Reference: APA(7TH edition) and Please read all three files and follow instructions STRICTLY
Assignment: Planning Task and Justification Date Due: April 16, 2021 on 11.30 am Weighting: 50% Length: 2000 words (notional - see Unit Outline for definition) This assignment is based upon the topic notes and readings for the three topics in Module B. It requires you to plan a Cognitive Inquiry Sequence that deals with a section of content chosen from a senior secondary (i.e. years 11-12) syllabus for a Society and Environment subject that you intend to become qualified to teach. You will then need to write a series of short responses, explaining, justifying and expanding various aspects of your plan. You are strongly advised to read Part B of the task and the Marking Criteria before you begin work on Part A. In this assignment, you must closely follow the guidelines for a Cognitive Inquiry Sequence (using the IGAS model) that are provided in Module B, Topic B.2. Present the assignment in two parts, clearly labelled PART A and PART B. Also, number the various sections following the numbering on the task. Assignment Task PART A: COGNITIVE INQUIRY SEQUENCE PLAN (equivalent to 1000 words) In this Part of the assignment, you will construct a plan for a Cognitive Inquiry Sequence. 1. Syllabus: Name the syllabus for a senior (i.e. Years 11-12) secondary Society and Environment (HSIE/SOSE/HASS) subject (Business Study: https://educationstandards.nsw.edu.au/wps/wcm/connect/2f9a5382-5446-4dc6-ba39-f90f53469200/business-studies-st6-syl.pdf?MOD=AJPERES&CVID= ) that you intend to become qualified to teach. [We are going to use SUBJECT: BUSINESS STUDIES, use above link to Download that Syllabus copy] 2. Content: Choose a piece of content from the syllabus that could be taught in about four hours of class time using a Cognitive Inquiry Sequence. [CHOOSE ANY TOPIC YOU LIKE FROM 9.1 TO 9.3 AND FROM 10.1 TO 10.3] Copy the piece of content and provide a reference to the relevant section and pages of the syllabus. 3. Sequence Question: State the Sequence Question which the Cognitive Inquiry Sequence will address. 4. Generalisation: State the answer to the Sequence Question that you intend your students to arrive at. (This should be in the form of a single-sentence general statement which is broad enough to be applied to a different but similar situation [more on this below and in 'Information for Assignment Two].) 5. Outcomes: In the three following categories, provide the outcomes that the Cognitive Inquiry Sequence is intended to enable students to achieve. a) Higher-Order Concept: name the higher-order concept that is most fundamental to your Cognitive Inquiry Sequence. b) Syllabus Outcome: state just one Outcome from the Syllabus that your Sequence will most directly address, providing any relevant code numbers. Ensure you provide a reference. c) Skills: list either four or five (no more!) of the skills that students will develop as a result of participating in this Sequence. Ensure you are using applicable skills for the syllabus of your choice. You can determine this through reading through the syllabus and focusing on your topic. You will need to decide what sort of skills your students need to be able to do in order to complete the learning activities you have chosen. 6. The Four Stages of the Sequence: Set out the stages of your Cognitive Inquiry Sequence in a table, using the IGAS model to plan the order in which learning activities will be implemented. Use the template provided in INDEX at end of this information (called 'Sequence Template') in landscape format in Module B. The table has four main rows, one for each stage in an IGAS sequence. The four main columns are headed: Information Sources; Learning Activities; Teacher Questions; and Skills. • In the Information Sources column, using APA reference-list guidelines, list and give the publication details of the sources of information that you will introduce students to during the Initiate and Gather stages of the Sequence. (The other cells in the Information Sources column will remain blank.) • In the Learning Activities column, provide a brief but clear description of the learning activities that your students will be involved in at each stage. Using bold letters, highlight TWO activities that will be used for assessment, one from the Gather stage and one from the Synthesise stage. • In the Teacher Questions column, write the most important questions that the teacher will ask the students at each stage in the sequence. • In the Skills column, list the skills that your students will develop by completing the activities for this particular stage. (Choose the appropriate skills from your list in 5c above.) 7. What to avoid: Make sure that your Sequence Question is NOT a Values Education question, i.e. do not ask about rights and wrongs. Instead, ask a question about the facts of the matter. For each stage of the sequence, write no more than one page in size 12 font. Do NOT place more than one stage on any single page – each stage should have its own page. Use only single spacing for the text inside the table (even though you will still use double spacing outside of it, as is usual in assignments). Make sure that the table remains in landscape format. Do NOT vary the width of the columns – if you cannot fit all of your information into the available space, you need to reduce the amount of information, rather than make the columns wider! The table is deliberately designed to make sure that you are succinct when outlining learning activities and teacher questions. It is expected that some cells will remain blank. PART B: JUSTIFICATION (1000 words) 1. (about 200 words) Justify your choice of Information Sources for the Initiate and Gather stages. In your response, describe each source and explain why it is likely to stimulate the interest of students and how its content will enable them to both answer the Sequence Question and achieve the Outcomes listed in Section A.5., including their understanding of the Higher-Order Concept, their achievement of the nominated Syllabus Outcome and the development of the Skills. 2. (about 200 words) Explain how the Learning Activities and Key Questions in your Sequence will contribute to student achievement of the various Outcomes indicated in Section A.5, including their understanding of the Higher-Order Concept, their achievement of the nominated Syllabus Outcome and the development of the Skills. 3. (about 200 words) Justify your choice of two Learning Activities from the Sequence which are to be used for assessment (the ones you made bold), explaining just what kind of assessment each of them constitutes and how each relates to the Outcomes you have listed in Section A.5 (Higher-Order Concept, their achievement of the nominated Syllabus Outcome and the development of the Skills.) 4. (about 200 words) Identify a different but similar topic from the same syllabus. Outline two tasks that your students would need to complete in order to determine whether or not the Generalisation arrived at during this Sequence could be applied to this similar situation or topic. Explain how these two tasks would guide students to understand whether the different but similar topic is relevant to the Generalisation. 5. (about 200 words) Explain how you will facilitate student reflection on the process of learning undertaken in this Sequence once it is complete. In your answer, mention specific student activities and explain how they will facilitate student reflection. Assessment Criteria 1. The Cognitive Inquiry Sequence plan is presented with all essential components: name of the senior syllabus; syllabus content that will be addressed; appropriate Sequence Question and Generalisation; a higher-order concept; a syllabus outcome; and the skills students will develop in the sequence. (10 marks) 2. The table is presented with: Information sources appropriate for the sequence (with references); learning activities appropriate for the content; teacher questions appropriate for each stage; skills achievable for each stage in the table; and learning activities chosen for assessment that are appropriate. (30 marks) 3. The justification presented provides a discussion on how the Information Sources are likely to stimulate the interest of students and enable them to answer the Sequence Question and meet the stated Outcomes (Higher-order concept and syllabus outcome). (10 marks) 4. The justification presented provides a discussion on how the Learning Activities and Key Questions are appropriate for each stage and directed towards both answering the Sequence Question and achieving the stated Outcomes (Higher-order concept and syllabus outcome), as well as developing the listed skills. (10 marks) 5. The justification presented provides a discussion on how the Learning Activities nominated for assessment will contribute to student learning and achievement of the stated Outcomes (5 a,b,c) to be assessed. (10 marks) 6. A clear indication and explanation are provided of tasks that students would complete in order to determine whether or not the Generalisation arrived at during the Sequence can be applied to a different but similar situation/topic. (10 marks) 7. A discussion is provided on how the activities chosen for reflection will facilitate student awareness of the learning process they have undertaken during this Sequence. (10 marks) 8. APA(7TH EDITION) referencing is used correctly, and the assignment demonstrates the professional literacy expected of a beginning teacher. (10 marks) · INDEX: 1. SEQUENCE TEMPLATE Part A.5 Information Sources Learning Activities Key Questions Skills Initiate Gather Analyse Synthesise INFORMATION ON ASSIGNMENT Description It is very important to read all of the information in this book after reading the assignment information. Table of contents · 1. Start Here · 2. Steps for Completing Assignment Two · 3. Sequence Template · 4. Frequently Asked Questions 1. Start Here The Cognitive Inquiry Sequence plan required in Part A is very closely synchronised with both of the following from the Module B block: Topic Notes B.2 The example of a Cognitive Inquiry Sequence, based on the videoclip China Blue. Despite what you have experienced, heard or read about planning elsewhere, focus on producing something similar to the example provided, guided by the Topic Notes for EDSS311 Module B and what is in this document. Part A is the equivalent of 1000 words, not an actual 1000 words, because much of what you write will be summarised and thus considerably condensed. The ideas, although expressed succinctly, can thus be considered equal to 1000 words. Please see the note on 'notional' in the Unit Outline for further information. The document called 'Referencing and Formatting’ is also relevant for this assignment. 2. Steps for Completing Assignment Two 1. Read Topic Notes B.1-3 carefully, paying particular attention to B.2. 2. Where prompted in the Topic Notes, read the example of a Cognitive Inquiry Sequence Plan, watching the China Blue Documentary when required. 3. Decide which senior secondary syllabus, that is, syllabus meant for years 11-12, you will use for this assignment. Do NOT use a syllabus that is meant for years 7-10. 4. Select a piece of content from the syllabus which could be taught in 4 hours. Select only part of a syllabus topic, since such topics often occupy a whole term. You will need to make a mathematical calculation of your own to decide how much of the syllabus topic you should cover in the 4 hours. Copy this into your assignment with referencing. 5. Begin to think about what you will use as your major information source(s), that is, the one(s) that will be used at the Gather stage