Overview
In Professional Practice 3, you will participate in tutorials, practical workshops and an assessable classroom placement. The placement comprises 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 - 2020
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 Feedback from unit coordinator and teaching team members
Some realignment of the unit content is required to better support the completion of Assessment tasks.
Realign and reposition aspects of the weekly content in the Moodle site.
- 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.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.2 Manage classroom activities
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
7.4 Engage with professional teaching networks and broader communities
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 0% | ||||||||
| 2 - Professional Practice Placement - 0% | ||||||||
| 3 - Portfolio - 0% | ||||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 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% | ||||||||||
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
Additional Textbook Information
Both paper and eBook copies can be purchased from the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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.
s.richardson@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: differentiation and knowing your learners
Chapter
Set text: Howell (2014)
Chapter 9 - Understanding your students (pp. 273-313)
Events and Submissions/Topic
Professional Practice 3
Contextual Day (refer to the school calendar for your particular state)
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 (refer to the school calendar for your particular state)
Module/Topic
Developing your communication skills to manage the differentiated classroom
Chapter
Set text: Howell (2014)
Chapter 10 - Becoming an effective communicator (pp. 314-353)
Events and Submissions/Topic
Professional Practice 3
Contextual Day (refer to the school calendar for your particular state)
Module/Topic
Differentiation through assessment types and formats
Chapter
Brady & Kennedy (2012) Principles of assessment for learning (CRO)
Events and Submissions/Topic
Professional Practice 3
Contextual Day (refer to the school calendar for your particular state)
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Contextual Day (refer to the school calendar for your particular state)
Module/Topic
Differentiation through assessment: interpreting and using student data
Chapter
Griffin (2014) Interpreting data to evaluate progress (CRO)
Events and Submissions/Topic
Professional Practice 3
Contextual or Assessable Day (refer to the school calendar for your particular state)
Module/Topic
Using effective pedagogy to differentiate in the classroom
Chapter
Set text: Howell (2014)
Chapter 2 - Developing effective pedagogies (pp.40-81)
Events and Submissions/Topic
Professional Practice 3
Contextual or Assessable Day (refer to the school calendar for your particular state)
Digital presentation Due: Week 7 Friday (1 May 2020) 11:45 pm AEST
Module/Topic
Planning to incorporate differentiation into our teaching
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
Assessable Day (refer to the school calendar for your particular state)
Module/Topic
Explicit instruction and differentiation
Chapter
Archer & Hughes (2011) The foundations of explicit instruction
Events and Submissions/Topic
Professional Practice 3
Assessable Day (refer to the school calendar for your particular state)
Module/Topic
A range of teaching methods and strategies that support differentiation
Chapter
Events and Submissions/Topic
Professional Practice 3
Assessable Day (refer to the school calendar for your own particular state)
Module/Topic
Choosing effective teaching methods and strategies that support differentiation
Chapter
Events and Submissions/Topic
Professional Practice 3
Assessable Day (refer to the school calendar for your own particular state)
Module/Topic
Course review and preparation for the 3 week continuous block
Chapter
Events and Submissions/Topic
Professional Practice 3
Assessable Day or Commencement of the 3 week block (refer to the school calendar for your own particular state)
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Commencement or continuation of the 3 week block (refer to the school calendar for your particular state)
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Continuation of the 3 week block (refer to the school calendar for your particular state)
1 Written Assessment
You are to create a digital presentation for an audience of educators that outlines specific strategies that could be used in primary school classrooms to promote differentiated 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 collected about 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 that demonstrates that you "know your learners" and their differing learning needs. 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 to student learning.
Then, select one of the summative assessment samples from the Queensland Curriculum and Assessment Authority (found on Moodle) that is relevant to your placement class.
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 (1 May 2020) 11:45 pm AEST
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 to 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 tasks to monitor learning;
- interpret assessment data in order to differentiate and cater for learning needs;
- make judgements on the quality of learners' 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 2020 Professional Practice calendar and consists of:
- a 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); and
- a 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 it should include all observations, planning, copies of assessment instruments and records, learner work samples, a full class profile, as well as 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.
Your summative report should be completed at the end of your block placement period. University processes for signing and finalising the document should be followed.
You will be able to access your signed and finalised summative report through the online Sonia repository.
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 reflects 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 gathered from your planning and teaching that is presented through a number of artefacts:
Artefact 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
Artefact 2 - Document 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 present comprehensive detail that outlines the pedagogy (methods and strategies) being used, as well as the ways in which different student learning needs are being catered for (differentiation). Formative assessment strategies must also be well detailed within the lesson plans
Artefact 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
Artefact 4 - Provide annotated exemplars of learner work (of the 2 learners) that informed your planning and teaching for the next lesson
Artefact 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 continuous three week block placement.
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.
- Critically reflect on professional learning using feedback, self-evaluation and the Australian Professional Standards for Teachers.
- Critical Thinking
- Information Technology Competence
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?
