66162 – The Assessment TaskAnalysis of teaching and learning

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The Assessment TaskAnalysis of teaching and learning momentBased on a moment of learning from your selected teaching and learning context (video, workplace, family interaction) collected in the form of a written reflection/ anecdotal observation, the student will conduct an analysis using the theories of learning, to determine the relationship and impact of their teaching on student learning. A key aspect of the analysis is how to improve this teaching and learning event by drawing on one or more theories of learningStructure of assignment:Description of a moment of learning:Describe the physical space of the classroomA visual representation of the classroomFurniture fixed settings, sofas or chairsResources – whiteboard, technology e.g. computers, display areasThe moment of learningWhat was the learning intention?What did the educator do, and what did the students do?What sort of interactions took place between the students and the educator?Analysis of a moment of learning:Based on your knowledge of the four theories of learning covered in the modules:What were the key moments of teaching/learning that you can identify? Relate these moments to a particular theory/model of teaching and learningWhat key strategies did you note being used by either students or teachers?Overall, which theoretical perspectives seem to influence the educator in your moment of learning? What makes you think this? Give one annotated example of a teaching and learning interaction to support your case (by annotated I mean describe what happened, and then relate it to a learning theory or model/strategy).What do you think the benefits/limitations were of the use of this particular theory of learning?Linking teaching, learning and learning outcomes:How did the use of space allow interactions, relationships, social learning, personal learning, student/educator movement, access to teachers, and orderly routines?Thinking overall about your moment of learning, what worked and what did not work (think about student engagement and levels of productivity, student/educator behaviour, and emotional reaction – sense of belonging, connectedness, interest, value, and investment?sessment 2: Teaching and Learning Moment Currently, most students will be going on placement; however, there are those who will not be on placement. This assessment has been modified in the event that some students enrolled in this subject will not be undertaking professional experience. For these students to engage with the task,Teaching and Learning Moments can be sourced from the following:- Workplace- Family- Video Clips – See below (you will be prompted to sign into the library before you canaccess the videos.Early Childhoodhttps://latrobe.kanopy.com/video/learning-through-play-3-4-year-old-observation-filmThis link has a number of videos, please select any of them to inform your teaching and learning moment. https://latrobe.kanopy.com/video/learning-through-play-3-5-yearsPrimary/Secondary schoolSound routines Career Stage – Graduate Main Focus area – 4.2 School – Harvey PrimarySchoolHere a graduate teacher provides clear learning goals, lesson overviews and clear directions for her students. Sound routines have been established so that prior to the start of the formal school day, students enter the class and practice literacy and numeracy exercises. This routine promotes engagement from the very beginning of the school day. The lesson is divided into whole group ‘mat sessions’ along with smaller group and individual activities. In addition to providing clear goals, a lesson overview and directions, the graduate teacher also provides positive encouragement to learners. She is able to discuss the rationale for her classroommanagement choices with her supervisor. https://www.aitsl.edu.au/tools-resour…Knowledge of concepts and substance Career Stage – Graduate Main Focus area – 2.1School – MacRobertson Girls’ High SchoolA graduate teacher reflects on how important it is for her to ‘know the content’ during a teaching placement. Such content knowledge involves a detailed knowledge of the texts the students have been studying in their year 9 English class, as well as the ability to contextualise these thematically and philosophically. The teacher has had to undertake additional research to gain the knowledge that she believes the students expect of her. Her supervisor is supportive of her delivery of the knowledge of the concepts and substance of the content area.https://www.aitsl.edu.au/tools-resour…Student led science inquiry Career Stage – Proficient Main Focus area – 3.3 School – StMary’s CollegeA Year 8 science teacher at St Mary’s College explains how she utilises student-led inquiry to help students develop key scientific concepts and skills. She works closely with students to help them identify an area of personal interest and to develop a method for their scientific investigation. Drawing on previous learning, and with support from their teacher, the students independently undertake their investigation and prepare a presentation of their findings for auniversity science fair. https://www.aitsl.edu.au/tools-resour…Achieving explicit learning goals Career Stage – Proficient Main Focus area – 2.5Secondary Focus area – 3.2 School – Melton Primary SchoolThe teacher structures his lessons around learning intention and success criteria, and utilises engaging and clearly defined tasks. The students investigate the various ways fractions can be described and expressed. At the end of the lesson, the teacher asks students to consider howtheir learnings can be applied to their everyday lives. https://www.aitsl.edu.au/tools-resour…Analysis of teaching and learning momentBased on an moment of learning from your selected teaching and learning context (video, workplace, family interaction) collected in the form of a written reflection/ anecdotal observation, the student will conduct an analysis using the theories of learning, to determine the relationship and impact of their teaching on student learning. A key aspect of the analysis is how to improve this teaching and learning event by drawing on one or more theories of learningStructure of assignment:Description of a moment of learning: Describe the physical space of the classroom• A visual representation of the classroom• Furniture fixed settings, sofas or chairs• Resources – whiteboard, technology e.g. computers, display areasThe moment of learning (as described in the observation/reflection)• What was the learning intention?• What did the educator do, and what did the students do?• What sort of interactions took place between the students and the educator?Analysis of a moment of learning:Based on your knowledge of the four theories of learning covered in the modules:• What were the key moments of teaching/learning that you can identify? Relate these moments to a particular theory/model of teaching and learning• What key strategies did you note being used by either students or teachers?Overall, which theoretical perspectives seem to influence the educator in your moment of learning? What makes you think this? Give one annotated example of a teaching and learning interaction to support your case (by annotated I mean describe what happened, and then relate it to a learning theory or model/strategy).What do you think the benefits/limitations were of the use of this particular theory of learning?Linking teaching, learning and learning outcomes:How did the use of space allow interactions, relationships, social learning, personal learning, student/educator movement, access to teachers, and orderly routines?Thinking overall about your moment of learning, what worked and what did not work (think about student engagement and levels of productivity, student/educator behaviour, and emotional reaction – sense of belonging, connectedness, interest, value, and investment?Student work:• What sort of work did the students produce?• Is this work evidence of learning? Given one example• What other evidence of learning can youWord limit: 1750 – 2000 wordsReferences: 10 would be the required minimumAnalysis of teaching and learning momentBased on an example from professional placement (collected in the form of a lesson plan, reflections, educator and student artefacts), the student will conduct an analysis using the theories of learning, to determine the relationship and impact of their teaching on student learning. A key aspect of the analysis is how to improve this teaching and learning event by drawing on one or more theories of learning.If you are not on placement – use any other teaching/learning moment: sports training, workplace training, homework, reading with your children, games-based learning, online modules, teaching and learning at University.Structure of assignment:Description of a moment of learning:Describe the physical space of the classroom/learning environment• A visual representation of the classroom• Furniture fixed settings, sofas or chairs• Resources – whiteboard, technology e.g. computers, display areasThe moment of learning• What was the (formal or informal) learning intention?• What did the educator do, and what did the students do?• What sort of interactions took place between the students and the educator?Analysis of a moment of learning:Based on your knowledge of the four theories of learning covered in the modules:• What were the key moments of teaching/learning that you can identify? Relate these moments to a particular theory/model of teaching and learning• What key strategies did you note being used by either students or teachers?Overall, which theoretical perspectives seem to influence the educator in your moment of learning? What makes you think this? Give one annotated example of a teaching and learning interaction tosupport your case (by annotated I mean describe what happened, and then relate it to a learning theory or model/strategy).What do you think the benefits/limitations were of the use of this particular theory OR part of this theory of learning?You do not need to apply the entire theory. For example, you may have observed a classroom where there was a lesson based on behaviourism. But what aspect of behaviourism? You could focus on the use of consequences to reward learning behaviour, OR perhaps you might use the direct instruction model to account for the way the lesson was organised/conducted.Linking teaching, learning and learning outcomes:How did the use of space allow interactions, relationships, social learning, personal learning, student/educator movement, access to teachers, and orderly routines?Thinking overall about your moment of learning, what worked and what did not work (think about student engagement and levels of productivity, student/educator behaviour, and emotional reaction – sense of belonging, connectedness, interest, value, and investment?Student work:• What sort of work did the students produce?• Is this work evidence of learning? Given one example• What other evidence of learning can you identify?

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