Teaching Holistically (12036.1)

Required texts

Please refer to canvas page for week-by-week required readings and viewing

Selected Core Readings and Unit Resources:

DuFour, R. (2004). The best staff development is in the workplace, not in a workshop. The Journal of Staff Development, 25(2), 63–.

Earl, L. M. (2013). Assessment as learning : using classroom assessment to maximize student learning (Second edition.). Corwin Press.

Experiential Learning: an overview. (n.d.). https://itali.uq.edu.au/files/1264/Discussion-paper-Experiential_learning%20_an_overview.pdf

Facilitating collaborative learning. (n.d.). https://primaryconnections.org.au/pedagogical-tools/learning-through-inquiry-tools/facilitating-collaborative-learning

Flanigan, K., & Greenwood, S. C. (2007). Effective Content Vocabulary Instruction in the Middle: Matching Students, Purposes, Words, and Strategies. Journal of Adolescent & Adult Literacy, 51(3), 226–238. https://doi.org/10.1598/JAAL.51.3.3

Gillett-Swan, J., & Brodie-McKenzie, A. (2023). Voice, agency, and power in the classroom. In J. Biddulph, J. Flutter, L. Rolls, L. Rolls, J. Flutter, & J. Biddulph (Editors), Unleashing children's voices in democratic primary education (1 ed., Vol. 1, pp. 226–238). Routledge. https://doi.org/10.4324/9781003179429-21

GOSWAMI, U. (2008). Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective. Journal of Philosophy of Education, 42(3-4), 381–399. https://doi.org/10.1111/j.1467-9752.2008.00639.x

Grounding projects in community life: The search for ‘utmost satisfaction' . (1998). In Adria Steinberg, Real Learning, Real Work (pp. 41–66).

International Trend towards Holistic (Integrated & Competency-based) Curricula. (n.d.). https://unesdoc.unesco.org/ark:/48223/pf0000370469

Jerusha Conner, J. C. (2024). Student Voice and Choice in the Classroom: Promoting Academic Engagement. In Instructional Strategies for Active Learning (p. 134).

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning (H. Uzunboylu, Ed.; Vol. 31, pp. 486–490). Elsevier Ltd. https://doi.org/10.1016/j.sbspro.2011.12.091

Mahmoudi, S., Jafari, E., Nasrabadi, H. A., & Liaghatdar, M. J. (2012). Holistic education: An Approach for 21 Century. International Education Studies, 5(3), 178–186. https://doi.org/10.5539/ies.v5n3p178

Mayes, E., Finneran, R., & Black, R. (2019). The challenges of student voice in primary schools : Students ‘having a voice' and ‘speaking for' others. The Australian Journal of Education, 63(2), 157–172. https://doi.org/10.1177/0004944119859445

McEwan, E. K. (2007). Use and teach content vocabulary daily. In 40 ways to support struggling readers in content classrooms, grades 6–12 (pp. 95–98). Corwin Press.

Peteranetz, M. S. (2017). Fostering Metacognition in K-12 Classrooms: Recommendations for Practice. The Nebraska Educator, . https://doi.org/10.13014/K21Z429D

Rogers, B. (2011). Learning to manage behaviour: A handbook for effective practice (3rd ed.). McGraw-Hill Education.

Ronald Jean Degan, . (2011). Brain-Based Learning: The Neurological Findings About the Human Brain that Every Teacher Should Know to be Effective. GlobAdvantage. https://globadvantage.ipleiria.pt/files/2011/06/working_paper-77_globadvantage.pdf

Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13. https://doi.org/10.1177/003172171209400203

Sally A. Spencer, . (n.d.). Universal Design for Learning: Assistance for Teachers in Today's Inclusive Classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1), . https://files.eric.ed.gov/fulltext/EJ1055639.pdf

Schellekens, L. H., Bok, H. G. J., de Jong, L. H., van der Schaaf, M. F., Kremer, W. D. J., & van der Vleuten, C. P. M. (2021). A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation, 71, 101094–. https://doi.org/10.1016/j.stueduc.2021.101094

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (C. A. Tomlinson, Ed.; Third edition.). ASCD.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Special assessment requirements

A grade of 50% is required to pass this unit.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Note that the University supported text matching software is Turnitin, which is available to all units via Canvas. For further information, please see this guide in The Shed -  https://uclearn.canberra.edu.au/courses/96/pages/turnitin-2/

The use of Turnitin is the default position of the university. Should a reason be put forward for deviation from this position, please discuss with ADE.

The Use of Artificial Intelligence

Students may use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit.

GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:

1. The Unit Convener has authorised its use for that assessment;
2. The student uses it in the way that the assessment instructions allow for;
3. The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.

Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not allowed for that assessment. If students are unsure, they should seek advice from the Unit Convener.

Students should be aware that the University of Canberra utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation’ designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

 Active engagement in all online modules enhances your learning and is strongly advised. Unless specifically stated in the unit outline, there is no mandatory attendance requirement. However, you may elect to attend timetabled activities, as they allow you to ask 'real time' questions to develop your understanding for the relevant assessment tasks.

A Note for Online Students.

This is a unit that is delivered to both online and on-campus students. While on-campus students will have regular timetabled activities, online students will be able to study in your own time. The course content is designed in weekly blocks that do not require online students to attend any timetabled activities unless specifically stated. There may be optional timetabled activities to further support your learning that online students can choose to attend. Assessment deadlines will apply.

There is a strong correlation between participation and success in higher education. Your participation in online tutorials and engagement with the online activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.

Participation requirements

This is a unit that is delivered to both online and on-campus students. While on-campus students will have regular timetabled activities, online students will be able to study in their own time. The course content is designed in weekly modules that do not require online students to attend any timetabled activities unless specifically stated. There may be optional timetabled activities to further support learning that online students can choose to attend. Assessment deadlines will apply.

Required IT skills

Basic IT skills are required including proficiency in the use of  MS Office applications - word, powerpoint

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

• its use is authorised by the unit convener as part of a specified
  assessment task, and
• it is used in the way allowed in the assessment instructions and/or unit outline, and
• its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

None

Work placement, internships or practicums

None

• Semester 1, 2026, Online self-paced, UC - Canberra, Bruce (231882)
• Semester 1, 2026, On-campus, UC - Canberra, Bruce (231881)
• Semester 1, 2025, On-campus, UC - Canberra, Bruce (225092)
• Semester 1, 2025, Online self-paced, UC - Canberra, Bruce (228905)