assignment
Assessment 3 description document T3 2020 V1 15.10.2020 Assessment overview Assessment 3: Major assignment I (EDLT301/302/400/500) Due Date: Thursday December 17th. Weight: 40% Word count: Approximately 2000 words (+/- 10%) Overview of assignment This assignment is an opportunity for you to demonstrate what you understand and what you can apply in relation to planning a sequence of learning experiences (e.g., 1-3 lessons). The assignment needs to be written within a specific template document entitled ‘Assessment 3 Template’ (this has been supplied). You must use this Template exactly as it is; you cannot alter it for your own purposes. The planning template has three parts, which should be submitted together as a single document Part 1 - Template (worth 20 marks) Part 2 - Template (worth 8 marks) Part 3 - Template (worth 12 marks) The Assessment 3 Template also has a number of notes and instructions within it that are intended to assist you to understand the requirements of the task. A number of additional supporting documents and resources that will be useful in relation to Assessment 3 will also be made available to students via the unit’s Moodle site. Please note that the duration of your planned learning experience may vary. A rough guide is that it could spread over one to three lessons depending on the year level and the activities you plan to use (please keep in mind your word limit when deciding this – any longer than three lessons and you will be using up too much of your word count on organisational detail). A brief description of the requirements for each part is given below. PART 1 - Template (worth 20 marks) WHAT a. First, indicate the ‘What’ of your learning sequence. This will entail selecting a Key Learning Area (KLA) and providing other information as indicated in the Part 1 Template. Choose the KLA that you would be most comfortable teaching. Some information about KLAs, stages and year levels in the NSW syllabuses are provided in the link below. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/curriculum-syllabuses-NSW WHY b. Then, provide a brief rationale for ‘Why’ you have selected this learning experience. In addition, provide 2 subject specific learning outcomes that your learning sequence seeks to facilitate for students. In selecting your learning outcomes refer to the relevant section of the NSW syllabus of your choice. Some links are provided below. K-10 NSW Syllabuses - https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/syllabuses-a-z Years 11 and 12 NSW Syllabuses - https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/syllabuses-a-z c. Write a brief explanation of the relevant prior learning (PL) that the hypothetical students that will undertake your learning sequence have already experienced. Knowing and making clear what skills and experiences students already have (e.g. PL of content matter, graphic organisers, CL structures), and relating this to the task that you are planning is very important. d. Name the Graphic Organiser (GO) that will be employed as part of the learning sequence. Provide a brief rationale of how the use of this GO will help facilitate the specified learning outcomes of the learning sequence. Attach as an appendix a copy of the GO that will be used (at the end of the document). e. Write a brief rationale for the implementation of the compulsory cooperative learning structure – Gallery Walk – in your learning sequence. Briefly describe how this cooperative learning structure will assist students to achieve the specified learning outcomes of the learning sequence. Please be aware that the cooperative learning structure Gallery Walk has been specified for use in this assignment (it is the cooperative learning structure that must be used). f. Provide a rationale for how students will be allocated to the groups for the learning sequence. The use of a pedagogically sound rationale for formulating collaborative learning groups is very important. HOW g. In Section g., provide clear and concise descriptions of the sequential steps of your planned learning experience for students. This is the ‘How’ in the teaching cycle. Ensure that the planned actions of the teacher and the students at each phase of the learning sequence are clearly described. Include notional time frames for the various phases of the learning sequence. As part of Section g., remember to indicate where in the learning sequence the Graphic Organiser (GO) will be implemented. Also, remember to include a description of the implementation of the collaborative learning structure – Gallery Walk. As part of your description of the use of the collaborative learning structure, indicate in parentheses where the five collaborative learning principles become operative. Also, as part of this section please indicate the type of assessments (e.g., formative & summative) and assessment tools that you will employ. You must also indicate the pieces of evidence that the teacher would use to assess the achievement of the two selected learning outcomes. Section g. is the main component of Part 1 and therefore should be allocated a significant proportion of the word count. Part 2 - Template (worth 8 marks) Analyse the planned learning sequence for the following: a. Alignment with an educational taxonomy Analyse the learning sequence to identify where in your learning sequence two higher levels of thinking from Bloom’s taxonomy have been implemented. The top three levels of thinking are generally referred to as the higher order levels of thinking. Name the two higher order thinking levels from Bloom’s taxonomy present in your learning sequence, and clearly describe where in your learning sequence these levels of thinking are implemented. b. Alignment with cooperative learning principles Provide more detail about how two Cooperative Learning (CL) Principles have been implemented in your learning sequence. You will address Individual Accountability and Group Processing. Describe each CL principle (Individual Accountability & Group Processing), and clearly describe where in your learning sequence these CL principles are facilitated. Part 3- Template Reflect upon the Professional Standards for Australian Teachers by indicating where in your learning sequence two specified Standards (3.1.1 & 5.1.1) are evident. An overview of all the Teaching Standards are provided through the link below. For this assignment (and in the early stages of your teaching career) you will be asked to focus on Graduate Standards. https://www.aitsl.edu.au/teach/standards a) Explain how you have addressed Standard Description 3.1.1 in your learning sequence. In other words, explain clearly where in your learning sequence you have ‘Set learning goals that provide achievable challenges for students of varying abilities and characteristics’. Justify the pedagogical value of providing achievable challenges for students of varying abilities (3.1.1) b) Next, explain how Standard Description 5.1.1 is addressed in your learning sequence. In other words, explain clearly where in your learning sequence you have demonstrated an understanding of assessment strategies, including formative and summative approaches to assess student learning. Justifies the pedagogical value of using assessment strategies including formative and summative approaches to assess student learning (5.1.1) 2 Assessment 3 Marking rubric Tri 2 2020 V1 21.06.2020 MARKING RUBRIC – Assessment 3 (EDLT301/302/400/500) Students demonstrate and ability to: Part 1 Criterion 0-9 Needs development 10-12 Satisfactory 13 – 16 Good 17-20 Very Good/ Excellent Use the planning template Present a pedagogical rationale, the ‘What’ and “Why’ of the learning cycle, which includes a consideration of prior learning, use of graphic organisers, collaborative learning, and a rationale for facilitating group activities. Describe underlying pedagogical rationale, however is unable to use unit content to justify decisions related to prior learning, graphic organiser and facilitation of group work activities in the planned lesson sequence. Explain the underlying pedagogical rationale and used with understanding ideas from unit content to justify decisions related to prior learning, graphic organiser and facilitation of group work activities in the planned lesson sequence. Explain the underlying pedagogical rationale by applying ideas from unit content to justify decisions related to prior learning, graphic organiser and facilitation of group work activities in the planned lesson sequence. Explain the underlying pedagogical rationale by evaluating ideas from unit content to justify decisions related to prior learning, graphic organiser and facilitation of group work activities in the planned lesson sequence. Marks /10 Describe teacher and student actions during a short learning sequence (1 or 2 lessons), which include an indication: of modes of assessment, the location of CL principles and the pieces of evidence that the teacher would use to assess the achievement of the two selected learning outcomes. Include a graphic organiser as part of the lesson. Place a copy of GO as an appendix Write instructions that an experienced teacher will find difficult to envisage for the intended learning sequence. Limited or no use of required elements. OR used required elements with limited understanding of their role as part of the learning experiences in the lesson. Did not include a GO Write instructions that an experienced teacher will find difficult to envisage for certain parts of the intended learning sequence Include required elements, understanding their role as part of the learning experiences in the lesson. Included an appropriate GO as part of the lesson Write instructions that an experienced teacher will find quite easy to envisage for almost all of the intended learning sequence Adapt required elements, into the learning experience. Adapted the GO into the learning experiences as part of the lesson. Write instructions an experienced teacher will find easy to envisage for all of the intended learning sequence Synthesis required elements into the learning experience. Synthesised the GO with learning experience as part of the lesson. Marks /10 Part 2 Criterion 0 - 3 4 - 6 7 - 8 Identify two higher order levels of thinking from Bloom’s taxonomy and describe where and how in the learning sequence these levels of thinking are implemented. Define the two specified cooperative learning principles (Individual Accountability & Group Processing) and describe where and how they are implemented in the learning sequence. Does not correctly identify two higher order levels of thinking from Bloom’s taxonomy. Describe where (not how) in the learning sequence these levels of thinking are implemented. Incorrectly defined the two selected CL terms OR did not use ideas from readings. Describe where (not how) in the learning sequence the two stated cooperative learning principles are implemented in the learning sequence. Correctly identifies two higher order levels of thinking from Bloom’s taxonomy. Describe where and with understanding explain how in the learning sequence these levels of thinking are implemented. Repeat the authors’ words from the readings to define the two selected CL principles. Describe where in the learning sequence these levels of thinking are implemented and with understanding explain how they are implemented. Correctly identifies two higher order levels of thinking from Bloom’s taxonomy. Describe where in the lesson these levels of thinking are implemented and was able to apply them to the learning sequence. Paraphrase the authors’ words from the readings to