Sequence of Very clearly Pre-service teacher is Learning is sequenced Lessons are fragmented learning communicated and beginning to connect satisfactorily. There is and do not explicitly logically sequenced with lessons sequentially with scope for greater clarity connect learning concepts. explicit links between implicit learning and depth in some learning concepts. concepts addressed at lessons. each stage. Assessment Assessment rubric is Assessment and/or Assessment rubric is Assessment and/or rubric comprehensive in design rubric is well designed satisfactory and is unclear and does not and intuitive in its use. and thorough in its identifies a number of identify how the students coverage of outcomes areas in which the have met the outcomes of addressed. student/s can the unit. demonstrate meeting the learning outcomes. DOMAIN STANDARDS PERFORMANCE RATING Understand how students learn 1.2 Students with diverse linguistic, cultural, religious and socioeconomic 1.3 backgrounds Standard 1 Know students Strategies for teaching Aboriginal and Torres Strait Islander students 1.4 and how they Differentiate teaching to meet the specific learning needs of students learn 1.5 across the full range of abilities Strategies to support full participation of students with disability 1.6 Demonstrate knowledge and understanding of the concepts, substance 2.1 and structure of the content and teaching strategies of the teaching area. Standard 2 Curriculum, assessment and reporting 2.3 Know the Literacy and numeracy strategies 2.5 content and how to teach it Information and Communication Technology (ICT) 2.6 Establish challenging learning goals 3.1 Plan, structure and sequence learning programs 3.2 Standard 3 Use teaching strategies 3.3 Plan for and Select and use resources 3.4 implement Use effective classroom communication 3.5 effective teaching and Evaluate and improve teaching programs 3.6 learning Engage parents / carers in the educative process 3.7 Support student participation 4.1 Standard 4 Create and Manage classroom activities 4.2 maintain Maintain student safety supportive and 4.4
Sequence of learning Very clearly communicated and logically sequenced with explicit links between learning concepts. Pre-service teacher is beginning to connect lessons sequentially with implicit learning concepts addressed at each stage. Learning is sequenced satisfactorily. There is scope for greater clarity and depth in some lessons. Lessons are fragmented and do not explicitly connect learning concepts. Assessment Assessment rubric is comprehensive in design and intuitive in its use. Assessment and/or rubric is well designed and thorough in its coverage of outcomes addressed. Assessment rubric is satisfactory and identifies a number of areas in which the student/s can demonstrate meeting the learning outcomes. Assessment and/or rubric is unclear and does not identify how the students have met the outcomes of the unit. DOMAIN STANDARDS PERFORMANCE RATING Standard 1 Know students and how they learn 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.6 Strategies to support full participation of students with disability Standard 2 Know the content and how to teach it 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3 Curriculum, assessment and reporting 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT) Standard 3 Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents / carers in the educative process Standard 4 Create and maintain supportive and 4.1 Support student participation 4.2 Manage classroom activities 4.4 Maintain student safety
ins-wedp-epr211-final-2018.docx