Overview
In Professional Practice 3, you will participate in tutorials, practical workshops and an assessable classroom placement. The placement comprises of both contextual and assessable components that include a two week block at the beginning of the school year, 10 single day visits and a 15-day continuous block to enhance your ability to design, adapt and implement teaching sequences that cater for the diverse needs of learners in mainstream classrooms. You will develop understanding of the use of assessment for learning as integral to informed curriculum decision-making and differentiation practices. You will apply this knowledge in classroom contexts to modify lesson plans and learning sequences in all curriculum learning areas in response to class profiling data that accurately records the strengths, needs and preferred learning styles of individuals and groups. Alongside of this, you will develop formative and summative assessment strategies for monitoring student learning and achieving alignment between curriculum, pedagogy and assessment. During this placement you will practise the use of a range of teaching strategies including questioning techniques and the provision of timely descriptive feedback to build effective relationships with learners and improve student outcomes.
Details
Pre-requisites or Co-requisites
Prerequisite:- Students must have successfully completed either EDFE12042 or EDFE11039.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Course evaluation Feedback from schools
Documentation and requirements for the placement
Documentation distributed prior to the beginning of the new school year.
Feedback from Course evaluation
Weekly tasks are clearly set out and the weekly topics are relevant to the placement.
Continue to update the weekly tasks and topics throughout the unit.
Feedback from Course evaluation Feedback from students
New ePortfolio platform (ITunesU)
Continue to use iTunes U as the ePortfolio platform.
- Formulate assessment activities for the purpose of monitoring student achievement
- Apply strategies that modify learning sequences, pedagogy, content and assessment in response to individual and class profiling data
- Appraise the content of a proposed learning sequence to plan activities that overcome possible difficulties or make links to the prior knowledge of students with varying abilities
- Select teaching methods with an appropriate level of teacher control and student responsibility to scaffold learning for students and groups of varying ability levels
- Write explicit learning goals and task-specific standards for the purpose of explicit instruction and making consistent judgments on the quality of students’ work
- Analyse work samples and assessment information to support the delivery of feedback and design interventions to address specific learning issues
- Participate in collegial partnerships to improve practice and formulate responsive approaches to identified learning needs
- Critically reflect on professional learning using feedback, self-evaluation and the Australian Professional Standards for Teachers
- Evidence successful completion of the Literacy and Numeracy Test for Initial Teacher Education.
Successful completion of the unit Professional Practice 3 – Managing the Differentiated Classroom provides opportunities for students to demonstrate aspects of Australian Professional Standards for Teachers at a stage appropriate for a pre-service teacher in the third year of a four year initial teacher education course. Specific assessment indicators that align the tasks and activities completed during the Professional Practice 3 placement with the standards can be found in the Information and Reporting Booklet for this placement. Artefacts, in particular those that demonstrate the ability to differentiate the curriculum for students with a range of abilities and the use of effective assessment practices during the placement, can be added to the e-portfolio as evidence of progress towards demonstrating the standards at Graduate career stage.
Professional Practice 3 demonstrates the following Australian Professional Standards for Teachers: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1,6.2, 6.3, 6.4, 7.1, 7.4
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Written Assessment - 0% | |||||||||
| 2 - Professional Practice Placement - 0% | |||||||||
| 3 - Portfolio - 0% | |||||||||
| 4 - Report - 0% | |||||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Communication | |||||||||
| 2 - Problem Solving | |||||||||
| 3 - Critical Thinking | |||||||||
| 4 - Information Literacy | |||||||||
| 5 - Team Work | |||||||||
| 6 - Information Technology Competence | |||||||||
| 7 - Cross Cultural Competence | |||||||||
| 8 - Ethical practice | |||||||||
| 9 - Social Innovation | |||||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 0% | ||||||||||
| 2 - Professional Practice Placement - 0% | ||||||||||
| 3 - Portfolio - 0% | ||||||||||
| 4 - Report - 0% | ||||||||||
Textbooks
Teaching and Learning: Building Effective Pedagogies
Edition: 1st (2014)
Authors: Jennifer Howell
Oxford University Press
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780195529067
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- iTunes account for your ePortfolio
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.ambrosetti@cqu.edu.au
Module/Topic
Setting the scene: What is differentiation?
Chapter
Haynes (2013) Young people and school (CRO)
Tomlinson & Eidson (2003) A brief primer on differentiation (CRO)
Events and Submissions/Topic
Module/Topic
Developing whole class profiles: Catering for your learners (differentiation)
Chapter
Set text: Howell (2014)
Chapter 9 - Understanding your students (pp. 273-313)
Events and Submissions/Topic
Professional Practice 3
Contextual Day 1 (all students)
Module/Topic
Linking differentiation and assessment for learning
Chapter
Set text: Howell (2014)
Chapter 13 - Assessment and reporting (pp. 425 - 453)
Events and Submissions/Topic
Professional Practice 3
Contextual Day 2 (all students)
Module/Topic
Managing the differentiated classroom: Developing your communication skills
Chapter
Set text: Howell (2014)
Chapter 10 - Becoming an effective communicator (pp. 314-353)
Events and Submissions/Topic
Professional Practice 3
Contextual day 3 (WA, NSW, ACT, SA, NT and TAS students)
Module/Topic
Assessment types and formats
Chapter
Brady & Kennedy (2012) Principles of assessment for learning (CRO)
Events and Submissions/Topic
Professional Practice 3
Contextual day 4 (WA, NSW, ACT, SA, and TAS students)
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Contextual day 5 (WA, NSW, ACT, SA, and TAS students)
Module/Topic
Assessment: Interpreting and using student data
Chapter
Griffin (2014) Interpreting data to evaluate progress (CRO)
Events and Submissions/Topic
Professional Practice 3
Contextual Day 3 (QLD and VIC students)
Contextual Day 4 (NT students)
Module/Topic
Effective pedagogy: An overview
Chapter
Set text: Howell (2014)
Chapter 2 - Developing effective pedagogies (pp.40-81)
Events and Submissions/Topic
Professional Practice 3
Contextual Day 4 (QLD and VIC students)
Contextual Day 5 (NT students)
Digital presentation Due: Week 7 Friday (27 Apr 2018) 11:45 pm AEST
Module/Topic
Planning for learning: Incorporating differentiation
Chapter
Set text: Howell (2014)
Chapter 12 - Planning for effective learning and teaching (pp.394 - 423)
Hammond & Gibbons (2001) What is scaffolding? (CRO
Events and Submissions/Topic
Professional Practice 3
Contextual Day 5 (QLD and VIC students)
Assessable Day 1 ( (WA, NSW, ACT, SA, NT and TAS students)
Module/Topic
Teaching methods and strategies: Explicit instruction
Chapter
Archer & Hughes (2011) The foundations of explicit instruction
Events and Submissions/Topic
Professional Practice 3
Assessable Day 1 (QLD and VIC students)
Assessable Day 2 ( (WA, NSW, ACT, SA, NT and TAS students)
Module/Topic
Teaching methods and strategies: Examining a range
Chapter
Events and Submissions/Topic
Professional Practice 3
Assessable Day 2 (QLD and VIC students)
Assessable Day 3 ( (WA, NSW, ACT, SA, NT and TAS students)
Module/Topic
Teaching methods and strategies: Choosing effective strategies for learning
Chapter
Events and Submissions/Topic
Professional Practice 3
Assessable Day 3 (QLD and VIC students)
Assessable Day 4 ( (WA, NSW, ACT, SA, NT and TAS students)
Module/Topic
Course review and preparation for the 3 week continuous block
Chapter
Events and Submissions/Topic
Professional Practice 3
Assessable Day 4 (QLD and VIC students)
Assessable Day 5 ( (WA, NSW, ACT, SA, NT and TAS students)
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Assessable Day 5 (QLD and VIC students)
Commencement of the 3 week block ( (WA, NSW, ACT, SA, NT and TAS students)
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Commencement of the 3 week block (QLD and VIC students)
Continuation of the 3 week block ( (WA, NSW, ACT, SA, NT and TAS students)
Please ensure that you check the schedule of your contextual and assessable days, along with the start of the 3-week block. The schedule is affected by the different dates of school holidays across the Australian States and Territories.
1 Written Assessment
You are to create a digital presentation for an audience of educators that demonstrate specific strategies that could be used in primary school classrooms to promote differentiate learning for learners with a diverse range of abilities, learning styles, needs and cultural differences. As you design your presentation, keep in mind the following three principles:
- Differentiation is essential for meeting the needs of all learners,
- Effective differentiation is based on evidence of the learner's learning, and
- Evidence of learner learning is gathered through ongoing assessment.
Firstly, develop a detailed (de-identified) class profile of your current placement class highlighting the differing needs of your learners. Ensure that you highlight individual learning needs, general learning levels (literacy and numeracy), learning styles, learning support or extension, as well as other information that is deemed pertinent. Secondly, select one of the identified assessment samples from the Queensland Curriculum and Assessment Authority (found on Moodle).
Using the summative assessment sample and your class profile as a basis, identify a series of four activities that lead towards the successful completion of the summative task. Within the activities:
a) identify teaching strategies or approaches that could be used by the teacher to differentiate for the range of learners represented in the class profile.
b) identify formative assessment strategies or approaches that provide data that can be used by the teacher to differentiate for the follow on activity (also ensure that your formative assessment strategies themselves can be differentiated).
Your digital presentation must spend some time discussing what differentiation is and why it is such a vital aspect of what we do as teachers. Ensure that you use appropriate references throughout your presentation and acknowledge your sources of ideas.
Your digital presentation must contain both visual and oral components and can be in the form of a PowerPoint, Prezi, website, movie, etc. You must also include a copy of your class profile (de-identified learners and school) with your submission.
This task addresses aspects fo the following Australian Professional Standards for Teachers: 1.1, 1.2, 1.3, 1.5, 2.1, 3.2, 3.3, 4.1, 5.1.
Week 7 Friday (27 Apr 2018) 11:45 pm AEST
Week 10 Friday (18 May 2018)
Feedback via the criteria sheet on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary.
- Demonstrated knowledge and understanding of differentiation for teaching and assessing in order to cater for a wide range of diversity within a classroom. (APST 1.1, 1.2, 1.3, 1.5)
- Appropriate selection of differentiation strategies that cater for diversity within a classroom (APST 2.1, 3.2, 3.3, 4.1)
- Demonstrated knowledge and understanding of the links between differentiation and assessment for learning. (APST 1.5, 5.1)
- Formulate assessment activities for the purpose of monitoring student achievement
- Apply strategies that modify learning sequences, pedagogy, content and assessment in response to individual and class profiling data
- Participate in collegial partnerships to improve practice and formulate responsive approaches to identified learning needs
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Professional Practice Placement
You are required to undertake a 35 day supervised placement in a school setting as detailed below and complete the tasks outlined in the Professional Practice 3 Information and Guidelines Booklet.
These tasks include, but are not limited to:
- the development of a class profile which will be used to modify teaching sequences in order to cater for the needs of learners,
- design and implement a range of learning sequences across the curriculum,
- design (where possible) and implement formative and summative assessment to monitor learning,
- interpret assessment data in order to differentiate and cater for learning needs,
- make judgements on the quality of learner's work,
- reflect on practice, and
- observe your supervising teacher (and others) to develop your own pedagogical abilities.
Application of your curriculum, pedagogical and technological knowledge across a range of learning areas will also be key features of the professional practice block where you will be expected to engage in observation, team teaching and continuous teaching as the placement progresses.
The placement is scheduled as per the 2018 Professional Practice calendar and consists of:
- 2 week contextual block at the beginning of the school year (continuous)
- 5 contextual days (completed one day per week throughout school terms one and two)
- 5 assessable days (completed one day per week throughout school term two)
- 15 day continuous assessable block at the end of school term two
An up-to-date hardcopy working portfolio must be maintained throughout the placement and include all observation, planning, assessment instruments and records, learner work samples, a full class profile, and evaluation and reflection conducted throughout the placement. Refer to the Professional Practice 3 Information and Guidelines Booklet for further detail regarding the working portfolio.
Assessment for the 35 day school placement will be completed by the Supervising Teacher using the format provided in the Professional Practice 3 Information and Guidelines Booklet. However, you as the pre-service teacher, are responsible for uploading a signed copy of the final Professional Practice report into the Moodle Task 2 submission link. Please ensure that you upload a PDF document (no photos or any other file type should be uploaded).
On completion of the three week block
The final report will be signed by your university coordinator and returned to you via Moodle.
Assessment criteria are outlined in detail in the Professional Practice 3 Information and Guidelines Booklet. Assessment criteria are drawn from the Australian Professional Standards for Teachers (Graduate Career Stage).
- Formulate assessment activities for the purpose of monitoring student achievement
- Apply strategies that modify learning sequences, pedagogy, content and assessment in response to individual and class profiling data
- Appraise the content of a proposed learning sequence to plan activities that overcome possible difficulties or make links to the prior knowledge of students with varying abilities
- Select teaching methods with an appropriate level of teacher control and student responsibility to scaffold learning for students and groups of varying ability levels
- Write explicit learning goals and task-specific standards for the purpose of explicit instruction and making consistent judgments on the quality of students’ work
- Analyse work samples and assessment information to support the delivery of feedback and design interventions to address specific learning issues
- Participate in collegial partnerships to improve practice and formulate responsive approaches to identified learning needs
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Portfolio
This ePortfolio task consists of two parts and focuses on a planned sequence of lessons implemented in the 3 week block.
Part A - 1000 word statement that:
a) describes a series of lessons that you have implemented during your 3 week block, and
b) critically reflect upon your learning throughout the planning, teaching and assessment cycle.
Use the following questions to formulate your statement (ensure that you use references to justify your reflection):
- How did the data and evidence you collected inform your planning and teaching, particularly in regards to differentiation for learners?
- How did the learner feedback gathered, influence your pedagogical decision making as you were teaching your sequence of lessons?
- How did the on-going formative assessment in each lesson inform your planning and teaching?
- What differentiation strategies were/were not effective in meeting the needs of your learners? Why were these effective/not effective?
- What outcomes were achieved by the learners? Justify your judgement by referring to your evidence from the ongoing formative assessment and final assessment task?
Part B - Evidence
Evidence 1 - Provide profiling data and evidence on a specific curriculum descriptor/topic/concept that you taught during your three week block. Provide a sample of data and evidence that pertains to two children within your class that informed your planning and teaching. The two children must show different levels of achievement: above, at or below standard. The data and evidence should clearly establish the learning needs within the classroom and is collected prior to the planning and teaching stages.
Evidence 2 - Provide your lesson planning that teaches the curriculum descriptor/topic/concept - a minimum of 3-5 lessons using the template provided. Your planning must align to the Australian Curriculum, and each lesson plan must contain considerable detail that outlines the pedagogy (methods and strategies) being used, as well as how different needs are being catered for (differentiation). Formative assessment strategies must also be well detailed within the lesson plans.
Evidence 3 - Provide samples of learner feedback (include your 2 learners) from the lesson sequence that were used to inform your ongoing pedagogical decision making. A template is provided to use to gather your learner feedback.
Evidence 4 - Provide annotated exemplars of learner work (of the 2 learners) that informed your planning and teaching for the next lesson.
Evidence 5 - Provide annotated exemplars of the final assessment task (of your two learners) undertaken at the conclusion of your lesson sequence. It is anticipated that this final assessment will be a smaller task that assesses the curriculum descriptor/topic/concept that you have taught during your lessons.
Note: You will use iTunesU to create your ePortfolio. Please access the link and instructions on the Moodle site.
One week after the completion of the block: For QLD & VIC students July 6; For all other students (WA, SA, NSW, ACT, NT, TAS) June 29
Feedback on the final assessment task will be provided via the criteria sheet following moderation and certification of grades.
- Demonstrated ability to profile learners and interpret data to develop differentiated teaching and learning.
- Demonstrated capacity to plan for and implement teaching and assessment strategies that are responsive to learners' learning needs.
- Demonstrated knowledge and understanding of how students learn.
- Demonstrated ability to interpret formative assessment data and provide valid and appropriate feedback to learners.
- Demonstrated capacity to use learner feedback when making pedagogical decisions.
No submission method provided.
- Critically reflect on professional learning using feedback, self-evaluation and the Australian Professional Standards for Teachers
- Critical Thinking
- Information Technology Competence
4 Report
To pass this unit you will need to supply evidence of successful completion of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE). The LANTITE is a requirement to continue onto Professional Practice 4 and is a national requirement in order to complete and be graduated from your Initial Teacher Education program.
Upload your result file (PDF) into the assessment upload function on Moodle for this task. The results must indicate that you have demonstrated "Standard Achieved" for both Literacy and Numeracy.
Upload your results once you have undertaken the LANTITE and have been sent your results by ACER.
Once all requirements for PP3 are completed a grade for the unit will be assigned.
Nil criteria
- Evidence successful completion of the Literacy and Numeracy Test for Initial Teacher Education.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
