Handbook home
Positive Learning Environments (EDUC90976)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
July
Overview
Availability | July |
---|---|
Fees | Look up fees |
This subject provides participants with theory and interventions for developing positive learning environments. It supports participants to understand the critical theoretical perspectives that underpin working effectively with behaviours of concern. This subject also supports participants to explore evidence-based interventions for creating high quality learning environments that support positive approaches to working with behaviours of concern. It assists participants to understand how to use multi-tiered systems of support to design and implement interventions for students who exhibit behaviours of concern.
Intended learning outcomes
By the end of this subject, students should be able to:
- Establish productive pedagogical relationships, building trust and rapport with students, creating a culture of achievement and student engagement
- Develop intervention classroom management strategies, with a focus on promotion of positive behaviour and purposeful engagement in learning
- Demonstrate knowledge of practical approaches to managing behaviours of concern and theoretical understandings of causes and triggers of behaviours of concern
- Develop knowledge of multi-tiered systems of support to create positive learning environments
- Use effective classroom communication by demonstrating a range of verbal and non-verbal strategies to support student engagement
Generic skills
- Understand the significance of developing their practice on the basis of research evidence
- Be self-aware, resourceful and resilient
- Be flexible and able to adapt to change through knowing how to be solution focussed
- Work in teams with skills in cooperation, communication and negotiation
- Be skilled communicators who can effectively articulate and justify their practices
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Written task
| Mid semester | 50% |
Case study
| End of semester | 50% |
Last updated: 10 February 2024
Dates & times
- July
Principal coordinator Lisa McKay-Brown Mode of delivery On Campus (Parkville) Contact hours 24 Total time commitment 170 hours Teaching period 22 July 2019 to 20 September 2019 Last self-enrol date 2 August 2019 Census date 16 August 2019 Last date to withdraw without fail 20 September 2019 Assessment period ends 31 October 2019 July contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
Last updated: 10 February 2024