CPP 1

2a. In-class task (5%)

In your KLA workshops you will be working towards designing three (3) lesson plans which demonstrates your understanding of the planning process and associated elements such as sequencing, student learning, content and strategies.

It is expected that you will be able to complete at least two of the plans during workshops 1 and 2, with the final plan being wholly independent in the final workshop.

Criterion
Generic skills
Outcomes
Applies knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
2, 3
1, 3
Effectively plans a minimum of 3 lesson plans in a sequence
1, 4
1, 3
Applies knowledge of student learning, content and effective teaching strategies
2, 3
1, 3
Communicates clearly and appropriately
1
1

2b: Learning journal/portfolio (15%) - 1000 words

Background
A portfolio is a culminated demonstration of your proficient practice throughout professional experience. It is expected that the duration of your course will be demonstrated through the portfolio through collecting evidence of professional decision-making. It is known that professional decision-making is directly impacted upon by effective planning, management and assessment with teacher reflections and amendments to meet student needs. Portfolios are often requested as part the application procedure for teaching work, to demonstrate your practiced capabilities over sustained time, within a variety of contexts.

Professional decision-making in classroom practice is affected by key principles of:
  • Ethics and conduct in teaching conducive to relevant legislative, administrative and organisational frameworks
  • Teacher knowledge, skills and attitudes through immersion in the school setting
  • Creating and maintaining a supportive and safe learning environment and implementing effective teaching and learning practices
  • Curriculum, assessment and reporting knowledge and their uses

Task
In line with expectations for moving from ‘Graduate’ to ‘Proficient’ in the TQI standards (expected at the end of 12 months of full-time teaching), you will be asked to explicitly show how you have demonstrated the teacher standards in practice. This task allows you to prepare for this assessment, which will occur after a year of professional engagement.

You are to collate a range of evidence and reflections which explore the issues specific to your KLA through professional experience units, or practicum placements. In particular, you will have
  • Programmed lesson plans within units, including outcomes for learning, explicit links to and embedded ICT practices, demonstrating knowledge of student learning, content and effective teaching strategies
  • Professional reflections on units of work, lesson plans and conversations, detailing a learning journey throughout the unit and practicum placement

Analyse whether the planning strategies from your tutor in workshops, or in practicum placement, are discipline specific, or can be applied to a range of disciplines. Discuss the affordances and limitations of strategies, with relation to research, observations, conversations and unit content.

The portfolio/journal is to be submitted in one of the following formats: hardcopy, electronic format such as word doc, DVD (interactive, not just files), blog (with appropriate entries tagged with ‘CPP 1 teaching portfolio’), UC blog, Mahara (if it’s still supported on campus), or other as negotiated with your tutor.

Criterion
Generic skills
Outcome
Applies knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
2, 3
1, 3
Effectively organises content into an effective learning and teaching sequence
2, 3
2, 3, 4
Analyses knowledge of a range of resources, including ICT, that engage students in their learning
2, 3
4
Completes a minimum of 3 journal entries, or portfolio reflections on lecture, workshop, tutorial or practicum conversations
1
1, 2
Communicates clearly and appropriately <1000 words
1, 4


CPP 2


Assignment 2a. In class task (5%)


Through the Thursday Workshops you will be given the opportunity to critically analyse the range of strategies for the set up of your classroom environment. There is a direct link between effective planning correlating with the successful classroom set-up. As such, you are to choose a lesson plan from CPP1 and bring to the final workshop. During the workshop, use the lesson plan and highlight one possible complication for the context of the lesson. Consider how you might usefully respond to it.



You can choose to either write a 300-500 word accompanying brief during the final workshop, or orally present connections to the workshop group.


Outcomes

1. Demonstrate the capacity to organise classroom activities and provide clear directions;

2. Demonstrate knowledge of practical approaches to manage challenging behaviour;



Criteria

  • Identified complication is clearly linked to the context of the lesson, with explicit thought into the relationship between planning and implementing
  • Minimum of two useful responses are analysed for the identified complication, demonstrating an understanding of affordances and limitations, contextually
  • Communicates clearly and appropriately in Standard Australian English [SAE]


Assignment 2b. Learning Journal/Portfolio - 1000 words (15%)


A portfolio is a collection of written observations and reflections, in this case done as you involve yourself in the Thursday Workshops and begin your professional experience in your school. We know that professional decision-making is directly impacted upon by effective planning, management and assessment with teacher reflections and amendments to meet student needs. Portfolios are often requested as part the application procedure for teaching work, to demonstrate your practiced capabilities over sustained time, within a variety of contexts.


Professional decision-making in classroom practice is affected by key principles of:

  • ethics and conduct in teaching conducive to relevant legislative, administrative and organisational frameworks
  • teacher knowledge, skills and attitudes through immersion in the school setting
  • creating and maintaining a supportive and safe learning environment and implementing effective teaching and learning practices
  • curriculum, assessment and reporting knowledge and their uses


In line with expectations for moving from ‘Graduate’ to ‘Proficient’ in the TQI standards (expected at the end of 12 months of full-time teaching), you will be asked to explicitly show how you have demonstrated the teacher standards in practice. This task allows you to prepare for this assessment, which will occur after a year of professional engagement.


Task

Analyse whether the strategies you see presented by either your workshop tutor, or in practicum placement are discipline specific, or can be applied to a range of disciplines. Discuss the affordances and limitations of approaches, with relation to research, observations, conversations and specific unit content. Reflect on content in CPP1 (planning) to assist in developing links between effective planning and the set up of your classroom, ensuring to protect the identity of all associated participants (schools, teachers, students).

The portfolio/journal is to be submitted on Moodle, either as an attachment or as a link.


Outcomes

We are working with the following outcomes, though at this stage of the course you are not expected to be able to demonstrate them.

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

  • Critically analyses observed practice, demonstrating professional process
  • Relevant and insightful narrative of own learning process, which explicitly discerns observations
  • Selective research from theory and material from the course is explicitly drawn upon to deepen reflections
  • Completes a minimum of 3 journal entries, or portfolio reflections on lecture, workshop, tutorial or practicum conversations.
  • Communicates clearly and appropriately in Standard Australian English [SAE], drawing upon appropriate, standard conventions when referring to course material (e.g. bibliography, footnotes, referencing)

Useful resources for 2b

  • AITSL standards are used to identify capacity and competency. These are used to guide teaching standards in applications and interviews.
  • TQI is the teacher registration body of the ACT.
  • NSW Institute of Teachers is the NSW teacher registration body.

The following examples demonstrate the culminated portfolio (the focus of CPP4 for Undergraduate students; and a suggested task for Grad Dip students). You are not expected to have a portfolio like these, however they be useful to know why these assignment 2b tasks were designed.