There are two parts to this assessment task: Part A is a post of 800 - 1,000 words and Part B requires you to provide another student with advice on how to further improve the quality of their post of 1,200 – 1,500 words.

Part A: Topic Post

Create a post from a resource or resources from our Unit Topics on or before Thursday of Week 5 in the Topics Posts forum on our Moodle site on an aspect of applying brain based education including its potential implications for practice. Your post should be 800 - 1,000 words (excluding any References).

Part B: Advice on how to improve a Post

You are to select one post from another student and provide advice on how to improve the quality of that post. That advice is to be 1,200 - 1,500 words (excluding any References).

Your response to AT1 in Moodle is to be one document that has a copy of your post, a copy of the post of the other student that you choose to provide advice on how to improve - along with your advice.

In creating your post consider your learning from various resources that you have engaged with such as our Unit Moodle website, our textbook (Tokuhama-Espinosa, 2014), and other resources that you may have used. Synthesise your ideas and explain potential implications for applying in professional practice. Communicate how your ideas are informed by relevant literature.

Write your response with the possibility of it being used with a professional audience such as teaching colleagues largely unfamiliar with the area who are keen to learn about it from you so that they may further inform their own practices. Ensure that in your response, the in-text citations and References provide clear evidence of understanding and, as relevant, using (citing – direct or indirect) aspects of the unit textbook (Tokuhama-Espinosa, 2014), and relevant Moodle and other resources to inform your response using the APA (2010) writing style.

Summary of marking guide:

CQUniversity (2016) descriptors

High Distinction 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.

Credit 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.

Pass 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit.

Your supervisor (such as a school principal) has asked you to provide a paper for staff of 2,500 - 3,000 words on ‘’Applying brain based education”. In developing your response, you are to make use of relevant resources that you have engaged with such as our Unit Moodle website, our textbook (Tokuhama-Espinosa, 2014) and other resources that you may have used including relevant professional development. Provide evidence of your application of integrative reflections (involving your own high order processes of review considering the implications for practice and application of learning) that have informed your paper. Ensure that you do not replicate information from your response to the first assessment task in this Unit where you had examined and aspect of applying brain based education.

Ensure that in your paper the in-text citations and References provide clear evidence of using (citing – direct or indirect) appropriate resources such as those in our Moodle website and textbook and other resources that you have drawn upon to inform your response using the APA 6th Edition (2010) writing style.

Summary of marking guide:

CQUniversity (2016) descriptors

High Distinction 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.

Credit 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.

Pass 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit.