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Understanding your assumptions about teaching and learning


Weightings
Ed Foundations and ELPC G1: 50%
CPP 1 and CPP 2: 40 %

Due date
16 March, 12 noon

Assignment 1 podcast: Answering your questions
Click play icon to listen

Running time: 8 min 12 sec
Size: 7.9 MB

Oral presentation sign-up form, Assignment 1 (Grad Dips only)

Notes on assessment
  1. This unit is part of the ‘Common Secondary Education Program’ (known as SecEd@UC) taught in all secondary education courses at UC.
  2. All units in the Graduate Diploma in Education (Secondary) are part of the SecEd@UC.
  3. In the undergraduate courses, the SecEd@UC program consists of eight units usually taken in second year (Education Foundations and CPP1) and third year (Learning with Technology, CPP2, CPP3, Literacy Across Disciplines, Responding to Individual Needs in Education SEC, Socio-Cultural Politics of Education SEC).
  4. SecEd@UC uses a model of integrated assessment where a single set of tasks are used as assessment for all of the units in the program; two covering the units you do in Semester 1 and two covering the units you do in in Winter/Semester 2). Assignment 4 (in the Winter Semester) is a Poster Task. Of the three other tasks, you are required to complete one as primarily a written task and another as primarily an oral task. We also encourage students to consider other creative forms of response for one of their tasks. Advice will be given to students not taking these units at the same time on how to complete the assessment items in stages.
  5. Some units in the SecEd@UC program have additional standalone assessment item.

All staff and students are strongly encouraged to read the document named Assessment Responsibilities to ensure accurate understanding of the various perspectives surrounding assessment at UC. It can alleviate many misunderstandings.


Background
This assignment is intended to help you understand the assumptions you bring to the new career you are entering. Through identifying and accounting for these assumptions you are beginning a process of engaging with the Nine Provocations of the course and with the early stages of pedagogical reasoning, both central to the course.

Task
  1. "…Once I entered teacher education as a student, it dawned on me that learning to teach was doing something to who I was becoming." p 12*
  2. ‘'… by the time a person enters teacher education, she or he has spent approximately thirteen thousand hours observing teachers.’' p 27*
  3. ‘'… Those learning to teach draw from their subjective experiences constructed from actually being there. They bring to teacher education their educational biography and some well-worn and commonsensical images of the teacher's work …’' p 27*
  4. ‘'… Issues of pedagogy do not enter into a student's view of the teacher's work. Rather, the teacher's skills are reduced to custodial moments: the ability to enforce school rules, impart textbook knowledge, grade student papers, and manage classroom discipline appear to be the sum total of the teacher's work. Hidden is the pedagogy teachers enact: the ways teachers render content and experience as pedagogical, consciously construct and innovate teaching methods, solicit and negotiate student concerns, and attempt to balance the exigencies of curriculum with both the students' and their own visions of what it means to know’.' p 28

*Britzman, Deborah P. (2003). Practice makes practice: a critical study of learning to teach (Rev. ed). State University of New York Press, Albany.

With reference to at least one of the above quotes, the Nine Provocations and your studies to date in this course, you are to critically examine the assumptions you bring to education. In critically examining these assumptions you are to account for their origin and begin to explore their usefulness, using course material from the units you are doing to help you do this.

You are encouraged to use some of the Nine Provocations as a stimulus to aid your consideration of the assumptions you bring to the course.

The Britzman quotes above have been chosen to help challenge and /or extend your consideration of these assumptions.

Remember, this is a ‘whole of course’ task. You are to bring knowledge from the entire course to this task.
  • For Ed Foundations, you should reflect on your experiences, beliefs and/or assumptions as they relate to individual development and learning. This reflection must be supported by and interact with relevant theories and research literature. Dialoguing with theories and research, you will be able to examine the origin and critique the nature of your beliefs in relation to teaching.
  • For ELPC G1, you should interrogate your own experiences and beliefs as they relate to technology and learning. In particular, you should identify the assumptions that underlie your attitudes, examining where they come from. You should use this assignment to develop your own information literacy and proficiency, if you feel you need to. You would also benefit from critiquing your own IT skills.
  • For CPP 1, you should interrogate your own experiences and beliefs as they relate to teaching strategies that you have been exposed to, or used yourself, in the past. In particular, you should identify the assumptions that underlie yourattitudes, examining where they come from. You would also benefit from critiquing your own skills in organisation, time management, and the general structuring of content.
  • For CPP 2, you should interrogate your own experiences and beliefs as they relate to classroom environments you have participated in. In particular, you should identify the assumptions that underlie your attitudes, examining where they come from, especially as they relate to challenging behaviour. You would also benefit from critiquing your own skills in promoting a positive learning environment.

Outcomes and generic skills assessed
Ed Foundations
ELPC G1
CPP 1
CPP 2
  1. Explain the relationship between development and learning
  2. Identify the assumptions that underlie the various perspectives on education and their associated theories of learning
  3. Critically analyse the issues involved in teaching as a profession.
  1. Explain the role of communication and IT in education
  2. Use information literacy skills
  3. Use appropriate skills in IT in their own learning Evaluate and
  4. Use appropriately educational software and online resources.
  1. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
  2. Organise content into an effective learning and teaching sequence
  3. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
  4. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
  1. Demonstrate the capacity to organise classroom activities and provide clear directions
  2. Demonstrate knowledge of practical approaches to manage challenging behaviour
  3. Demonstrate an understanding of the relevant issues and strategies available to support the safe, responsible and ethical use of ICT in learning
  4. Apply a range of teaching strategies
  5. Apply a range of verbal and non-verbal communication strategies to support student engagement
  6. Demonstrate the capacity to implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Criteria for assessment
Criterion
Ed Founds
outcomes
ELPC G1
outcomes
CPP 1
outcomes
CPP 2
outcomes

50%
50%
40%
40%
Identifies and accounts for at least 3 assumptions
2
1
1
1, 3
Critically examines your assumptions
2, 3
1, 4
1, 2
3
Uses relevant research literature
1, 2, 3
1, 4
3, 4
2, 3, 6
Communicates ideas effectively and clearly
2, 3
1, 3
2, 3
4, 5

The marking rubric



FAIL Unsatisfactory
PASS Satisfactory
CREDIT
Good, sound
DISTINCTION Superior, Thoughtful
HIGH DISTINCTION Outstanding, Original
Identifies and accounts for at least 3 assumptions
Has failed to identify assumptions and/or account for them.
Has identified some assumptions and has adequately made an attempt to account for them.
Has identified and made a good attempt to account for at least 3 assumptions.
Has identified and made a thoughtful and convincing attempt to account for at least 3 assumptions.
Has identified and made an outstanding and enlightening attempt to account for at least 3 assumptions
Critically examines the assumptions
There is no attempt to critically examine the assumptions.
An adequate attempt has been made to critically examine the assumptions.
A sound attempt has been made to critically examine the assumptions.
A thoughtful and convincing attempt has been made to critically examine the assumptions.
The critical examination of the assumptions is original, insightful and deep. The thinking is outstanding.
Refers to some of the Nine Provocations and one of the Britzman quotes.
Has failed to make any reference to any of the Provocations and/or to one of the Britzman quotes.
Has referred to some of the Provocations and/or to one of the Britzman quotes.
Has used some of the Nine Provocations and the Britzman quote in ways which blends in with the critical analysis.
Has used some of the Nine Provocations and the Britzman quote in ways which add substantially to the critical analysis.
Has used some of the Nine Provocations and the Britzman quote in ways which contribute in an outstanding and original way to the critical analysis.
Communicates ideas effectively and clearly, appropriate to the chosen medium
There are significant difficulties for the audience in the way ideas have been communicated.
The ideas have been communicated adequately.
The ideas have been communicated clearly..
The ideas have been communicated thoughtfully, effectively and clearly. The different ideas form a coherent whole.
The ideas have been communicated in an original and clear way. The author’s voice is present in an original and authentic way.
Uses relevant material from this unit to inform the critical analysis
Little or no material is used to inform the analysis.
Some relevant material from this unit has been used to inform the analysis.
Relevant material from this unit has been used to inform the analysis in a substantial way.
Relevant material from this unit has been used to inform the analysis in a thorough and detailed way.
Relevant material from this unit has been used to inform the analysis in an outstanding and original way.

Supplementary advice for completing Assignment 1
  1. Please keep up to date with the course wiki and be sure to attend classes for further advice on completing this task.
  2. Advice to assist part-time and undergraduate students complete this task will be published on the course wiki.

Word length: Maximum 2500 words or equivalent*.

*Word length equivalency table
CHOOSE ONE
Max word length
Oral to the Strike Team
Video
Podcast
Slideshow with narrative
Sculpture, picture, or similar
Interpretive dance
Other
2,500
8 minutes
a) 8 minutes in toto OR

b) 6 minutes + 600 word rationale
a) 8 minutes in toto OR b) 6 minutes + 600 word rationale
8 minutes
a) The 'object' you have created + 600 word rationale OR b) the 'object' you have created + 6 minute presentation in which you discuss your object with the Strike Team
8 minutes in toto, comprised of the dance itself, plus a discussion with the Strike Team about your dance
Pitch it to us. The Strike Team will the meet and discuss.
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.

Dealing with oncerns raised by this assignment

This assignment involves raising and examining your assumptions about education. This assignment, combined with the approach we take to the course, may raise a number of concerns for you. Should this be the case we encourage you to visit the Health & Counseling Service provided to students by the University.