Assignment 2                          Resourcing, Planning and Teaching Science                                    Weighting 30%

 

View A+ Response to EDCURRIC 610 Assignment 2

 

The task
This assessment provides an insight into part of your learning journey in science. You have already taught your peers during the semester. Now we want you to teach THREE or more children, in your Tuesdays in Schools. (You can do this assignment with a group of just three children, or a larger group, or with the whole class.) They can be any age. You may teach any science topic – the topic you taught for peer teaching; the topic a peer taught for peer teaching; any topic that interests you personally; a topic that fits within the classroom programme at the time. Anything. Once you have planned and taught your children you will upload onto Canvas: ONE artefact,  justification for your artefact, and response to a hypothetical parental concern.

Task 1: Teaching children

Session 1:

Use one or more of the diagnostic assessment strategies from your course sessions to diagnose their prior understandings in any appropriate science area.  Ideally you want to do this with children individually.  It should only take around 5 minutes per child.

After your diagnostic session, collate and analyse the ideas that your children hold.  Use your analysis of their prior understanding to plan and prepare a sequence of activities to challenge or extend your children’s understanding. You may be addressing alternative conceptions or building on existing understanding. You can use the same lesson plan template you used for your peer teaching, or you may use a peer’s lesson plan with their permission.  You do not need to submit your lesson plan – but when planning do remember:

  • there should be a clear link between the diagnostic assessment and your teaching
  • there should be a clear learning intention.
  • which Achievement Aim and which Achievement Objective are you working towards?
  • address one key competency
  • address one aspect of the nature of science strand
  • include a summative assessment task.

Session 2:

Teach from your lesson plan – and collect artefacts as you teach (for Task 2 below). Your teaching session should last 30 minutes.

Task 2: Using artefacts to demonstrate Graduating Teacher Standards (15 marks)

Select ONE artefact which shows evidence of your science teaching. Choose the ONE artefact that you feel most clearly demonstrates how you have met a particular Graduating Teacher Standard. Your artefact could be an audio file link to diagnostic interview; a video with a private url in YouTube; a photo showing a child’s ‘aha moment’; a photograph of a sample of children’s work; a vimeo; a blog; a series of photographs of you teaching, etc. Be as creative as you can. Be sure that you adhere strictly to your school/class policy re the use of children’s photographs or videos.

For your selected artefact:

  • Write a 2 paragraph statement justifying which GTS you think it clearly demonstrates and highlighting the reasons why you have selected it.
  • Upload your artefact and accompanying justification onto Canvas.

(Maximum 220 word justification – 15 marks for artefact and justification)

Task 3: Your response      (15 marks)

The scenario: You have just finished teaching your science session in your Tuesday in Schools’ class. One of the parents emails you to say that their child really enjoyed the session, but as a parent he/she still finds himself/herself thinking, “Science is too hard to be taught in a Primary school, especially by teachers who don’t know enough to do a decent job of it.” The parent asks if you agree or disagree. Write a response, based on your experience of teaching science in Tuesdays in Schools. You must validate your argument with supporting evidence from Tuesdays in Schools or peer teaching, and course readings.

(Maximum 450 words – 15 marks)

Upload your artefact, justification and response onto Canvas. 

Marking Criteria

Task 2:  Your artefact and justification (15 marks)                        

Criteria for Assessment of Task 2:

Mark range Criteria Focus
13–15 You have uploaded an excellent artefact. Your statement justifying which Graduating Teacher Standard (GTS) your artefact demonstrated and highlighting the reasons why you selected it was exemplary. Excellent work
10–12 You have uploaded an strong artefact.  Your paragraph statement justifying which Graduating Teacher Standard (GTS) your artefact demonstrated and highlighting the reasons why you selected it was clearly articulated and was convincing. Well done.
8–9 You have uploaded an appropriate artefact.  Your paragraph statement justifying which Graduating Teacher Standard (GTS) your artefact demonstrated and highlighted was not overly strong.
0–7 Your paragraph statement justifying which Graduating Teacher Standard (GTS) your artefact demonstrated and highlighting the reasons why you selected it was inadequate.


Task 3:  Your response
          (15 marks)

Criteria for Assessment of Task 3:

Mark range Criteria Focus
12–15 Your response is of exceptionally high quality and shows excellent knowledge and understanding of the importance and potential of science within the curriculum and teaching. You have supported your argument well with evidence. Excellent written communication. We are convinced!
9.5–11

 

 

Your response is of very high quality and shows very good knowledge and understanding of the importance and potential of science within the curriculum and teaching. You have supported your argument with evidence. Very good written communication. We are convinced!
7.5–9 Your response is adequate and shows some knowledge and/or understanding of the importance and potential of science within the curriculum and teaching. Evidence or clarity is lacking. As parents we are not quite convinced.
0–7 Your response is inadequate and does not adequately demonstrate knowledge and/or understanding of the importance and potential of science within the curriculum and teaching. Evidence or clarity is lacking. As parents we not convinced.