EPE510: ASSESSMENTS Assignment 1: ReportTitleCritical analysis of learning design.ValuePass UngradedA. Part 1 Section 1–4Friday Week 4 midnightB. Part 1 Section 5 & Parts 2-5• This written introduction needs to orient the reader and foreground the connection to context and purpose forlearning. Provide paragraph responses using the following bolded titles below as headings (and use the wordcount to guide your focus). Your Introduction should include the following FIVE parts.• You will need to support your claims with reference to the relevant literature relating to core and disciplinespecific pedagogical issues, policies and practices.• Please use the assignment template provided which begins with unit details, lecturer details, your name, studentnumber, date, and subject/title of lesson.Friday Week 8 midnightLength3,500 wordsLearning Outcomes1,2,5,6 Purpose: This assignment aims to assess your knowledge of lesson design, in preparation for your Professional ExperiencePlacement. The requirement on your placement is to plan and teach 10 lessons. Your mentor on placement will advise ifthe lesson you produce for this assignment is suitable. However, they may suggest that you plan different lessons tobetter suit the class’s current learning.Audience and Detail: The audience is a professional colleague, mentor teacher or prospective employer. The detailrequired in the lesson plan is such that if it were to be delivered by a professional colleague, such as a relief teacher, theywould have all the required information.Task: Design 30-40 minute lesson to gather baseline data (student prior knowledge) on a topic that is relevant for theyear level selected (Early Childhood, Primary or Secondary), and responds to the socio-cultural needs of a diverse groupof students. A detailed rationale will introduce your assignment to justify your subsequent professional decisions. A peerreflection on your lesson design will conclude your assignment. The rationale and peer-reflection will need to link to theprofessional and theoretical literature presented in this unit.The following sections – Part 1 Sections 1-4 are Assignment 1 A and are due Fridaymidnight Week 4Part 1: Written Introduction (1500 words):1. Who are your students? (Week 1) 350 Words• Context: Describe the Background Context of the learning environment. Select a school or setting in your localarea and provide relevant demographic data (e.g. school size, student numbers, gender, Indigeneity, studentswith additional needs, citizenship/student country of birth, spoken languages); geographic (e.g. metropolitan,regional, remote); socio-economic (e.g. average household incomes, parental education and qualifications).Explain how the age of the students in your described context would relate to the learning described in yourlesson (i.e. why would it be of interest to them). For early childhood, ie preschool settings ensure you provide astory about children’s experiences or interests that connect children with your learning experience plan.• Learning Outcome: Identify the age and year level of your students and decide which curriculum you will needto follow for your EPE510 placement (Early Childhood students will need to plan for Preschool Ages 3-5 yearsusing the EYLF for this Unit, however you will also need to know how to use the Australian Curriculum for futureplacements).a. Early Childhood Primary Streamed students: Identify a Learning Outcome from the EYLF that will focus yourlesson/activity. Your EPE510 placement will be in a Pre-School, so it is important to also note the followingyear of focus (where your students are going). YOUR LESSON/ACTIVITYFollowing YearYear Level: Pre-School (Ages 3-5 years)Year Level: TransitionEYLF Learning Outcome:•Australian Curriculum (Foundation) Content Descriptor:•ID CODE: b. Primary and Secondary Streamed students: Identify the Curriculum Content Descriptors and codes coveringthe year preceding and following the year of focus. You may present this using the following table: Previous YearYOUR LESSONFollowing YearYear Level: _________Year Level: _________Year Level: _________Content Descriptor:Content Descriptor:Content Descriptor:ID:ID:ID: 2. What are students going to learn? (Week 2) 300 Words• Create a Graphic Representation (i.e. concept map or hierarchy) of your chosen Content Descriptor. You will needto do some research to identify the topic of focus, and all the potential concepts/ knowledge /skills/ attitudesrelated to the outcome or descriptor. The graphic will show your clarity about where your chosen learningintention is located in the related field of concepts or knowledge (i.e. what you might cover in a series of lessonsor a whole unit on the topic). Highlight the specific concept on which you intend to focus on in your ONE lesson.(Identify at least 10-15 related sub-skills/concepts).• Explain the key features of the skill or concept (prior knowledge) you intend to find out more about from thestudents in terms of Declarative or Procedural Knowledge. Justify whether it is Declarative and/or ProceduralKnowledge• Identify your Learning Intention, and specify which elements are the (1) Measurable Verb, (2) Skill/concept youare finding out about, and (3) the Context of the lesson/topic you have chosen.3. How do you engage students in learning? (Week 3) 350 Words• Explain the ways in which you plan to engage students in their learning. What teaching strategies, instructionalmodes, questions and resources will you use to support learning for your particular diverse group of students?Justify why your selected methods will engage your particular age group and context.4. How will you gather data about what students know? (Week 4) 350 Words• Identify how you will collect data about what students know in relation to the learning intention. What form ofassessment have you selected?• For EC/P stream students include how you intent to document the learning.• Explain how your assessment design is valid, reliable and fair for your students.• Identify ONE model you drew on to develop your assessment task (Blooms Taxonomy, SOLO Taxonomy, orDimensions of learning), and discuss how you used the model to focus the assessment design.Assignment 1 A up to here! Due Friday Week 4 midnightThe following sections – Part 1 Section 5, Parts 2, 3 and 4 are Assignment 1 B andare due Friday midnight Week 85. How will learners show you what they have learned? (Week 5) 150 Words• Explain how you will decide whether the students have learnt the concept or skill from your lesson and how theseelements link to the Success Criteria. Remember that the success criteria are tangible criteria that you can easilyidentify (a checklist). (Approx. 150 words)Part 2: Lesson Plan (1500 words):• This Lesson Plan needs to include sufficient detail so that a relief teacher, or someone else, can pick it up andteach it without a conversation with you, or additional details from you. Please include all relevant teachingstrategies, resources and web links. Your completed lesson plan will need to include all of the following (pleaseuse the template provided):o Year level and length of lessono Learning Outcomes (EC) or Curriculum Learning Area and Strand (Primary/Secondary)o Content Descriptor and Code, and General Capabilities (Primary/Secondary Only)o Lesson Sequence (Hook, Beginning, Middle, End)o Resourceso Link to next lesson (relate this lesson to a new lesson)Part 3: Reflection (500 words):• In this section, you are required to provide a summary of the literature on reflection to demonstrate yourunderstanding of how reflective practice will be used to enhance your teaching practice. Identify at least onemodel of reflection, and relevant questions that you can use while in the context of your professional experienceplacement and working with your mentors. Ensure you make links to the literature (200 words).• You are required to engage in a peer-reflection process to review a draft of your lesson plan. This peer-review canbe with another student in this unit (time will be provided for internal and external students). The peer will needto review all the sections of the lesson plan for clarity, flow and detail. They may respond to the followingquestions (150 words).o What were their overall thoughts on the lesson plan?o Is the lesson plan written in sufficient detail? Is it easy to follow?o Are the learning intentions and success criteria appropriate and clear?o Is the lesson engaging?o Is the lesson appropriate for the context and students?o Are there any potential issues that could arise when teaching the lesson?Explain how you adapted and improved your lesson plan as a result of engaging in peer-reflection (150 words).Part 4: References and Appendices• Reference list in APA (include unit readings, resources, web pages that have been used in both Part 1 and Part 2of this assignment)• Appendices: Resource list including classroom layout, worksheet attachments etc.EPE510 – Assignment 1 TemplatePart 2: Design a Lesson focused on Assessing Prior KnowledgePlease use this template to maximise efficient use of space/words. Include all the sections shown. There are many different ways to develop a lesson plan. Forthe purposes of this unit and assignment, please use the following template. The italicised elements provide guidance on how key elements need to be written.Please write your responses in the white spaces provided.Primary/Secondary Only Curriculum Learning Area:Strand:Content Descriptor and Code:General Capabilities: EC Only EYLF Outcome: EC/Primary/Secondary Year Level:Length of lessonin minutes:Topic/Theme:Learning Intention (objective)Students are learning to:*Describe x , *Demonstrate x , *Evaluate xStudents are learning to:•Success Criteria (assessment):*Describe the key indicators of what meetingthe learning intention look likeStudents will be able to:• • Lesson Sequence: Timings:Teacher Activity:What the teacher says, does,resources, grouping etc.Student Activity:How the students are organised, what they will bedoing and thinking about.Resources Required for Each Part of theLessonClass/room layout, teaching aids andequipment, ICT use etc.10% oflessonHook: Interesting and engaging way to entice and interest students to your lesson (question,problem, image, artefact, link to prior knowledge etc.). Share purpose for learning.20% oflessonIntroduction (Beginning): Present the learning intention to students. Explain the purpose forlearning. Demonstrate learning task and elicit what learning will look like (student led successcriteria). You may wish to jointly construct task with class, before moving onto the next stage.* Append resources to the end of thisassignment50% oflessonBuilding of Lesson (Middle) Describe what students should be doing and how students areorganised to complete task (e.g.: groups, pairs, individuals).20% oflessonConclusion/Summary (End) Revise learning intention. Consider how students will evaluate andshare their learning, against success criteria. Identify how this lesson relates to the purpose forlearning (big picture) and links to the next lesson. Be specific about what kind of evidence oflearning is expected. Assignment1 RubricInsufficientEmergingDevelopingSecuringCurriculumKnowledgeProvides some curriculum information but it is limitedand not aligned with task or student context.Subject knowledge is vaguely described or confusingfor the reader.• Identifies a single curriculum strand offocus and specifies the previous, currentand following year level.• Demonstrates some detail in subjectspecific knowledge.• General capabilities are acknowledgedwithin the lesson plan.Identifies key ideas within the curriculum. Clearlynavigates prior and future knowledge across acontent strand. Transferrable (academic)knowledgeis well understood. Curriculum content descriptorsare aligned with context and/or are aligned withthe selected subject knowledge area.Interprets the curriculum intent and connectsappropriate subject-specific knowledge.Recognises complexity of knowledge to betaught and selects content relevant to thestudent cohort.ContextKnowledgeThe context description is vague. The lesson is notrelevant to the students. Neither the students norcontext have been described adequately to justifyteaching decisions. Learning task selection has notbeen sufficiently informed by theory. Studentdisengagement is likely.• The lesson has been developed for aspecific cohort.• The stages of child development havebeen considered in the learning task.• Students are provided with opportunitiesto engage in learning.Student context is described in detail. Links toprior and future knowledge are considered in thelesson sequence. The lesson is pitched at anappropriate level of child and adolescentdevelopment.The learning task responds to unique studentneeds and interests and links to crosscurricular capabilities and learning. The learningsequence is carefully scaffolded to ensurestudents can connect with the learning.Sufficiency detailed to allow a relief teacher toconduct the lesson.Teaching andlearningsequenceThe lesson is generic: The learning intention and/orlearning task is irrelevant, too busy or containsdistracting elements. The learning sequence is vagueor teaching decisions are un-justified. Resources arenot described or are unprepared.• The lesson is achievable: Thelearning intention is clear.• Students are explicitly shown how tocomplete the task.• Lesson is clearly signposted beginning,middle and end.• Includes supportive ICT or teaching aidsor resource/s.The lesson is fit for purpose: The learningintention is measurable and achievable. Thelearning task builds on prior knowledge and isdesigned to create interest. The students areorganised effectively. Success criteria aredescribed as key indicators of learning. Lessonconclusion relates to student achievement.Resources are considered and relevant. Learningexperiences allow learning intentions to be met.The lesson is suitably challenging, relevant andpurposeful. The Learning task is engaging, richand clearly aligns with the focus of learning.Student agency is afforded within the learningdesign. Relationships are made to broaderconcepts within the subject knowledge area.Students are likely to enjoy and connect withthe learning journey.AssessmentPrinciplesAssessment Strategies limited in range or nonexistent; principles of assessment rarely considered.• The way in which student learning datawill be collected has been identified.• The form of assessment is clear andappropriate for the age group.• Explanations of validity, reliability andfairness are evident.• A model (e.g. Blooms, SOLO, DoL) hasbeen described.Data collection methods are clearly articulated, andlink to the selected form of assessment. The formof assessment is appropriate for the age groupand is potentially engaging for the students.Explanations of validity, reliability and fairness arejustified in relation to the form of assessment. Amodel used to design the assessment is describedto show structure and scaffolding to the learning.The assessment methods are suitablychallenging, purposeful and linked to a form ofassessment. The assessment is age appropriateand clearly linked to the teaching and learningsequence. Explanations of validity, reliabilityand fairness are justified in relation to the formof assessment. A model used to design theassessment is described to show structure andscaffolding to the learning. Clear examplesbetween the lesson plan and the model arearticulated and justified. PresentationAssignment is incomplete. It is difficult for the readerto locate author’s understanding of unit learningoutcomes. Limited interaction with unit readings.Assumes the reader understands how to navigate thelesson information, without reference to curriculum orcontext. Written in first person/journal style notsuitable for the audience.• All elements of assignment task arecomplete, and the document is mindfulof a professional audience.• The assignment draws on unit readings,which are included in the reference list.• The lesson plan is useable andacknowledges the reader by describingthe learning sequence in second/thirdperson imperative form.Assignment is easy to read and navigate. Thelesson is creative and reflects deep engagementwith unit materials. Professional sources compliantwith APA guidelines. Lesson plan includessufficient detail to be delivered by an experiencedteacher.The document is professional and carefullystructured. The organisation of the documentallows the reader to focus on the nuances inlearning design. Lesson plan is sufficientlydetailed that it can be delivered by anyteacher.
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