ACAD

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University of Technology Sydney *

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SATC001

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English

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Apr 3, 2024

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docx

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Uploaded by SargentKnowledgeSeaUrchin41

© UTS College BABC011, CCOF001, DADC001, IITC001, SATC001 Semester 3 Assessment Item Name Reflection, SMART goals, & Application to academic social and professional contexts Weighting 25% Due Date Week 3 Assessment item description A description of the assessment item is as follows: In Assessment 1, you will - reflect on a previous English language learning experience in an educational, academic context, focussing on one language skill (writing, speaking, reading, listening) and an issue. You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, etc. Do not talk about confidence, time-management, motivation, etc. Only talk about language. - explore ONE language skill and subskill that you want to improve in order to succeed at UTS College (this should relate to the issue which you explored in the reflection) - apply the language skill to an academic, a social and a work context. Look for a job advertisement which directly relates to your Diploma programme and which requires your chosen language skill and subskill - write a reference list - use the template below - answer the questions in this template to identify, evaluate, and reflect on your chosen skill and subskill ( unanswered questions might not pass this assessment) - follow the activities in the Needs Analysis Module to help you complete this template Subject learning outcomes (SLOs) & Language learning outcomes (LLOs) On successful completion of this assessment item, you should achieve the following outcomes: SLO 3: 1. earnestly (i) examine your own communication and study skills in academic, social and professional contexts and (ii) systematically apply academic conventions to maintain academic integrity Assessment item brief For this assessment item you are required to produce the following: ASSESSMENT ITEM BRIEF

© UTS College The Assessment 1B has three (3) sections: Section 1; Section 2; Section 3; and Section 4. Section 1: Reflection Optional:  Before writing or orally presenting your reflection, you can make notes by answering questions about the English language learning experience in an educational, academic context in point form (these are not graded). Mandatory : - After making notes, write (or orally present) a formal 400-word reflection on a previous English language learning experience in an educational, academic context, focussing on a particular language skill (reading, listening, speaking, writing) and an issue. You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, etc.  Do not talk about confidence, time-management, motivation, etc. Only talk about language.  To help you with this section, review Reflections in the Needs Analysis Module pre-tutorial task. Section 2: SMART goals  Answer questions relating to the language skill and subskill (aspect) which you want to improve. You must answer all questions (review Setting Goals , in the Needs Analysis Module pre-tutorial task). Section 3: Application of SMART goal to an academic, social and professional context (Work Integrated Learning)  Apply the SMART goal to an academic context by focusing on an upcoming assessment.  Apply the SMART goal to a social context. Argue that the chosen language skill will help in this situation.  Apply the SMART goal to a work context. Find a job advertisement that explicitly relates to the programme which you are enrolled in at UTS College (science, design, architecture, communication, engineering, IT, business) on a website. Argue that the advertisement is related to your programme and that your chosen language skill is essential for this position. You must answer all parts. Section 4: References  Provide a full reference list, following APA 7 th edition style. You must include the website of the job application. You can choose to do the assessment in one of two (2) ways: Option A Option B  Fill in the template as is.  Do not change or remove any of the writing except to replace information in the square brackets […] and the titles of the figures.  Remove the square brackets and dots […]  Replace the figures with your own.  Provide your own titles for the figures Create a video (maximum 6 minutes) with PowerPoint slides to answer each section of the template.  For section 1: put each question on a separate PowerPoint slide and answer each question orally with images (when needed).  For section 2: orally describe the role and explain how your chosen language skill will help with this role. Include the image of the advertisement on a PowerPoint

© UTS College  Some sentence beginnings for the SMART goals, and some formatting for the images have been provided. Use them.  Submit the completed template. slide.  For section 3: include your complete reference list on your final PowerPoint slide. Section 1: Reflection Write a 400-word reflection on a previous English language learning experience in an educational, academic context, focussing on one (1) particular language skill and an issue. You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, etc. Do not talk about confidence, time-management, motivation, etc. Only talk about language. You must identify an issue that you can explore. Follow the stages of the reflection genre that you learnt in the Needs Analysis Module (pre-tutorial).  Brief description  Thoughts and feelings  Analysis  Conclusion  Action plan Attend to the questions related to each stage. Use the language that you learnt in the Needs Analysis Module ( post-tutorial). Optional : First, answer the questions in point form, and then use your notes to write your reflection. The notes in each section should be included in one paragraph. Brief description of the situation Who or what was involved? It was me and I was doing my Physics introduction assessment task 4 that was a practical task and needed me to present an original experiment in a recorded video form. What happened? I was recording a video that explained my experiment and its results using a screen recorder and camera. I filmed a 7-minute video which went into the details on the goal of the experiment and what I found. Where did it happen? At my house, in my room that is in Penrith, NSW When did it happen? The final weeks of the last semester 1 in August 2023 What is the issue/problem you are going to reflect on? I am reflecting on the vocabulary I used while writing my assessment and how I struggled to find words to properly explain and discuss my findings In the experiment which hindered the ability to present in the video. Thoughts and feelings Why did you do it that way? I did it that way because I didn’t know how to explain my ideas to another person effectively and when it is a video, its different in person because they can ask you questions and it feels very different

© UTS College What were you thinking? I was thinking that another person might not understand this but in my head if I explain it more they will understand better, but the more I explained the less I felt like I was making sense and in turn led to stumbling on my words and not finding the right ones which led to more anxiety. How did you feel (emotions). I felt worried, stressed, uncertain, not confident and not smart. I also felt stupid and not confident I would do good which didn’t help the anxiety while filming the video which in turn affected my words. What was good and not so good about the experience? It was good to know that I need to try and be more open about how I can explain things and I need to prepare better for a speech or recording something so I know what words to use and so I can reread and make changes while recording making me less anxious and more confident in my vocab. Analysis Why did things go well or didn't? It didn’t go well because as I was watching myself and I couldn’t understand it myself and I needed to change it didn’t know how to which made it got worse and it overall didn’t go as expected or planned which affected the whole video and what I was acting and saying. What were your assumptions about the situation? I assumed it would be easy, but it turned out to be harder than I thought. I assumed that it was a learning experience, and I can take that experience and be more prepared during a similar task or assessment and will be able to improve on what vocabulary lacked which will make the video better as a whole. How might they have informed your thinking? It informed me that the way I think probably not everyone can understand and the way I present my ideas will need to change according to the audience and I will need to find a good way to make my information more digestible than just daying my ideas without thought. What theories, research or other situations can you draw on to help you better understand the situation? I theorize that since it was my first time doing something like that it affected what I was producing and can only get better from here. But since it was worth a lot of my final mark it stressed me out a little and affected my performance. I will also need to work on a presence on video because I felt like I looked a little robotic. Conclusion What else could you have done or done differently? I could have written out script which would helped out on what I was saying, and it would point out to what parts need changing and improving the overall quality of the production. It also would help me if I made the slides tailored more to a speaking presentation which would help the understanding of the audience. What other knowledge might be needed? The video was going to be a lot longer if I had not condensed the information and would be a lot to process if I had to go in specifics and not just summarized the whole thing. I need to find a way to make a presentation that works while explaining it and not just make it a slide show. Can you identify any factors that impede your learning? Procrastination is a big hindrance to my ability to learn and complete things on task and if I leave it to late my whole vocabulary is not as good because I don’t get enough time to think about what I say and will affect the task. Me not knowing how to perform a video style task which is new to me, affected how I was planning and recorded everything. What can be concluded from this experience? I need to work on my performing skills such as vocab and public speaking which will

© UTS College benefit me in the future and other tasks that may be similar to this one and I need to plan better accordingly to the task. Future Action plan What are you going to do in this type of situation next time? Be very explicit. Im going to write a script and tailor the presentation to the script so it flows better and when I record, I won't be looking for words to say and stumbling while explaining something. Im also going to record a couple of times and change what I feel like doesn’t fit and fix it to what I think would be better. Reading the script to someone in person or ask them to give feedback on the video will help a lot. What skills do you need to develop to handle a situation like this and other situations better? Presentation skills so I can have less stage anxiety making me a better performer and making it make sense in what im saying in an entertaining way. Improving my speaking skills will help me to improve on how I explain what I'm presenting and saying which will help the audience engage better and absorb the information. How will you develop the skills you need? Be very explicit. I am going to practice a speech I created and say it to someone in person and will ask for feedback and what I need to add or improve which will help them understand and engage better with what I’m saying to them. It will also help my stuttering when im thinkiing of words and help my improvisation skills grow. How will you achieve your new learning goals? Be explicit. Provide 3 steps. 1. I will write a script specific to some topic which has detail and information on a specific topic and make a presentation which fits the topic and tailor it to enhance the script. 2. Read it to some or perform it Infront of someone and get their feedback and take notes on what I need to improve and which parts I need to fix 3. Rewrite the script and change the presentation in the parts needed to make it understandable and increase the understanding with the audience How can you transfer what you have learnt to a different situation, such as a social and the work environment? Be explicit. I can use all the skills learned in this into presenting some plans to an audience in person and will help me become more confident in what I am saying and will help me understand what works and what will make it harder to understand Mandatory: 400-word reflection Collate your notes and write your reflection below. Use the headings provided (centred/ bold – APA 7th edition style). Write your body paragraphs left aligned with the first line indented . Double space. Do not use bold. Each section should be one paragraph which shows development and insight, and focus on the language issue. Description It was me and I was doing my Physics introduction assessment task 4 that was a practical task and needed me to present an original experiment in a recorded video form. I was recording a video that explained my experiment and its results using a screen recorder and camera. I filmed a 7-minute video which went into the details on the goal of the experiment and what I found at my house, in my room that is in Penrith, NSW in the final weeks of the last semester 1 in August 2023. I am reflecting on the vocabulary I used while writing my assessment and how I struggled to find words to properly explain and discuss my findings in the experiment which hindered the ability to

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