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Details for EDU408 Teaching and Learning Evidence and Practice

This subject introduces initial teacher education (ITE) students to the core components of effective teaching and learning. It explores how cognitive evidence-based theory informs teaching decisions, instructional design and assessment in relation to the classroom and the broader school context.  Students will examine cognitive evidence-based theory and consider how this can be applied in various learning contexts with different groups of learners.  They will also explore student diversity, differentiation and how to design lesson plans that integrate evidence-based theory and that demonstrate good planning to engage a broad range of learners.  

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU408
  • Credit points: 10

Subject Coordinator

Cassandra Pendlebury

Prerequisite

This subject has no pre-requisites.

Co-requisite:

  • EDU407 Foundations of Christian Education (if not already completed)

Unit Content

Outcomes

  1. Articulate an understanding of cognitive evidence-based learning theory and the importance of using this as the foundation for teaching.  
  2. Critically analyse and discuss how cognitive evidence-based theory of informs learning and teaching.   
  3. Apply an understanding of cognitive evidence-based learning theory, teaching and assessment strategies to design effective and engaging learning experiences to meet curriculum outcomes. 
  4. Design and evaluate lessons that articulate clear and relevant outcomes and plan and sequence learning and use suitable resources to meet these outcomes. 

Subject Content

  1. Research and Evidenced Based Practice 
  2. The Brain and Learning
  3. Memory, Models, and Types of Knowledge
  4. Cognitive Load and Memory
  5. From Novice to Expert
  6. Practical Strategies
  7. Assessment for Learning
  8. Assessment as Part of Learning
  9. Learning Design and Planning (1 & 2)
  10. Reflecting on and Improving Lesson Plans and Learning 
  11. Teacher Wellbeing and Professional Learning

This course may be offered in the following formats

  • Face to face on site (extensive)
  • Face to face on site (intensive)
  • ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Critical Reflection: Forum Posts (20%)
  2. Minor Essay & Presentation (30%)
  3. Lesson Plan (30%)
  4. Critical Analysis (20%)

Prescribed Text

  • Centre for Education Statistics and Evaluation. (2017). Cognitive load theory: Research that teachers really need to understand. Accessed from https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2017-cognitive-load-theory.pdfHattie, J. (2013). Understanding learning: Lessons for learning, teaching and research. ACER Research Repository. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1207&context=research_conference 
  • Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: a framework for memory research. Journal of verbal learning and verbal behavior, 11, 7671-684, 10.1016/S00022-5371(72)80001-X (Open Access). 
  • Lonsdale, E., Lind, R., Griffiths, K., & Marslen, T. (2024). A knowledge-rich approach to curriculum design: Commissioned report. Australian Education Research Organisation. https://www.edresearch.edu.au/research/ research-reports/knowledge-rich-approach-curriculum-design   
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2),   
  • Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19, 39. 
  • Slavin, R. E. (2008). What evidence-based practice means to educators. Educational leadership, 66(1), 55-60. https://rieoei.org/historico/documentos/rie54a01.pdf 
  • Smith, D. (2025). Everyday Christian Teaching. A guide to practicing faith in the classroom.  William B. Eedmans Publishing Company. 
  • Van Merriënboer, J. J., G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177.