Promoting Resilience in Higher Education
Curriculum Aims and Approach
Our curriculum aim was to embed the BRiTE modules within non-compulsory professional experience learning programs that are conducted to offer face-to- face professional learning for preservice teachers in contexts beyond CDU Darwin.
We mapped the topics of each Brite Module against the appropriate professional learning focus areas. For example, we mapped the topic of ‘Managing emotions’, from the BRiTE Emotions module, to the professional learning focus area of ‘Behaviour Management’.
| Workshop Theme Area | Professional Learning and APST Focus | Linked BRiTE Module and Topic | |
|---|---|---|---|
| Introduction | Understanding Teacher Resilience 6.4, 7.1, 7.4 |
|  |
| Resilient Relationships | Behaviour Management 1.1, 3.5, 4.3, 6.4 |
|  |
Working with your Mentor(s) 6.3, 6.2, 7.4 |
| ||
Working with Parents 3.7, 5.5, 7.3 |
| ||
| Resilient Planning | Learning Goals and Lesson Planning 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4 |
|  |
Assessment and Feedback 2.3, 2.6, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5 |
| ||
Integrated Unit Planning 2.2, 2.6, 3.2 |
| ||
| Resilient Learning Activities | Scaffolding Learning |
|  |
Differentiating Learning 1.1, 1.2, 1.3, 1.5, 1.6, 3.3 |
| ||
Questioning and Inquiry 3.3, 3.4, 3.5 |
| ||
| Resilient Ethical Practice | Ethical and Sensitive Issues 4.4, 4.5, 6.1, 6.2, 7.1, 7.2 |
|  |
Diversity and Inclusion 1.4, 1.6, 2.4, 3.5, 4.1 |
| ||
