Presentation
Methodological design to measure student engagement in the chosen specialisation
This assignment requires students to interrogate their first practicum (PPP1) practice. Based on the situational
analysis of their PPP1 practicum context, students will identify engaging strategies linked to 21C education which
could be hypothetically implemented in the PPP1 context.
Students will also develop the methodological design to study the impact of the planned pedagogic strategies on student engagement. Their methodological design includes plans for the collection and analysis of student data for this specific purpose.
Note, this assignment is hypothetical, as if students could return to their first practicum placement, and work on improving their practice there.
For the 2nd assessment task, students must focus on teaching/engagement in their primary teaching specialisation area, as identified in their first assessment task (ie. nominated primary teaching specialisation areas: AITSL: Mathematics or Science and Technology or English; NESA: Mathematics or Science and Technology).
In order to complete this assignment, students need to:
– Provide a situational analysis of their first (PPP1) practicum context. (Criterion 1, approx. 250 words)
– Choose a specific 21st century pedagogy which they could hypothetically utilise in their PPP1 practicum to
increase engagement levels in the nominated primary teaching specialisation area (AITSL: Mathematics or
Science and Technology or English; NESA: Mathematics or Science and Technology). Students need to provide
a clear rationale for their choice, building on relevant unit content. (Criterion 2 – 250 words)
– Present a mini unit of work in the nominated primary teaching specialisation area. This must consist of three
consecutive, interconnected lessons/activities/learning experiences. Students present a brief outline of the mini
unit of work and provide brief lesson outlines as part of the presentation (C3 – 200 words)
– Outline the data collection tools/strategies to evaluate the impact of the chosen 21st century pedagogical
strategy on engagement in the nominated primary teaching specialisation area. Present a comprehensive, in- sightful, innovative outline of the collection of student data. RDEP students will choose 3 data sources from:
i)observation schedules,
ii) tools to document student self reflection,
iii) plans/strategies to collect conversational data, or
iv) plans/strategies to collect students’ work samples. (Criterion 4 – 300 words)
– Discuss how the student data will be analysed to evaluate student engagement and thus evaluate the imple-
mented pedagogic strategy in the nominated primary teaching specialisation area.
(What ’markers of engage-ment’ will they be looking for? What would be markers of ’disengagement’ and ’engagement’ in each data type? How will the data be used to document changes in engagement levels?) (Criterion 5 – approx. 300 words)
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– Provide a short summary statement. Offer a considered discussion of the possible implications for your own
professional development and future teaching in the nominated primary teaching specialisation area.
This
includes discussion of how this action research, if implemented, can be linked to various focus areas in the
teaching standards. (Criterion 6 – approx. 250 words)
– Submit your assignment via Turnitin on the due date. Assignments submitted after the due date and time,
without an approved extension, will be penalised 10% per day for late submission.
Note:
– The recorded presentation will be used for assignment marking. Both the visual and the auditory elements of
the presentation must be fully functional and accessible at the time of submission.
– The script of audio-narration (submitted to Turnitin) will only be used for authentication purposes or to clarify
issues/concerns about the audio-recorded presentation.
Exemplar:
Sample responses to the assignment prompt will be shared on vUWS (Assessment folder) and discussed in tutorials.
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