Assignment 2. Exploration of one of the Nine Provocations



Phil & Charlotte Discuss Assignment 2

Slides from the above

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

Due date
Fri, 20 April 2012, 12 noon (Week 11)

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
The following task is your Assignment 2 task for all four units. You will create one submission, and this will be marked by four staff members, each from a different unit perspective. Your one submission, then, will receive four separate grades, one for each unit.

This Assignment 2 task is also a warm-up for Assignment 3 in Winter term. The feedback you get for your Assignment 2 work will help guide you for the bigger Assignment 3 task.

Assignment 2 is based around one or two events that you observe during observation days prior to week 9.

Task
For this task, we want you to choose one of the Nine Provocations as a focus. Choose the one which you think offers you the greatest learning opportunities.

What do we want you to do with your chosen Provocation? Prior to week 9 you will need to have completed at least one, preferably more, observation days in schools. Use one or two of the events that you observe as a focus for your exploration of your chosen Provocation.

We want you to look at your chosen Provocation and event(s) through the four different unit perspectives. How does the theoretical and practical work you have been doing in Educational Foundations help you to see more deeply into the nature of what you have observed? How does the material you’ve been studying in CPP 1 help? What about ELPC G1 and CPP 2?

Remember, this is a ‘whole of course’ task. You are to bring knowledge from the entire course to this task.

  • For Education Foundations, you should understand and examine the event(s) you observed from the lens of the theories of development, learning and/or learner differences in inclusive education. Relating your observation to the literature, you should be able to appreciate and penetrate the depth of the event(s) so that your reflection will inform your future professional judgements, problem-solving and decision-making.
  • For ELPC G1, you should consider how IT is being used (or not) in the classroom you observed. You should also note the levels of information literacy amongst students and teachers, as well as reflect on your own information literacy and your use of IT in your own learning. You should provide an informed evaluation of the educational technologies used in the classroom.
  • 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 outcomes
ELPC G1 outcomes
CPP 1 outcomes
CPP 2 outcomes
  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;
  4. Evaluate and 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
Weighting
50%
50%
40%
40%
Describes the event(s) clearly
2
1
1
1, 3
Uses the events to explore the chosen provocation
2
4
2
2, 3, 4, 5
Uses relevant research from each of the interrelated units to inform the analysis of the event[s]
1
1, 4
1
1, 2, 6
Makes relevant and useful connections between the learning done in the interrelated units
1, 2, 3
2, 3
3, 4
2, 3
Communicates ideas effectively and clearly
2, 3
2, 3, 4
2, 3
4, 5
Length: 2500 words or equivalent*





Marking rubric

Assignment 2 rubric

FAIL
Unsatisfactory
PASS
Satisfactory
CREDIT
Good, sound
DISTINCTION
Superior, Thoughtful
HIGH DISTINCTION
Outstanding, Originals
Describes clearly the event(s)

20 %
Has failed describe event(s) in a way that gives the reader an idea of what has taken place.
Has described event(s) in a way that gives the reader a general impression of what took place, but it lacks detail.
Has described event(s) clearly, with enough detail to allow the reader to form a good picture of what has taken place.
Has described event(s) in a thorough and detailed and clear way.
Has described event(s) in a vivid and original way. The event(s) live on the page!
Uses the event(s) to explore the chosen provocation

20 %
There is no provocation explored.
A provocation has been mentioned and some links with the event(s) described.
The event(s) have been used to make a substantial exploration of the provocation.
The event(s) have been used to make thorough and detailed exploration of the provocation.
The event(s) have been used to make an outstanding and original exploration of the provocation.
Makes relevant and useful connections between ideas

20 %
Has made no relevant and useful connections.
Has made a few relevant and useful connection
Has made a number of good and sound connections
Has made a number of convincing and thoughtful connection
Has made some outstanding and original connections.
Communicates ideas effectively and clearly

10 %
There are significant difficulties for the reader 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 research from this unit to inform the analysis of the event(s)

30 %
Little or no research beyond the basics is used to inform the analysis.
Some relevant research beyond the basics from this unit has been used to inform the analysis.
Relevant research beyond the basics from this unit has been used to inform the analysis in a substantial way.
Relevant research beyond the basics from this unit has been used to inform the analysis in a thorough and detailed way.
Relevant research beyond the basics from this unit has been used to inform the analysis in an outstanding and original way.

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.

Supplementary advice for completing Assignment 2
  1. Please consult the course wiki homepage 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.
  3. Not doing prac yet?
    If you are not doing prac or have not done observation days by the due date, and have discussed this with your CPP convener, you may use any relevant experience as the basis of your assessment (e.g. A personal memory, your own children's experiences, public stories). If this causes you difficulty we suggest you choose an article from the media and then respond to the article from the perspective of your chosen provocation and the units you are studying. To help you you may want to look at the Sydney Morning Herald Education site, The Australian Education site Education Review, or Education Today. This option is not ideal as the task is designed to form part of your ongoing development of thinking in relation to your teaching and pedagogical reasoning. We strongly encourage you to consider completing observation days prior to this assignment to get the most benefit from it.

How is the assignment marked?
See the Assignment 1 page for general principles. Please note that the weightings per criteria are slightly different, as per the rubric, above.