Teaching Relevant and Informative, accurate Greater detail in some More information Points thorough, insightful, and clear with areas would have and detail was accurate and clear appropriate levels of enhanced the overall needed throughout with explicit detail detail throughout. effectiveness of this to ensure clarity, throughout. unit. relevance or accuracy. 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 lessons sequentially scope for greater connect learning with explicit links with implicit learning clarity and depth in concepts. between learning concepts addressed at some lessons. concepts. each stage. Assessment rubric is Assessment and/or Assessment Assessment rubric is Assessment and/or rubric comprehensive in rubric is well designed satisfactory and is unclear and does not design and intuitive in and thorough in its identifies a number of identify how the students its use. coverage of outcomes areas in which the have met the outcomes addressed. student/s can of the unit. demonstrate meeting the learning outcomes. DOMAIN STANDARDS PERFORMANCE RATING Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how 1.1 may affect learning. Students with diverse linguistic, cultural, religious and socioeconomic Standard 1 1.3 backgrounds Know students and how they Strategies for teaching Aboriginal and Torres Strait Islander students 1.4 learn Differentiate teaching to meet the specific learning needs of students 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 content and Literacy and numeracy strategies 2.5 how to teach it Information and Communication Technology (ICT) 2.6 Establish challenging learning goals 3.1 Standard 3 Plan, structure and sequence learning programs 3.2 Use teaching strategies Plan for and 3.3 implement Select and use resources 3.4 effective teaching and Use effective classroom communication 3.5 learning Evaluate and improve teaching programs 3.6
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 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 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how may affect learning. 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
ins-wedpbedp-epr201-_final.docx