Understanding Adolescent Learners - Credit Bearing
Issued by
Griffith University
Earners have enhanced understanding of adolescent learners and how this knowledge informs teaching and learning practices, including parent and community engagement, and the role of teachers as agents of change. Earners enable young learners to improve their learning outcomes. Earners have successfully completed a professional development program, including an assessment on their understanding of the theories and practices that support and engage adolescent learners in the classroom.
Skills
Earning Criteria
-
Earners have completed a series of quizzes throughout the program designed to test the participant’s level of understanding about: the uniqueness of the adolescent learner, the developmental attributes of young adolescent learners, intellectually engaging young adolescent learners, the implications for practice for teaching and learning for young adolescent learners,
-
Earners have completed a series of quizzes throughout the program designed to test the participant’s level of understanding about the principles and practices of effective transition for adolescent learners, parent and community engagement for young adolescent learners, teachers as agents of change
-
Earners have completed a series of module reflection exercises throughout throughout the program focused on the topics of each completed quiz
-
Earners have completed and shared a range of interactive activities with the cohort and demonstrated ability to consider different approaches and reflection on own individual approach
-
Earners have analysed a range of self-regulation strategies and pedagogical approaches to teach the strategies and detailed the strategies the participant is already using.
-
Earners have applied strategies for enhancing parent-school-community engagement and detailed new strategies that could be incorporated into practice, participants then share with cohort.
-
Earners have completed an additional Assessment Task: 'Shadow a Student' Task. This task assessed participants’ understanding of the theories and practices that best support and engage young adolescent learners in the classroom.