The assignment involves you in a lot of thinking and planning before you put pen to paper to complete two templates for Part 1 – Planning Template & Analysis Template and one template for Part 2 – Reflection Template
(FYI- I’ll be uploading these 3 templates for you to use. Please just fill them out. You don’t have to write up)
Part 1- Planning Template & Analysis Template- addresses the topics of Planning for Learning, inclusive of Cooperative Learning, Graphic Organisers and Assessment. As a guide use part of the Teaching Cycle (FYI- I’ll be uploading this teaching cycle for you to refer to)
First, think of a year level group of students you would be comfortable teaching. (I’ve chosen Yr 8 Stage 4)
Second, select a discipline area – a Key Learning Area (KLA) (I’ve chosen Creative Arts- Music) and a specific bite-sized content of that KLA (You can chose either
Performing, Composing OR Listening. Use this link below and go to pg.23- Content for stage 4.
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/music_710_syllabus.pdf
Third, consult the NSW State syllabus documents-http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/music_710_syllabus.pdf to guide your choice of up to three learning outcomes – provide both the curriculum number and its description – that match the content/learning you want your learners to achieve.
( Use the outcomes below whichever specific bite-sized content of that KLA you choose)
(Hint: Try to be very careful to select no more than three learning outcomes that align well with the content you have settled on; the whole purpose of engaging your learners in the lesson/learning experiences is so that they can achieve these outcomes.)
Fourth, Design/Plan/Construct a sequence of learning activities/tasks – these may spread over a few lessons time slots (it is very difficult to determine time frames in a co-op co-op learning structure)
When employing the CL structure Co-op Co-op it is highly likely that there maybe 2 or 3 lessons in Step 5 which are given over for each group’s preparation for their product/presentation.
Use/fill in the Planning Template provided (800 words)
In the construction of the learning experience – (again I reiterate this learning experience may involve a series of lesson – but you record only the the beginning Steps 1- 4 – Step 5 is the independent working time for students and 6-7 in the last of the series of lessons when the groups are presenting) Integrate the following learning tools:
(i). A graph organiser (choose from those you have read about – You do not have to construct this graphic organiser for the assignment but you should include a diagram showing the structure of the GO if it is not one mentioned in the lectures or textbook.) (FYI- I’ll be uploading a file on the different types of graph organiser’s that we’ve studied in class so you can choose out of them which one to use)
(ii). Integrate the Cooperative Learning Structure – Co op Co op ( eReserve reading Kagan, S. (1985). Co op Co op, A Flexible Cooperative Learning Technique, In R. E. Slavin Learning to Cooperate. Ch.16, pp. 437-462.) See also a Condensed 7 Step outline included in Week 6 Lecture and tutorial materials. (FYI- I’ll be uploading this learning structure for you to refer to)
Every step in the lesson does not have to be described in great detail — an abbreviated summary will do. (FYI- I’ll be uploading an example question of this for you to go off) However your marker needs to be able to follow what the students will be doing. You must make it clear in your description that you understand how to use the Co op Co op structure correctly and where/how the graphic organiser is incorporated. A description such as: ‘Students engage in the Co op Co op activity for 20 minutes’ does not show that you understand how to implement the structure.
In the process of using these learning tools your students will engage in different cognitive processes (types of thinking) you will recognise these from Bloom’s Taxonomy (BT), e.g Remembering, Applying, Analysing and Evaluating etc. You are expected to demonstrate these types of thinking.( FYI- I will upload files on Blooms tax for you) The tools also draw on students’ Multiple Intelligences (MI). There is no need to explicitly design the lesson/learning experience – with these in mind – but when you have completed your Learning Plan look back to ensure that the students are engaged in a variety of thinking tasks and that you have provided opportunities for them to activate a variety of intelligences (according to Gardner’s MI framework). (FYI- I’ll upload info about Multiple Intelligences also)
(iii). Analysis: Using the Analysis Template (300-400 words) revisit your lesson plan and identify and explain where you plan to use two BTs, and where two MI will be activated. Also demonstrate how the three Cooperative Learning Principles Positive Interdependence, Individual Accountability, and Group Processing are evident in the Co op Co op Structure you incorporated.
(FYI I’ll be uploading a sample of part 1 of this assignment for you to go off)
Part 2 – Reflection Template- Addresses the Professional Standards for Teachers (Which I will upload the file for you to use)
Reflection
You now need to use the Reflection Template provided to reflect on your planning of the lesson plan/learning experience through the lens of the Professional Standards for Australian Teachers (Graduate level) drawing on three of the Standards.
(i) Standard 2 : Know the content and how to teach it and its related elements – In not more than 300 words determine how your lesson plan/learning experience aligns with any of the elements (2.1 to 2.6) [it is not an expectation that you will find alignment with all elements)
(ii) Standard 3: Plan for and implement effective teaching and its related elements, In not more than 300 words determine how your lesson plan/learning experience aligns with any of the elements (3.1 to 3.7) [it is not an expectation that you will find alignment with all elements).
(iii) Standard 5: Assess, provide feedback and report on student learning and its related elements. In 500 words using element 5.1.
(i) describe the assessment strategies you would employ (try to use the assessment terms you have been learning about) to determine whether or not the students have achieved the learning outcomes you selected
[Hint: Don’t say ‘I’d use formative assessment to determine if Learning outcome XX has been achieved,
DO say: ” I would use a form of formative assessment – observation – and mark my responses to the observation on a checklist, I would share the results of the checklist with students so they can see how well they did during the ……” or
To determine if Learning Outcome XY was achieved I would employ a form of summative assessment – a quiz/a topic test (and give marks)/ a presentation (and judge how well students have meet a predetermine set of criteria); or
I would use the formative assessment tool of student self-assessment or peer assessment to determine how well the Learning Outcome XZ has been achieved.]
(ii) reflect back on your responses in Assessment 1 – have your ideas, opinions and beliefs about assessment now changed? and why?
Learning Outcomes addressed or partially addressed
EDLT302:
1. apply the teaching cycle to develop effective teaching and learning experiences, including assessment and reporting
2. justify why particular teaching strategies are effective
3. define your teaching philosophy in relation to assessment
Specific outcomes
By completing this assignment, you will:
create a lesson plan or learning segment by applying constructivist learning theory
integrate cooperative learning and graphic organisers in a lesson plan
demonstrate your understanding of Bloom’s Taxonomy (BT), and Multiple Intelligences (MIs),
reflect on your lesson plan in terms of the Professional Standards for Teachers,
articulate the beginnings of a teaching philosophy in relation to assessment
engage in higher-order thinking by applying, analysing and evaluating
Graduate attributes addressed
1. Knowledge of a Discipline
2. Communication Skills
4. Information Literacy
5. Life-Long Learning
6. Problem Solving
7. Social Responsibility
Reading
Part 1: The reading required for successful completion of Part 1 of the assignment is specified in your Weekly Study Timetable, Weeks 1–6.
Part 2: For this section, you need to familiarise yourself with the Professional Standards for Teachers by accessing the Australian Institute for Teaching and School Leadership (AITSL) website
Marking feedback sheet for major assignment
The Marking Feedback Sheet below shows you the general categories we use when grading your assignment. You do not need to include it when you submit your assignment.
Marking feedback sheet for Assessment 3: Major assignment (EDLT301/302/400/500 2015 T1)
Student Name:
Part 1 :
Planning: Lesson/Learning Experience design
Topic, Year group and Prior learning made clear:
Appropriate (three at the most) fully identified learning outcomes (curriculum number and description):
Appropriate GO and justification for choice:
Appropriate justification for use of CL:
Appropriate group size:
Appropriate method of group selection:
Clearly described lesson incorporating Co op Co op:
GO made clear and used appropriately:
CL structure (Co op Co op) made clear and used appropriately:
Analysis of the Learning Experience
Accurate identification and description of two MIs:
Accurate identification and description of two Bloom’s thinking levels:
Accurate analysis of part of lesson where CL Principle is evident:
Part 2
Reflection of your learning using the Professional Standards
Appropriate identification and explanation of some elements of Standard 2.
Appropriate identification and explanation of some elements of Standard 3.
Appropriate identification and explanation of the 5.1 elements of Standard 5.
Appropriate employment of assessment strategies to determine students’ achievement of the learning outcomes
Appropriate reflective comments explaining any changes of ideas, opinions and beliefs on assessment.
General:
Demonstrated knowledge of unit content:
Referencing:
Presentation — grammar, spelling, punctuation, proof-reading, legibility
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