Science of Learning 1 PG (12112.1)

This unit enables classroom teachers and educational leaders to critically analyse the theoretical and practical elements of leading and managing the pedagogical practices, initiated by Catalyst and underpinned by the Science of Learning principles. It draws on the seventeen principles of teaching and learning expounded by Rosenshine and other relevant academic research, to reflect, review and plan for sustainable changes to pedagogic practice. This unit provides educators an opportunity to professionally and critically reflect on their own experiences implementing the learning provided by Catalyst as evidenced in their classroom, school, or system. This unit builds classroom and leadership skills promoting the use of Science of Learning pedagogy to drive improved student outcomes and purposeful school and system change. Educators are provided strategies to share practice and to plan approaches to sustain improved pedagogy in a range of educational contexts.

Learning outcomes

Upon successful completion of this unit, students will be able to:
1. Critically reflect on how effective and successful pedagogical practices in a school-based context are identified and implemented;
2. Evaluate ways to change and improve pedagogical practice and design in a school-based context;
3. Critique the strategies employed to implement the pedagogy of scientific teaching and learning practices in a school-based context; and
4. Annotate and critically review the research and school-based evidence of the impact of implementing scientific teaching and learning pedagogic practices.

Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas

Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.