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EDU80005_A2_2107422by Emily Hatley-Smith
FILE
TIME SUBMITTED 23-SEP-2014 02:20PM
SUBMISSION ID 455558695
WORD COUNT 6448
CHARACTER COUNT 35206
2014-2-EDU80005-39642_25456732_2107422_EDU80005_A2_2107422.DOCX (1.22M)
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FINAL GRADE
81/100
EDU80005_A2_2107422GRADEMARK REPORT
GENERAL COMMENTS
InstructorA very good paper Emily. I felt you wrote some impressive lesson/weekly and unit plans and thereflection was comprehensive. APA protocols were excellent, well done.Please read my comments throughout for further guidance.
Regards Geraldine
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GDGood
GDGood
TMTM iPads are a trade mark product and as such should be referenced, it is probably better to say 'tablet computer
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Learning objectivesWriting learning objectives can be a difficult task, especially when your first start writing learning plans. Goals should clearly define what you are
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going to do. The SMART acronym is defined as one that is specific, measurable, achievable, results-focused, and time- bound. You don’t have touse all elements if they are not needed but it helps to format how an objective is written. While you are considering the learning objectives, thinkabout what evidence you will gather to demonstrate these learning objectives are achievable. How are you going to gather the evidence? Use theSMART principle of writing learning objectives
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Numbersnumbers up to 10 write in words
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Comment 1Good comments on the lesson from the MT
Comment 2A good lesson plan
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Comment 3Excellent weekly plan
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Comment 4
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A little more specifics on the summative assessment used would be good.
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Comment 5Excellent work and attention to detail, well done
Pre pracHow did what you learnt about the students prior to prac help you to inform your teaching goals?
Post pracYou could expand here and tell the reader (briefly) if the students were successful in their learning over the duration of the prac. interventionsworked
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Comment 6how can teachers achieve this knowledge
Comment 7good, but would be strengthened if you linked to the literature and supported with a reference
TMTM iPads are a trade mark product and as such should be referenced, it is probably better to say 'tablet computer
Numbersnumbers up to 10 write in words
cont langAvoid contracted language and write in full. for example, it is, not its, did not, instead of didn't, cannot instead of can't
Comment 8
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How do you quantify 'enormous'. Avoid such descriptors in academic writing
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Comment 9Very good
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Good RGood use of APA referencing protocols, well done
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GDGood
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GDGood
RUBRIC: EDU80005 ASSESSMENT 2
CRITERION 1
NO PASS 0-49%
PASS 50-59%
CREDIT 60-69%
DISTINCTION 70-79%
HIGH DISTINCTION 80-100%
CRITERION 2
NO PASS 0-49%
PASS 50-59%
CREDIT 60-69%
DISTINCTION 70-79%
Distinction 70-79%
1. Lesson Plan (20%)
Did not meet criteria.
A brief lesson plan has been provided that attempts to include the teaching of diversity/inclusion. A basic attempt has beenmade to explain how the diversity focus was selected and why it was embedded within this particular lesson. A basicunderstanding of how the focus will be taught and assessed has been demonstrated
A sound lesson plan has been provided that appropriately includes the teaching of diversity/inclusion. A significant attempt hasbeen made to explain how the diversity focus was selected (relevance to the year level and context) why it was embedded withinthis particular lesson. A sound understanding of how the focus will be taught and assessed has been demonstrated
A detailed lesson plan has been included that clearly integrates the teaching of diversity/inclusion. A clear rationale has beenprovided, articulating how the diversity focus was selected (relevance to the year level and context) and why it was embeddedwithin this particular lesson. A clear and concise understanding of how the focus will be taught and assessed has beendemonstrated
A detailed lesson plan has been included that clearly integrates the teaching of diversity/inclusion. A clear rationale has beenprovided, articulating how the diversity focus was selected (relevance to the year level and context) and why it was embeddedwithin this particular lesson. A clear and concise understanding of how the focus will be taught and assessed has beendemonstrated.
High Distinction 80-100%
2. Weekly Plan (20%)
Did not meet criteria.
A basic weekly plan has been provided that adequately timetables in the teaching sessions for the week, outlines thecurriculum focus for some lessons and includes some of the additional responsibilities for the week.
A sound weekly plan has been provided that appropriately timetables in all of the teaching sessions for the week, outlines thecurriculum focus for most lessons and includes the teaching responsibilities for the week
A well-structured weekly plan has been provided that accurately timetables in all of the teaching sessions for the week, outlines
HIGH DISTINCTION 80-100%
CRITERION 3
NO PASS 0-49%
PASS 50-59%
CREDIT 60-69%
DISTINCTION 70-79%
HIGH DISTINCTION 80-100%
CRITERION 4
NO PASS 0-49%
PASS 50-59%
the curriculum focus for each lesson and includes all the teaching responsibilities for the week
A comprehensive and well-structured weekly plan has been provided that seamlessly timetables in all of the teaching sessionsfor the week, accurately outlines the curriculum focus for each lesson and clearly articulates all of the teaching responsibilitiesfor the week
High Distinction 80-100%
3 Unit Plan (20%)
Did not meet criteria.
A basic unit plan has been provided that begins to maps out the development of a selected unit. An adequate understanding ofthe unit objectives, lesson objectives, key experiences and assessment has been demonstrated. An attempt has been made tooutline any teaching or learning that came before, or is to continue after, the practicum.
A sound unit plan has been provided that appropriately maps out the development of a selected unit. A sound understanding ofthe unit objectives, lesson objectives, key experiences and assessment has been demonstrated. An appropriate overview ofany teaching or learning that came before your practicum, or is yet to come after the practicum, has been included.
A well-structured unit plan has been provided that accurately maps out the development of a selected unit. A very goodunderstanding of the unit objectives, lesson objective, key experiences and assessment has been demonstrated. A clear andaccurate overview of any teaching or learning that came before your practicum, or is yet to come after the practicum, has beenincluded.
A well-structured unit plan has been provided that accurately maps out the development of a selected unit. A very goodunderstanding of the unit objectives, lesson objective, key experiences and assessment has been demonstrated. A clear andaccurate overview of any teaching or learning that came before your practicum, or is yet to come after the practicum, has beenincluded.
Distinction 70-79%
Critical reflection (20%)
Did not meet criteria.
All three levels of planning have been briefly reflected upon and demonstrate a growing awareness of how the planningprocess has enhanced and/or challenged their ability to teach effectively and efficiently. Minimal connections have been made
CREDIT 60-69%
DISTINCTION 70-79%
HIGH DISTINCTION 80-100%
CRITERION 5
NO PASS 0-49%
PASS 50-59%
CREDIT 60-69%
DISTINCTION 70-79%
HIGH DISTINCTION 80-100%
between theoretical knowledge and practical experience.
All three levels of planning have been clearly reflected upon and demonstrate a significant awareness of how the planningprocess has enhanced and/or challenged their ability to teach effectively and efficiently. Some appropriate connections havebeen made between theoretical knowledge and practical experience.
All three levels of planning have been reflected upon, with some evidence of critical reflection and demonstrate a strongawareness of how the planning process has enhanced and/or challenged their ability to teach effectively and efficiently. Clearand accurate connections have been made between theoretical knowledge and practical experience.
All three levels of planning have been critically reflected upon and demonstrate an in-depth and sophisticated awareness ofhow the planning process has enhanced and/or challenged their ability to teach effectively and efficiently. Reflective andseamless connections have been made between theoretical knowledge and practical experience.
High Distinction 80-100%
Professional Presentation (20%)
Did not meet criteria.
Adequate standard. Most components of the task are sufficiently structured. Spelling, grammar, expression and structure are ofa satisfactory standard and APA referencing attempted.
Good standard. Most components of the task are appropriately structured and easy to follow. Spelling, grammar, expressionand structure are of an appropriate standard and APA referencing adhered to on some occasions.
High standard. Most components of the task are well-structured and professionally presented. Spelling, grammar, expressionand structure are of a high standard and APA referencing adhered to on most occasions.
Exceptional standard. All components of the task are well-structured and professionally presented. Spelling, grammar,expression and structure are of a professional standard and APA referencing adhered to consistently.
