010). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander,Handbook of research on
learning and Instruction. Hoboken: Taylor & Francis, 2010 [EBL access record] pp. 344.360.

EBSCO Research Starters (2008). Cooperative Learning

Gillies, R., Ashman, A. (2003). An historical review of the use of groups to promote socialisation and learning. Cooperative Learning:
The Social and Intellectual Outcomes of Learning in Groups. London: Routledge Falmer, pp. 1-18.
Erlauer, L, (2003). Collaborative Learning. The Brain-Compatible Classroom Using What We Know About Learning to Improve
Teaching. Alexandria: ASCD. pp. 135-146
Week 9 Effective teaching
Stronge, J. H.; Tucker, P. D.; Hindman, J. L (2004). The teacher as a person.Handbook for Qualities of Effective Teachers.

Alexandria, VA:ASCD, pp. 29-62.

James H. Stronge, J. H.: Ward, T.J.; & Grant, L.W. (2011). Effectiveness and Student Achievement What Makes Good Teachers
Good? A Cross-Case Analysis of the Connection Between Teacher. Journal of Teacher Education. 62, pp. 339.
Day, C. (2007). What helps and hinders teachers' capacities to be effective. Teachers matter: connecting work, lives and
effectiveness. Maidenhead, Berkshire: Open University Press.
Day, C. (2007). Teacher effectiveness, pupil attainment. Teachers matter: connecting work, lives and effectiveness. Maidenhead,
Berkshire: Open University Press.
Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and
Teacher Education, 26, pp. 351362.
Week 10 Instructional approaches

Churchill, R., Ferguson, P., Godinho, S,, Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M.,
Nicholson, P., & Vick, M. (2011). Planning for practice: connecting pedagogy, assessment and curriculum. In Teaching:
Making a difference. John Wiley & Sons: Australia. pp. 236-289.
Woolfolk, A. & Margetts, K. (2010 or 2013). Teaching for Learning. InEducational Psychology Frenchs Forrest, NSW:
Pearson, 2010: pp. 463-473; 2013:1-22
Groundwater-Smith, S., Brennan, M., Mitchell, J., McFadden, M., & Munns, G. (2009). Contexts for teaching and learning. In
Secondary
schooling in a changing world. Cengage Learning: Australia. pp. 117-140.
Week 11 Planning for learning

Churchill, R., Ferguson, P., Godinho, S, Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M.,
Nicholson, P., & Vick, M. (2011). Planning for practice: connecting pedagogy, assessment and curriculum. In Teaching:
Making a difference. John Wiley & Sons: Australia. pp. 196-235.
Barry, K., & King, L. (2000). Developing planning skills. InBeginning Teaching and Beyond. Katoomba, NSW: Social Science Press,
pp. 43-68.
Week 12 Learning and Teaching: Opportunities and Careers

Smith, M. (2008). Careers for Teaching Graduates. Graduate Careers Australia.

http://www.graduatecareers.com.au/wp-content/uploads/2011/12/careers_for_teaching_graduate.pdf
Department of Education, Western Australia Teaching WA: Have you
http://det.wa.edu.au/teachingwa/detcms/portal/
Waide, L. (2008). So You Want to Be a Teacher? London: Continuum.
Howson, J. (2006). Taking Control of Your Teaching Career. Oxford: Routledge Falmer
Teach Next Available from: http://www.teachnext.com.au/

Other important information

Late Penalties

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got

what

it

takes?

Available
Available

from:
from:

Late assignments will receive a penalty of 10% per day. After 5 days the best mark possible will be 50%. All assignments must be
submitted and passed in order to satisfactorily complete the requirements of this unit. Any assessment task that is not
passed must be resubmitted. Students who resubmit an assignment will only be able to achieve a 50% mark.

Submission of assignments
Assignments must be submitted at the reception counter on the 2nd floor of the Education building by 4:30pm on the due date,
unless otherwise specified. A cover page must be attached. Cover pages are available at the reception counter or can be printed
from here.

Policy on Late Work and Extensions

The ability to meet deadlines and manage your time is an important skill as a proficient learner. Assignment submission dates
indicated in the unit outline are final. Extensions will only be given in extenuating circumstances. If the request is based on difficulties
with managing your time you will be directed to simply submit the work that is done at the time.
In accordance with Faculty policy, any request for an extension must be made on a GSE Application for Extension Form, available
from the General Office or online. Students must lodge the form with the unit coordinator or tutor, prior to the due date, and then
collect the confirmation slip from the General Office. No extension can be considered granted until the form has been signed by the
unit coordinator. In cases where an extension is granted, the Confirmation of Approval slip must be attached to the assignment
when submitted. No late assignments will be accepted without the confirmation slip attached.

Educational Principles
The University's Educational Principles can be viewed here: http://www.teachingandlearning.uwa.edu.au/staff/principles

Postgraduate Attributes
The
Faculty
of
Education's
Postgraduate
http://www.education.uwa.edu.au/courses/postgraduate/attributes

Attributes

can

be

viewed

here:

Student Email
Please ensure you check your student email regularly. This is essential as the University will use this email address to contact you
with important information. Ignorance of an instruction because you failed to check your student email is not accepted as an excuse
by the University.

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