Assessment 1: Creative response with written explanation Title: Creative response with written explanation Due Date: Week 7, in class Weight: This task is worth 30% of the overall marks for this course. There are 5 criteria; 1 of the criterion is worth 10 marks, 4 criteria worth 5 marks each Length: 750 words Submission: The purpose of this task is to examine the diverse cultural, social, physical, cognitive and emotional worlds of young people and the impact of these on learning, resilience and wellbeing. Through this creative task, students will demonstrate their ability to eﬀectively, sensitively and conﬁdently represent signiﬁcant ideas about young people and their worlds. Pre Service Teachers (PSTs) will present an original creative response based on ideas related to the cultural, social, physical, cognitive and emotional worlds young people inhabit and how these may aﬀect learning. The artefacts created for this task can vary and students can consider options such as posters, models, videos, role-plays, sculpture, musical performances, visual art, digital representations, etc. PSTs will exhibit their creative representation and submit an accompanying written statement which also examines the implications for schooling. The statement should include link to research, the media and popular culture. It should briefly discuss: A link between the topic and developmentIssues of schooling such asHow teachers cope with the topicHow students cope with the topicHow the topic may impact on development and thus learningWhat this might mean for the wellbeing or social-emotional experiences of children young people – consider both the hope and challenges is may bring. Appropriate referencing of sources using APA style is expected. Assessment Task 1 Outline: Observation Analysis (30%) The purpose of this task is to build the disposition to closely attend to a learning and teaching context and make deductions. It aims to build understandings about how people learn and the factors that impact on learning and teaching in particular contexts. By making connections between their reading and what they observe, PSTs begin to develop their own practical theories related to teaching and learning. A brief description of what students are being asked to do to fulfil the requirements for completion of the task: PSTs choose a real learning and teaching experience within a context outside of the classroom that they can closely observe and describe. They should focus on one learner even if it is a group situation. They describe the context and the learner who can be any age. They write an analysis of the experience where they begin to ‘theorise’ about what might be going on and why. They conclude by identifying key findings. Following are suggested steps for completing the task: Brainstorm possible learning experiences. The experience must involve a teacher and a learner. Some possibilities are: a swimming lesson; a music lesson; a parent teaching a child to cook muffins; a friend teaching another friend to play a new computer game; a driving lesson; a fitness instructor teaching a new client to use gym equipment. Arrange to observe the experience. Gain permission to observe the activity. You will not interact with the participants while the activity is taking place. If permission is granted, photos, video or audio can also be taken and included in the response. Take careful and detailed field notes. Jot down what people say and do at each stage of the process. Watch body language carefully, think about tone of voice and identify emotional cues as to how the learner and teacher are interacting and responding. Take notes about the context/environment and how people interact and feel within this place. Use your developing educational language to describe approaches/strategies that are used by the teacher. Describe the context and the learner and teacher. Using your field notes describe the cultural context of the experience and explain how key cultural and contextual factors impact on behaviours, interactions and attitudes. Describe the learner and the teacher identifying gender, age, prior skills and knowledge, cultural background, communication and social skills and any other influential details. Describe what happens in the learning experience. Using a table and your field notes record your observations in the left-hand column. Chunk the experience into phases (beginning, middle and end) and name each phase and then record your descriptions and quotes within each phase. This will enable you to compare and contrast each phase of the experience in your analysis. Your notes can be written in point form. Analyse the experience. In the right-hand column of your table include your analysis. Read between the lines and interpret what happened for the learner and the teacher. Consider the physical, social and intellectual development of the learner and how this might impact on learning. Make connections to developing theoretical understandings about how learning occurs and to what teachers do to scaffold and support learners. The following questions can prompt analysis: What is the teacher intending to achieve? How is the learner responding? What sorts of questions are being asked? What emotions are being expressed? Why might people be feeling the way they do? Are instructions expressed clearly? How are they heard? What sort of language are people using? Is metaphor used? Are experiences shared? Is the language direct, clearly sequenced and formal or conversational and non-linear? What do people do to show they understand? What happens when someone makes a mistake? Is that important to the process of learning? Can you see evidence of trial and error and experimentation? What helps learners to feel that they can give something a go? What theoretical connections can be made? Write a conclusion outlining the key factors impacting on learning with references to research. This section should be approximately 1000 words and will identify key influential factors. Justify your deductions/viewpoints by making references to research. A clear statement of the criteria that will be used to grade the task: Demonstrates capacity to closely observe and describe teaching and learning experiences. Demonstrates understanding of the situated nature of learning and the contextual and cultural factors which impact on learning and teaching. Demonstrates understanding of the physical, social and intellectual development of learners and how these impact on learning. Demonstrates knowledge and understanding of research into how people learn and the implications for teaching. Demonstrates capacity to analyse situations, make thoughtful deductions and justify viewpoints.
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