Assessment

=Assignment item 1. Core questions and the research, 70 % = NB: Outcomes below. =Due Mon 2 May = --

Phil
Write up your thoughts here, Sir Philip. Sir Philip, you are pink --

Steve
Write up your thoughts here, Lord Shann. Lord Shann, you are blue.

--

Kerrie
Write up your thoughts here, Queen Kerrie. Queen Kerrie, you are yellow.

It is good to be Queen :)

--

Meg is green
Meg's assignment is now on the student wiki

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">Ed Foundations 6704: Learning Journal Assignment.

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">This assignment has 3 parts. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">i. Each part is compulsory. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">ii. The assignment is worth 60% of this units grade. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">iii. Each component is worth 20% <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">a. This is further broken down to 5% per section each. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">iv. While components 1 & 2 are ongoing it is compulsory that each be completed by their due date, this will be determined in relation to section 5 of the unit outline. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">v. They will be progressively graded so their timely completion is essential. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">vi. The blog posts & scenario’s are designed to help you think of the 10 tips you may settle on for the poster component, the culmination of your learning journal. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">vii. Similarly, the sceanrio’s are aimed at helping you develop the type of thinking you will need for task 2 and semester 2 in this course. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">Viii. The scenario's are available on the unit wiki under each module. Each of the scenario's evolve with the modules.

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">Learning Journal has 3 components; <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">1. Your post in response to one of the suggested scenario’s for each of the four sections of the unit. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">a. The posting is due by the Monday following the completion of each section (i.e…21st February, 14th March, 28th March, 25th April) <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">b. The post is to be approximately 500words <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">c. Academic language and referencing is expected <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">d. You should reply with reference to relevant research & theory. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">e. As appropriate make reference to the Nine Provocations.

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">2. Your analysis of the members of your community of practice <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">a. you will work with 2 other members of your tutorial group i.e groups of 3) <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">b. yes, that means 2 replies each. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">c. you are to comment and provide feedback on their postings following the same academic standards as above. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">d. The response is due by the following Friday (i.e 25th feb, 18 March, 1 April (no joke), 29 Apil)

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">3. From your learning write 10 key tips to keep in mind as you go on prac. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">a. State the tip <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">b. Give the theory & research base for each <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">c. Include any prompts or key ideas to remember <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">d. Present as a poster that can be on your office wall / desk / classroom <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">e. Due end of week 12.

<span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;"> STS 1 Lesson Planning Assignment

=<span style="font-family: Arial,Helvetica,sans-serif;">Assignment 2. Core questions and observation days = =<span style="font-family: Arial,Helvetica,sans-serif;">Due 1 June, Sem 1, 30 % (3rd June) =

=<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">ASSIGNMENT 2 (Draft) =

<span style="font-family: Arial,Helvetica,sans-serif;">The background
<span style="font-family: Arial,Helvetica,sans-serif;"> In previous years GDSE students have had to do four separate assessment tasks for their four separate units, and as a result have found it difficult to give an assessment the time and depth required. We are wanting to address this problem.

<span style="font-family: Arial,Helvetica,sans-serif;"> The following task, therefore, is your Assessment 2 task for all four units. You will create one submission, and this will be marked by four different staff members, each from a different unit perspective. Your one submission, then, will receive four separate grades, one for each unit.

<span style="font-family: Arial,Helvetica,sans-serif;"> This Assessment 2 task is also a warm-up for Assessment 3 in the Winter Term. The feedback you get for your Assessment 2 work will help guide you for the bigger Assessment 3 task.

<span style="font-family: Arial,Helvetica,sans-serif;"> Assessment 2 is based around one or two events that you observe during your Wednesday Observation/Rolling Days in Weeks 6 to 10.

<span style="font-family: Arial,Helvetica,sans-serif;">The task
<span style="font-family: Arial,Helvetica,sans-serif;"> For this Assessment task, we want you to choose one of the Provocations as a focus. Choose the one which you think offers you the greatest learning opportunities.

<span style="font-family: Arial,Helvetica,sans-serif;"> What do we want you to do with your chosen Provocation? On Wednesdays in Weeks 6 to 10 of Semester 1, you will be in schools observing. Use one or two of the events that you observe as a focus for your exploration of your chosen Provocation. <span style="font-family: Arial,Helvetica,sans-serif;"> 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 PPLE help? What about ELPC G2 and STS?

<span style="font-family: Arial,Helvetica,sans-serif;">Your submission
<span style="font-family: Arial,Helvetica,sans-serif;"> The form of your submission is your choice: an essay or research paper, a film, a podcast, an oral presentation with poster are all possibilities.

<span style="font-family: Arial,Helvetica,sans-serif;"> Audio-visual material should be no longer than 7 minutes, and written submissions no longer than 2500 words.

<span style="font-family: Arial,Helvetica,sans-serif;"> One of the criteria for marking will be the extent to which your thinking has been informed by the research of others, and so an annotated bibliography (presented in APA style or another accepted style applied consistently) must accompany your submission.

<span style="font-family: Arial,Helvetica,sans-serif;"> Because your submission will be marked by four different staff members from the perspective of four different units, you might organize your submission into four different sections. However, there may be other ways of approaching this, and the best submissions will be ones which demonstrate an ability to make connections between the learning from the four different units.

<span style="font-family: Arial,Helvetica,sans-serif;">Marking criteria (worth 30%)
<span style="font-family: Arial,Helvetica,sans-serif; margin-left: 0.5in; text-indent: -0.25in;">1. Describes clearly the event[s] <span style="font-family: Arial,Helvetica,sans-serif; margin-left: 0.5in; text-indent: -0.25in;">2. Uses the events to explore the chosen provocation <span style="font-family: Arial,Helvetica,sans-serif; margin-left: 0.5in; text-indent: -0.25in;">3. Uses relevant research from each of the four units to inform the analysis of the event[s] <span style="font-family: Arial,Helvetica,sans-serif; margin-left: 0.5in; text-indent: -0.25in;">4. Makes relevant and useful connections between the learning done in the four units. <span style="font-family: Arial,Helvetica,sans-serif; margin-left: 0.5in; text-indent: -0.25in;">5. Communicates ideas effectively and clearly

<span style="font-family: Arial,Helvetica,sans-serif;"> [Note: once we’ve finalised the draft, I’ll work our final criteria up into a more standard marking rubric. In the past I’ve always discussed these rubrics with students, offering them as drafts and inviting comments. It helps focus attention and also gives sense of ownership, as well as improving thing and clearing up things that are not clear. Good idea for this one? If so, I’m happy to do this through PPLE tutorials.]

<span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** Unsatisfactory ** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** PASS ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** Satisfactory ** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** CREDIT ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** Good, sound ** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** DISTINCTION ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** Superior, Thoughtful ** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** HIGH DISTINCTION ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** Outstanding, Original ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt;">** RUBRIC - ****Assignment 2** ||
 * || <span style="display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 0.0001pt; text-align: center;">** FAIL **
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">** Describes clearly the event(s) ** || //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Has failed describe event(s) in a way that gives the reader an idea of what has taken place. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has described event(s) in a way that gives the reader a general impression of what took place, but it lacks detail. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has described event(s) clearly, with enough detail to allow the reader to form a clear picture of what has taken place. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has described event(s) in a thorough and detailed and clear way. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has described event(s) in a vivid and original way. The event(s) comes alive. // ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">** Uses the event(s) to explore the chosen provocation ** || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// There is no provocation explored. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// A provocation has been mentioned and some links with the event(s) described. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// The event(s) have been used to make a substantial exploration of the provocation. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// The event(s) have been used to make thorough and detailed exploration of the provocation. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// The event(s) have been used to make an outstanding and original exploration of the provocation. // ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">** Uses relevant research from //__this unit__// to inform the analysis of the event[s] ** || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Little or no research is used to inform the analysis. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Some relevant research from this unit has been used to inform the analysis. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Relevant research from this unit has been used to inform the analysis in a substantial way. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Relevant research from this unit has been used to inform the analysis in a thorough and detailed way. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Relevant research from this unit has been used to inform the analysis in an outstanding and original way. // ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">** Makes relevant and useful connections between the learning done in the four (part-timers = 2) units. ** || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has made no connections between the learning done in the units. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has made a few relevant connections between the learning done in the units, but without substantial elaboration. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has made a number of good and substantial connections between the learning done in the units. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has made a number of convincing, thoughtful and relevant connections between the learning done in the units. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// Has made outstanding and original connections between the learning done in the units. // ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">** Communicates ideas effectively and clearly ** || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// There are significant difficulties for the reader in the way ideas have been communicated. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// The ideas have been communicated adequately. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// The ideas have been communicated clearly. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// The ideas have been communicated thoughtfully, effectively and clearly. The different ideas form a coherent whole. // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 6pt 0in;">// The ideas have been communicated in an original and clear way. The author’s voice is present in an original and authentic way. // ||

<span style="font-family: Arial,Helvetica,sans-serif;">Dates
<span style="font-family: Arial,Helvetica,sans-serif;"> Due 1 June

<span style="font-family: Arial,Helvetica,sans-serif;">Learning Outcomes & Generic Skills
<span style="font-family: Arial,Helvetica,sans-serif;"> Phil, would you be able to sit with me and help me fill in these two sections? Sure thing. i think we al need to map our outcomes and GS to each task may be easiest.

<span style="font-family: Arial,Helvetica,sans-serif;"> Could we add a section introducing the idea of Pedagogical Reasoning and the readings? I'll write something tonight when i have a clear brain space and see if it works.

=<span style="font-family: Arial,Helvetica,sans-serif;">Assignment 3. Something based on their prac = =<span style="font-family: Arial,Helvetica,sans-serif;">Due week 9, Winter, 70 % = <span style="font-family: Arial,Helvetica,sans-serif;">Steve -- can you make a start? <span style="background-color: #00ffff; font-family: Arial,Helvetica,sans-serif;">Yep, I'm working (slowly) on it. I'm basing it on Phil's STS assessment from last year.

=
<span style="background-color: #00ffff; font-family: Arial,Helvetica,sans-serif;">I'm just started to write about my planning of Assessment 3 on my blog at [|Birds Fly, Fish Swim]. Happy to receive comments from any of you, either there or here. =====

<span style="font-family: Arial,Helvetica,sans-serif;"> Here's my first draft:

<span style="font-family: Arial,Helvetica,sans-serif; padding-left: 60px;">//During the whole of this Grad Dip course, you have been exploring a number of the Seed Questions. You have also recently taught a sequence of lessons on a particular topic as part of your Professional Experience.// <span style="font-family: Arial,Helvetica,sans-serif; padding-left: 60px;">//You have carefully documented what happened and your thoughts about why this sequence of lessons turned out as it did. In order to make sense of what has happened, you have// <span style="font-family: Arial,Helvetica,sans-serif; padding-left: 60px;">//Your task now is use your account and informed analysis of the sequence of lessons to present a response to one of the Seed Questions. You may choose which one. (There are many links between the questions, so feel free to range between them, though your presentation should be clearly structured around one of them.)// <span style="font-family: Arial,Helvetica,sans-serif; padding-left: 60px;">//Your analysis must be explicitly informed by all four sources mentioned above, though it does not have to be limited to them.// <span style="font-family: Arial,Helvetica,sans-serif; padding-left: 60px;">//You will present this in a viva voce in front of a panel made up of the four Grad Dip teachers.// <span style="font-family: Arial,Helvetica,sans-serif; padding-left: 60px;">//You will 30 minutes with the panel. The first ten minutes is to be a presentation by you (using whatever media you choose, including the option of just presenting orally with no supporting media). The final 20 minutes will be questions from the panel and discussion.//
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">//reflected in writing on the events//
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">//talked with peers, mentor teachers and other staff in schools and at university//
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">//drawn on the content of the various Grad Dip units, and in particular the four units of the Winter Term//
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">//explored the written literature.//

=<span style="font-family: Arial,Helvetica,sans-serif;">Assignment item 4. Mini-conference = =<span style="font-family: Arial,Helvetica,sans-serif;">Due week 15, Winter, 30% = <span style="font-family: Arial,Helvetica,sans-serif;">Kewl. <span style="font-family: Arial,Helvetica,sans-serif;"> Phil will draft something after the 14th

<span style="font-family: Arial,Helvetica,sans-serif;">__** Pedagogical Reasoning **__ <span style="font-family: Arial,Helvetica,sans-serif;"> In this course we will be using the concept of pedagogical reasoning. In having this focus we want you to begin to develop an e-portfolio of sorts in which you will begin what should be a career long practice of documentation, critical evaluation and reflection on your teaching practice. Teaching is a complex profession but for the purposes of this unit, you will focus on the pedagogical issues of teaching your discipline and the nine provocations.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">The focus of this portfolio will be your analysis of ‘what happened?’ in various instances and ‘why it happened’ In doing this you reflect deeply and critically on your observations in schools during your first five observation days, and then on an event in your teaching practice. This reflection and critical analysis will be an opportunity for you to apply //all// the learning you have done from the course in an integrated manner. Thus when you reflect upon your observations you will make reference to each of the units you have studied to date. Similarly when you reflect upon an event in your teaching you will need to consider the influence of the learning of all the units you have studied on that particular event.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">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.

<span style="font-family: Arial,Helvetica,sans-serif;">** Essential References: ** <span style="color: black; font-family: Arial,Helvetica,sans-serif;">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.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Nilsson, P. (2009). From lesson plan to new comprehension: exploring student teachers‚Äô pedagogical reasoning in learning about teaching. European Journal of Teacher Education, 32(3), 239 - 258.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2).

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Wilson, G., & I‚ÄôAnson, J. (2006). Reframing the practicum: Constructing performative space in initial teacher education. Teaching & Teacher Education, 22(3), 353- 361.

<span style="font-family: Arial,Helvetica,sans-serif;">** Your 2nd assignment (Semester 1) ** <span style="color: black; font-family: Arial,Helvetica,sans-serif;">An understanding of the concept of pedagogical reasoning is not critical for this task. However the nature of the task in asking you to reflect upon up to two of the Nine Provocations in relation to the four units you have studied is aimed at helping you move towards the integration of your learning across your course. This integration of learning and focus upon up to two issues is an important first step in pedagogical reasoning.

<span style="font-family: Arial,Helvetica,sans-serif;">** Your 3rd assignment (Semester 2) ** <span style="color: black; font-family: Arial,Helvetica,sans-serif;">This task is the main pedagogical reasoning activity and a significant assessment for the course. In this task you will be creating one portfolio and analysis based upon a chosen event in your teaching. Developing this task will be a strong focus of STS2 (and all the other units) where we will be doing some detailed reading of the Essential References. Thus at this stage an understanding of the concept and familiarity with the readings is essential in understanding the task.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">To complete this you will be asked to choose an event from your first period of professional experience. This could be an event when you felt as though you really ‘got the idea of teaching’ to 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.

<span style="color: black; font-family: Arial,Helvetica,sans-serif;">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. In this task critically engaging with your peers will also be important, so the analysis of your peers will also be important.

<span style="font-family: Arial,Helvetica,sans-serif;">** Your 4th assignment (semester 2) ** <span style="color: black; font-family: Arial,Helvetica,sans-serif;">This will be a compulsory Mini-conference held on Thursday 22nd September. This mini-conference will be organized around the Nine Provocations and each student will need to prepare and present a poster at this conference. The poster will explore a chosen provocation with reference to the learning from the entire course.

<span style="font-family: Arial,Helvetica,sans-serif;"> END.

<span style="font-family: Arial,Helvetica,sans-serif;">Rough notes from meeting Friday, 12 Nov 2010
 * <span style="font-family: Arial,Helvetica,sans-serif;">PR: Pedagogical reasoning; why did you structure stuff like this? Brings out complexity to the fore, brings process more to the fore over content; Whta did you see? How did you plan for it?
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS: Obervation days: Let's direct the plonking!
 * <span style="font-family: Arial,Helvetica,sans-serif;">PR: Prac: pick a lesson, collect data in first prac and then do assignment in STS2
 * <span style="font-family: Arial,Helvetica,sans-serif;">PR: all doing writing for all courses, therefore fewer tasks
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS: One assessment task with four elements?
 * <span style="font-family: Arial,Helvetica,sans-serif;">PR: One course outline per semester?
 * <span style="font-family: Arial,Helvetica,sans-serif;">PR: Do we have one site for all?
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS: What if students just focus on assessment and nothing else?
 * <span style="font-family: Arial,Helvetica,sans-serif;">SM: Explore more about assessment

<span style="font-family: Arial,Helvetica,sans-serif;">Plus, we need to consider the needs of part time students doing only 2 units & those continuing from this year. I'd suggest we plan what we think is correct and then have an alternative for this category. They should do Ed Found & PPLE S1 YR1, then SCPE & RINE S2 Yr1, then ELPC 1 & 2 STS 1 & 2 second year.

<span style="font-family: Arial,Helvetica,sans-serif;">To save copying here is the google doc to this years as a thinking point https://docs0.google.com/document/d/1pF663DPUM1EVcB0-I6KyQs6UCi4_ttiE775EvDKUILw/edit?hl=en#

<span style="font-family: Arial,Helvetica,sans-serif;">Regarding attendance: <span style="font-family: Arial,Helvetica,sans-serif;">are we happy to put in;

<span style="font-family: Arial,Helvetica,sans-serif;">'Your participation in tutorials is an important part of this course and is a requirement for the successful completion of this unit. Your course has been accredited with the NSW Institute of Teachers making it a registered pre-service teacher education degree. Each course is mapped against the graduate teacher standards that you are required to have demonstrated in order to be registered as a teacher. The faculty is also accountable for students having completed a course as registered. Many of these standards are professional in nature and need to be demonstrated and observed and cannot readily be assessed in assignments or professional experience.

<span style="font-family: Arial,Helvetica,sans-serif;">Failure to attend tutorials without suitable documentary evidence (see below) will see students fail a unit. I some circumstances, at the discretion of the unit convener, supplementary assessment may be required to demonstrate competence in these standards’ I'm happy with this Meg/Phil, though that last bit sounds too much like "you can miss tutorials and then the unit convenor, if he or she is a nice guy, will provide a supplementary assessment.' I know that's not the intent, but maybe we can word it differently? If tutorials have been unavoidably missed (and corroborating documentary evidence is supplied by a medical practitioner or the Counselling unit), then the unit convenor may require the student to demonstrate competence in these standards through some alternative assessment to be determined by the unit convenor.'

<span style="font-family: Arial,Helvetica,sans-serif;">Grad Dip 855AA: Outcomes <span style="font-family: Arial,Helvetica,sans-serif;">· explain the relationship between development and learning; <span style="font-family: Arial,Helvetica,sans-serif;">· identify the assumptions that underlie the various perspectives on education and their associated theories of learning; <span style="font-family: Arial,Helvetica,sans-serif;">· and, critically analyse the issues involved in teaching as a profession. || <span style="font-family: Arial,Helvetica,sans-serif;">On completion of this unit students will be able to: <span style="font-family: Arial,Helvetica,sans-serif;">· formulate a personal approach to: <span style="font-family: Arial,Helvetica,sans-serif;">· promoting positive learning environments in their classroom, that is, a sound theoretical foundation, and techniques that fit this theory; <span style="font-family: Arial,Helvetica,sans-serif;">· and case management of classroom behaviour problems. || <span style="font-family: Arial,Helvetica,sans-serif;">On successful completion of this unit, students will be able to: <span style="font-family: Arial,Helvetica,sans-serif;">· teach with planning assistance from the Mentoring Teacher; <span style="font-family: Arial,Helvetica,sans-serif;">· demonstrate various teaching strategies, classroom management strategies and understanding of a supportive learning environment; <span style="font-family: Arial,Helvetica,sans-serif;">· explain the role of communication and IT in education; <span style="font-family: Arial,Helvetica,sans-serif;">· use information literacy skills; <span style="font-family: Arial,Helvetica,sans-serif;">· use appropriate skills in IT in their own learning; evaluate and use appropriately educational software and online resources: <span style="font-family: Arial,Helvetica,sans-serif;">· and critically reflect on own learning. || <span style="font-family: Arial,Helvetica,sans-serif;">Students learn to: <span style="font-family: Arial,Helvetica,sans-serif;">· plan and manage teaching and learning processes; <span style="font-family: Arial,Helvetica,sans-serif;">· monitor and assess pupil/student progress and learning outcomes; <span style="font-family: Arial,Helvetica,sans-serif;">· reflect on, evaluate, and plan for continuing improvement of own teaching practice. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Course || <span style="font-family: Arial,Helvetica,sans-serif;">Education Foundations 6704 || <span style="font-family: Arial,Helvetica,sans-serif;">Promoting Positive Learning Environments 6703 || <span style="font-family: Arial,Helvetica,sans-serif;">Enhanced Learning in Professional Contexts 1 6705 || <span style="font-family: Arial,Helvetica,sans-serif;">Secondary Teaching Studies 1 suite ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Outcomes || <span style="font-family: Arial,Helvetica,sans-serif;">On completion of the unit it is expected that students will be able to:


 * <span style="font-family: Arial,Helvetica,sans-serif;">Course || <span style="font-family: Arial,Helvetica,sans-serif;">Socio-Cultural Politics of Education 6730 || <span style="font-family: Arial,Helvetica,sans-serif;">Responding to Individual needs in Education 6705 || <span style="font-family: Arial,Helvetica,sans-serif;">Enhanced Learning in Professional Contexts 2 6717 || <span style="font-family: Arial,Helvetica,sans-serif;">Secondary Teaching Studies 2 suite ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Outcomes || <span style="font-family: Arial,Helvetica,sans-serif;">On completion students will have developed a critical awareness of the complexities of the socio-cultural context of education in Australia.

<span style="font-family: Arial,Helvetica,sans-serif;">They will be able to: <span style="font-family: Arial,Helvetica,sans-serif;">· identify the multi-layered and transformative nature of their own and other student's cultural identities; <span style="font-family: Arial,Helvetica,sans-serif;">· have actively engaged in current debates around key Australian social and cultural issues, and considered the pedagogical implications; <span style="font-family: Arial,Helvetica,sans-serif;">· have used theoretical tools to analyse social issues and their own cultural experiences; <span style="font-family: Arial,Helvetica,sans-serif;">· and have evaluated current social justice and equity educational policies and practices. || <span style="font-family: Arial,Helvetica,sans-serif;">On completion of this unit, it is expected that students will be able to: <span style="font-family: Arial,Helvetica,sans-serif;">· demonstrate how a range of individual differences in learning and ability of students in todays classrooms impacts on teaching; <span style="font-family: Arial,Helvetica,sans-serif;">· describe characteristics of students with learning difficulties; <span style="font-family: Arial,Helvetica,sans-serif;">· evaluate strategies for identifying, assessing and teaching students with learning difficulties; <span style="font-family: Arial,Helvetica,sans-serif;">· and access the range of support services for such students. || <span style="font-family: Arial,Helvetica,sans-serif;">On successful completion of this subject, Preservice Teachers will be able to: <span style="font-family: Arial,Helvetica,sans-serif;">· teach continuously with the guidance of a Mentoring Teacher; <span style="font-family: Arial,Helvetica,sans-serif;">· continue to demonstrate an ability to plan, implement and assess student learning; <span style="font-family: Arial,Helvetica,sans-serif;">· motivate and engage all learners; demonstrate the attitudes and conduct of a professional; <span style="font-family: Arial,Helvetica,sans-serif;">· demonstrate an understanding of integrating communication and IT in teaching; <span style="font-family: Arial,Helvetica,sans-serif;">· demonstrate own information literacy skills in both teaching and own learning; <span style="font-family: Arial,Helvetica,sans-serif;">· critically evaluate their own learning and use of resources. || <span style="font-family: Arial,Helvetica,sans-serif;">Students learn to: <span style="font-family: Arial,Helvetica,sans-serif;">· plan and manage teaching and learning processes; monitor and assess pupil/student progress and learning outcomes; <span style="font-family: Arial,Helvetica,sans-serif;">· reflect on, evaluate, and plan for continuing improvement of own teaching practice. <span style="font-family: Arial,Helvetica,sans-serif;">· and learn to use and develop own discipline and professional knowledge. || =<span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">Part Timers (Draft) = <span style="font-family: Arial,Helvetica,sans-serif;">**__ Information for Part-Time & Continuing students __**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The first important point is that the change to the Graduate Diploma Program, both in terms of scheduling and assessment, is not intended to make completing the course difficult for any student. Should the changes cause any genuine difficulties it is our intent to resolve them in a way that is fair and equitable, whilst maintaining the integrity of the course.

<span style="font-family: Arial,Helvetica,sans-serif;">**__ Meetings to discuss any issues __** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">We will be holding two meetings to discuss any issues that have arisen from the change in the program. These meetings (you need only attend one) will be held on:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">14 Feb, 12.30 pm
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">17 Feb, 6 pm in 5B85

<span style="font-family: Arial,Helvetica,sans-serif;">**__ I’m a full time student continuing from Semester 2 2010 __**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">You are in a great situation. Many of the changes have been structured around the second task you completed last year in your STS unit.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">The change will have no impact upon your assignment one in your units this semester.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">Your second assignment will be different from that published. Instead, you will be further developing your portfolio from assignment two last year, based on this semester's prac.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">We also want to run a mini-mini-conference as part of this with you.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">Basically, we want you to be our pilot group for the task others will be doing in the second half of the new course.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">Phil will arrange to meet with you specifically after the course has started and plan the revised task with you.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">It’s expected that your assignment will be due roughly the same time as the second task in this semester's outlines, i.e., June 1

<span style="font-family: Arial,Helvetica,sans-serif;">**__ I’m a part time student completing my second year. __**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">You are also in a great position.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">The change will have no impact upon your assignment one in your units this semester.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">There will also be limited impact upon the second assignment for you. In this assignment you will be able to draw on the knowledge and experience you gained in your first part-time year, thus achieving exactly what the changes are all about – connecting knowledge across units.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">The minor impact will be that you won’t be formally assessed for the two units you did last year. Thus you won’t need to refer to them if you choose not to; however, we would encourage you to do so for your own learning and development.

<span style="font-family: Arial,Helvetica,sans-serif;">**__ I’m a part time student just beginning the course. __**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">You are also in a great position.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">You will need to view these tasks as developmental for you over the two years of your part-time course. Thus as you progress you will be adding to and developing these tasks.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">The change will have no impact upon your assignment one in your units this semester.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">There will be two minor alterations to the second assignment for you. Firstly, you will refer only to the two units you studied this semester. Secondly, you will not have observation in schools to base your analysis upon. Instead, we ask that you use a relevant experience (such as a memory, your own children's experiences, ‘public’ stories etc).

<span style="font-family: Arial,Helvetica,sans-serif;">**__ I planned a trip / holiday __** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">If you are in a genuine situation where you planned a activity for what you thought was to be a winter break we are able to offer a few alternatives.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">One of these undertaking studying your STS unit in Semester 2 with the Undergraduate Secondary students. The STS units will be largely online units with a one-day seminar, as such an alternative enrolment time is possible; however, it will conflict with your practicum dates and increase your workload during this period.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The second option is to work to an individual study plan where possible. You will need to initially discuss this with Phil and then the relevant unit convener.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The third option is to allow outside study for the affected unit via distances offered by Charles Sturt University or the University of New England. These alternatives are not ideal and only available in 2011 for genuine cases of genuine hardship. If this is you, then you need to arrange a time to meet with Phil.