Assessment task 2

.docx

School

Curtin University *

*We aren’t endorsed by this school

Course

EDSC2002

Subject

Psychology

Date

Jan 9, 2024

Type

docx

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Uploaded by ConstableHeat24789

Assessment Task 2 – Learning and Teaching Plans PART A Standard 1 1. Know Students and How They Learn (1.2 Understand how students learn) Kahoot game: works as a pre-assessment for students and allows the teacher to establish where students stand academically based on their performance in the game. This approach reflects on the teaching strategies that determine the learning stage students are at prior to the instruction they are given (Clarke & Pittaway, 2014). With this in mind, I employed this method for the students that are usually disengaged to stimulate their learning progress in the areas that need improvement. This method allowed me to determine the areas I must focus on for future assessment. In saying so, I would move onto a more complex and detailed form of pre assessment that will allow me to further establish the learning stages of my students. Given that there is a lot I would change about my lesson plan in terms of lesson structure and activities, my lesson plan is focussed on achieving the standards. Standard 2 2. Know the content and how to teach it (2.1 Content and Teaching Strategies of the Teaching area) In this lesson plan, I have incorporated a group discussion as a formative assessment that works towards helping students develop critical thinking skills, communication skills, increase self-confidence, and work on cooperating with other students. This type of assessment correlates with AITSL standard 2; knowing the content and how to teach it. Group discussion works in achieving this standard as it helps students specifically establish what they will be learning as well as address misconceptions. PART B Section 1: Teaching context A detailed review of numerous data sources and research is necessary to comprehend the contextual elements that influence the school community. These sources provide information on academic performance and learning as well as assessments of social, cultural, linguistic, and economic variables.

Australian Islamic College outperforms the state average for WA schools in terms of academic achievement. The school takes great pleasure in the accomplishments of its students and uses innovative strategies, like early intervention programmes, in its instructional strategies to help pupils better their academic success. Understanding the different needs and backgrounds of the kids inside the case study school requires considering social, cultural, linguistic, and economic variables. Using information from databases like My School and the Australian Bureau of Statistics (ABS) can help reveal important details about the socioeconomic background of the school community. The majority of the students at the highly multicultural Australian Islamic College will come from a variety of backgrounds. According to the My School Data websites, 97% of pupils will likely speak English as a second language. By better understanding the experiences, talents, and difficulties of the pupils, instructors are better able to adapt their instructional strategies. Teachers can decide on instructional methodologies, curriculum design, and classroom management practises after giving this knowledge and data some thought. The sources mentioned above are helpful in directing me in my teaching practise because they enable me to comprehend the linguistic diversity within the school community and act as a manual for putting English language learner support strategies into practise. supplying bilingual resources or including elements that are appropriate for the culture. Understanding how economic considerations affect decisions about resource allocation and the provision of extra support services to students from underprivileged families can also be helpful. Additionally, participating in ongoing professional development and teamwork activities with colleagues can improve how well data and research are used to guide teaching practises. Educators can collaboratively establish effective solutions to address the particular contextual elements within their chosen school by exchanging knowledge, best practises, and experiences. Section 2: Effective communication As a teacher, I would use clear and concise verbal communication, active listening, and positive body language to create a safe and productive learning environment. I would also encourage open communication and provide constructive feedback to help students learn and

grow. According to a study by Kramarski and Michalsky (2010), creating a safe and accountable learning environment involves establishing clear expectations, encouraging active participation, and providing opportunities for feedback and reflection. It was found that promoting collaboration and active learning can lead to increased student engagement and meaningful learning experiences. Additionally, a study by Furrer and Skinner (2003) found that providing opportunities for students to take ownership of their learning can lead to increased motivation and engagement. To create a safe and accountable learning environment, I would establish clear expectations and rules for behaviour, and consistently enforce them. I would also encourage active participation and collaboration among students. Additionally, I would provide opportunities for students to take ownership of their learning, and offer support and guidance when needed. In another study by Pekrun et al. (2017), it was found that using nonverbal cues, such as gestures and facial expressions, can help to enhance learning and improve student engagement. The study also found that using verbal cues, such as tone of voice and pacing, can help to create a positive learning environment and improve student motivation. Section 3: Effective use of teaching resources and ICT's The physical structure and organization of a school and learning environment can have a significant impact on teaching and learning. Classroom Layout: The arrangement of desks, furniture, and resources within a classroom can impact student engagement and interaction. Flexible seating arrangements, such as group tables or a circle setup, can promote collaboration and discussion among students. It can also facilitate teacher-student interactions and provide opportunities for personalized instruction. Access to Resources: The availability and accessibility of educational resources, such as libraries, computer labs, and makerspaces, can greatly influence teaching and learning. Well- equipped and easily accessible resources enable students to engage in hands-on learning experiences, conduct research, and pursue their interests more effectively. Safety and Comfort: A safe and comfortable learning environment is essential for effective teaching and learning. Adequate lighting, proper ventilation, and temperature control contribute to a conducive atmosphere. Additionally, ensuring physical safety measures like

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