ETP410 Teaching& Learning 1 Assignment 1 Task and Instructions

Task Information

You will need to develop a location/site (e.g. Googlesite) to house your teaching and learning developmental materials in an e-portfolio. Be mindful of ethical considerations when creating your site and be sure to retain privacy (i.e. the site should only be visible to you and be password protected).  You do not submit this for assessment in ETP410 but are recommended to integrate the three tasks below into your e-portfolio.

1.      

Create your Teaching Philosophy prior to commencing placement. Your philosophy can be in dot point form, organised into sections or using a graphic organiser.  It should be no longer than one page. Ensure you have a working draft to inform related dialogues you have with the mentor teacher. (1 page)

2.      

Submit one lesson plan to be assessed.  Ensure that it includes specified, relevant curriculum outcomes and specific learning goals or objectives, a clear sequence of activities and attempt to concisely detail the who, what, how and when of managing individualised assessment and reporting in a classroom situation.  1-2 pages.

3.      

 Submit two quality reflections about your learning to date.  Your reflections can be associated with your professional experience and/or you can reflect on the ways in which your philosophy aligns to the ethical practices and the requisite graduate standards of the teaching profession. 500 words.
Learning Outcomes: 1,2,3,4,5

Suggested Steps

1: Teaching Philosophy

a.      

Read the relevant materials in the unit and undertake any associated tasks in Learnline first.  Use Discussion Board to clarify and extend your understanding of the task requirements and rubric performance descriptors.

b.     

Brainstorm initial ideas.

c.      

Explore other avenues through reading, talking and listening to other teachers/preservice teachers.

d.     

Modify ideas by reflection:  examine the underlying life values your teaching beliefs are based upon.

e.     

Read the ‘think-aloud’ model of writing a Teaching Philosophy for ideas or adaptations of how you are going with your own one.

f.       

Organise ideas:  consider grouping, ranking, developing a graphical way of showing how the different elements of your teaching philosophy relate to each other

g.      

Self-assess using the rubric and improve your work if you can.

2: Assessed Lesson Plan:

a.      

Read the relevant materials in the unit and undertake any associated tasks in Learnline.  Use Discussion Board to clarify and extend your understanding of the task requirements and rubric performance descriptors.

b.     

Talk to your mentor about a lesson you have taught or will teach to develop as your assessed lesson plan.  Note that your mentor may be happy with less detailed lesson plans from you than are required by your lecturer.  This is because your planning on Professional Experience is done within the context of your professional conversations with your mentor, so some things are tacit (i.e. they are assumed).  Your lecturer needs more details in the plan in order to understand the context and purpose of your lesson.

c.      

Fill in a Learning Management Plan and its 8 questions to help you cover all the key areas you need to think about when planning your lesson.

d.     

Familiarise yourself with the relevant Curriculum documents you will use for your Curriculum outcomes.  Don’t select too many.  Remember, any curriculum outcome breaks down into a number of related goals and outcomes.  Identify what learning objective is focal thus needing to be assessed at some point in the lesson.  There may be other things the students learn during the lesson, but if they are not the FOCUS objective (or goals), do not put them in the lesson.  Between 1-3 Curriculum outcomes usually suffice. Consider practically what is likely achievable in a single learning encounter, then further estimate the time required to manage in the ‘one-to-many’ social ratio of most regular classrooms. If you work with a multi-age class, then the word length might be closer to the two page maximum. That’s understood by the lecturer.

e.     

Spend time refining your learning objectives (these stem from your Curriculum outcomes).  Consider dividing them into Declarative and Procedural Knowledge objectives.  Ensure you choose active and specific verbs in which to describe what the students will be able to know, understand and do by the end of the lesson.

f.       

Consider differentiation at this stage:  how will you ensure alllevels of learners are catered for in the learning objectives, learning and assessment activities?  How will you support and extend different groups of learners, as is the law and also students’ rights (Revisit the Convention on the Rights of the Child).

g.      

Ensure your learning objectives are matched by assessment activities that clearly capture evidence of learning or difficulty (you may have formal or informal ways of checking, but ensure they are specific). Differentiated plans should account for different learner levels, via proposed assessment strategies.

h.     

As you develop the sequence of learning activities, keep looking back to the objectives and assessment and ensure they match.  Modify as needed.  You’ll often find that you’ve tried to do too much in one lesson.  Remember the main learning focus to help you decide what to take out and what to leave in.

i.       

Consider teaching the plan.  Reflect on the experience with your mentor and then improve the plan.

j.       

Self-assess using the rubric (and the related descriptors in the ETP410 unit Learning Outcomes and Graduate Attributes). Further improve your work if you can.

3:  2 Quality Reflections:

a.      

Read the relevant materials in the unit and undertake any associated tasks in Learnline.  Use Discussion Board to clarify and extend your understanding of the task requirements and rubric performance descriptors. Cite references as you write using professional writing conventions. CDU Library can assist if you are unsure. APA referencing style is preferred by the School of Education.

b.     

Review your Teaching Philosophy, reflective journal and other places you may have written reflections (lesson plans etc).

c.      

Identify two sections or areas that you feel demonstrate your capacity for critical reflection.  This might be a written reflection that already shows critical reflective capacity.  Or it might be a brief description or annotation that you can use as a springboard for deeper reflections.  Or it might be a section of your Teaching Philosophy that you want to link to areas of the AITSL Graduate Standards or your State or Territory’s Teacher’s Board Ethics statement.

d.     

Follow the advice in Learnline about the questions to ask yourself or the other activities you can undertake in order to deepen your reflective thinking.  Try to identify the underlying assumptions or beliefs that you are bringing to the situation you’re reflecting on.  How might someone with different assumptions or beliefs think differently?  How might you think differently about the situation at different times?  What future changes does your thinking direct you towards?

e.     

Write up your reflections as two separate paragraphs.  Give each paragraph a heading that identifies the reflective focus of the writing (rather than the descriptive experience from which the reflection came).  Good example:  ‘Reflection on teenage boys and reading’.  Bad example:  ‘Disaster lesson on Lockie Leonard!’  Focus your writing on what you’ve learned from reflecting on an experience.  Use details of the experience as evidence or illustration to support your conclusions.  Avoid starting with a description and then drawing conclusions, as this gives more words and focus to the description and less to the conclusions.

f.       

Consider sharing your written reflections with others and take note of any advice/responses.  Consider modifying your reflection.

g.      

Self-assess using the rubric (and the related descriptors in the ETP410 unit Learning Outcomes) and further improve your work if you can.

ETP410 Academic Assignment 1 Assessment Rubric

This rubric attached to the Assignment Information page is the tool which the assessors of the academic assignment will employ to assess and return your first assignment. We aim to manage a two week turnaround time. Please lodge your assignment on or before the due date. Remember, lodging is important. This is an introductory unit. We mostly want to observe that you are having a go applying relevant teaching strategies and rationales into your own teacher’s work. We invite you to also use this same rubric to self-monitor your own progress through each module. Self-monitoring is associated in research with academic achievement.

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