Analyze and Resolve Complex Real-World Problems - Pedagogy for Positive Learning Environments - Science Assignment Help

Assignment Task

1 About Pedagogy for Positive Learning Environments

1.1 An Introduction to this Unit 
This unit is designed to promote the application and integration of current psychological and educational theory, evidence and best practice in creating positive learning environments for the purposes of learning, behaviour and wellbeing. A problem-based approach to learning and teaching is used employing case-based vignettes depicting various specific school-based behaviour management challenges. The unit is delivered by providing students with an unfamiliar problem, situation or task related to promoting students learning, positive behaviour and wellbeing. Students are required to determine for themselves how they will go about solving the problem. This occurs through small group work and self-directed research in which students are encouraged to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem whilst being supported by their tutor and peers. 
1.2 What is Expected of You 
Study Load 
A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals. 
Attendance 
Attendance is required for 80% of all lectures and tutorials to for fill professional program accreditation requirements of the NSW Board of Studies, Teaching an Educational Standards. Attendance will support students to engage with the essential pedagogy content and developed classroom management skills which form part of the priority areas of accreditation. 
Online Learning Requirements 
Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/). You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.

Academic Integrity and Student Misconduct Rule 
In submitting assessments, it is essential that you are familiar with the policies listed above and that you understand the principles of academic integrity. You are expected to act honestly and ethically in the production of all academic work and assessment tasks, submit work that is your own and acknowledge any contribution to your work made by others. 
Important information about academic integrity, including advice to students is available at https://www.westernsydney. edu.au/studysmart/home/academic_integrity_and_plagiarism. It is your responsibility to familiarise yourself with these principles and apply them to all work submitted to the University as your own. 
When you submit an assignment or product, you will declare that no part has been: copied from any other stu dent’s work or from any other source except where due acknowledgement is made in the assignment; submitted by you in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Unit Coordinator; written/produced for you by any other person except where collaboration has been au thorised by the Unit Coordinator. 
The Student Misconduct Rule applies to all students of Western Sydney University and makes it an offence for any student to engage in academic, research or general misconduct as defined in the Rule. 
The University considers plagiarism, cheating and collusion as instances of academic misconduct. The University also considers submitting falsified documentation in support of applications for special consideration, including sitting of deferred examinations, as instances of general misconduct. You should be aware that changes were made to the Student Misconduct Rule commencing 1 January 2020 that provide for minimum sanctions that apply to certain conduct, including the provision of falsified documentation to the University. 
You are strongly advised to read the Student Misconduct Rule and the Inappropriate Behaviour Guidelines at the commencement of each session to familiarise yourself with this process and the expectations of the University in relation to work submitted for assessment. 
1.3 Changes to Unit as a Result of Past Student Feedback 
The University values student feedback in order to improve the quality of its educational programs. The feedback provided helps us improve teaching methods and units of study. The survey results inform unit content and design, learning guides, teaching methods, assessment processes and teaching materials. 
You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff. 
As a result of student feedback, the following changes and improvements to this unit have recently been made: 
Week by week calendar and readings has been included 
Clearer explanations of the assessment requirements and improved, marking rubrics for assessments have been developed to indicate each of the requirements of the assessment 
Tutorial and lecture content has been revised as have tasks undertaking during your learning. – Assessment 2 has been modified to take into consideration Professional Experience 
2 Assessment Information 
2.1 Unit Learning Outcomes 
The following unit learning outcomes are aligned to the course learning outcomes (CLO) above and the Australian Professional Standards for Teachers (APST). On successful completion of this unit, you should be able to: 
Outcome 
1 Analyse and resolve complex real-world problems in relation to learning, behaviour and social and wellbeing management including how culturally and linguistically diverse communities’ philosophies and beliefs about learning and behaviour can affect teaching practice. 
2 Locate, evaluate and model the use of specific strategies and resources to support students’ behaviour and well-being. 
3 Explain ethical and legislative responsibilities, including Work Health and Safety, and risk management legislation, for responding positively to challenging secondary student behaviour, including students with significant behavioural difficulties such as violent behaviour. 
4 Evaluate personal beliefs, values and teaching practices in light of theory, applied learning and research evidence relating to effective behaviour management practices. 
5 Articulate the importance of teaching social and emotional skills, both alongside and embedded within substantive curriculum content at the secondary level. 
6 Use self-reflective teaching practices, alongside relevant empirical findings and theory, when applying preventative and restorative pedagogies so as to prioritise secondary student wellbeing and promote individual and whole-class learning outcomes. 
7 Link theories of classroom learning and behaviour to practical assessment of individual secondary students’ needs. 
 

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