EPL 3 – Session 1Review work experience & EPL expectations

WALT We are learning to….

Review key content EPL 3Reflect on the EPL3 work experience

to date

Knowledges and Skills

WILF What I’m looking for … Engagement and participation

Declarative knowledge:From the EPL3 block work experience I

learned….The key dates around EPL3 are…..The work to be completed in EPL3 is…..

Evidence of learning

TIB This is because…

• this material sets us up for the EPL 3 ahead

• this material activates our prior knowledge and our thinking

• you need to make sure you are on top of the requirements for Embedded Professional Learning 3

Justification/purpose for

learning

What we need to do …Ensure everyone is clear on

expectations and requirementsShare and build strategiesPrepare for placements and the

transitioning to the workplace & employment

Share ideas and resources http://cqufinalyear.wikispaces.com/

How did it go?What did it

confirm or challenge for you?

What did you learn?

Reflect – Think, Pair, Share (2-3 points) Confirmation &

lightbulbs Challenges

EPL 3

Pupil Free days 2 week continuous block 5 one day per week school visits (university term one, weeks 1 -5)

5 assessable EPL 3 day visits EPL3 block (Monday May 26 – Friday June 13)

Week June 16 – 20 Employment Forum

Work experience

Set for Successdocument

Assessable days - EPL3 booklet

a. Appropriate progress during daily visits and the three week continuous block (including Working Porfolio)

b. E- Portfolio – align to Australian standards

What do you need to do?

Map everything you need to do and put it on a physical planner

Ensure you communicate clearly with your Mentor & LLM about expectations, what you will do, share and how and when it will happen

LET’S MAP WHAT YOU NEED TO DO! Groups of 6 – work in pairs (2 map first

two columns, two map Block week 1, Two map block week 2 & 3)

Australian Professional Standards for Teachers

The APST describe the elements of quality teaching.

Focus areas and descriptors describe teachers’ knowledge, skills and behaviours at four career stages:

Graduate Proficient Highly Accomplished Lead

Organisation of the standards

Professional Knowledge

Professional Practice

Professional Engagement

Standard 1Know students and how they learn

Standard 3Plan for and implement effective teaching and learning

Standard 6Engage in professional learning

Standard 2Know the content and how to teach it

Standard 4Create and maintain supportive and safe learning environments

Standard 7Engage professionally with colleagues, parents/carers and the community

Standard 5Assess, provide feedback and report on student learning

Graduate standardsPre-service teachers must demonstrate the

standards at Graduate level.Mentor teachers use the standards to:

make judgments provide feedback

Reflection

Reflection is a process of looking back on experiences so as to learn from them.

Critical reflection is a process that involves analysing, reconsidering and questioning experiences within the broader context of issues related to a body of professional knowledge e.g. social justice, learning theories, culture and diversity, curriculum development, use of technology, etc. The process of reflection can be broken into a number of levels as outlined below. It is the final step that results in critical reflection.

 

Levels of reflection

Level 1 - Observation aiming for accuracy and breadth. Observations are made through specific frameworks (past experiences as a school student, BLM student, EPL experience, event or situation)

Level 2 - Comprehensive but explicit descriptions of what has been observed – identifying salient features

Level 3 - Making meaning of what has been described Level 4 - Adding breadth and depth to the meanings

by asking questions and articulating relationships between the event and a range of personal and professional issues

(Adapted from “Critical Reflection” -www.une.edu.au/tlc/alo/critical1.htm)

Reflection activity

Read the reflection handed outWhat levels of reflection are evident? What is missing? How else might this be different? Which of the standards could be

referred to?

IN pairs - Have a go at rewriting it.

A quick break!

Strategy sharing

Gaining attention

Giving instructions

Managing transitions

Organising groups

Manage behaviour proactively

Giving praise and feedback

Using questioning techniques

Relationship building

Classroom presence

Set for Success – identifying pedagogy and practice

Gaining attention Giving instructions Managing transitions

WEEK 1Organising groups Manage behaviour

proactivelyGiving praise and feedback

WEEK 1 WEEK 2

Use questioning techniques

Relationship building

Classroom presence

WEEK 3

Organising groups Giving instructions

Gai

ning

att

entio

n

Managing transitions

Select 2-3 most interesting strategies for each area

• Collective sharing

• Selective sharing

How did we go?

• Declarative knowledge:

From the EPL3 block work experience I learned….

The key dates around EPL3 are…..

The work to be completed in EPL3 is….

Next week – Teaching standards and e-portfolio – Mahara & more!!