May 9, 2024

GDECE 104 Professional Teaching Practice 1: Assessment

Hi,

You need to write the observation report on the basis of any one of the video whos link is attached in the attachment. No word limit for report.

On tbe basis of the observation report, you need to write critical reflection and justification of 1500 words.

All information is in the attachment.

https://elearning.acecqa.gov.au/elearning/WFI/M4/index.html#/lessons/ZyGgBdgm-BPPs_8MDA-6G6bJrX0hF5fM

https://www.acecqa.gov.au/latest-news/blog/understanding-critical-reflection

https://www.acecqa.gov.au/national-quality-framework/guide-nqf/section-3-national-quality-standard-and-assessment-and-rating/quality-area-1-educational-program-and-practice/standard-13-assessment-and-planning/element-132-critical-reflection

GDECE 104 Professional Teaching Practice 1: Assessment 2 (Professional ePortfolio – 1500 words, 40% weight)

The intention of the observation report is to identify, analyse and assess the children’s area of interest, and use the analysis as a starting point to compose learning experiences or lesson plans. This assessment will examine students understanding of evidence-based learning and how to interpret observations into meaningful and play-based teaching moments to foster children’s learning and development. Therefore, strong connections between observation analysis and children’s area of interest must be addressed.

In analysing the observations, it is essential and expected that students make frequent reference to the relevant learning frameworks to support and form the analysis. Students are also expected to use academic literature and relevant theories to support their assessment of the observation. An effective and accurate use of APA 7th referencing style is also required in this assessment. Task description: Following the early years learning framework planning cycle (Australian Government Department of Education [AGDE], 2022), develop 2 lesson plans or learning experiences for children based on assessment of an observation report. Drawing on principles and practices of early childhood pedagogy (AGDE, 2022), plan the learning experiences with emphasis on play-based learning with intentionality, adopting holistic approaches of children’s learning and development. Task Instruction:

• Do an observation of children’s learning in the video provided, chose 1 of the videos provided below: 1. Connecting with practice: Young toddlers’ learning 2. Connecting with Practice: Marking with coloured pencils 3. Connecting with practice: Discovering- making connections 4. Connecting with Practice: Discovering – making music

• Write an observation report using a particular method of observation (the report is an appendix, not included in word count). Choose one of the following methods of observation (Arthur et al., 2020; Irving & Carter, 2018): – Running records – Anecdotes (Anecdotal records) – Checklists – Learning stories

https://www.youtube.com/watch?v=TJx4N2H9Dz8&t=86s

https://www.youtube.com/watch?v=ZqF2BZeLOQQ&t=3s

https://www.youtube.com/watch?v=fJgGCdOr4iw&t=35s

https://www.youtube.com/watch?v=EXS4aadhNoQ&t=8s

– Jottings – Work samples (artefacts) – Time samples – Event samples – Photographs

• Assess the observation report, using references from documents of learning frameworks (EYLF/VEYLDF/NQF/NQS), theories of children’s learning and development, and a range of relevant research and literature.

• Plan 2 learning experiences (lesson plans) based on assessment and analysis of the observation report. • Provide rationale that includes critical reflection and justification of the learning experience with focus on play-based learning with

intentionality, and holistic approaches of children’s learning and development.

Criteria:

• write an observation report using a particular method of observation and assess the observation report with in-depth analysis. • Develop 2 lesson plans (student can use provided lesson plan template but welcome to write in paragraphs) • Each lesson plan should be developed for teaching one topic, for example “colourful shapes”; “colouring monkey”; “vegetable man”; “five

fingers”; “a hungry caterpillar” and so on. • Each lesson plan should be designed with specific learning objectives that can be linked to EYLF. • Each lesson plan needs to meet children’s learning and development needs (consider age appropriateness and relevance of the experience). • Each lesson plan should include assessment strategies, learning environment arrangement, safety, and inquiry questions.

Word count: 1500 (excluding references and appendix)

NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.

Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.

Referencing: APA7 (please refer to this guide for referencing guidelines)

Due Date: Friday 10th May 2024, 11:59 PM

https://study.scei-he.edu.au/mod/book/view.php?id=46562

Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.

Grading Scale:

GDECE104 Assessment 2: ePortfolio (1500 words) Grade

Criteria High Dis/nc/on Dis/nc/on Credit Pass Does not meet minimum standard

C1. Assess the observa/on with in-depth analysis (10 marks)

Observa/on is clearly ar/culated and directly relevant to the learning context, with in-depth analysis using effec/ve references from documents of learning frameworks and a range of relevant research and literature

Observa/on is clearly ar/culated and directly relevant to the learning context, with in-depth analysis using effec/ve references from documents of learning frameworks and relevant research and literature

Observa/on is ar/culated and relevant to the learning context, with analysis using references from documents of learning frameworks and relevant research and literature

Observa/on is ar/culated but not all relevant to the learning context, with limited analysis using references from documents of learning frameworks and relevant research and literature

Observa/on is not ar/culated or irrelevant to the learning context The analysis is absent or inadequate No evidence of references from documents of learning frameworks and relevant research and literature

C2. Develop 2 lesson plans based on assessment of observa/on report (5 marks)

Two lesson plans are clearly described, contain relevant details regarding aims, target cohort, dura/on, and materials. Connec/on to EYLF clearly explained.

2 lesson plans are briefly described, contain relevant details regarding aims, target cohort, dura/on, and materials. Connec/on to EYLF men/oned or briefly described.

2 lesson plans are briefly described, contain relevant details regarding aims, target cohort, dura/on, and materials. Connec/on to EYLF men/oned.

2 lesson plans are provided but not clearly described, contain relevant details regarding aims, target cohort, dura/on, and materials. Connec/on to EYLF men/oned

Lesson plans are developed with incomplete or irrelevant details regarding aims, target cohort, materials, and connec/on to EYLF provided.

C3. The lesson plans clearly reflect children’s learning and development need (10 marks)

Relevant learning ac/vi/es, clearly address children learning and development needs, and clearly explained with cri/cal reflec/on.

Relevant learning ac/vi/es, clearly address children learning and development needs, and clearly explained

Relevant learning ac/vi/es, clearly address children learning and development needs, and clearly described.

Relevant learning ac/vi/es, superficially address children learning and development needs, and briefly described.

Learning ac/vi/es stated. Connec/on to children’s learning and development needs many be tenuous.

Learning ac/vi/es provided but are irrelevant or contain key misunderstandings or inaccuracies.

Examples of prac/ce not provided.

C4. The lesson plans clearly reflect play- based learning with inten/onality, adop/ng holis/c approach of children’s learning and development (10 marks)

Ra/onale of play-based learning with inten/onality are clearly explained, with cri/cal reflec/on, holis/c approach is jus/fied by a range of relevant literature.

Ra/onale of play-based learning with inten/onality are clearly explained, with cri/cal reflec/on, holis/c approach is supported by a range of relevant literature.

Ra/onale of play- based learning with inten/onality are clearly described, with some evidence of cri/cal reflec/on, holis/c approach is supported by a range of relevant literature.

Ra/onale of play- based learning with inten/onality are clearly described, with limited cri/cal reflec/on, holis/c approach is supported by a relevant literature.

Ra/onale of play- based learning with inten/onality are described, with limited cri/cal reflec/on, holis/c approach is described supported by limited literature.

Ra/onale of play- based learning with inten/onality and holis/c approach are described but are irrelevant or contain key misunderstandings or inaccuracies.

Ra/onale of play-based learning with inten/onality and holis/c approach not provided.

C5. Assignment is formaYed according to requirements and wriYen

C4.1 The assignment is clear and free of typographical and structural features that hinder understanding. There is no confusion between author

C4.2 The assignment is clear with minor typographical and structural features

C4.3 The assignment is clear with typographical and structural features that may hinder

C4.4 The assignment has typographical and structural features that significantly hinder

C4.5 The assignment has typographical and structural features that prohibit understanding. There is confusion between author voice and that of sources, or author’s voice is

clearly and cohesively. APA 7 referencing is used. Word limit is adhered to. (5 marks)

voice and that of sources. The assignment is formaYed according to stated requirements. The assignment is formaYed according to stated requirements. Accurate mechanics of in-text and end- of-text APA (7th Ed.) referencing style were used. Word limit met.

that may hinder understanding. There is minimal confusion between author voice and that of sources. The assignment is mostly formaYed according to stated requirements. Accurate mechanics of in- text and end-of- text APA (7th Ed.) referencing style were used with minor inconsistencies (no more than 2 errors). Word limit met.

understanding. There is minor confusion between author voice and that of sources. The assignment is partly formaYed according to stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors). Word limit met.

understanding. There is confusion between author voice and that of sources. The assignment is minimally formaYed according to stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.) referencing contain several errors. Word limit met.

absent. The assignment is not formaYed according to stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.) referencing style were not used appropriately. Word limit not met.

References:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia.

Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Irving, E., & Carter, C. (2018). The child in focus: learning and teaching in early childhood education. Oxford University Press.

1Critical Reflection

What is critical reflection? 2018 NQS Element 1.3.2: Critical reflection: Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.

In education and care services, critical reflection means ‘Closely examining all aspects of events and experiences from different perspectives’ (Approved Learning Frameworks – EYLF p.13, FSAC p.12). To be confident in critical reflection it helps to understand how it differs from evaluating, summarising or recording what an educator is seeing or doing. Some examples of the differences are:

Critical reflection is… Evaluating/recording is… … looking in detail and creatively:

– thinking about practice and program decisions – exploring multiple perspectives – making the links between theory and practice clear – making purposeful changes to practice to improve children’s

outcomes.

… a diary entry or daily journal describing a child’s or children’s experiences during the day.

… asking key questions such as:

– What do we know about this child? – Why did we make the decision/respond the way we did? – Were we guided by our philosophy and theories about how

children learn (with a focus on equity, inclusion and diversity)? – How did we feel about the decision? – What went well? – What didn’t go well? – Should we continue, improve or change the decision/practice?

… a communication book between educators and leadership about what happened the day before and plans for the next day.

… an exploration of ‘feelings’:

– What were my feelings when it happened? – Why did I feel that way? – How can I use these feelings to motivate change for myself, the

team, and the service?

… stating an observation about a child’s progress – recording what you saw.

… a tool for professional and personal growth:

– Can I share my critical reflections at a team meeting? – Can I develop ideas for improvement? – Can I implement a change and what will it look like?

… planning a new experience based on an observation.

… a process that usually takes place after the decision/ practice, etc., has occurred.

… evaluating a situation to find out a child’s interests.

… done individually or in a group, such as with educators, children, families, or other professionals. A group setting gives us other perspectives.

… judging or assessing an experience to see whether or not it was successful. For example: ‘The children enjoyed this experience.’ (This is ‘evaluating’.)

… used to enhance our professional practice, identify improvements, and inform the decisions we make.

… used to strengthen our program, providing ongoing quality experiences for our children, with a particular focus on equity, inclusion and diversity.

… a continuous process of engagement.

… done in daily diaries, reflective journals, meetings and reflection sessions.

2 Critical Reflection

Critical reflection needs to be meaningful and an ongoing process to support the learning of educators and the service’s journey of quality improvement. Some areas of reflection have potential to cause debates within the team and these are best used as opportunities for learning to gain insights into various perspectives. The Approved Learning Frameworks refer to a lively culture of professional enquiry to reflect the ways that your team navigates (for example, listens to and aims to incorporate) educators’ differing views, in a respectful way (EYLF, p. 13, FSAC p.12).

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ACECQA 2019