Overview
Understanding how students learn and crafting learning experiences that align with the brain's processes is crucial for engaging learners. In this unit, you will acquire a foundation in educational neuroscience, understanding how students learn and how to manage challenging behaviour effectively. You will also delve into cultivating a growth mindset focused on continuous improvement to enhance student engagement, classroom management, and safety. Leveraging the latest insights from evidence-based research; you will gain the expertise and tools necessary to establish and sustain a safe and supportive learning environment that caters for the learning and well-being needs of all students.
Details
Pre-requisites or Co-requisites
Prerequisite EDFE11038 Professional Practice 1 - Introduction to Teaching
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Staff
Make more concise the material in the first two modules that relate to the new Core Content for ITE courses
Rewrite modules 1 and 2 concisely.
Feedback from Staff
Make assessment requirements succinct and specific to AITSL requirements.
Improve clarity and succinctness of assessment requirements.
- Utilise research into how students learn using the brain’s plasticity through engagement in their learning and appropriately challenging stretch goals
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness
- Demonstrate knowledge and practical approaches to managing challenging behaviour derived from theory, policy and good practice using informed professionalism.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.2 Understand how students learn
3.1 Establish challenging learning goals
3.5 Use effective classroom communication
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
Successful completion of this unit also provides opportunities for students to engage with the following Learning Outcomes from the AITSL Core Content 1 – The Brain and Learning:
1.1 Knowledge of what it means to be a ‘novice’ learner in comparison to an ‘expert’. Knowledge of and skill in the related implications for practice.
1.2 Knowledge of the most efficient and effective process of knowledge acquisition in the brain, including the function of memory and the concept of cognitive overload.
1.3 Knowledge of the process that occurs in a novice brain during progression towards mastery. Knowledge of and skill in the need to adjust practice in response.
1.4 Knowledge and understanding of common neuromyths and the impact of their perpetuation.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Project (applied) - 40% | |||
| 2 - Project (applied) - 50% | |||
| 3 - Online Quiz(zes) - 10% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
There are no required textbooks.
Additional Textbook Information
Our unit 'textbook' is from the Australian Government's Department of Education and is available online for free.
Australian Education Research Organisation. (2023). Classroom management resources: User guide.
https://www.edresearch.edu.au/sites/default/files/2023-12/classroom-management-resources-user-guide-aa.pdf
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer - ability to access study materials, including instructional videos and scan and upload assessment.
- Word processing
- Computer - ability to access study materials, access Zoom application for meetings and view instructional videos.
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.purnell@cqu.edu.au
Module/Topic
The Social Brain and Neuroplasticity
Chapter
Module 1's PD course, The Social Brain and Neuroplasticity lesson.
Events and Submissions/Topic
Module/Topic
Cognitive Load and Neuromyths
Chapter
Engage with Module 2 resources - Cognitive Load lesson and Neuromyths lesson.
Events and Submissions/Topic
Module/Topic
Managing Challenging Behaviours
Chapter
Engage with Module 3 resources -
The 'Managing Challenging Behaviour' lesson, and
the resources you select from our unit ‘textbook’, available online for free.
Australian Education Research Organisation. (2023). Classroom management resources: User guide. https://www.edresearch.edu.au/sites/default/files/2023-12/classroom-management-resources-user-guide-aa.pdf
Events and Submissions/Topic
Module/Topic
Tricky Teens
Chapter
The 'Tricky Teens' lesson, and
the resources you select from our unit ‘textbook’, available online for free.
Australian Education Research Organisation. (2023). Classroom management resources: User guide. https://www.edresearch.edu.au/sites/default/files/2023-12/classroom-management-resources-user-guide-aa.pdf
Events and Submissions/Topic
1 Online Quiz(zes)
Complete "The Social Brain" micro-credential and quiz, achieving 16 or more correct answers out of 20 to earn the CQU Digital Badge for 20 hours.
The Social Brain short course and quiz are available at
https://bedifferent.cqu.edu.au/course/view.php?id=2469
The quiz has 20 items from a bank of items, and you are allowed multiple attempts to do the quiz. Once you achieve 16 items correct or more out of 20, you are eligible for the CQU Professional Development Certificate of 20 hours produced electronically in The Social Brain short course.
Note: You should have received an email from Credly inviting you to claim your Digital Badge and Certificate. However, these are sometimes caught by CQU’s TASAC systems and delayed. Please visit https://www.credly.com/users/sign_in and create an account using your email. Once you log in, your badge invitation should appear on the dashboard. Download the CQU CPD instructions to access your certificate for The Social Brain.
1
Week 6 Wednesday (23 Apr 2025) 11:45 pm AEST
Week 7 Friday (2 May 2025)
On completing the micro-credential with a score of 16 or higher out of 20 items with multiple attempts permitted, you will receive a PDF digital badge, which must be uploaded to the assessment portal to gain 10 marks for this task. Non-submission will result in 0 marks being awarded.
No submission method provided.
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness.
2 Project (applied)
Create a written resource for teachers of about 2,200 words on the brain and learning. Chiefly use our resources from Modules 1 and 2. You are to use the AT2 template on our Moodle website. Your resource is to have these headings:
1. Novice vs. Expert Learners - Neuroplasticity
2. How the Brain Learns, Retains, and Masters Information
3. Neuromyths
4. Conclusion
5. References
6. Acknowledgment – if needed, place on your Title Page using words such as: While this work is chiefly my own, I wish to acknowledge the use of AI – specifically ______________________ - in generating some ideas and editing content for clarity and conciseness.
You must adhere to APA (2020) writing standards when responding to the assessment task. This includes addressing all task requirements and ensuring effective written, video or other media. Accurately acknowledge sources both in the text and in the References. Use scholarly writing emphasising clear communication with continuity, flow, conciseness, and clarity. Ensure precise word choice and well-structured sentences. The key is logically organising thoughts while maintaining audience interest through concise, purposeful expression (APA, 2020, p. 212).
Week 7 Wednesday (30 Apr 2025) 11:45 pm AEST
Submit via Moodle as a single Word document
Week 9 Friday (16 May 2025)
Following Moderation
Criteria and Standards Descriptors for AT2
Criteria and Standards Descriptors for AT2
Pass (50 to 64%) Mark:20-25
Task Completion - The main requirements of the task are addressed, demonstrating a basic understanding of the subject matter.
Communication of Ideas - The response evidences a basic understanding of the topic, with ideas communicated clearly but needing more depth and complexity. Some attempt is made to structure the response, though it may need to be more consistent. Errors in grammar and syntax are present but do not significantly impede understanding.
Continuity and Flow - The response is generally organised but may have occasional lapses in flow and continuity. Transitional phrases are limited, resulting in a somewhat disjointed reading experience.
Audience Engagement - Basic understanding of audience needs. Simple engagement techniques used with some effectiveness.
Writing Style - The response demonstrates a basic understanding of the style with the correct use of in-text citations and references. However, there may be several errors in the use of the style.
Credit (65 to 74%) Mark: 26-29
Task Completion - The task's requirements are addressed with adequate detail and accuracy. The subject matter is well understood, and most concepts are explained correctly.
Communication of Ideas - The response evidences a good understanding of the topic, with ideas communicated clearly and logically and significant evidence of critical thinking. The structure of the response is generally coherent and organised. There are few errors in grammar and syntax, but they do not impede understanding.
Continuity and Flow - The response maintains a logical structure with clear transitions between sections. Transitional phrases are used effectively to connect ideas, though some areas may still feel slightly abrupt.
Audience Engagement - Good understanding of audience needs with examples. Several engagement techniques used effectively.
Writing Style - The response shows a good grasp of the style with mostly accurate in-text citations and references. There may be occasional minor errors in the use of the style.
Distinction (75 to 84%) Mark: 30-34
Task Completion - All aspects of the task are thoroughly addressed with detailed and accurate information, showing a strong understanding of the subject, providing clear and insightful explanations.
Communication of Ideas - The response demonstrates a thorough understanding of the topic, with ideas communicated clearly, logically, and in-depth. The response is well-structured and organised, with a clear progression of ideas. There are minimal errors in grammar and syntax.
Continuity and Flow - The response is well-structured, with smooth transitions that guide the reader through the content. Each section flows logically into the next, creating a cohesive narrative.
Audience Engagement - Thorough understanding of audience needs with detailed examples. Highly effective engagement techniques.
Writing Style - The response displays a strong understanding of style with accurate and consistent use of in-text citations and references. Very clear attention to detail and adherence to the style's guidelines.
High Distinction (85 to 100%) Mark: 35-40
Task Completion - All aspects of the task are thoroughly addressed with advanced, comprehensive, and detailed information. The work exhibits excellent understanding with deep insights and sophisticated analysis.
Communication of Ideas - The response shows an exceptional understanding of the topic, with ideas communicated with outstanding clarity, depth, and insight. The response is expertly structured and organised, with a seamless progression of ideas. There are no errors in grammar and syntax.
Continuity and Flow - The response exhibits a high level of coherence with seamless transitions between sections. The flow is natural and intuitive, enhancing the reader's understanding and engagement.
Audience Engagement - Exceptional understanding with insightful examples. Innovative and highly effective engagement techniques.
Writing Style - The response exhibits an excellent command of APA style with flawless in-text citations and references. Formatting is precise and consistent throughout, demonstrating a thorough understanding and meticulous application of the style's guidelines.
Note: The "Fail" grade is below 50%. Mark <20
- Utilise research into how students learn using the brain’s plasticity through engagement in their learning and appropriately challenging stretch goals.
- Identify strategies to support student engagement in their learning using effective communication to maximise learning and wellness.
3 Project (applied)
Create a written resource for use by beginning teachers on Practical Approaches to Managing Student Behaviour of about 2,500 words. Chiefly use our resources from Modules 3 and 4 and our ‘textbook’, Classroom management resources. You are to use the AT3 template on our Moodle website. Your resource is to have these headings:
1. Evidence-Based Approaches
2. Prevention and Proactive Management Strategies
3. De-escalation Techniques and Intervention Methods
4. Building Positive Relationships and Support Networks
5. Conclusion
6. References
7. Acknowledgment – if needed, place on your Title Page using words such as: While this work is chiefly my own, I wish to acknowledge the use of AI – specifically ______________________ - in generating some ideas and editing content for clarity and conciseness.
You must adhere to APA (2020) writing standards when responding to the assessment task. This includes addressing all task requirements and ensuring effective written, video or other media. A Pecha Kucha transcript is required for Turnitin (see submission instructions). Accurately acknowledge sources both in the text and in the References. Use scholarly writing emphasising clear communication with continuity, flow, conciseness, and clarity. Ensure precise word choice and well-structured sentences. The key is logically organising thoughts while maintaining audience interest through concise, purposeful expression (APA, 2020, p. 212).
Review/Exam Week Monday (9 June 2025) 11:45 pm AEST
Following Moderation and prior to certification of grades
Criteria and Standards Descriptors for AT3
Pass (50 to 64%) Mark: 25 - 32
Task Completion - The main requirements of the task are addressed, demonstrating a basic understanding of the subject matter.
Communication of Ideas - The response evidences a basic understanding of the topic, with ideas communicated clearly but needing more depth and complexity. Some attempt is made to structure the response, though it may need to be more consistent. Errors in grammar and syntax are present but do not significantly impede understanding.
Continuity and Flow - The response is generally organised but may have occasional lapses in flow and continuity. Transitional phrases are limited, resulting in a somewhat disjointed reading experience.
Audience Engagement - Basic understanding of audience needs. Simple engagement techniques used with some effectiveness.
Writing Style - The response demonstrates a basic understanding of the style with the correct use of in-text citations and references. However, there may be several errors in the use of the style.
Credit (65 to 74%) Mark: 33-37
Task Completion - The task's requirements are addressed with adequate detail and accuracy. The subject matter is well understood, and most concepts are explained correctly.
Communication of Ideas - The response evidences a good understanding of the topic, with ideas communicated clearly and logically and significant evidence of critical thinking. The structure of the response is generally coherent and organised. There are few errors in grammar and syntax, but they do not impede understanding.
Continuity and Flow - The response maintains a logical structure with clear transitions between sections. Transitional phrases are used effectively to connect ideas, though some areas may still feel slightly abrupt.
Audience Engagement - Good understanding of audience needs with examples. Several engagement techniques used effectively.
Writing Style - The response shows a good grasp of the style with mostly accurate in-text citations and references. There may be occasional minor errors in the use of the style.
Use of AT2 Feedback in AT3 - Reasonable use of marker feedback on how to improve.
Distinction (75 to 84%) Mark: 38-42
Task Completion - All aspects of the task are thoroughly addressed with detailed and accurate information, showing a strong understanding of the subject, providing clear and insightful explanations.
Communication of Ideas- The response demonstrates a thorough understanding of the topic, with ideas communicated clearly, logically, and in depth. The response is well-structured and organised, with a clear progression of ideas. There are minimal errors in grammar and syntax.
Continuity and Flow - The response is well-structured, with smooth transitions that guide the reader through the content. Each section flows logically into the next, creating a cohesive narrative.
Audience Engagement - Thorough understanding of audience needs with detailed examples. Highly effective engagement techniques.
Writing Style - The response displays a strong understanding of style with accurate and consistent use of in-text citations and references. Very clear attention to detail and adherence to the style's guidelines.
Use of AT2 Feedback in AT3 - Precise use of marker feedback, as relevant.
High Distinction (85 to 100%) Mark: 43-50
Task Completion- All aspects of the task are thoroughly addressed with advanced, comprehensive, and detailed information. The work exhibits excellent understanding with deep insights and sophisticated analysis.
Communication of Ideas - The response shows an exceptional understanding of the topic, with ideas communicated with outstanding clarity, depth, and insight. The response is expertly structured and organised, with a seamless progression of ideas. There are no errors in grammar and syntax.
Continuity and Flow - The response exhibits a high level of coherence with seamless transitions between sections. The flow is natural and intuitive, enhancing the reader's understanding and engagement.
Audience Engagement -Exceptional understanding with insightful examples. Innovative and highly effective engagement techniques.
Writing Style -The response exhibits an excellent command of APA style with flawless in-text citations and references. Formatting is precise and consistent throughout, demonstrating a thorough understanding and meticulous application of the style's guidelines.
Use of AT2 Feedback in AT3 - Explicit use of marker feedback, as relevant, with no errors.
Note: The "Fail" grade is below 50%. Mark <25
- Utilise research into how students learn using the brain’s plasticity through engagement in their learning and appropriately challenging stretch goals.
- Demonstrate knowledge and practical approaches to managing challenging behaviour derived from theory, policy and good practice using informed professionalism.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
