Overview
Effective instruction requires the application of professional knowledge about learning theory, curriculum content and the teaching strategies of a specific discipline or learning area. In this capstone unit, you will apply content knowledge and pedagogical content knowledge to design teaching and learning experiences that develop general capabilities underpinning the curriculum framework and have a positive impact on students’ understanding of key curriculum concepts in an area of specialisation from your course of study. You will create resources that illustrate exemplary practice in classroom and remote learning contexts and share these resources in a community of practice that replicates the collaborative processes that underpin continuous improvement in the teaching profession. Through a process of self-evaluation and reflection on your experiences in this unit and across your course of study, you will highlight your professional strengths and illustrate your preparedness for employment as a graduate teacher through the creation of a portfolio that supports the employment application process.
Details
Pre-requisites or Co-requisites
Co-requisite:- Students must be enrolled in EDFE14021 in the same term of study as this unit so that a context is created for the completion of the practical assessment.
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 graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
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 feedback
Due dates of assessment tasks
Assessment task due dates to be reviewed to minimise stress.
Feedback from Student feedback
Assessment resources were useful
Maintain, but add to the assessment task resources.
- Analyse curriculum to plan lessons and learning sequences that reflect the content, substance and structure of a learning area or discipline
- Design teaching and learning resources using knowledge of learning theory, content knowledge and pedagogical content knowledge for a specialised curriculum learning area
- Apply communication skills that support understanding of curriculum concepts for students with a diverse range of characteristics and abilities
- Participate in evaluation and feedback processes to improve teaching practice and student learning outcomes
- Distinguish professional skills and capacities that enhance employability for a career in teaching.
This unit meets the requirements of the updated Program Standards for Accreditation of initial teacher education courses in Australia. The practical assessment task and the eportfolio task provide opportunities for students to collect evidence of the achievement of all focus areas of the Australian Professional Standards for Teachers (Graduate Level).
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Practical Assessment - 50% | |||||
2 - Portfolio - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
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 - Practical Assessment - 50% | ||||||||||
2 - Portfolio - 50% |
Textbooks
There are no required textbooks.
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.
k.aprile@cqu.edu.au
Module/Topic
Introduction to PP Specialisation - Demonstrating content knowledge and pedagogical content knowledge and highly effective teaching practice
Chapter
There is no new content in this unit.
Events and Submissions/Topic
Zoom session: Wednesday 2pm (Qld time)
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Specialisation task - connecting with learners in class and remote learning contexts
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Events and Submissions/Topic
Zoom session: Wednesday 2pm (Qld time)
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Specialisation task - Planning a professional development session
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Zoom session: Wednesday 2pm (Qld time)
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Feedback and evaluating teaching practice
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Zoom session: Wednesday 2pm (Qld time)
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Assessment task: 2 Portfolio for employment: Identifying and addressing Selection criteria
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Zoom session: Wednesday 2pm (Qld time)
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Review:
Assessment Task: 1 Professional Development Session
Assessment task: 2 Portfolio
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Tutorials for this term are conducted intensively in the first five weeks of term and prior to the commencement of the placement for the co-requisite unit of Professional Practice 4.
1 Practical Assessment
You will create a presentation in the form of a Professional Development session for an audience of beginning teachers. The presentation will model highly effective teaching practice that draws on the content knowledge and pedagogical content knowledge that you have developed in your area of specialisation.
The task contains four parts as outlined below. You must complete all parts of the task and submit a copy of the presentation and all required documentation as outlined in each part below for final assessment.
Part 1: Preparation of resources for the Professional Development Session
To prepare for your presentation, you will create resources in the form of one (1) audio file and one (1) video file that illustrate highly effective classroom practice in your area of specialisation and that could be used by teachers in classroom contexts or parents/carers who are supporting students in remote learning contexts.
Steps for creating each of these resources are outlined below:
(a) Create a lesson plan and associated resources to demonstrate how you would teach an aspect of the curriculum in your specialisation at a year level of your choice. Use your lesson plan to write a script and develop an audio file that illustrates how the lesson would be implemented with learners to support their engagement in the planned activities and their achievement of the intended learning goal.
(b) Select a concept from your area of specialisation that is challenging for students to learn. The concept must be located within a learning sequence that develops knowledge, understanding and skills of a curriculum learning area or general capabilities embedded in curriculum content that students at the selected year level must learn to complete a meaningful summative task. Create a brief overview of the learning sequence that explains where and how the teaching of the concept relates to curriculum intent, proposed teaching and learning, and assessment. Create a resource in the form of a video that could be used to support effective teaching of that concept. The video should be no more than 6 minutes in length and should be designed for the use of teachers in classroom or online learning environments to support students’ understanding and application of the concept for meaningful purposes. This means you need to consider how to make the learning accessible to students from a wide range of abilities and backgrounds.
What to submit for Part 1: Copies of all planning documents, scripts (where relevant) and files or links to the audio and visual resources.
Part 2: The presentation component of the Professional Development Session
Create a presentation that explains how teachers can use the resources you have created in Part 1. The presentation may be created in a range of forms (e.g. PowerPoint with notes pages or voiceover, webinar, PreziVideo, iMovie, etc) but must include the following features:·
- Explanation of why the learning is important for students in the chosen year level
- Identification of common misconceptions or challenges that present barriers to learning for some students
- Key features of the teaching strategies you have modelled that promote the ways of working in your specialisation and/or have a positive impact on student learning
- Terminology that is important to use to support student understanding and achievement of learning intentions
- Examples of questions that can be used to check for understanding
- Examples of expected student responses to activities included in the audio lesson
- Suggestions for follow-up activities that provide meaningful opportunities for students to apply/practise the knowledge and skills that are the focus of the intended learning
What to submit for Part 2: A copy of the Professional Development presentation. This may be in the form of a word document with a link to a recorded presentation, a video file, or in hard copy form (e.g. PowerPoint with notes pages).
Part 3: Evaluation of the presentation
For this part of the task, you will work as part of a collegial team for the purposes of evaluation and feedback. You will work in groups of 3 and will be responsible for sharing your own presentation and resources as well as providing feedback on the presentations and resources created by your peers.
Specifically, you will create an evaluation sheet seeking feedback on specific aspects of your resources and presentation; for example, the design of the resources, delivery of the content, selection of teaching strategies, fitness for purpose in meeting the needs of an intended audience of teachers, students and parents, etc.
Part 4: Appraisal of the feedback and final reflection
For this part of the task, you will write a brief reflection of no more than 500 words addressing the feedback that you received in Part 3. Your reflection should defend and justify teaching strategies that you believe will have a positive impact on student learning and identify any adjustments or changes you would make to either the presentation or the resources in response to feedback.
What to submit for Part 4: Copies of at least two (2) completed evaluation/feedback sheets and the written reflection.
Week 7 Friday (7 Jan 2022) 11:45 pm AEST
Marked tasks will be returned once moderation processes have occurred.
Alignment between planning, teaching and learning and curriculum intent
Evidence of content knowledge and pedagogical content knowledge in an area of curriculum specialisation
Explanation and justification of planning and teaching decisions
Critical reflection n the impact of teaching practice on student learning
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
- Analyse curriculum to plan lessons and learning sequences that reflect the content, substance and structure of a learning area or discipline
- Design teaching and learning resources using knowledge of learning theory, content knowledge and pedagogical content knowledge for a specialised curriculum learning area
- Apply communication skills that support understanding of curriculum concepts for students with a diverse range of characteristics and abilities
- Participate in evaluation and feedback processes to improve teaching practice and student learning outcomes
2 Portfolio
To complete this task, you will select an advertisement for a teaching position from the range provided on your course moodle site and construct a portfolio of evidence to support your application for the position. The portfolio will include the following artefacts:
- A cover letter that outlines your experience and suitability for the advertised position
- A curriculum vitae of no more than two pages in length that summarises your knowledge, skills and experiences relevant to the advertised position
- Carefully selected examples of evidence of your practice that support your application and the claims made in the cover letter/ CV
- An audio file that records your responses to the following interview questions:
o What experience have you had with communicating with parents and carers? What strategies would you use to involve parents/carers in the educative process for students in your class?
o What strategies have you found to be effective in managing challenging behaviour and how would you establish these strategies in your classroom?
o What experience have you had in working as part of a professional team in a school setting? How would you make a positive contribution to the work of a teaching team in your teaching area or preferred curriculum learning area?
Week 10 Friday (28 Jan 2022) 11:45 pm AEST
Tasks will be returned once moderation has occurred.
Ability to identify professional strengths and employability skills
Selection of evidence that illustrates professional knowledge, skills and engagement
Explanation of teaching practices that enhance student engagement and learning outcomes
Clarity of written and oral communication
- Communication
- Problem Solving
- Critical Thinking
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Distinguish professional skills and capacities that enhance employability for a career in teaching.
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.