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School of Education
101662 Young people, their futures and education
Learning Guide
Spring 2013
How to use this Learning Guide
ICON KEY
Reading
Activity
Important Information
Deadline
Online Activity
Warning
Hint
Toolkit
Checklist
This learning guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation.
The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them.
ACADEMIC STAFF
Unit Coordinator
Dr. Mohamed Moustakim
Mail: School of Education
University of Western Sydney
Locked Bag 1797
Penrith NSW 2751
Lecturer
Dr. Mohamed Moustakim
Phone: 02 9772 6402
Campus: Bankstown
Building 3, Room 4.G.12
Email: m.moustakim@uws.edu.au
Tutor
Anne-Marie Singh
Email: anne-marie.singh@uws.edu.au
Administration Officer
Name
Phone: 02 772 6587
Campus: Bankstown
Building: 1
Room School of Education Office
Email: m.lugton@uws.edu.au
CONSULTATION ARRANGEMENTS
Phone
Phone your Tutor or Unit Coordinator or Administration Officer.
On Campus
Mohamed consultation times: Monday 12.00 to 12.30 and 16.00 to 16.30. Location: Building 4, room 4.G.12, Bankstown campus. Alternatively you can make an appointment with me via email.
This Learning Guide is designed to support your learning.
It should be read in conjunction with your unit outline.
Table of Contents
How this unit relates to your course
Education has a key role to play in bridging the gap between social advantage and disadvantage, in transforming the lives of individuals and their families, and building capacity within communities. The Education Studies major comprises a foundation pool of units which addresses key issues in contemporary educational thinking and practice, and provides a basis for students to enhance their critical thinking about, and understanding of, Education. Students in a variety of UWS degrees undertake units in this Education Studies Major. Most students as a preparation for a Master in Teaching (Primary), (Secondary) (Early Childhood) in Bachelor Pathway degrees, some students as an elective pool designed to broaden their understanding of education. Students completing the Education Studies Major as part of a Pathway degree into the Master of Teaching or intending to use the major as an entry into the Master of Teaching, must ensure they refer to documents about the Education Studies Major in the handbook http://handbook.uws.edu.au/hbook/unitset.aspx?unitset=M1501.1 (Primary) or http://handbook.uws.edu.au/hbook/unitset.aspx?unitset=SM1067.1 (Secondary). Please ensure you are aware of the structure of and requirements for your Bachelor degree.
If you have questions concerning the Education Studies Major, please make sure you visit the above link to clarify your information and your question. If you still have a query after looking at the above link, please email Karen McDaid at k.mcdaid@uws.edu.au. Please make sure you write Education Studies Major Student Query in the subject line of your email. Taking these actions will ensure you understand the context of your query and speed up its being resolved.
This unit explores teaching, learning, and social/cultural issues related to young people, their futures and education. This unit is one of many that provides opportunities for students as learn about broad and cutting issues relating to the education of young people and provides an important grounding for those wishing to the master of teaching programs in Primary or Secondary Teaching. The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Experience units. Young People, Their Futures and Education is an elective unit for students in the in the pathways to primary and the pathways to secondary teaching. This unit is offered on-campus as a lecture/tutorial series.
This unit contributes most prominently to the following course graduate attributes:
1. Commands multiple skills and literacies to enable adaptable lifelong learning
2. “Indigenous Australian Knowledge” – Demonstrates knowledge of Indigenous Australia through cultural competency and professional capacity.
3. Demonstrates comprehensive, coherent and connected knowledge
4. Applies knowledge through intellectual inquiry in professional or applied contexts
5. Brings knowledge to life through responsible engagement & appreciation of diversity in an evolving world
This unit supports the following course outcomes
Graduates of the
Unit Learning Outcomes
On successful completion of this unit, you should be able to:
1. Identify, review, and discuss the cognitive, motivational, and social-contextual factors that shape how young people, think, learn and solve problems as well as how they engage with their peers, teachers and the school environment.
2. Understand and discuss alternative ways of theorising youth identity and its construction
3. Critique relevant theories of teaching and learning.
4. Evaluate personal experiences working in groups and relate these experiences to the extant literature on group work.
Student feedback and improvements to the unit
The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:
Extra details regarding the requirements for the group presentation assessment are included.
Key areas of achievement and good practice include:
Engaging, lively and positive teaching
Strong links between educational theory and teaching practice
Assessment Overview
Assessment for this unit will be based on the following components
Assignment Item
Due Date
Weighting
Link to Unit Learning Outcomes
Assignment 1 –
Multiple Choice Test 1 (25%)
Multiple Choice Test 2 (25%)
Multiple Choice Test 1 (Monday 2pm, 26 August – Week 5)
Multiple Choice Test 2 (Monday 2pm, 30 September – Week 10)
50%
1,2,3
Assignment 2 –
Group Presentation (including individual written reflection
Group presentation allocation and times will be arranged during the first tutorial.
Group written reflection (1000-1500 words) needs to be submitted on the day of YOUR presentation.
50%
1,2,3,4
A combined overall mark of at least 50% is required to pass the unit.
Essential Requirements
You need to have access to a computer where the Internet can be used to logon to e-learning (vUWS) for this unit. It would be useful to have Adobe Acrobat Reader. It can be downloaded from the link at e-learning at UWS http://www.uws.edu.au/students/onlinesupport. There are computer labs for student use on each campus and there are provisions for students to access online materials at each of the campus libraries.
Assignment Details
Assignment 1:
MULTIPLE CHOICE TEST 1 (25%) AND MULTIPLE CHOICE TEST 2 (25%)
This assignment requires you to answer multiple choice questions related to the content covered in the lectures
Submission details
Multiple choice test 1 will be administered at the commencement of the lecture in week 5 (Monday – 2pm 26 August). The test will require you to answer multiple choice questions related the lecture content covered from weeks 1-4.
Multiple choice test 2 will be administered at the commencement of the lecture in week 10 (Monday – 2pm 30 September). The test will require you to answer multiple choice questions related the lecture content covered from weeks 5-9.
Purpose – How this assignment relates to learning outcomes
This assignment aligns with outcomes 1, 2, 3.
Assignment 2: Group presentation
Assessment 2:
Group Presentation 50%
Submission details:
The group presentation will involve students working in groups to deliver a presentation during a tutorial for a period of 20mins. ON THE DAY OF THE PRESENTATION each group will submit: i) 1 page summary of the presentation to distribute to your audience, ii) 1500 group paper (details are discussed on page 8). Also, these documents should be uploaded onto vUWS. I suggest that the group be submitted to Turnitin (the link will be on the vUWS) well before the due date of the presentation. Through submitting the group paper to Turnitin, your group can view the originality report and edit the paper if necessary.
Purpose – How this assignment relates to learning outcomes
This assessment task relates to learning outcomes 1, 2, 3, & 4.
DETAILS OF REQUIREMENTS:
Marks for the group presentation will be allocated to the following:
1) Individual presentation (30%)
Individuals will be assessed by the lecturer on individual performance within the group presentation.
2) Group Essay (20%)
Guidelines for the presentation:
What content needs to be covered for the presentation topic?
i) Define key terms (e.g., define ‘schema’, define ‘giftedness’, define ‘motivation’ etc).
ii) Provide a brief description of the main aspects of the theory.
iii) Discuss using research some of the issues that are relevant to teachers, learners and/or young people in general (e.g., strengths and weaknesses of a particular theory, or different views about a particular theory).
iv) Using research, evaluate the implications of the theory for teaching and learning (e.g., how does a teacher’s understanding of culture affect teaching strategies and curriculum? How can teachers use schema theory to improve their teaching and instruction?).
What is required of the group presentation?
i) Groups can be self-assigned or assigned by the lecturer. Groups should ideally comprise 3 students.
ii) Individual groups are responsible for all tasks involved in preparing for the group presentation (e.g., allocation of roles and tasks, meeting times, collection of resources etc). For each individual group is responsible for resolving problems that may arise in preparing the group presentation (e.g., absent group members, personality clashes etc). You will not be penalized based on the lack of contribution of other group members - see individual reflection and peer review.
iii) Each presentation should be 20min (MAX). Each group member needs to present part of the presentation in front of the tutorial group.
iv) DO NOT READ from notes and maintain eye contact with your audience.
v) EACH GROUP NEEDS TO PROVIDE A RANGE OF ACTIVITIES THAT WILL INVOLVE THE PARTICIPATION OF MEMBERS OF THE TUTORIAL GROUP. These activities need to be relevant to the theory being covered in the presentation.
vi) Marks will be given for evidence of group cooperation during the presentation.
Guidelines for Group Paper (The Group only submits 1 group paper)
The Group Paper has two parts.
Part 1) Discuss how your topic affects the learning and/or teaching of young people. Give specific, detailed examples. (750 words).
Part 2) Critically reflect on how each of you contributed to functioning and performance of the group. Give specific, detailed examples and references (e.g., strengths, weaknesses, contribution of each group member, how group functioning could have been improved) (750 words). . (750 words).
As it is a group essay should be written using APA REFERENCING.
ANNOTATED EXAMPLES of past papers will be presented and analysed in the tutorials.
Presentation topics will be distributed during the first tutorial.
Guidelines for collaboration
Assignment of group roles – each group are to assign group members to specific roles. These are: “coordinator”, “recorder”, and “presentation organiser”.
The duties for the coordinator are:
1. Coordinate other group members to perform their tasks.
2. Define key issues of the group project.
3. Combine group members’ viewpoints to reach a shared idea.
4. Direct group discussion.
5. Keep my group on task.
6. Ensure that my group sets specific goals.
7. Clearly communicate feedback from the tutor to my group.
8. Effectively organize meeting times and places.
9. Encourage my group mates to be involved in the group.
10. Take every group members’ ideas into consideration to make a group decision.
The duties for the recorder are:
1. Accurately record group discussion.
2. Accurately share information with the rest of the group.
3. Successfully collate the group’s research.
4. Prepare an accurate 1 page written summary.
5. Prepare relevant PowerPoint slides.
6. Prepare interesting PowerPoint slides.
7. Produce an accurate reference list.
The duties for the presentation organiser are:
1. Generate effective strategies to engage the audience.
2. Develop the group’s ideas into presentation activities.
3. Explain the link between the presentation activities and the topic.
4. Manage the delivery of the presentation
5. Ensure that the delivery of the presentation is within the allocated time.
6. Ensure that the audio-visual components are working.
7. Ensure that group members are aware of their responsibilities on the day of the presentation.
Assessment Standards for Individual Presentation Assignment Autumn 2012
Criteria
FAIL
PASS
CREDIT
DINSTINCTION
HIGH DINSTINCTION
Final mark /20
0 -24.5
25 – 32
32.5 – 37
37.5 – 42
42.5 - 50 (Structure)
Organisation of
Ideas, fluency,
Clarity.
Information seemed disjointed/not clearly explained/ not very well organized/ irrelevant.
Some relevant information included but many areas required further explanation.
Relevant
information included but articulation needs work. Relevant information well presented. Relevant information clearly articulated and well structured. (Delivery)
Presentation style including pace, eye contact, voice projection and variation.
Poor presentation style. Read from script. Average
Presentation style.
Some reading.
Pace/eye contact/
Voice projection.
Presentation style effective although pace/eye contact/ voice projection/ and variation needs improvement.
Presentation style very good with appropriate pace/ voice projection and variation.
A high standard of presenting. very engaging. no reading.
(Content)
Evidence of research, exploration of key ideas, relevant examples. Content off-topic,
Inaccurate,
Irrelevant.
General description of key ideas. limited or no supporting examples.
General discussion of key ideas. relevant supporting examples. Analysis of key
Ideas. Relevant
Detailed examples.
Evaluation of key
Ideas. Highly
Relevant and
Interesting
Supporting
Examples.
(Engagement)
Teaching strategies and audience engagement No attempt to
Engage audience.
Limited use of teaching strategies to engage audience. Adequate use of teaching strategies to engage audience. Effective use of teaching strategies.
Outstanding use of teaching strategies. (Collaboration)
Individual contribution as part of a team
No useful and relevant contribution.
Limited contribution to presentation. Contribution was unfairly distributed and lacked connection with other team members.
Adequate individual contribution that connected with other team members’ parts.
Effective individual contribution that connected with other team members’ parts and showed some evidence of helping.
Highly effective individual contribution that fluently connected team members’ ideas and demonstrated strong evidence of helping.
Assessment Standards for Written Reflection Assignment Autumn 2012
Criteria
FAIL
PASS
CREDIT
DINSTINCTION
HIGH DINSTINCTION
Final mark /20
0 -24.5
25 – 32
32.5 – 37
37.5 – 42
42.5 - 50 Content:
Topic relevance to learning & teaching
Little exploration of topic and no connection to the teaching and learning of youth.
Basic description of topic and limited connection to the teaching and learning of youth.
Adequate discussion of topic and connection to the teaching and learning of youth, including basic examples.
Analysis of topic and clear connection to the teaching and learning of youth, including relevant examples.
Highly relevant analysis of topic and excellent connection to the teaching and learning of youth, including relevant and detailed examples.
Content:
Reflection of
Group functioning
No discussion of group functioning.
Basic description of group functioning.
Adequate discussion of group functioning with supporting examples.
Analysis of group functioning with relevant and detailed supporting examples.
Evaluation of group functioning with highly relevant and detailed supporting examples.
Literature
No use of literature or use of irrelevant literature.
Superficial use of literature.
Adequate inclusion of relevant literature.
Analysis of relevant literature and clear connection to group experience.
Highly relevant analysis of supporting literature and excellent connection to group experience.
Standard of writing
Writing style is poor and difficult to follow, and contains many grammatical and spelling errors.
Writing style requires improvement but is largely coherent. There are some spelling and/or grammatical errors.
Writing style is coherent with few spelling and/or grammatical errors.
Writing style is clear and generally error free.
Writing style demonstrates superior communication skills.
Referencing Style
Poor referencing.
Citations absent.
Style other than standard APA biographical style used.
The inclusion of in-text citations & a bibliography of scholarly references mentioned in the text in APA style.
A number of errors.
Few errors.
Almost accurate and complete in-text citations and reference list in APA style.
Accurate and complete in-text citations and reference list in APA style.
Accurate and complete in-text citations and reference list in APA style.
Extensive list.
Referencing/readings used
No scholarly references used/or readings irrelevant.
A limited number of references.
2-3
Adequate number of references
4-6
Comprehensive number of references
7-9
Extensive reference list
10 >
Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Submission of Assessment Tasks
Cover Sheet
All assignments must be submitted with a cover sheet. This can be found on the last page of this Learning Guide. If submitting our assignment through Turnitin, please attach the cover sheet as the last page. If submitting your assignment as a paper copy, please attach the cover sheet as the first page.
Turnitin
All assignments in this unit must be submitted to Turnitin. Include your reference list. Place the assignment cover sheet as the last page. After the due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date and time).
What is Turnitin?
Turnitin is an online web-based text-matching software that identifies and reports on similarities between documents. It is widely utilised as a tool to improve academic writing skills. There is a great deal more information including an instructional guide at http://library.uws.edu.au/turnitin.php
Why Turnitin?
Turnitin supports the development of your academic writing and referencing skills. You will find the Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's work and plagiarism. Students in the past have found it has helped them refine their skills, however you do need to provide yourself with enough time to consider the Originality Report and edit your work.
Extension of Due Date
If you need to apply for a short extension of time to complete an assessment item, then please contact your tutor to negotiate a submission date. You should inform the lecturer by email, and complete a Request for Extension form available from the UWS website or Student Central.
Where special consideration is sought for circumstances involving more than three consecutive days or more than five days within a teaching period, students should complete a Special Consideration Application, available from the UWS website or Student Central.
Late Submission of assignments
A student who submits an assessment late without approval for an extension will be penalised by 10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a “flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day. Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time.
Return of Assignments
Your marked assignment will be returned to you via post if you attach an appropriately sized, stamped, self-addressed envelope to your assignment on submission. They may also be collected at the School of Education Administration office. An announcement on vUWS will let you know when they are ready to be collected.
Learning and Teaching Activities
LECTURES AND TUTORIALS
Why attend lectures and tutorials?
Your learning is enhanced by attending face to face lectures and tutorials.
Your learning is scaffolded to assist you to complete assessment tasks.
You can get better marks because you know what is required in assignments.
You have the opportunity to ask questions and clarify your understandings.
You get to know your lecturers and they you.
You get to know your fellow students, allowing you to form support and study groups.
Attendance rolls may be taken in lectures and tutorials to ensure students are attending the tutorial for which they have registered. This practice enables all students to maintain continuity of their tutorial program and tutors to maintain contact with their students.
Independent study
As part of your blended learning experience it is expected you will engage in independent study each week. You should allocate time, when it suits you during the week, to complete your readings, research and assignment preparation. It is expected you will have completed the nominated readings and any other required preparation prior to the on-campus tutorials which will build on these learning experiences.
Online learning
You are also expected to regularly access the unit vUWS site for resources and information.
You are required to join in online discussions about the learning activities and assignments with other students within the unit vUWS site.
There is an assignment online discussion which enables you to share ideas and resources. By participating in online discussions you will develop your knowledge and understanding as well as practice presenting an idea to others. This will help you develop your writing skills. It is expected that you will not only take ideas but give something back.
Expectations of Student Conduct
Please turn off and put away mobile phones during class.
You are expected to demonstrate appropriate professional and ethical conduct during all lectures and tutorials as well as online discussions and field visits.
Non-academic misconduct
Non-academic misconduct refers to a range of conduct in which a student engages that contravenes University Acts, By Laws, Rules or Policies. It includes, but is not limited to, the harassment, abuse and vilification of a member of the University directly or by other means of communication; the unreasonable disruption of staff or students or other UWS members from undertaking their normal activities at the University; a failure to follow reasonable directions of an employee of the University; or behaviour that is inappropriate in an activity. Serious penalties potentially apply for acts of non-academic misconduct. For more information see the Misconduct – Student Non-academic Misconduct Policy at http://policies.uws.edu.au/view.current.php?id=00104
Links to Key Policies and Student Information
A special web page has been set up at: http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vice-chancellor/key_policies_and_information_affecting_students to help you locate key policies and information.
Unit Calendar – Semester 2H 2013
Semester Week
Week Beginning
Lecture Topic
Learning Activities
Readings and other Preparation
Links to Outcomes
1
29 July
Overview of course and assessments
Human Bingo, Presentation Advice, Unit Requirements Overview, Group Presentation Allocation
Consult Learning Guide and orient yourself with the vUWS site for the unit.
1,2,3,4
2
5 August
Young People and Learning (Part 1) Human Memory
Perception, Attention & Schema Activities. Group Activity – Identifying Misconceptions vUWS – Week 2 folder
1,2,3
3
12 August
Young People and Learning (Part 2) Instructional Design
Element Interactivity exercises e.g., body percussion. Split-Attention and Imagination Activities vUWS – Week 3 folder
1,2,3
4
19 August
Youth Motivation and Engagement
Debate: Positive Reinforcement vs. Punishment. Verbal and non-verbal indicators of motivation. Music & Learning vUWS – Week 4 folder
1,2,3,4
5
26 August
Multiple Choice Test 1 & Youth Disaffection
Public vs. Private schools debate. Ability grouping. vUWS – Week 5 folder
1,2,3,4
6
2 September
No classes this week
No Lectures or Tutorials
7
9 September
Youth subcultures, gangs & cults
Working with youth subculture scenarios vUWS – Week 7 folder
1,2,3,4
8
16 September
Child and Adolescent Development & Gender Identity
Presentations
vUWS – Week 8 folder
1,2,3,4
9
23 September
Stuvac
No Lectures and No tutorials
1,2,3,4
10
30 September
Multiple Choice Test 2 & Future Directions
Presentations
11
7 October
Long Weekend
No Lectures and No Tutorials
12
14 October
No lecture
Presentations
Learning Resource Information
Essential Readings
American Psychological Association, (2001). Publication Manual of the American Psychological Association. (6th ed.). Washington: Author. There is a link on the library page.
Suggested Journals
Learning Resource Information
Essential Reading
American Psychological Association, (2001). Publication Manual of the American Psychological Association. (6th ed.). Washington: Author. There is a link on the library page.
Suggested Journals
Journal of Educational Psychology Educational Psychology Review
Learning and Instruction Applied Cognitive Psychology
Key weblinks and journal:
There is a comprehensive range of helpful web links on vUWS.
Reading List for each topic:
Human Memory
Sensory Memory:
Bruning, R., Schraw, G. & Norby, M. (2011). Cognitive Psychology and Instruction (5th Edition). Boston: Pearson
.
Working Memory:
Alloway, T. P., Gathercole, S.E., Kirkwood, H. & Elliot, J. (2010). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80(2), 606-621.
Long Term Memory:
Dehn, M. J. (2010). Long term memory problems in children and adolescents: Assessment, intervention, and effective instruction. Hoboken, NJ: Wiley (E-Book).
Schema Theory:
Brewer, W. F. (2000). Bartlett's concept of the schema and its impact on theories of knowledge representation in contemporary cognitive psychology. In A Saito (Ed.), Bartlett, culture and cognition. (pp. 69-89). Psychology Press.
Derry, S. (1996). Cognitive Schema Theory in the Constructivist Debate. Educational Psychologist, 31(3/4), 163-174.
Sweller, J., van Merrienboer, J. & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
Instructional Design
Sweller, J. (2012). Human cognitive architecture: Why some instructional procedures work and others do not. APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues, K. Harris, S. Graham, and T. Urdan (Editors-in-Chief). American Psychological Association.
Element Interactivity effect:
Leahy, W., & Sweller, J. (2005). Interactions among the imagination, expertise-reversal, and element interactivity effects. Journal of Experimental Psychology: Applied, 11, 266-276.
Split Attention effect:
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 34(4), 351-371
Imagination effect:
Leahy, W., & Sweller, J. (2004). Cognitive load and the imagination effect. Applied Cognitive Psychology, 18(7), 857-875.
Expertise-Reversal effect:
Kalyuga, S., Ayres, P., Chandler, P., Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 22-31.
Student Motivation
General Readings:
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3, Social, emotional, and personality development (5th ed., 1017-1098), New York: Wiley.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and Applications (2nd ed). Columbus, OH: Merrill-Prentice Hall. Reinforcement Theory:
Ormrod, J. E. (2012). Human Learning (6th Edition). Upper Saddle River, NJ:
Prentice-Hall.
Shanks, D. R. (2010). Learning: From Association to Cognition. Annual Review of Psychology, 61, 273-301 doi:10.1146/annurev.psych.093008.100519.
Self-Efficacy:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Music
Ali, S. O., & Peynircioylu, Z. F. (2006). Songs and emotions: Are lyrics and melodies equal partners? Psychology of Music, 34, 511–534.
Dosseville, F., Laborde, S., & Scelles, N. (2012). Music during lectures: Will students learn better? Learning and Individual Differences, 22, 258-262.
Gomez, P., & Danuser, B. (2007). Relationships between musical structure and psychophysiological measures of emotion. Emotion, 7, 377–387.
Jäncke, L. & Sandman, P. (2010). Music listening while you learn: No influence of background music on verbal learning. Behavioral and Brain Functions, 6, 1-14.
Kone ni, V. J. (2008). Does music induce emotion? A theoretical and methodological analysis. Psychology of Aesthetics, Creativity, and the
Arts, 2, 115–129.
Giftedness
Fonseca, C. (2010). Emotional intensity in gifted students: helping kids cope with explosive feelings. Naperville: Sourcebooks. (E-Book)
Gross, M.U.M. (1998). The “me” behind the mask: Intellectually gifted students and the search for identity. Roeper Review, 20(3) 167-174.
Gagné, F. (2010). Motivation within the DMGT 2.0 framework. Highly Ability Studies, 21(2), 81-99.
Swiatek M. A. (1995). An empirical investigation of the social coping strategies used by gifted students. Gifted Child Quarterly, 39(3), 154-161.
Groups and Peer Relations
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social, and General Psychology Monographs, 131, 285-358.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3, Social, emotional, and personality development (6th ed., 571-645), New York: Wiley.
Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Vol. 7. Educational psychology (pp. 177-198). New York: John Wiley.
Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (3rd ed., pp. 841-873). New York: Macmillan.
Cults
Breese, D. (1998). The marks of a cult: The warning signs of false teachings. Eugene, OR: Harvest
House.
Coates, D. D. (2012). “Cult Commitment” from the perspective of former members: Direct rewards of membership versus dependence inducing practices. Deviant Behavior, 33, 168-194.
Pfeifer, J. E. (1992). The psychological framing of cults: Schematic representations and cult evaluations. Journal of Applied Social Psychology, 22, 531–544.
Woody, W. D. (2009). Use of Cult in the teaching of psychology of religion and spirituality. Psychology of Religion and Spirituality, 1, 218-232.
Gangs
Cyr, J. L. St., & Decker, S. H. (2003). Girls, guys, and gangs: Convergence or divergence in the gendered construction of gangs and groups. Journal of Criminal Justice, 31, 423-433.
Pyrooz, D. C., & Decker, S. H. (2011). Motives and methods for leaving the gang: Understanding the process of gang desistance. Journal of Criminal Justice, 39, 417-425.
Sela-Shayovitz, R. (2012). Gangs and the Web: Gang members’ online behaviour. Journal of Contemporary Criminal Justice, 28, 389-405
White, R., & Mason, R. (2006). Youth gangs and youth violence: Charting key dimensions. The Australian and New Zealand Journal of Criminology, 39, 54-70.
Piaget
Kesselring, T., & Ulrich Müller, U. (2011). The concept of egocentrism in the context of Piaget’s theory. New Ideas in Psychology, 29, 327-345.
Kuhn, D. (2008). Formal operations from a twenty-first century perspective. Human Development, 48-55.
Pound, L. (2011). Influencing early childhood education: Key figures, philosophies and ideas. Maidenhead: Open University Press.
Gender
Connell, R., Campbell, C., Vickers, M., Welch, A., Foley, D. & Bagnall, N. (2010) Education, Change and Society (2nd Ed.), Oxford University Press, Australia.
Bagnall, N., & Cassity, E. (2011). Education and belonging. Hauppauge, N.Y.: Nova Science Publisher's.
Martin, B. (2011). Children at play: Learning gender in the early years. Stoke-on-Trent: Trentham.
Irby, B. J., & Brown, G. (2011). Gender and early learning environments. Charlotte, NC: Information Age Pub. Paechter, C., (2006a) 'Masculine femininities/feminine masculinities: power, identities and gender', Gender and Education, 18, 253-263.
Paechter, C., (2006b) 'Reconceptualizing the gendered body: learning and constructing masculinities and femininities in school', Gender and Education, 18, 121-135.
Key weblinks
There is a comprehensive range of helpful web links on vUWS.
Academic Literacy Support – preparation for assignments
Finding Information - Successful Searching
The UWS library website provides resources that will assist you with selecting relevant readings for your assignments. It is strongly suggested that you complete the following two online modules if you have not done so already: Successful Searching http://library.uws.edu.au/tc/ss/index.php and The College of Arts Information Basics http://library.uws.edu.au/tc/coa/index.php.
Writing your assignment
You should:
Use relevant style and structure – with an introduction, body and conclusion in clearly organised paragraphs.
The introduction should clearly outline key points that will be covered in the essay.
The conclusion should summarise the main points accurately, objectively and adequately.
Connect ideas, sentences and paragraphs coherently.
Structure paragraphs well so that – the main idea is introduced in the topic sentence. the main idea/argument is elaborated in the supporting sentences . each idea is given adequate explanation with evidence from readings, referenced correctly. the paragraph finishes with a sentence that links the idea back to the question/essay topic.
Paraphrase accurately and appropriately.
Quote minimally - references should strengthen your argument or discussion.
Editing your assignment
Some strategies that are useful when editing:
Edit your draft in terms of content, structure and cohesion.
Use the assessment standards to assist you in editing your paper and ensure you have addressed each of the requirements.
Thoroughly proofread for spelling, grammar and referencing.
During the editing process, submit your assignment to Turnitin, analyse the Originality Check report and edit your work to ensure you have referenced correctly.
Check your word count is not more than 10% either side of the word limit.
Read your paper aloud, record it and listen to it the next day.
Use text to speech on your computer to listen to your assignment.
Give it to somebody else to read critically – ask them to let you know where it doesn’t make sense.
Presentation
You should take care that your assignment is presented professionally and meets academic expectations.
Check that your paper is easy to read. Make sure the font is not too small - 12 point font in a clear type e.g. Arial or times New Roman font are best. Ensure that there is appropriate spacing between each line - 1 ½ or 2 line space makes it easy to read. Your margin should provide enough space for the marker to make comments. Your reference list should start on a new page.
Securely staple or bind your assignment with the completed cover sheet attached.
Do not place your assignment in plastic sleeves or presentation folders. Include your name, student ID and page number in the footer just in case the staple is dislodged.
Referencing
You are expected to use the American Psychological Association (APA) referencing style in all Education assignments. The UWS library provides a range of citing resources. For APA see http://library.uws.edu.au/FILES/cite_APA.pdf. You are encouraged to use this as a reference when preparing your assignment.
These are some other helpful APA resources:
There are APA referencing guides available to borrow at the library or purchase at the bookshop.
APA has new online tutorials to get you started http://www.apastyle.org/learn/index.aspx
APA also has a Frequently Asked Questions section http://www.apastyle.org/learn/faqs/index.aspx
UWS Student Learning Unit
There are a number of workshops that can help you with both your study and life skills. These workshops are open and free for all UWS students. Information about some of the different workshops available and how to register is below. Academic skills workshops Study and life skills workshops
Online study resources
The Student Learning Unit provides a range of excellent resources including workshops, writing guides and links to interactive online modules to help you continue to develop your academic writing. You will need to log on using your student ID and password. Did you know about these online courses?
Language and Learning Links - Gateway to guides and tutorials on academic writing and study skills. Includes updated UniStep Academic Skills Guide. This is an excellent resource.
Referencing in Academic Writing - Help with the APA referencing style, including how to use references and paraphrase effectively. This is updated regularly so you should do it once a year at least.
Critical Thinking - How to deepen your thinking for assignments.
Education Technology Preparation - This program aims to support you develop skills in using UWS online service as and e-learning through vUWS. The program includes online library research and services; and online literacy with activities to develop note-taking and academic writing skills.
Additional resources
A number of resources have been made available to assist you with your learning in this unit.
These include
Recorded lectures available on the unit vUWS site
Readings available online
Extensive additional reading list
Online peer group assessment discussion for each assignment topic
Turnitin to assist with checking referencing
Proformas to assist with meeting assessment requirements
Assignment cover sheet
School of Education
Student name
Student number
Unit name and number
Course
Tutorial day and time
Tutor
Title of assignment
Length
Date due
Date submitted
Campus enrolment
Declaration
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.
No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the subject lecturer/tutor concerned
I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)
I am aware that this work may be de-identified and reproduced in part or in full as an example for future students.
Signature:___________________________________________ Date: ________________________
Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.
101662 Young people, their futures and education
Learning Guide
Spring 2013
How to use this Learning Guide
ICON KEY
Reading
Activity
Important Information
Deadline
Online Activity
Warning
Hint
Toolkit
Checklist
This learning guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation.
The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them.
ACADEMIC STAFF
Unit Coordinator
Dr. Mohamed Moustakim
Mail: School of Education
University of Western Sydney
Locked Bag 1797
Penrith NSW 2751
Lecturer
Dr. Mohamed Moustakim
Phone: 02 9772 6402
Campus: Bankstown
Building 3, Room 4.G.12
Email: m.moustakim@uws.edu.au
Tutor
Anne-Marie Singh
Email: anne-marie.singh@uws.edu.au
Administration Officer
Name
Phone: 02 772 6587
Campus: Bankstown
Building: 1
Room School of Education Office
Email: m.lugton@uws.edu.au
CONSULTATION ARRANGEMENTS
Phone
Phone your Tutor or Unit Coordinator or Administration Officer.
On Campus
Mohamed consultation times: Monday 12.00 to 12.30 and 16.00 to 16.30. Location: Building 4, room 4.G.12, Bankstown campus. Alternatively you can make an appointment with me via email.
This Learning Guide is designed to support your learning.
It should be read in conjunction with your unit outline.
Table of Contents
How this unit relates to your course
Education has a key role to play in bridging the gap between social advantage and disadvantage, in transforming the lives of individuals and their families, and building capacity within communities. The Education Studies major comprises a foundation pool of units which addresses key issues in contemporary educational thinking and practice, and provides a basis for students to enhance their critical thinking about, and understanding of, Education. Students in a variety of UWS degrees undertake units in this Education Studies Major. Most students as a preparation for a Master in Teaching (Primary), (Secondary) (Early Childhood) in Bachelor Pathway degrees, some students as an elective pool designed to broaden their understanding of education. Students completing the Education Studies Major as part of a Pathway degree into the Master of Teaching or intending to use the major as an entry into the Master of Teaching, must ensure they refer to documents about the Education Studies Major in the handbook http://handbook.uws.edu.au/hbook/unitset.aspx?unitset=M1501.1 (Primary) or http://handbook.uws.edu.au/hbook/unitset.aspx?unitset=SM1067.1 (Secondary). Please ensure you are aware of the structure of and requirements for your Bachelor degree.
If you have questions concerning the Education Studies Major, please make sure you visit the above link to clarify your information and your question. If you still have a query after looking at the above link, please email Karen McDaid at k.mcdaid@uws.edu.au. Please make sure you write Education Studies Major Student Query in the subject line of your email. Taking these actions will ensure you understand the context of your query and speed up its being resolved.
This unit explores teaching, learning, and social/cultural issues related to young people, their futures and education. This unit is one of many that provides opportunities for students as learn about broad and cutting issues relating to the education of young people and provides an important grounding for those wishing to the master of teaching programs in Primary or Secondary Teaching. The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Experience units. Young People, Their Futures and Education is an elective unit for students in the in the pathways to primary and the pathways to secondary teaching. This unit is offered on-campus as a lecture/tutorial series.
This unit contributes most prominently to the following course graduate attributes:
1. Commands multiple skills and literacies to enable adaptable lifelong learning
2. “Indigenous Australian Knowledge” – Demonstrates knowledge of Indigenous Australia through cultural competency and professional capacity.
3. Demonstrates comprehensive, coherent and connected knowledge
4. Applies knowledge through intellectual inquiry in professional or applied contexts
5. Brings knowledge to life through responsible engagement & appreciation of diversity in an evolving world
This unit supports the following course outcomes
Graduates of the
Unit Learning Outcomes
On successful completion of this unit, you should be able to:
1. Identify, review, and discuss the cognitive, motivational, and social-contextual factors that shape how young people, think, learn and solve problems as well as how they engage with their peers, teachers and the school environment.
2. Understand and discuss alternative ways of theorising youth identity and its construction
3. Critique relevant theories of teaching and learning.
4. Evaluate personal experiences working in groups and relate these experiences to the extant literature on group work.
Student feedback and improvements to the unit
The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:
Extra details regarding the requirements for the group presentation assessment are included.
Key areas of achievement and good practice include:
Engaging, lively and positive teaching
Strong links between educational theory and teaching practice
Assessment Overview
Assessment for this unit will be based on the following components
Assignment Item
Due Date
Weighting
Link to Unit Learning Outcomes
Assignment 1 –
Multiple Choice Test 1 (25%)
Multiple Choice Test 2 (25%)
Multiple Choice Test 1 (Monday 2pm, 26 August – Week 5)
Multiple Choice Test 2 (Monday 2pm, 30 September – Week 10)
50%
1,2,3
Assignment 2 –
Group Presentation (including individual written reflection
Group presentation allocation and times will be arranged during the first tutorial.
Group written reflection (1000-1500 words) needs to be submitted on the day of YOUR presentation.
50%
1,2,3,4
A combined overall mark of at least 50% is required to pass the unit.
Essential Requirements
You need to have access to a computer where the Internet can be used to logon to e-learning (vUWS) for this unit. It would be useful to have Adobe Acrobat Reader. It can be downloaded from the link at e-learning at UWS http://www.uws.edu.au/students/onlinesupport. There are computer labs for student use on each campus and there are provisions for students to access online materials at each of the campus libraries.
Assignment Details
Assignment 1:
MULTIPLE CHOICE TEST 1 (25%) AND MULTIPLE CHOICE TEST 2 (25%)
This assignment requires you to answer multiple choice questions related to the content covered in the lectures
Submission details
Multiple choice test 1 will be administered at the commencement of the lecture in week 5 (Monday – 2pm 26 August). The test will require you to answer multiple choice questions related the lecture content covered from weeks 1-4.
Multiple choice test 2 will be administered at the commencement of the lecture in week 10 (Monday – 2pm 30 September). The test will require you to answer multiple choice questions related the lecture content covered from weeks 5-9.
Purpose – How this assignment relates to learning outcomes
This assignment aligns with outcomes 1, 2, 3.
Assignment 2: Group presentation
Assessment 2:
Group Presentation 50%
Submission details:
The group presentation will involve students working in groups to deliver a presentation during a tutorial for a period of 20mins. ON THE DAY OF THE PRESENTATION each group will submit: i) 1 page summary of the presentation to distribute to your audience, ii) 1500 group paper (details are discussed on page 8). Also, these documents should be uploaded onto vUWS. I suggest that the group be submitted to Turnitin (the link will be on the vUWS) well before the due date of the presentation. Through submitting the group paper to Turnitin, your group can view the originality report and edit the paper if necessary.
Purpose – How this assignment relates to learning outcomes
This assessment task relates to learning outcomes 1, 2, 3, & 4.
DETAILS OF REQUIREMENTS:
Marks for the group presentation will be allocated to the following:
1) Individual presentation (30%)
Individuals will be assessed by the lecturer on individual performance within the group presentation.
2) Group Essay (20%)
Guidelines for the presentation:
What content needs to be covered for the presentation topic?
i) Define key terms (e.g., define ‘schema’, define ‘giftedness’, define ‘motivation’ etc).
ii) Provide a brief description of the main aspects of the theory.
iii) Discuss using research some of the issues that are relevant to teachers, learners and/or young people in general (e.g., strengths and weaknesses of a particular theory, or different views about a particular theory).
iv) Using research, evaluate the implications of the theory for teaching and learning (e.g., how does a teacher’s understanding of culture affect teaching strategies and curriculum? How can teachers use schema theory to improve their teaching and instruction?).
What is required of the group presentation?
i) Groups can be self-assigned or assigned by the lecturer. Groups should ideally comprise 3 students.
ii) Individual groups are responsible for all tasks involved in preparing for the group presentation (e.g., allocation of roles and tasks, meeting times, collection of resources etc). For each individual group is responsible for resolving problems that may arise in preparing the group presentation (e.g., absent group members, personality clashes etc). You will not be penalized based on the lack of contribution of other group members - see individual reflection and peer review.
iii) Each presentation should be 20min (MAX). Each group member needs to present part of the presentation in front of the tutorial group.
iv) DO NOT READ from notes and maintain eye contact with your audience.
v) EACH GROUP NEEDS TO PROVIDE A RANGE OF ACTIVITIES THAT WILL INVOLVE THE PARTICIPATION OF MEMBERS OF THE TUTORIAL GROUP. These activities need to be relevant to the theory being covered in the presentation.
vi) Marks will be given for evidence of group cooperation during the presentation.
Guidelines for Group Paper (The Group only submits 1 group paper)
The Group Paper has two parts.
Part 1) Discuss how your topic affects the learning and/or teaching of young people. Give specific, detailed examples. (750 words).
Part 2) Critically reflect on how each of you contributed to functioning and performance of the group. Give specific, detailed examples and references (e.g., strengths, weaknesses, contribution of each group member, how group functioning could have been improved) (750 words). . (750 words).
As it is a group essay should be written using APA REFERENCING.
ANNOTATED EXAMPLES of past papers will be presented and analysed in the tutorials.
Presentation topics will be distributed during the first tutorial.
Guidelines for collaboration
Assignment of group roles – each group are to assign group members to specific roles. These are: “coordinator”, “recorder”, and “presentation organiser”.
The duties for the coordinator are:
1. Coordinate other group members to perform their tasks.
2. Define key issues of the group project.
3. Combine group members’ viewpoints to reach a shared idea.
4. Direct group discussion.
5. Keep my group on task.
6. Ensure that my group sets specific goals.
7. Clearly communicate feedback from the tutor to my group.
8. Effectively organize meeting times and places.
9. Encourage my group mates to be involved in the group.
10. Take every group members’ ideas into consideration to make a group decision.
The duties for the recorder are:
1. Accurately record group discussion.
2. Accurately share information with the rest of the group.
3. Successfully collate the group’s research.
4. Prepare an accurate 1 page written summary.
5. Prepare relevant PowerPoint slides.
6. Prepare interesting PowerPoint slides.
7. Produce an accurate reference list.
The duties for the presentation organiser are:
1. Generate effective strategies to engage the audience.
2. Develop the group’s ideas into presentation activities.
3. Explain the link between the presentation activities and the topic.
4. Manage the delivery of the presentation
5. Ensure that the delivery of the presentation is within the allocated time.
6. Ensure that the audio-visual components are working.
7. Ensure that group members are aware of their responsibilities on the day of the presentation.
Assessment Standards for Individual Presentation Assignment Autumn 2012
Criteria
FAIL
PASS
CREDIT
DINSTINCTION
HIGH DINSTINCTION
Final mark /20
0 -24.5
25 – 32
32.5 – 37
37.5 – 42
42.5 - 50 (Structure)
Organisation of
Ideas, fluency,
Clarity.
Information seemed disjointed/not clearly explained/ not very well organized/ irrelevant.
Some relevant information included but many areas required further explanation.
Relevant
information included but articulation needs work. Relevant information well presented. Relevant information clearly articulated and well structured. (Delivery)
Presentation style including pace, eye contact, voice projection and variation.
Poor presentation style. Read from script. Average
Presentation style.
Some reading.
Pace/eye contact/
Voice projection.
Presentation style effective although pace/eye contact/ voice projection/ and variation needs improvement.
Presentation style very good with appropriate pace/ voice projection and variation.
A high standard of presenting. very engaging. no reading.
(Content)
Evidence of research, exploration of key ideas, relevant examples. Content off-topic,
Inaccurate,
Irrelevant.
General description of key ideas. limited or no supporting examples.
General discussion of key ideas. relevant supporting examples. Analysis of key
Ideas. Relevant
Detailed examples.
Evaluation of key
Ideas. Highly
Relevant and
Interesting
Supporting
Examples.
(Engagement)
Teaching strategies and audience engagement No attempt to
Engage audience.
Limited use of teaching strategies to engage audience. Adequate use of teaching strategies to engage audience. Effective use of teaching strategies.
Outstanding use of teaching strategies. (Collaboration)
Individual contribution as part of a team
No useful and relevant contribution.
Limited contribution to presentation. Contribution was unfairly distributed and lacked connection with other team members.
Adequate individual contribution that connected with other team members’ parts.
Effective individual contribution that connected with other team members’ parts and showed some evidence of helping.
Highly effective individual contribution that fluently connected team members’ ideas and demonstrated strong evidence of helping.
Assessment Standards for Written Reflection Assignment Autumn 2012
Criteria
FAIL
PASS
CREDIT
DINSTINCTION
HIGH DINSTINCTION
Final mark /20
0 -24.5
25 – 32
32.5 – 37
37.5 – 42
42.5 - 50 Content:
Topic relevance to learning & teaching
Little exploration of topic and no connection to the teaching and learning of youth.
Basic description of topic and limited connection to the teaching and learning of youth.
Adequate discussion of topic and connection to the teaching and learning of youth, including basic examples.
Analysis of topic and clear connection to the teaching and learning of youth, including relevant examples.
Highly relevant analysis of topic and excellent connection to the teaching and learning of youth, including relevant and detailed examples.
Content:
Reflection of
Group functioning
No discussion of group functioning.
Basic description of group functioning.
Adequate discussion of group functioning with supporting examples.
Analysis of group functioning with relevant and detailed supporting examples.
Evaluation of group functioning with highly relevant and detailed supporting examples.
Literature
No use of literature or use of irrelevant literature.
Superficial use of literature.
Adequate inclusion of relevant literature.
Analysis of relevant literature and clear connection to group experience.
Highly relevant analysis of supporting literature and excellent connection to group experience.
Standard of writing
Writing style is poor and difficult to follow, and contains many grammatical and spelling errors.
Writing style requires improvement but is largely coherent. There are some spelling and/or grammatical errors.
Writing style is coherent with few spelling and/or grammatical errors.
Writing style is clear and generally error free.
Writing style demonstrates superior communication skills.
Referencing Style
Poor referencing.
Citations absent.
Style other than standard APA biographical style used.
The inclusion of in-text citations & a bibliography of scholarly references mentioned in the text in APA style.
A number of errors.
Few errors.
Almost accurate and complete in-text citations and reference list in APA style.
Accurate and complete in-text citations and reference list in APA style.
Accurate and complete in-text citations and reference list in APA style.
Extensive list.
Referencing/readings used
No scholarly references used/or readings irrelevant.
A limited number of references.
2-3
Adequate number of references
4-6
Comprehensive number of references
7-9
Extensive reference list
10 >
Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Submission of Assessment Tasks
Cover Sheet
All assignments must be submitted with a cover sheet. This can be found on the last page of this Learning Guide. If submitting our assignment through Turnitin, please attach the cover sheet as the last page. If submitting your assignment as a paper copy, please attach the cover sheet as the first page.
Turnitin
All assignments in this unit must be submitted to Turnitin. Include your reference list. Place the assignment cover sheet as the last page. After the due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date and time).
What is Turnitin?
Turnitin is an online web-based text-matching software that identifies and reports on similarities between documents. It is widely utilised as a tool to improve academic writing skills. There is a great deal more information including an instructional guide at http://library.uws.edu.au/turnitin.php
Why Turnitin?
Turnitin supports the development of your academic writing and referencing skills. You will find the Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's work and plagiarism. Students in the past have found it has helped them refine their skills, however you do need to provide yourself with enough time to consider the Originality Report and edit your work.
Extension of Due Date
If you need to apply for a short extension of time to complete an assessment item, then please contact your tutor to negotiate a submission date. You should inform the lecturer by email, and complete a Request for Extension form available from the UWS website or Student Central.
Where special consideration is sought for circumstances involving more than three consecutive days or more than five days within a teaching period, students should complete a Special Consideration Application, available from the UWS website or Student Central.
Late Submission of assignments
A student who submits an assessment late without approval for an extension will be penalised by 10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a “flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day. Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time.
Return of Assignments
Your marked assignment will be returned to you via post if you attach an appropriately sized, stamped, self-addressed envelope to your assignment on submission. They may also be collected at the School of Education Administration office. An announcement on vUWS will let you know when they are ready to be collected.
Learning and Teaching Activities
LECTURES AND TUTORIALS
Why attend lectures and tutorials?
Your learning is enhanced by attending face to face lectures and tutorials.
Your learning is scaffolded to assist you to complete assessment tasks.
You can get better marks because you know what is required in assignments.
You have the opportunity to ask questions and clarify your understandings.
You get to know your lecturers and they you.
You get to know your fellow students, allowing you to form support and study groups.
Attendance rolls may be taken in lectures and tutorials to ensure students are attending the tutorial for which they have registered. This practice enables all students to maintain continuity of their tutorial program and tutors to maintain contact with their students.
Independent study
As part of your blended learning experience it is expected you will engage in independent study each week. You should allocate time, when it suits you during the week, to complete your readings, research and assignment preparation. It is expected you will have completed the nominated readings and any other required preparation prior to the on-campus tutorials which will build on these learning experiences.
Online learning
You are also expected to regularly access the unit vUWS site for resources and information.
You are required to join in online discussions about the learning activities and assignments with other students within the unit vUWS site.
There is an assignment online discussion which enables you to share ideas and resources. By participating in online discussions you will develop your knowledge and understanding as well as practice presenting an idea to others. This will help you develop your writing skills. It is expected that you will not only take ideas but give something back.
Expectations of Student Conduct
Please turn off and put away mobile phones during class.
You are expected to demonstrate appropriate professional and ethical conduct during all lectures and tutorials as well as online discussions and field visits.
Non-academic misconduct
Non-academic misconduct refers to a range of conduct in which a student engages that contravenes University Acts, By Laws, Rules or Policies. It includes, but is not limited to, the harassment, abuse and vilification of a member of the University directly or by other means of communication; the unreasonable disruption of staff or students or other UWS members from undertaking their normal activities at the University; a failure to follow reasonable directions of an employee of the University; or behaviour that is inappropriate in an activity. Serious penalties potentially apply for acts of non-academic misconduct. For more information see the Misconduct – Student Non-academic Misconduct Policy at http://policies.uws.edu.au/view.current.php?id=00104
Links to Key Policies and Student Information
A special web page has been set up at: http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vice-chancellor/key_policies_and_information_affecting_students to help you locate key policies and information.
Unit Calendar – Semester 2H 2013
Semester Week
Week Beginning
Lecture Topic
Learning Activities
Readings and other Preparation
Links to Outcomes
1
29 July
Overview of course and assessments
Human Bingo, Presentation Advice, Unit Requirements Overview, Group Presentation Allocation
Consult Learning Guide and orient yourself with the vUWS site for the unit.
1,2,3,4
2
5 August
Young People and Learning (Part 1) Human Memory
Perception, Attention & Schema Activities. Group Activity – Identifying Misconceptions vUWS – Week 2 folder
1,2,3
3
12 August
Young People and Learning (Part 2) Instructional Design
Element Interactivity exercises e.g., body percussion. Split-Attention and Imagination Activities vUWS – Week 3 folder
1,2,3
4
19 August
Youth Motivation and Engagement
Debate: Positive Reinforcement vs. Punishment. Verbal and non-verbal indicators of motivation. Music & Learning vUWS – Week 4 folder
1,2,3,4
5
26 August
Multiple Choice Test 1 & Youth Disaffection
Public vs. Private schools debate. Ability grouping. vUWS – Week 5 folder
1,2,3,4
6
2 September
No classes this week
No Lectures or Tutorials
7
9 September
Youth subcultures, gangs & cults
Working with youth subculture scenarios vUWS – Week 7 folder
1,2,3,4
8
16 September
Child and Adolescent Development & Gender Identity
Presentations
vUWS – Week 8 folder
1,2,3,4
9
23 September
Stuvac
No Lectures and No tutorials
1,2,3,4
10
30 September
Multiple Choice Test 2 & Future Directions
Presentations
11
7 October
Long Weekend
No Lectures and No Tutorials
12
14 October
No lecture
Presentations
Learning Resource Information
Essential Readings
American Psychological Association, (2001). Publication Manual of the American Psychological Association. (6th ed.). Washington: Author. There is a link on the library page.
Suggested Journals
Learning Resource Information
Essential Reading
American Psychological Association, (2001). Publication Manual of the American Psychological Association. (6th ed.). Washington: Author. There is a link on the library page.
Suggested Journals
Journal of Educational Psychology Educational Psychology Review
Learning and Instruction Applied Cognitive Psychology
Key weblinks and journal:
There is a comprehensive range of helpful web links on vUWS.
Reading List for each topic:
Human Memory
Sensory Memory:
Bruning, R., Schraw, G. & Norby, M. (2011). Cognitive Psychology and Instruction (5th Edition). Boston: Pearson
.
Working Memory:
Alloway, T. P., Gathercole, S.E., Kirkwood, H. & Elliot, J. (2010). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80(2), 606-621.
Long Term Memory:
Dehn, M. J. (2010). Long term memory problems in children and adolescents: Assessment, intervention, and effective instruction. Hoboken, NJ: Wiley (E-Book).
Schema Theory:
Brewer, W. F. (2000). Bartlett's concept of the schema and its impact on theories of knowledge representation in contemporary cognitive psychology. In A Saito (Ed.), Bartlett, culture and cognition. (pp. 69-89). Psychology Press.
Derry, S. (1996). Cognitive Schema Theory in the Constructivist Debate. Educational Psychologist, 31(3/4), 163-174.
Sweller, J., van Merrienboer, J. & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
Instructional Design
Sweller, J. (2012). Human cognitive architecture: Why some instructional procedures work and others do not. APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues, K. Harris, S. Graham, and T. Urdan (Editors-in-Chief). American Psychological Association.
Element Interactivity effect:
Leahy, W., & Sweller, J. (2005). Interactions among the imagination, expertise-reversal, and element interactivity effects. Journal of Experimental Psychology: Applied, 11, 266-276.
Split Attention effect:
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 34(4), 351-371
Imagination effect:
Leahy, W., & Sweller, J. (2004). Cognitive load and the imagination effect. Applied Cognitive Psychology, 18(7), 857-875.
Expertise-Reversal effect:
Kalyuga, S., Ayres, P., Chandler, P., Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 22-31.
Student Motivation
General Readings:
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3, Social, emotional, and personality development (5th ed., 1017-1098), New York: Wiley.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and Applications (2nd ed). Columbus, OH: Merrill-Prentice Hall. Reinforcement Theory:
Ormrod, J. E. (2012). Human Learning (6th Edition). Upper Saddle River, NJ:
Prentice-Hall.
Shanks, D. R. (2010). Learning: From Association to Cognition. Annual Review of Psychology, 61, 273-301 doi:10.1146/annurev.psych.093008.100519.
Self-Efficacy:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Music
Ali, S. O., & Peynircioylu, Z. F. (2006). Songs and emotions: Are lyrics and melodies equal partners? Psychology of Music, 34, 511–534.
Dosseville, F., Laborde, S., & Scelles, N. (2012). Music during lectures: Will students learn better? Learning and Individual Differences, 22, 258-262.
Gomez, P., & Danuser, B. (2007). Relationships between musical structure and psychophysiological measures of emotion. Emotion, 7, 377–387.
Jäncke, L. & Sandman, P. (2010). Music listening while you learn: No influence of background music on verbal learning. Behavioral and Brain Functions, 6, 1-14.
Kone ni, V. J. (2008). Does music induce emotion? A theoretical and methodological analysis. Psychology of Aesthetics, Creativity, and the
Arts, 2, 115–129.
Giftedness
Fonseca, C. (2010). Emotional intensity in gifted students: helping kids cope with explosive feelings. Naperville: Sourcebooks. (E-Book)
Gross, M.U.M. (1998). The “me” behind the mask: Intellectually gifted students and the search for identity. Roeper Review, 20(3) 167-174.
Gagné, F. (2010). Motivation within the DMGT 2.0 framework. Highly Ability Studies, 21(2), 81-99.
Swiatek M. A. (1995). An empirical investigation of the social coping strategies used by gifted students. Gifted Child Quarterly, 39(3), 154-161.
Groups and Peer Relations
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social, and General Psychology Monographs, 131, 285-358.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3, Social, emotional, and personality development (6th ed., 571-645), New York: Wiley.
Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Vol. 7. Educational psychology (pp. 177-198). New York: John Wiley.
Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (3rd ed., pp. 841-873). New York: Macmillan.
Cults
Breese, D. (1998). The marks of a cult: The warning signs of false teachings. Eugene, OR: Harvest
House.
Coates, D. D. (2012). “Cult Commitment” from the perspective of former members: Direct rewards of membership versus dependence inducing practices. Deviant Behavior, 33, 168-194.
Pfeifer, J. E. (1992). The psychological framing of cults: Schematic representations and cult evaluations. Journal of Applied Social Psychology, 22, 531–544.
Woody, W. D. (2009). Use of Cult in the teaching of psychology of religion and spirituality. Psychology of Religion and Spirituality, 1, 218-232.
Gangs
Cyr, J. L. St., & Decker, S. H. (2003). Girls, guys, and gangs: Convergence or divergence in the gendered construction of gangs and groups. Journal of Criminal Justice, 31, 423-433.
Pyrooz, D. C., & Decker, S. H. (2011). Motives and methods for leaving the gang: Understanding the process of gang desistance. Journal of Criminal Justice, 39, 417-425.
Sela-Shayovitz, R. (2012). Gangs and the Web: Gang members’ online behaviour. Journal of Contemporary Criminal Justice, 28, 389-405
White, R., & Mason, R. (2006). Youth gangs and youth violence: Charting key dimensions. The Australian and New Zealand Journal of Criminology, 39, 54-70.
Piaget
Kesselring, T., & Ulrich Müller, U. (2011). The concept of egocentrism in the context of Piaget’s theory. New Ideas in Psychology, 29, 327-345.
Kuhn, D. (2008). Formal operations from a twenty-first century perspective. Human Development, 48-55.
Pound, L. (2011). Influencing early childhood education: Key figures, philosophies and ideas. Maidenhead: Open University Press.
Gender
Connell, R., Campbell, C., Vickers, M., Welch, A., Foley, D. & Bagnall, N. (2010) Education, Change and Society (2nd Ed.), Oxford University Press, Australia.
Bagnall, N., & Cassity, E. (2011). Education and belonging. Hauppauge, N.Y.: Nova Science Publisher's.
Martin, B. (2011). Children at play: Learning gender in the early years. Stoke-on-Trent: Trentham.
Irby, B. J., & Brown, G. (2011). Gender and early learning environments. Charlotte, NC: Information Age Pub. Paechter, C., (2006a) 'Masculine femininities/feminine masculinities: power, identities and gender', Gender and Education, 18, 253-263.
Paechter, C., (2006b) 'Reconceptualizing the gendered body: learning and constructing masculinities and femininities in school', Gender and Education, 18, 121-135.
Key weblinks
There is a comprehensive range of helpful web links on vUWS.
Academic Literacy Support – preparation for assignments
Finding Information - Successful Searching
The UWS library website provides resources that will assist you with selecting relevant readings for your assignments. It is strongly suggested that you complete the following two online modules if you have not done so already: Successful Searching http://library.uws.edu.au/tc/ss/index.php and The College of Arts Information Basics http://library.uws.edu.au/tc/coa/index.php.
Writing your assignment
You should:
Use relevant style and structure – with an introduction, body and conclusion in clearly organised paragraphs.
The introduction should clearly outline key points that will be covered in the essay.
The conclusion should summarise the main points accurately, objectively and adequately.
Connect ideas, sentences and paragraphs coherently.
Structure paragraphs well so that – the main idea is introduced in the topic sentence. the main idea/argument is elaborated in the supporting sentences . each idea is given adequate explanation with evidence from readings, referenced correctly. the paragraph finishes with a sentence that links the idea back to the question/essay topic.
Paraphrase accurately and appropriately.
Quote minimally - references should strengthen your argument or discussion.
Editing your assignment
Some strategies that are useful when editing:
Edit your draft in terms of content, structure and cohesion.
Use the assessment standards to assist you in editing your paper and ensure you have addressed each of the requirements.
Thoroughly proofread for spelling, grammar and referencing.
During the editing process, submit your assignment to Turnitin, analyse the Originality Check report and edit your work to ensure you have referenced correctly.
Check your word count is not more than 10% either side of the word limit.
Read your paper aloud, record it and listen to it the next day.
Use text to speech on your computer to listen to your assignment.
Give it to somebody else to read critically – ask them to let you know where it doesn’t make sense.
Presentation
You should take care that your assignment is presented professionally and meets academic expectations.
Check that your paper is easy to read. Make sure the font is not too small - 12 point font in a clear type e.g. Arial or times New Roman font are best. Ensure that there is appropriate spacing between each line - 1 ½ or 2 line space makes it easy to read. Your margin should provide enough space for the marker to make comments. Your reference list should start on a new page.
Securely staple or bind your assignment with the completed cover sheet attached.
Do not place your assignment in plastic sleeves or presentation folders. Include your name, student ID and page number in the footer just in case the staple is dislodged.
Referencing
You are expected to use the American Psychological Association (APA) referencing style in all Education assignments. The UWS library provides a range of citing resources. For APA see http://library.uws.edu.au/FILES/cite_APA.pdf. You are encouraged to use this as a reference when preparing your assignment.
These are some other helpful APA resources:
There are APA referencing guides available to borrow at the library or purchase at the bookshop.
APA has new online tutorials to get you started http://www.apastyle.org/learn/index.aspx
APA also has a Frequently Asked Questions section http://www.apastyle.org/learn/faqs/index.aspx
UWS Student Learning Unit
There are a number of workshops that can help you with both your study and life skills. These workshops are open and free for all UWS students. Information about some of the different workshops available and how to register is below. Academic skills workshops Study and life skills workshops
Online study resources
The Student Learning Unit provides a range of excellent resources including workshops, writing guides and links to interactive online modules to help you continue to develop your academic writing. You will need to log on using your student ID and password. Did you know about these online courses?
Language and Learning Links - Gateway to guides and tutorials on academic writing and study skills. Includes updated UniStep Academic Skills Guide. This is an excellent resource.
Referencing in Academic Writing - Help with the APA referencing style, including how to use references and paraphrase effectively. This is updated regularly so you should do it once a year at least.
Critical Thinking - How to deepen your thinking for assignments.
Education Technology Preparation - This program aims to support you develop skills in using UWS online service as and e-learning through vUWS. The program includes online library research and services; and online literacy with activities to develop note-taking and academic writing skills.
Additional resources
A number of resources have been made available to assist you with your learning in this unit.
These include
Recorded lectures available on the unit vUWS site
Readings available online
Extensive additional reading list
Online peer group assessment discussion for each assignment topic
Turnitin to assist with checking referencing
Proformas to assist with meeting assessment requirements
Assignment cover sheet
School of Education
Student name
Student number
Unit name and number
Course
Tutorial day and time
Tutor
Title of assignment
Length
Date due
Date submitted
Campus enrolment
Declaration
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.
No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the subject lecturer/tutor concerned
I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)
I am aware that this work may be de-identified and reproduced in part or in full as an example for future students.
Signature:___________________________________________ Date: ________________________
Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.
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