Make sure you access the guided reading activities on the STS G2 moodle site.

Student assignments -- coming soon!

DUE: By Friday, 12 August, 12 Noon.

Guided reading activities - check Moodle for any updates.
Mock-up from Phil
Assessment rubric -- feel free to edit

An Overview to Assignment 3 2011

Lecture 12 July (it's the second hour of the below)

Talk 23rd July 2011, Phil & 3 students from 2010 (History Focus)


This task asks you to deeply and critically examine an incident from your teaching in relation to the units you have studied in the course.
It uses a pedagogical reasoning framework to connect the various units similar to what you did in assessment 2. You will not understand this task if you do not engage with the essential references below.

The task
In this task you will be creating one portfolio and analysis based upon a chosen event in your teaching.
You will be asked to choose an event from your first period of professional experience, or an event from your ELPC G2 Literacy Tutoring Project. This could be an event when you felt as though you really ‘got the idea of teaching’ or an event where you felt ‘lost’ in the classroom. The choice is entirely yours, as your choice of event will be important to you and your developing teacher identity.

You will need to critically and deeply reflect upon this event and the influences upon it, i.e., ‘what happened?’ and ‘why?’. This reflection will make explicit reference to the theories, educational research and practices you have studied.
For example a ‘teachable moment’ when you had the sense of ‘Wow, I get this teaching’ or ‘Cool, the kids really got this idea’ may be influenced by the learning styles of students, the social background, the pedagogical approach you used, your planning, students prior learning or that you ‘threw out the plan’ and went with a new idea that emerged. In the portfolio you would identify and describe the moment and then analyse it from such a variety of perspectives.

Critically engaging with your peers will also be important in this task. Their input will help you see things you may have otherwise missed. Consequently you are encouraged to share and discuss your work with a peer.

Remember, this is a 'whole of course' task. You are to bring knowledge from the entire course to this task. For SCPE you should be particularly cognisant of engaging with issues of formation and transformation of cultural identities, especially as they relate to your students and your understanding of the event. It would also help if you included a discussion or similar of the pedagogical implications of current social and policy debates in Australia. If appropriate to your approach you should also draw upon some of the key concepts outlined in lectures, such as democracy, critical consciousness, oppression, liberation, etc. Examining any underlying cultural or ‘politically incorrect’ assumptions might also be considered in your response to how you understand the event.

Remember, this is a 'whole of course' task. You are to bring knowledge from the entire course to this task. For ELPC G2, you should show the ways in which your evolving understanding of literacy issues has informed your understanding of the event. In particular, you might consider how you would explicitly teach multi-literacies in your KLA and how you would use multi-literacies to increase the learning potential of students.

Remember, this is a 'whole of course' task. You are to bring knowledge from the entire course to this task. For STS, you should show the ways in which your developing knowledge of issues to do with the teaching of your subject has informed your understanding of the event. In particular, you should integrate reflections on, and evaluations of, your own teaching practice.

Remember, this is a 'whole of course' task. You are to bring knowledge from the entire course to this task, but you should also use key themes from RINE to inform your work. In particular, you should account for individual differences in students and how this impacts on teaching and learning. You may wish to refer, also, to various strategies for identifying and teaching students with learning difficulties. If appropriate to the approach you are taking, you may also choose to identify and discuss the range of support services available to students with individual needs. This should be framed in terms of how your developing understanding of individual needs amongst students has informed your understanding of the event.


Assessment Length & structure

1. A text-format analysis should be no more than 3500 words.
  • This could comprise a 2000 word ‘whole of course’ response (the focus here is on integrating the units you have studied to get a deeper and richer perspective) plus a 1-page response for each unit (approximately 350 words) where you articulate the perspective of each unit directly on the chosen event.
  • Or, an integration of the whole of course and unit specific responses.

2. If you are considering presenting your submission for assignment 3 in a 'non-traditional' format, then please adhere to the following limits. Remember to develop your work in conjunction with the assessment rubric to make sure that it meets the criteria. Please note that these are not guidelines -- they are hard-and-fast limits.

  • Oral presentation to the Strike Team: 12 minutes
  • Video: a) 12 minutes in toto OR b) 10 minutes + 1000 word rationale
  • Podcast: a) 12 minutes in toto OR b) 10 minutes + 1000 word rationale
  • Slideshow with narrative: 12 minutes
  • Sculpture, picture, or similar: a) The 'object' you have created + 1000 word rationale OR b) the 'object' you have created + 10 minute presentation in which you discuss your object with the Strike Team
  • Interpretive dance: 12 minutes in toto, comprised of the dance itself, plus a discussion with the Strike Team about your dance. The way in which you split this time between dance and discussion is at your discretion, but remember that the Strike Team must, by the end of the session, have a clear idea of how to relate the dance and discussion to the assessment criteria.

In all formats remember to
  • Critically analyse the event from at least 3 unique perspectives / theories underpinning pedagogy
  • Draw on aspects of the entire course as applied in your pedagogy
  • Refer to, and use, appropriate research

Presentation options

  1. You could present by completing the Moodle Response Template. This will be explained to you in tutorials.
  2. You could present in writing, with a maximum of 3500 words.
  3. You may complete it on your blog and link to the appropriate pages and sections – this would also allow the use of other multimedia should you choose.

N.B. You need to ensure that students, teachers and schools are not identified, or identifiable, in your work.

Pedagogical reasoning
In this course we will be using the concept of pedagogical reasoning. In having this focus we want you to be creating an e-portfolio in which you will begin what should be a career long practice of documentation, critical evaluation and reflection on your teaching practice.

In applying a pedagogical reasoning framework we are asking you to move between the powerful generalisations of the principles found in education research and theory, and the memorable particularities of cases. To fully understand this concept it is essential that you closely read the references below. These reading are available via the Education Foundations e-reserve in Semester 1 and the STS2 e-reserve in Semester 2 and linked as appropriate from the course wiki.

Essential references
Hammerness, K., Darling-Hammond, L., & Shulman, L. (2001). Towards Expert Thinking: How Case-Writing Contributes to the Development of Theory-Based Professional Knowledge in Student-Teachers. Report: ED472392. 31pp. Apr.
Nilsson, P. (2009). From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching. European Journal of Teacher Education, 32(3), 239 - 258.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2).
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.
Wilson, G., & I’Anson, J. (2006). Reframing the practicum: Constructing performative space in initial teacher education. Teaching & Teacher Education, 22(3), 353- 361.

Recommended references
Klink, William(2010) 'Don't I Wish My Professor Was Hot Like Me', Review of Education, Pedagogy, and Cultural Studies, 32: 4, 431 — 446
Middleton, S. (2005) Pedagogy and Post-Coloniality: Teaching ‘education’ online, Discourse: studies in the cultural politics of education, 26(4), pp. 511-525.
Shulman, L., & Shulman, J. (2004). “How and what teachers learn: A shifting perspective.” Journal of Curriculum Studies 36.2: 257-271.
Shulman, L., & Sherin, M. G. (2004). “Fostering communities of teachers as learners: disciplinary perspectives.” Journal of Curriculum Studies 36.2: 135-140.

Part-time students

Optional Alternative task for part time students in their first year ONLY

The general advice for part-time students applies to this task – please see the wiki page for details. Specifically first year part time students will base the task on the event used in your assessment 2 or another similar incident in relation to the units you have studies this year. Second year part-time students are to add to the task from last year and / or their recent practical experience from the perspective of units studies this year. The general information regarding word lengths etc is set out in the part-time students page.

Some (helpful) videos From Last year

Below you will see a couple of outlines by Simon (Head of Discipline). The first is an overview of the idea of pedagogical thinking. It was recorded for last years task but relevant as an overview (the bit about templates etc at the end is not relevant to you). It is also good to get a different perspective.
The second one below is useful as it gives an idea about case writing, however the specifics and example templates are not relevant this year or to your task. Watch it for a perspective on case writing.

and a lecture excerpt as well (starts at about 3.45 min in -- ends 35 min).
Again, the below gives you an overview of the thinking behind pedagogical reasoning and case writing but the specifics are not relevant to this years modified task.

Pedagogical Reasoning Lecture from Phil Roberts on Vimeo.

Sample Tasks from 2010 (more on the moodle site)

Sample 1 (using video & text) - blog link
Sample 2 - document (direct download)
Sample 3- document (direct download)

Sample 4 - blog link
Sample 5a & Sample 5b- documents (direct download)

Rhiannon's mindmap -- thanks for sharing, Rhiannon!
external image sg0m1i7_assignment-3.jpg