EDFE13032 - Professional Practice 3 (Primary/ECE) - Managing the Differentiated Classroom
Term 1 - 2017


All details in this unit profile for EDFE13032 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In Professional Practice 3, you will participate in tutorials, practical workshops and an assessable classroom placement. The placement comprises of both contextual and assessable components that include a two week block at the beginning of the school year, 10 single day visits and a 15-day continuous block to enhance your ability to design, adapt and implement teaching sequences that cater for the diverse needs of learners in mainstream classrooms. You will develop understanding of the use of assessment for learning as integral to informed curriculum decision-making and differentiation practices. You will apply this knowledge in classroom contexts to modify lesson plans and learning sequences in all curriculum learning areas in response to class profiling data that accurately records the strengths, needs and preferred learning styles of individuals and groups. Alongside of this, you will develop formative and summative assessment strategies for monitoring student learning and achieving alignment between curriculum, pedagogy and assessment. During this placement you will practise the use of a range of teaching strategies including questioning techniques and the provision of timely descriptive feedback to build effective relationships with learners and improve student outcomes.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite:- Students must have successfully completed either EDFE12042 or EDFE11039.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Mixed Mode
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Professional Practice Placement Pass/Fail
3. Portfolio 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
The number of observations and reflections during the three week block component became onerous and detracted from the teaching tasks required. Course evaluation Review the required tasks of the three week block.
The course is well structured and the content relevant. Course evaluation Keep the current structure of the course, but continue to ensure that the content and resources are up to date and relevant.
The first assessment task, although useful and relevant, was a paired task which made its completion difficult. Course evaluation Review the first assessment task so that it can be completed individually.
On successful completion of this unit, you will be able to:
  1. Formulate assessment activities for the purpose of monitoring student achievement. Formulate assessment activities for the purpose of monitoring student achievement.
  2. Apply strategies that modify learning sequences, pedagogy, content and assessment in response to individual and class profiling data.
  3. Appraise the content of a proposed learning sequence to plan activities that overcome possible difficulties or make links to the prior knowledge of students with varying abilities.
  4. Select teaching methods with an appropriate level of teacher control and student responsibility to scaffold learning for students and groups of varying ability levels.
  5. Write explicit learning goals and task-specific standards for the purpose of explicit instruction and making consistent judgments on the quality of students’ work.
  6. Analyse work samples and assessment information to support the delivery of feedback and design interventions to address specific learning issues.
  7. Participate in collegial partnerships to improve practice and formulate responsive approaches to identified learning needs.
  8. Critically reflect on professional learning using feedback, self-evaluation and the Australian Professional Standards for Teachers.

Successful completion of the unit Professional Practice 3 – Managing the Differentiated Classroom provides opportunities for students to demonstrate aspects of Australian Professional Standards for Teachers at a stage appropriate for a pre-service teacher in the third year of a four year initial teacher education course. Specific assessment indicators that align the tasks and activities completed during the Professional Practice 3 placement with the standards can be found in the Information and Reporting Booklet for this placement. Artefacts, in particular those that demonstrate the ability to differentiate the curriculum for students with a range of abilities and the use of effective assessment practices during the placement, can be added to the e-portfolio as evidence of progress towards demonstrating the standards at Graduate career stage.

Professional Practice 3 demonstrates the following Australian Professional Standards for Teachers: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1,6.2, 6.3, 6.4, 7.1, 7.4

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Written Assessment          
2 - Professional Practice Placement  
3 - Portfolio              

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1. Communication          
2. Problem Solving  
3. Critical Thinking
4. Information Literacy                
5. Team Work              
6. Information Technology Competence              
7. Cross Cultural Competence          
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment      
2 - Professional Practice Placement
3 - Portfolio            

Prescribed Textbooks

Teaching and Learning: Building Effective Pedagogies
Author/s: Jennifer Howell Year: 2014
Edition: 1st Publisher: Oxford University Press
City: South Melbourne State: Victoria
Country: Australia
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorAngelina Ambrosetti (a.ambrosetti@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Setting the scene: What is differentiation?

Hayes, D. (2013) Young people and school.

Tomlinson & Eidson (2003). A brief primer on differentiation

Week 2 13-03-2017

Developing whole class profiles: Catering for your learners

Set text: Howell, J. (2014)

Chapter 9 - Understanding your students (pp. 273-313)

Professional Practice 3 Contextual Day

Week 3 20-03-2017

Linking differentiation and assessment for learning

Set text: Howell, J. (2014)

Chapter 13 - Assessment and reporting (pp.425 - 453)

Professional Practice 3 Contextual Day

Week 4 27-03-2017

Managing the differentiated classroom: Developing your communication skills

Set text: Howell, J. (2014)

Chapter 10 - Becoming an effective communicator (pp. 314 - 353)

Professional Practice 3 Contextual Day

Week 5 03-04-2017

Assessment types and formats

Brady, L. & Kennedy, K. (2012). Principles of Assessment for Learning

Vacation Week 10-04-2017
Week 6 17-04-2017

Assessment: Interpreting and using student data

Griffin (2014) Interpreting data to evaluate progress

Professional Practice 3 Contextual Day

Digital Presentation Due Monday (17 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Effective pedagogy: An overview

Set text: Howell, J. (2014)

Chapter 2 - Developing effective pedagogies (pp. 40-81)

Professional Practice 3 Contextual Day

Week 8 01-05-2017

Planning for learning: Incorporating differentiation

Set text: Howell, J. (2014)

Chapter 12 - Planning for effective learning and teaching (pp. 394 - 423)

Hammond & Gibbons (2001) What is scaffolding?

Professional Practice 3 Assessable Day

Week 9 08-05-2017

Teaching methods and strategies: Explicit instruction

Archer & Hughes (2011) The foundations of explicit instruction

Professional Practice 3 Assessable Day

Week 10 15-05-2017

Teaching methods and strategies: Examining a range

Professional Practice 3 Assessable Day

Week 11 22-05-2017

Teaching methods and strategies: Choosing effective strategies for learning

Professional Practice 3 Assessable Day

Week 12 29-05-2017

Course Review and preparation for 3 week block

Professional Practice 3 Assessable Day

Review/Exam Week 05-06-2017

Commencement of 3 week block

Exam Week 12-06-2017

1 Written Assessment

Assessment Title Digital Presentation
Task Description

You are to create a digital presentation for an audience of your peers that demonstrates and models specific strategies that could be used in primary school classrooms to promote learning for learners with a diverse range of abilities and backgrounds. As you design your task, keep in mind the following three principles:

Differentiation is essential for meeting the needs of all learners

Effective differentiation is based on evidence of learner learning

Evidence of learner learning is gathered through ongoing assessment

Therefore, your digital presentation should include a focus on how teachers can design or use assessment for learning as the basis for differentiating instruction to meet the specific needs of learners across the full range of abilities.

Firstly, develop a class profile of your current placement class highlighting the differing needs of your learners. Ensure that you highlight individual learning needs, general learning levels (literacy and numeracy), learning styles, learning support, as well as other information that is deemed pertinent. Secondly, select one of the identified assessment samples from the Queensland Curriculum and Assessment Authority (found on Moodle). Using the summative assessment sample and your class profile as a basis, present a series of at least four (4) strategies that could be used to differentiate teaching and differentiate formative assessment based on the curriculum content of the chosen assessment sample.

Your digital presentation must contain both visual and oral components and can be in the form of a PowerPoint, Prezi, movie, website, etc. Ensure that you use appropriate references throughout your presentation and acknowledge your sources of ideas. You must also include a copy of your class profile (with learners de-identified) with your submission.

Assessment Due Date Week 6 Monday (17-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided once the moderation process has occurred.
Weighting 50%
Assessment Criteria
  • Demonstrated knowledge and understanding of differentiation for teaching and assessing in order to cater for a wide range of diversity within a classroom.
  • Appropriate selection of differentiation strategies that cater for diversity within a classroom.
  • Demonstrated knowledge and understanding of the links between differentiation and assessment for learning.
Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Formulate assessment activities for the purpose of monitoring student achievement. Formulate assessment activities for the purpose of monitoring student achievement.

2. Apply strategies that modify learning sequences, pedagogy, content and assessment in response to individual and class profiling data.

7. Participate in collegial partnerships to improve practice and formulate responsive approaches to identified learning needs.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice



2 Professional Practice Placement

Assessment Title Placement
Task Description

You are required to undertake a 35 day supervised placement in a school setting as detailed below and complete all tasks outlined in the Professional Practice 3 Information and Guidelines Booklet.

These tasks include the development of a class profile to be used for modifying teaching sequences to cater for the needs of all learners in the class group and assessment materials for monitoring learning and making judgements on the quality of learners' work. Application of your curriculum, pedagogical and technological knowledge across a range of learning areas will also be key features of the professional practice block where you will be expected to engage in observation, team teaching and some continuous teaching as the placement progresses.

The placement is scheduled as per the 2017 Professional Practice calendar and consists of:

  • 2 week contextual block at the beginning of the school year block (continuous)
  • 5 contextual days (completed one day per week throughout the term)
  • 5 assessable days (completed one day per week throughout the term)
  • 15 day assessable block at the end of school term two (continuous)

An up-to-date hardcopy working portfolio must be maintained throughout the placement and include all observation, planning, assessment instruments and records, a full class profile and evaluation and reflection conducted throughout the placement. Refer to the Professional Practice 3 Information and Guidelines Booklet for further detail regarding the working portfolio.

Assessment for the 35 day school placement will be completed by the Supervising Teacher using the format provided in the Professional Practice 3 Information and Guidelines Booklet. However, you as the pre-service teacher, are responsible for uploading a signed copy of the final Professional Practice Report into the Moodle task 2 submission link.

Assessment Due Date On completion of the three week block.
Return Date to Students Feedback on this assessment task will be provided by the Supervising Teacher using the reporting documents in the Information and Guidelines Booklet.
Weighting Pass/Fail
Assessment Criteria

Assessment criteria are outlined in detail in the Professional Practice 3 Information and Guidelines Booklet. Assessment criteria are drawn from the Australian Professional Standards for Teachers (Graduate level).

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

The final summative report will be uploaded as assessment task 2. The pre-service teacher must ensure that the uploaded report is signed by you as the pre-service teacher, the supervising teacher, and the site coordinator. The university coordinator will sign the report when it is uploaded.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Formulate assessment activities for the purpose of monitoring student achievement. Formulate assessment activities for the purpose of monitoring student achievement.

2. Apply strategies that modify learning sequences, pedagogy, content and assessment in response to individual and class profiling data.

3. Appraise the content of a proposed learning sequence to plan activities that overcome possible difficulties or make links to the prior knowledge of students with varying abilities.

4. Select teaching methods with an appropriate level of teacher control and student responsibility to scaffold learning for students and groups of varying ability levels.

5. Write explicit learning goals and task-specific standards for the purpose of explicit instruction and making consistent judgments on the quality of students’ work.

6. Analyse work samples and assessment information to support the delivery of feedback and design interventions to address specific learning issues.

7. Participate in collegial partnerships to improve practice and formulate responsive approaches to identified learning needs.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



3 Portfolio

Assessment Title ePortfolio
Task Description

You are required to submit a 1000 word statement that, firstly describes a series of lessons that you have designed and implemented during your 3 week block, and secondly, reflects upon your learning throughout the teaching, planning and assessment cycle. Use the following questions to guide you in formulating your statement:

  • How did the data and evidence you collected inform your planning and teaching, particularly in regards to differentiation for learners?
  • How did the ongoing formative assessment in each lesson inform your teaching and planning?
  • What differentiation strategies were/were not effective in meeting the needs of your learners? Why were these effective/not effective?
  • What outcomes were achieved by the learners? Justify your judgement by referring to your evidence from the ongoing formative assessment and final assessment task.

Along with your 1000 word statement, you will need to submit the following 4 parts as evidence of your experience.

Part 1- Data and evidence

Provide profiling data and evidence on a specific topic/concept/curriculum descriptor that you taught during your 3 week block. Provide a sample of data and evidence that pertains to 2 children within your class (exceeding expectations achiever and below expectations achiever) that informed your planning and teaching. The data and evidence should clearly establish the learning needs within the classroom and is collected and collated prior to the planning and teaching stages.

Part 2 – Planning and teaching

Provide your lesson planning that teaches the topic/concept/curriculum descriptor for a minimum of 3 – 5 lessons. Your planning must align to the Australian Curriculum, and each lesson plan must contain considerable detail that outlines the pedagogy (methods and strategies) being used, as well as how different needs are being catered for (differentiation). Formative assessment strategies must also be well detailed within the lesson plans.

Part 3 - Feedback and judgement

Provide annotated exemplars of student work (of the 2 learners) that inform your planning and thinking for the next lesson.

Part 4 – Final assessment

Provide annotated exemplars of the final assessment task (of your 2 learners) undertaken at the conclusion of your series of lessons. It is anticipated that this final assessment task will be a smaller task that assesses the concept/topic/curriculum descriptor that you have taught during your lessons.

Please note: You will use the Queensland College of Teachers iTunes U digital portfolio platform for this ePortfolio task. A link to and instructions about the digital portfolio platform can be found on the Moodle site.

Assessment Due Date One week after the completion of the block placement - Friday June 30 by 11:45pm. If your block does not finish on the scheduled date, please contact the course coordinator for a new due date.
Return Date to Students Feedback on the final assessment task will be provided following moderation and certification of grades.
Weighting 50%
Assessment Criteria

· Demonstrated ability to profile learners and interpret data to develop differentiated teaching and learning.

· Demonstrated capacity to plan for and implement teaching and assessment strategies that are responsive to learners’ learning needs.

· Demonstrated ability to design a ‘fit for purpose’ assessment task that is valid and appropriate.

· Demonstrated knowledge and understanding of how students learn.

· Demonstrated ability to interpret formative assessment data and provide valid and appropriate feedback to learners.

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Online

Ensure that you upload a word document with your iTunes U portfolio code, your name and your student number.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

8. Critically reflect on professional learning using feedback, self-evaluation and the Australian Professional Standards for Teachers.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

3. Critical Thinking

6. Information Technology Competence




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