Overview
In Professional Practice 3, you will participate in tutorials, practical workshops and an assessable classroom placement. The placement comprises a 20-day continuous block to enhance your ability to design, adapt and implement teaching sequences that cater to the diverse needs of learners in mainstream classrooms. You will develop an 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 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 3 - 2021
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 Student evaluation
Unit resources were supportive.
Continue to update unit materials as required.
Feedback from Student evaluation
Assessment tasks
Provides resources such as a checklist to support the completion of assessment tasks.
- 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
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
g.wilkes@cqu.edu.au
Module/Topic
Setting the scene: what is differentiation?
Chapter
eReading list:
Haynes (2013). Young people and school
Tomlinson & Eidson (2003). A brief primer on differentiation
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)
eReading list
Rubie-Davies (2015). Chapter 3: Teacher differential behaviour and student outcomes
Events and Submissions/Topic
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)
eReading list
Hammond & Gibbons (2001). What is scaffolding?
Events and Submissions/Topic
Module/Topic
A range of teaching methods and strategies that support differentiation
Chapter
Set text: Howell (2014)
Chapter 2 - Developing effective pedagogies (pp.40-81)
eReading list
Churchill et al. (2019) - Chapter 8 Pedagogy: The agency that connects teaching with learning
Events and Submissions/Topic
Module/Topic
Explicit direct instruction and differentiation
Chapter
eReading list
Archer & Hughes (2011). Chapter 1: The foundations of explicit instruction
Archer & Hughes (2011). Chapter 2: Designing lessons: Skills and strategies
Events and Submissions/Topic
Module/Topic
Linking differentiation and assessment for learning
Chapter
Set text: Howell (2014)
Chapter 13 - Assessment and reporting (pp. 425 - 453)
eReading list
Brady & Kennedy (2012). Principles of assessment for learning
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Assessment types and formats
Chapter
eReading list
Brady & Kennedy (2012). Principles of assessment for learning
Events and Submissions/Topic
Module/Topic
Differentiation through assessment: Interpreting and using data
Chapter
Set text: Howell (2014)
Chapter 12 - Planning for effective learning and teaching (pp.394 - 423)
eReading list
Timperley (2009). Using assessment data to improve practice
Griffin (2014). Interpreting data to evaluate progress
Events and Submissions/Topic
)
Module/Topic
The art of unit planning
Chapter
eReading list
Churchill et al. (2019) - Chapter 7 Planning for practice: connecting pedagogy, assessment and curriculum
Events and Submissions/Topic
Module/Topic
Examining your practice
The 4 week bloc requirements
Chapter
eReading list
Marzano & Pickering (2009). Dimension 2: Acquire and Integrate Knowledge
PP3 Information and Guidelines Booklet
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Commencement of the 4 week block
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Week 2 of 4 week block
Module/Topic
Chapter
Events and Submissions/Topic
Professional Practice 3
Week 3 of 4 week block
1 Written Assessment
This task has two components.
Part A requires you to create an infographic about differentiation in the classroom. The targeted audience of your infographic are teachers and pre-service teachers.
As you design your infographic, keep in mind the following three principles:
1. Differentiation is essential for meeting the needs of all learners;
2. Effective differentiation is based on evidence collected about the learner's learning; and
3. Evidence of learner learning is gathered through ongoing assessment.
Ensure that you are not just reiterating information found in texts but instead are contextualising the information for an early childhood classroom, lower, middle or upper primary classroom. Include a slogan as well as an example of what differentiation looks like in the classroom of your chosen context.
Part B requires you to develop your philosophy about differentiation in the classroom. Refer to your beliefs about teaching and learning, and how children learn. Include links to learning theories and academic literature and identify how you will approach differentiation in your classroom. (750 words maximum)
This task addresses aspects of 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 6 Monday (20 Dec 2021) 11:45 pm AEST
Week 9 Monday (17 Jan 2022)
Your task will be returned once moderation has occurred.
Demonstrated knowledge and understanding of differentiation for teaching and assessing in order to cater for a wide range of diversity within a classroom. (APST 1.2 and 1.5)
Appropriate selection of a differentiation example that demonstrates how to cater for diversity within a classroom (APST 3.3, and 4.1)
Justification of infographic through the development of a teaching philosophy that is reflects teaching, learning and assessment theories (APST 1.1, 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 20 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. Please see the Professional Practice calendar for the schedule of the placement.
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 judgments 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.
An up-to-date hardcopy working portfolio must be maintained throughout the placement and 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.
This task addresses aspects of 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,
Your final report will be completed by your supervising teacher via an online form once the placement is completed.. Please upload a copy of your attendance record.
You will be able to access your final report via the Sonia placement system.
You will be assessed using the Australian Professional Standards for Teachers. Your supervising teacher will complete the final report. A copy of the report can be found in the Information and Guidelines Booklet.
- 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 Portfolio task consists of two parts and focuses on a planned sequence of lessons implemented in the 4 week block.
Part A - 1000 word statement that:
a) describes a series of lessons that you have implemented during your 4 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 respect to differentiation for learners?
· 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 feedback did you provide to the learners in your lessons and in what modes did this occur?
· 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 four 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 feedback that you have provided to your learners to improve their learning.
Artefact 4 - Provide annotated exemplars of learner work (of the two learners) that informed your planning and teaching for the next lesson (formative assessment).
Artefact 5 - Provide annotated exemplars of the final assessment task (of your two learners) undertaken at the conclusion of your lesson sequence (summative assessment). 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.
You will submit this task as one curated document. Ensure that you have a cover page and table of contents.
This task addresses aspects of the following Australian Professional Standards for Teachers: 1.2, 1.5, 2.1, 3.1, 3.3, 3.4 4.1, 5.1, 5.2, 5.4.
Your Portfolio is due 1 week after your 4 week block concludes. Please see the Moodle site for the due date.
Feedback on the task will be provided via the criteria sheet following moderation.
Demonstrated ability to profile learners and interpret data to develop differentiated teaching and learning. (APST 1,5, 5.2, 5.4)
Demonstrated capacity to plan for and implement teaching and assessment strategies that are responsive to learners' learning needs. (APST 2.1, 3.1, 3.2, 3.4, 5.1)
Demonstrated knowledge and understanding of how students learn. (APST 1.2)
Demonstrated ability to interpret formative assessment data and provide valid and appropriate feedback to learners. (APST 5.2, 5.4)
- 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?
