Complete “The Social Brain” micro-credential and quiz to build your understanding of how social and emotional factors influence student learning. To pass, you’ll need to score at least 16 out of 20 on the quiz to earn the official CQU Digital Badge (20 hours). You are allowed multiple attempts to achieve at least 16 correct.

The Social Brain short course and quiz are available here.    

The microcredential is assessed using an online quiz, with the students required to answer a range of questions that relate to the brain and learning, specifically: 

• novice vs expert learners;
• how the brain learns, retains and masters information;
• mental modes and schemas;
• features of biologically primary vs. biologically secondary knowledge acquisition and the importance of teacher-led instruction for secondary knowledge acquisition;
• how a learner’s brain develops from early childhood through to young adult,, including the development of executive functions and the implications for teaching;
• research evidence that shows why the use of self-directed approaches as a starting point for novices is ineffective and should be avoided;
• how the brain moves information through working memory into long-term memory, how to optimise this process and the potential barriers to this process;
• the limits of working memory including how cognitive overload occurs, and the common causes of cognitive overload;
• the most effective teaching practices to reduce cognitive overload including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning;
• how the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions;
• why teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important;
• the use of worked examples and engagement strategies is outlined, including how to progressively increase task complexity. This section explains how to transition from basic worked examples to more challenging problem‑solving activities as students become more confident with the subject matter;
• the negative impacts of pedagogical choices based on neuromyths.

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 that is produced electronically for you in The Social Brain short course. 

In completing this task, you will demonstrate a knowledge and understanding of the following: 

• Core Content Criteria 1: Novice vs. Expert Learners – Neuroplasticity - Knowledge of and understanding of the related implications for practice of what it means to be a ‘novice’ learner in comparison to an ‘expert’ and the processes that occur during progression from novice towards mastery and how to adjust teaching practice in response.
• Core Content Criteria 2: How the Brain Learns, Retains, and Masters Information - Applied understanding of processes of knowledge acquisition in the brain, including the function of memory and the concept of cognitive overload including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.
• Core Content Criteria 3: Neuromyths - Knowledge and understanding of common neuromyths and the impact of their perpetuation. 

AI Assessment Scale: Level 1

You must not use AI at any point during this assessment. You must demonstrate your core skills and knowledge. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.

Create an engaging, evidence-informed teacher resource (approximately 2,200 words) that explains key concepts about the brain and learning, with a clear focus on how this knowledge can be applied in diverse Australian classrooms. Your resource must demonstrate your ability to translate neuroscience insights into practical teaching strategies that support student learning and related implications for practice. Draw upon your own classroom experience by substantiating your research and learning with practical examples from the classroom. 

Your response should be presented using the following structure and prompts:  

1. Introduction

Your personal position on why understanding neuroeducation is important to teachers.  

2. Novice vs. Expert Learners – Neuroplasticity

 Knowledge of and understanding of the related implications for practice of what it means to be a ‘novice’ learner in comparison to an ‘expert’ and the processes that occur during progression from novice towards mastery and how to adjust teaching practice in response.

3. How the Brain Learns, Retains, and Masters Information

Understanding of processes of knowledge acquisition in the brain, including the function of memory and the concept of cognitive overload.

4. Neuromyths

Knowledge and understanding of common neuromyths and the impact of their continued use.

5. Conclusion

What are the broader implications for teaching practice?

6. References

Task Completion - The main requirements of the task are addressed, demonstrating an understanding of the subject matter.

Understanding and application of the core content related to the Brain and Learning:

• Core Content Criteria 1: Novice vs. Expert Learners – Neuroplasticity - Knowledge of and understanding of the related implications for practice of what it means to be a ‘novice’ learner in comparison to an ‘expert’ and the processes that occur during progression from novice towards mastery and how to adjust teaching practice in response.
• Core Content Criteria 2: How the Brain Learns, Retains, and Masters Information - Applied understanding of processes of knowledge acquisition in the brain, including the function of memory and the concept of cognitive overload.
• Core Content Criteria 3: Neuromyths - Knowledge and understanding of common neuromyths and the impact of their perpetuation.
• Academic Writing, Presentation and Referencing.

Word Count:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.  Word count for this assignment: 2200 words maximum.

AI Assessment Scale: Level 3
You may use AI to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.

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. 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

Task Completion - The main requirements of the task are addressed, demonstrating an understanding of the subject matter.

Understanding and application of the core content related to Classroom Management:

• Core Content Criteria 1:  Rules and Routines - Understanding of the role of rules and routines in establishing a structured, safe, and positive classroom environment. 
• Core Content Criteria 2:  Proactive Practices - Understanding of the efficacy of proactive practices in preventing misbehaviour and/or disengagement, including the role of high-quality instruction as a proactive practice.
• Core Content Criteria 3:  Proactive Practices - Proactive practices, including setting high expectations, building positive relationships, providing structure, and setting ambitious, achievable and personalised goals.
• Core Content Criteria 4:  Proactive Practices - Ability to practise and apply techniques that positively and effectively manage behaviour in classroom contexts, including the use of calm, consistent and proportional responses, behaviour modelling and feedback that gives attention to the desired behaviour rather than the undesired behaviour.
• Core Content Criteria 5:  Whole-school behaviour frameworks - Understanding of common whole-school behaviour frameworks.
• Academic Writing, Presentation and Referencing.

Word Count:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.  Word count for this assignment: 2500 words maximum.

AI Assessment Scale: Level 3
You may use AI to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.