013985 Understanding and Engaging Adolescent Learners

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject is directed towards assisting pre-service teachers to understand and engage effectively with adolescent learners in contemporary Australian schools. It focuses on psychological perspectives of learning and motivation while incorporating sociological perspectives of young people. Students develop skills to analyse complex and diverse learning environments that impact the lives of secondary students. The exploration and application of diverse theories allow students to develop engaging and responsive classroom-based teaching practices. The implications of these theories are considered in cases drawn from school, family and community contexts. Students are given opportunities to draw on their professional experience placements and their personal philosophy of education to contribute to the content focus of the subject. In so doing, students develop the holistic and constructive approach needed for respectfully supporting their future school students to engage with and be successful in high school education.

Subject learning objectives (SLOs)

a.	Analyse how students learn and change, and how student motivation develops
b.	Analyse complex teaching and learning scenarios that affect adolescents
c.	Develop theoretically sound strategies for creating supportive teaching and learning environments for adolescents in diverse and complex contexts
d.	Describe and scrutinise challenging issues facing young Australians and their teachers in schools, drawing on relevant theoretical concepts, research and policy
e.	Develop teaching and learning strategies for dealing with authentic challenging scenarios that affect adolescents in modern day classrooms
f.	Identify how teachers can draw on their understanding of adolescent development to support the students they teach in schools

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
Create and maintain inclusive, supportive, well-managed, diverse and safe learning environments (3.1)
Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)

Contribution to the development of graduate attributes

There are two APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed. These are addressed in each lecture and assessment.

1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

Standard 1.1.1 is taught and practised in Weeks 1-9 lectures and tutorials, and assessed in all Assessment tasks.

1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

Standard 1.2.1 is taught and practised in Weeks 1-9 lectures and tutorials, and assessed in all Assessment tasks.

Teaching and learning strategies

Subject content is delivered with a combination of asynchronous online lectures and curated study resources. In weekly synchronous seminars, teacher education students discuss, problem-solve, demonstrate and practice theories and methods. The seminar-workshops have clearly defined learning intentions and goals. The sequenced lesson structure scaffolds learning through a series of activities, building knowledge of key theories and research in psychology and sociology of education. Teacher education students critically examine and apply these theories using a case-based or authentic scenario approach to place emphasis on the practical evaluation and application of relevant theories. Students are provided with opportunities to see explicit links between class work and the assessment criteria.

A range of activities are used to support learning, including explicit teaching of theoretical concepts, case studies, videos, discussion of readings, short presentations, interest-based investigations and collaborative writing. Teacher education students undertake group work in relation to authentic case-based scenarios. Learning takes place individually and collaboratively in small groups. Collaborative learning develops skills in negotiating roles and outcomes and provides a model for team teaching. Throughout the subject, students develop their skills in cross-disciplinary thinking, analysis and synthesis.

During the session the lecturer and peers provide feedback so that teacher education students understand their transition through the learning process to achieve learning goals. Weekly seminar-workshops employ formative feedback and detailed feedback is provided on summative assessment tasks. This feedback enables teacher education students to identify areas of their professional learning that require further study.

Through active participation in class, teacher education students develop knowledge and skills to help them teach adolescents effectively. They are encouraged to reflect on their own learning experiences to understand metacognitive processes and how these may vary from those of their future secondary school students and what this means for their teaching and learning.

Content (topics)

Theoretical frameworks – behaviourism, information processing approaches, constructivism/social constructivism, sociocultural theories (key ideas, key theorists/researchers)
Theories of learning and cognition (including conceptual change, theories of intelligence, self- and co-regulation)
Theories of motivation and emotion (including goal theory, interest, self-concept)
Theories in practice (notions of engagement, creativity, classroom- and community-based scenarios)
Key concepts from research on adolescent development (the adolescent brain, mental health, lifespan development & puberty, moral developmental stages) (PA 2.2, 5.1)
Key concepts from sociological theory and research (youth studies - transition to adulthood, normal and choice biographies, globalisation, agency & structure, youth culture & identity, disadvantage) (PA 6.3)
Case studies of challenging issues facing adolescents and their teachers in Australian schools, which may include:
- Cyber bullying and cyber safety
- School uniform
- High/low engagement with learning
- Expectations of respect
- Withdrawal / absenteeism
- Sexuality
- Alcohol and drugs
- Cultural differences
- Disengagement of students after age 15 (PA 2.2-2.5)
- Strategies for the engagement and success of adolescents in schools
Involvement of parents/carers-effective dialogue
Collaboration with community and external agencies (PA 2.7, 2.9-10, 5.4, 6.4, 6.5)

Assessment

Assessment task 1: Case story scenario and interpretive statement

Objective(s):

a, b and d

Weight:

30%

Length:

Written narrative of no more than 500 words with an interpretive statement of no more than 700 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Effectiveness of case study narrative in highlighting adolescent issue(s)	60	a, b, d	1.3
b. Appropriateness and clarity of analysis of theories and/or concepts raised in the narrative	40	a, b, d	2.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Case scenario: Group presentation (Group of 4)

Objective(s):

a, b, d, e and f

Weight:

20%

Length:

12-minute presentation analysing the case and recommended strategies

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Relevance of selected theories, concepts and policies	30	d	2.1
b. Clarity and depth of analysis of implications of concepts and policy for the scenario	30	a, b	2.1
c. Appropriateness and coherence of strategies for action by the teacher that flow logically from the analysis	30	d, e, f	1.1
d. Clarity of communication and use of appropriate sources to support arguments	10	d, f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Reflective statement

Objective(s):

a, b, c, d, e and f

Weight:

50%

Length:

1,700 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Clarity of description of chosen theoretical key concepts with explanation and justification of the importance of each insight	20	a, b	1.3
b. Depth of analysis of chosen theoretical key concepts and the effect on your own assumptions	20	a, b, d	2.1
c. Clarity and appropriateness of rationale for how each chosen key concept and insight supports an understanding of the complex lives of adolescents	20	c, d	3.1
d. Appropriateness of educational strategies recommended for classroom practice	20	e, f	1.2
e. Appropriateness of sources from psychology and sociology used to support arguments, with reference to contesting or divergent views	20	a, b, d	1.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Participation in classes is important in this subject because it is based on a collaborative approach which involves essential workshops and interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to participate in the class.

Students who fail to participate in 80% of classes may be refused in having their final assessment marked and graded.

Required texts

N/A

Recommended texts

This book is available online through the UTS Library (login and click on the permalink):

Duchesne, S., & McMaugh, A. (2016). Educational psychology for learning and teaching (5th Edition). Cengage.
https://search.lib.uts.edu.au/permalink/61UTS_INST/1v2k6o8/alma991003713839705671

References

Be sure to log in to the UTS Library to access permalinks to resources listed below.

American Psychological Society. (2019). Top 20 Principles for Teaching and Learning. https://www.apa.org/ed/schools/teaching-learning/top-twenty

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How learning works: 7 research-based principles for smart teaching. Jossey Bass. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_askewsholts_vlebooks_9780470617601

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). F-10 curriculum (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). The Australian Curriculum (Version 9.0). https://v9.australiancurriculum.edu.au/

Bagnall N. (2007). Globalisation. In R. Connell, C. Campbell, M. Vickers, A. Welch, D. Foley & N. Bagnall (Eds). Education, change and society (51-69). Oxford University Press. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_proquest_ebookcentral_EBC1986002

Committee on Increasing High School Students' Engagement and Motivation to Learn, National Research Council (2003). Engaging schools: Fostering high school students’ motivation to learn. The National Academies Press. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_askewsholts_vlebooks_9780309526906

Dai, D. Y., & Sternberg, R.J. (Eds.) (2004). Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development. Taylor and Francis. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_proquest_miscellaneous_2132098943

Dangol, P., Howle, T., & Johnstone, H. (2018). Aboriginal and Torres Strait Islander adolescent and youth health and wellbeing 2018: in brief.?Australian Institute of Health and Welfare. https://www.aihw.gov.au/reports/indigenous-australians/atsi-adolescent-youth-health-wellbeing-2018/contents/table-of-contents

Duchesne, S., & McMaugh, A. (2021).?Educational psychology for learning and teaching (7th Ed.) Cengage.

Eisenberg, N., Cumberland, A., Guthrie, I., Murphy, B. & Shepard, S. (2005). Age changes in prosocial responding and moral reasoning in adolescence and early adulthood. Journal of Research on Adolescence, 15(3), 235-260. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_scopus_primary_41495337

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning.?Aspen Institute. https://www.aspeninstitute.org/publications/the-brain-basis-for-integrated-social-emotional-and-academic-development/

Karabenick, S., Urdan, T., Urdan, T. C., & Karabenick, S. (2010). The Decade Ahead: Theoretical Perspectives on Motivation and Achievement. In Decade Ahead: Vol. 16, Part A. Emerald Publishing Limited.
https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_proquest_ebookcentralchapters_554821_2_4

McInerney, D.M., Walker, R.A., & Liem, G.A.D. (Eds.) (2011). Sociocultural theories of learning and motivation: Looking back, looking forward. Information Age Publishing.
https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_askewsholts_vlebooks_9781617354403

Nagel, M. (2007). Cognition, emotion, cognitive commotion: understanding the interplay of emotion, stress and learning in adolescents. Australian Journal of Middle Schooling 7(2) 11-16. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_rmit_indexes_tion_cognitive_commotion_understandin_165226_AEIPT

NSW Department of Education. (2021). Student Wellbeing. https://education.nsw.gov.au/student-wellbeing

Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap.?Harvard Educational Review,?74 (3), 273-306. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_dipf_primary_663032

Schuck, S., Aubusson, P., Buchanan, J., & Russell, T. (2012).?Beginning teaching: Stories from the classroom.?Springer. https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_askewsholts_vlebooks_9789400739017

Varlow, M. (2010). Stress less: Dealing with adolescent anxiety.?Professional Educator, 9(2), 40-43.
https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_rmit_indexes_dealing_with_adolescent_anxiety_183756_AEIPT