Complete a textual analysis from the information in the attached document and how it could be applied to classroom management strategies.
Category: Teaching
Please note assignment is already late and cannot be any later than the proposed time 🙁
Purpose
Concept maps and metaphor drawings require you to demonstrate:
making connections
finding out new information
coming to understand
visualising
analysing and appraising
deconstructing
self-direction.
Your concept map and metaphor drawing need to show your understanding of sustainability knowledge and how this integrates with disciplinary knowledges in Humanities, Health and Physical Education, English and Mathematics. Secondary students can note their dominant method areas but still need to show connection and understanding with the Humanities, Health and Physical Education, English and Mathematics.
Task details
In this task, you will submit two components:
A concept map visualising the connection between sustainability knowledge and curriculum, with an-800 word discussion of how sustainability curriculum can be integrated into your teaching method (i.e. generalist Primary; Secondary Maths; Secondary Media) (50%).
An annotated ‘metaphor drawing’ of a sustainability concept from the ‘VCAA Sustainability Organising Ideas’, with an 800-word explanation of your annotated metaphor drawing, providing an interpretation for others; this should clearly explain your metaphor drawing and all of its details, with specific attention to how it captures the significant components of the sustainability concept. A metaphor represents how you make sense of this concept – what is it similar to, and in what ways? (Examples will be provided in workshops.) (50%)
Assessment criteria
Analyse and appraise the conceptual and knowledge relationships between curriculum areas.
Visualise sustainability knowledge and skills through metaphor.
Deconstruct disciplinary knowledge.
Show the relationships between disciplinary knowledge, integrating curriculum and sustainability.
Read the article https://www.slj.com/story/Love-It-or-Hate-It-the-Science-of-Reading-Curriculum-Gains-Traction-in-SchoolsLinks to an external site.
Describe both balanced literacy and the structured literacy. Provide your position on the use of both. Do you agree with the article? Why or why not? Your paper should be 1-2 pages and use at least one other source.
Link to article: https://www.slj.com/story/Love-It-or-Hate-It-the-Science-of-Reading-Curriculum-Gains-Traction-in-Schools
Pick a poem that you would use with middle school students. Create a writing assignment that would support their thinking. Please be sure you include the objective and a sample of materials.
To Access the Educator Effectiveness Framework Click the link below;
Educator Effectiveness FrameworkLinks to an external site.
Analyze the evaluation of educators using the Educator Effectiveness Framework for Evaluation: Classroom Teachers. The framework identifies educator responsibilities. There are four domains of professional practice: Domain 1: Planning and Preparation; Domain 2: Classroom Environment; Domain 3: Instruction; & Domain 4: Professional Responsibilities.
Included in the planning and preparation domain, teachers are expected to design student assessments. Effective teachers are expected to design formative assessments, and use assessments information in learning. Therefore, students will answer the following questions:
The goal of the Educator Effectiveness System is to ensure that students have an effective teacher in their classrooms. Do you think this manual provides clear information needed to be an effective teacher? Why or why not?
The goal of PDE when designing this manual was to develop an evaluation tool and provide guidance with best practices. Do you think this goal was met?
Does the manual provide information for a teacher to know what they will be assessed on regarding formative assessment design?
Describe your process for designing student assessments.
How do you ensure learning outcomes are assessed appropriately?
How do you match the type of assessment to the learning expectations?
How do you determine when to modify an assessment?
How do you determine when to use formative assessments?
How do the assessment data impact your lesson planning/delivery?
Looking at the rating scale for Component 1F (distinguish, proficient, needs improvement, or failing) where do you rate yourself? Why?