Teaching Relevant and thorough, Informative, accurate Greater detail in some More information Points insightful, accurate and and clear with areas would have and detail was clear with explicit detail appropriate levels of enhanced the overall needed throughout. detail throughout. effectiveness of this throughout to unit. ensure clarity, relevance or accuracy. Sequence of Very clearly Pre-service teacher is Learning is Lessons are fragmented Learning communicated and beginning to connect sequenced and do not explicitly logically sequenced with lessons sequentially satisfactorily. There connect learning explicit links between with implicit learning is scope for greater concepts. learning concepts. concepts addressed at clarity and depth in each stage. some lessons. Assessment rubric is Assessment and/or Assessment Assessment rubric is Assessment and/or comprehensive in design rubric is well designed satisfactory and rubric is unclear and and intuitive in its use. and thorough in its identifies a number of does not identify how coverage of outcomes in which the the students have met addressed. student/s can the outcomes of the demonstrate meeting unit. the learning outcomes. PERFORMANCE RATING DOMAIN STANDARDS S:Satisfactory D:DevelopingSatisfactorily U: Unsatisfactory L:Limited opportunity 1.2 Understand how students learn Standard 1 S D U L 1.3 Demonstrate knowledge of teaching strategies that are S D U L responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Demonstrate broad knowledge and understanding of the S D U L impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Teaching Points Relevant and thorough, insightful, accurate and clear with explicit detail throughout. Informative, accurate and clear with appropriate levels of detail throughout. Greater detail in some areas would have enhanced the overall effectiveness of this unit. More information and detail was needed throughout to ensure clarity, relevance or accuracy. 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 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 S:Satisfactory D:DevelopingSatisfactorily U: Unsatisfactory L:Limited opportunity Standard 1 1.2 Understand how students learn S D U L 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. S D U L 1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. S D U L
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