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Positive Learning Environments (EDUC90976)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
June
Overview
Availability | June - Dual-Delivery |
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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 |
---|---|---|
Online quiz and short answer task
| From Day 2 to Day 4 | 10% |
Literature review
| 3 Weeks after the end of teaching | 40% |
Case study (including 1 hour online component)
| 7 Weeks after the end of teaching | 50% |
Last updated: 10 February 2024
Dates & times
- June
Principal coordinator Lisa McKay-Brown Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 16 June 2021 to 24 June 2021 Last self-enrol date 17 June 2021 Census date 2 July 2021 Last date to withdraw without fail 30 July 2021 Assessment period ends 20 August 2021 June 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.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Primary) Course Master of Teaching (Early Childhood)
Last updated: 10 February 2024