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 on-line quiz with the students requiring answering 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 strategies for engagement. How to progressively increase the complexity of tasks, including examples of how to transition from basic worked examples to more challenging problem-solving activities as students become more familiar with the subject matter is addressed;
• 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

Additionally, your response should demonstrate knowledge and understanding of research into how students learn and the implications for teaching (APST 1.2) and include examples of how you set learning goals that provide achievable challenges for students of varying abilities and characteristics (APST 3.1).

Your response should draw on examples of a range of verbal and non-verbal communication strategies to support student engagement (APST 3.5).

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

Communication of Ideas - The response evidences an understanding of the topic, ideas are communicated, structure of the response and use of grammar and syntax.

Continuity and Flow - The response is organised using flow and continuity.

Audience Engagement – The response shows an understanding of audience needs with engagement techniques through the writing.

Writing Style and referencing - The response demonstrates an understanding of the style with the use of in-text citations and references. 

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 clear and practical teacher resource (approx. 2,500 words) on how to assess student learning.

Ensure you provide evidence in your resource in the following sections:

1. Assessing Student Learning

Define and give examples of informal and formal assessment methods

State the purposes of diagnostic, formative, and summative approaches

Consider how to use a range of evidence-based assessment practices to evaluate progress, adjust instruction, provide targeted feedback, and support learning.

2. Providing Feedback

Describe why timely, constructive feedback is critical for student learning

3.   Making Judgements

Outline moderation processes that support consistent and fair assessment

4.   Interpreting Student Data

Discuss how to use data to inform and adjust your teaching

5.   Reporting on Achievement

Describe strategies for reporting student progress to students and parents

Highlight the importance of accurate assessment records

Ensure that you provide evidence in your response that:

• Demonstrates knowledge and understanding of research into how students learn and the implications for teaching (AITSL 1.2)
• Demonstrates understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning (AITSL 5.1)
• Demonstrates an understanding of the purpose of providing timely and appropriate feedback to students about their learning (AITSL 5.2)
• Demonstrates understanding of assessment moderation and its application to support consistent and comparable judgements of student learning (AITSL 5.3)
• Demonstrates the capacity to interpret student assessment data to evaluate student learning and modify teaching practice (AITSL, 5.4)
• Demonstrates understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement (AITSL 5.5)

Assessment will be marked against the following criteria:

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

Understanding and application of the APSTs related to Assessing Student Learning:

• Demonstrates knowledge and understanding of research into how students learn and the implications for teaching (AITSL 1.2)
• Demonstrates understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning (AITSL 5.1) and how to select a range of evidence-based assessment practices to evaluate progress, adjust instruction, provide targeted feedback, and support learning (Core Content 2.3)
• Demonstrates an understanding of the purpose of providing timely and appropriate feedback to students about their learning (AITSL 5.2) 
• Demonstrates understanding of assessment moderation and its application to support consistent and comparable judgements of student learning (AITSL 5.3)
• Demonstrates the capacity to interpret student assessment data to evaluate student learning and modify teaching practice (AITSL, 5.4)
• Demonstrates understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement (AITSL 5.5)

Communication of Ideas - The response evidences an understanding of the topic, ideas are communicated, structure of the response and use of grammar and syntax.

Continuity and Flow - The response is organised using flow and continuity.

Audience Engagement – The response shows an understanding of audience needs with engagement techniques through the writing.

Writing Style and referencing - The response demonstrates an understanding of the style with the use of in-text citations and references. 

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.