Week 8Session Outline

• Feedback on Assessment 1• Introduction to Assessment 2• Planning a Unit of Work• Practical

Assessment 2

• Date of submission: Wednesday 5th June• Weighting: 35%• Design a 4 week unit of work for a Stage 4 class,

demonstrating your understanding of a learning-centred classroom

• accompanied by a 1,000 word explanation • with a Bibliography

Criteria for Assessment You will be assessed on your ability to demonstrate:

professional knowledge of pedagogy that supports student learning in the English classroom

theoretical understanding of the Quality Teaching Framework and current NSW syllabus

how this theory assists a teacher to practically design a learning-centred unit that allows individual students to demonstrate their learning

Professional standards of presentation for unit and essay

a thoughtful, intelligent approach to engaging students practically in their learning

Learner-centred ClassroomsThe student is in the centre of the learning process:• Determine the pace of their own learning • Use strategies appropriate to their learning styles• Learning is individualised• Motivation is intrinsic• Learning ‘how to learn’ skills are developed

NB: See Darcy’s blog for resources

Approaching the TaskGetting started:

Who will you be teaching? - Stage 4- Class context

What will you be teaching?- Topic / Texts/ Theme of your

interest- Content suitable to class

When will you be teaching?- Stage in course/programme

Where will you be teaching?- In the ideal classroom!

Why will you be teaching?- What is the educational value of this unit? How does it reflect quality teaching?

How will you be teaching?- Using strategies that create a learner-centred classroom- Using the QTF to make decisions about suitable strategies

Designing the Unit• Use the Template provided for Assessment 1 (See below)

Concept: (The overarching idea of the unit based on the skills, knowledge and understanding that you want children to know – it must be drawn from the syllabus outcomes you are addressing)Ask these questions to determine the concept: Is the concept grounded in the syllabus and the selected outcomes? Does the concept capture the deep learning that you want students to have by the end of the unit of work? Is the concept appropriate and relevant for the specified students at that moment in time? Have you considered the concept in terms of the continuum of learning? Does the concept have significance and endurance?Key Question: (What is the big picture question that you would want students to be able to answer at the end of the unit?)OREssential Learning Goal: (A statement of what you want students to know by the end of the unit)

Key Learning Ideas: (Two – Three key learning ideas that students should understand by the end of the unit. They are based on the outcomes and reflect the Concept)

Main Text/s to be Explored in Unit:

Assessment Task/s: (List outcomes and give an overview of the tasks for and of learning)Assessment for Learning:Assessment of Learning:

Cross curricular content: (In syllabus)Literacy: (What are the literacy strategies being employed?)Numeracy: (What are the numeracy strategies being employed?)Language Modes: (Speaking/Listening/Reading/Viewing & Representing)

Outcomes:(In full – no more than four per 5 week unit. You are aiming for depth! )

ENGLISH STAGE 4 UNIT OVERVIEW YEAR ….. FOCUS/TOPIC…….

Rationale(include reference to Quality Teaching)

What do you want the students to learn?Why is it important?How will you know that students are learning?(Assessment: summative and formative)How will the students get there? (Teaching strategies and resources)

SYLLABUSCONTENT

TEACHING AND LEARNING STRATEGIES AND ACTIVITIES EVIDENCE OF LEARNING

Learn to:(Use nos only here)Learn about:

Week 1 (lessons 1-5)(Each of these sections could run to a page or more) (A brief statement that outlines how you know that the students can do this or are learning this)

Resources

Learn to:Learn about:

Week 2 (lessons 6-10)

Resources

Learn to:Learn about:

Week 3 (lessons 11-15)

Learn to:Learn about:

Week 3 (lessons 11-15)

Resources

A

B

C

D

E

Assessment TaskOutcomes to be assessed: (In full)Language Modes to be Assessed: (reading/writing/speaking/listening/viewing&representing)Key Learning Ideas: Nature of Task: (Clear description of what the requirements of the task.)You will be assessed on how well you: (These statements must reflect the demands of the outcomes and will be used to form the marking guidelines) •Marking Guidelines

Selecting Strategies

By asking yourself a series of questions throughout the planning phase you can ensure that the unit includes

quality learning experiences for your students

Key Questions QTF

Have I focussed on a small number of key concepts within the topic and establishing the connections between them?

DK

How do I draw the learner into the lesson, relate to their interests or pose compelling questions?

E

How do I determine what prior knowledge and experiences students have and how can I tap into and encourage this throughout the unit?

BK

Have I included opportunities for students to explore the language of the topic by including vocabulary and spelling activities and key word internet searches?

M

Do I allow students to select activities and have control over the direction of their learning such as portfolios, journals and models?

SD

Do I use narratives both as content and process to enrich student understanding?

N

Key Questions QTF

Which Thinking Tools will I use explicitly in the unit in order to encourage students to organise, re-organise, synthesise and evaluate?

HOT

Do the tasks I assign require the students to have deep or superficial understanding?

DU

Am I providing opportunities for sustained communication (small groups, debating, cooperation, web quests on line, etc)

SC

Are students required to provide alternative solutions for problems such as open-ended activities and role playing, multicultural texts?

PK

Are my tasks challenging and do I reward originality and creativity? HE

Are students encouraged to support one another through cooperative learning activities?

SS

Key Questions QTF

How do I ensure that all students are actively involved and participating in class?

I

How do I incorporate and value the cultural knowledge of different social groups?

CK

Are my activities connected to real life contexts through connected classrooms, guest speakers, etc?

C

Is there any scope for connecting to or integrating study with other KLAs?

KI

Do my tasks allow students to show initiative and provide self-assessment criteria?

SR

Have I provided clear rubrics, modelled quality performance criteria for student work?

EQC

The Explanation Essay• Explaining how the unit PRACTICALLY reflects learning-centred pedagogy

MarkingHigh Distinction cleverly designed unit high quality professional standards (unit and essay)Exemplary understanding of learning centred approachOriginal and intelligent

Distinctiondetailed understanding of the QTF and leaning-centred theoryquality, well-designed unitQuality professional standardsProfessional standard

CreditSuccessful learning- centred unit with appropriate understanding of theoriesWell-designed unitProfessional standard of presentationMostly of a professional standard

PassEffective learning centred unit with some understanding of theoriesAllows individual students to demonstrate learningSatisfactory standard of presentationVarying professional quality

FailPoor attempt at learning centred-unit with limited understanding of theoriesLimited unit NOT supporting individual studentsEssay and unit either/both NOT of professional standard

Frequently Asked QuestionsQ. How do I submit Task 2?A. I should receive a hard copy sent through your

respective campuses on June 5th, 2013. An electronic copy should also be forwarded to pcullen@uow.com.au by that date.

Q. Do I submit a draft?A. Yes, no later than Wednesday, 29th May

Q. Does every lesson have to set out in the unit of work? A. No, but I would like to see sequence within the

unit.

Q. How long is a 4 week unit? A. Plan to have 14 x 1 hour long lessons in the

month.

Q. How should the assignment be presented?A. The unit of work should be typed and submitted on the

template used for task 1. The Explanation should be professionally presented (Times New Roman Size 12 font and double-spaced) and include a cover sheet.

Q. How do I choose the syllabus outcomes?A. It depends on the focus of the unit and the nature of the text/s but you need to choose those outcomes

that can be taught well in 4 weeks. No more than 4 outcomes.

Q. Do I have to explicitly include the Quality Teaching Framework within the unit?A. The decisions made (as to timing, sequencing,

selection of strategies and resources) when planning the unit should be supported by educational theory, in particular, the Quality Teaching Framework

Q. What is included in the Bibliography?A. You should include Syllabus Documents, the QTF,

the textbook, any research you have conducted and resources you have used in the unit.

Q. Do I include hard copies of resources?A. Yes – especially any you have developed yourself.

Remember: quality is better than quantity.

Student Questions