Reference no: EM132865226 , Length: word count:1500
A brief statement of the purpose of the task and how it relates to the key learning outcomes:
The purpose of this task is to allow the PSTs to investigate, prepare and practice the skills required to teach science concepts to young learners, including scaffolding skills, constructivism and student engagement. It enables them to research, understand and learn scientific content and to experience, understand and evaluate productive interactions between teacher and learner that results in the understanding for the learner.
Development of the presentation will require the PSTs to investigate and understand the relevant curriculum policies and guidelines and to implement them into their presentation.
A brief description of what students are being asked to do to fulfil the requirements forcompletion of the task:
This task involves three sections.
Section 1 requires students to investigate the context of the school classroom and learners that they will bepresenting to, plan an activity using the relevant curriculum documentation and prepare the resources requiredfor the activity. They will investigate strategies for scaffolding student learning and plan to practice thesestrategies through their presentation. Safety considerations will need to be addressed by the students. They willprepare a Teacher Resource for their activity and share this with their peers.
Section 2 requires the students to teach their activity three times to different groups of learners. During theteaching, students will think about how their knowledge changes as they teach the same thing a number oftimes in terms of; what the children already seem to know; what works well and what does not; what might haveworked better etc.
Section 3 requires the students to reflect on their teaching experiences and the planning that went into themto evaluate the effectiveness of their instructional scaffolding, what students require in order to learn and therelationship to teachers' dispositions and core teaching practices.
3. A clear statement of the criteria that will be used to grade the task;
• Demonstrate knowledge of the nature of Science including science theory and inquiry.
• Uses curriculum and assessment knowledge to plan an engaging science activity.
• Organises content and resources to develop a teacher resource.
• Uses knowledge of "Instructional Scaffolding" elements to plan an activity in order to be able to practicethem.
• Plans for and uses appropriate and engaging resources.
• Demonstrates knowledge of safety requirements through the preparation of a Risk Assessment for theactivity.
• Communicates the activity to peers, accepts and uses feedback effectively.
• Reflects on the effectiveness of Instructional Scaffolding strategies.
• Identifies what students require to learn effectively and how assessment strategies enableunderstanding.
• Discusses the Teaching Dispositions and Core Teaching Practices for enabling student learning.
4. A clear description of who will be the assessor (ie peer review, self-reflection, tutor,lecturer etc);
The lecturer will assess the task.
5. A clear statement of the weighting of each criteria used in the judgement process ofthe task;
Not all assessment criteria are weighted equally.
6. An indication of the approximate amount of time students should devote to the task;
Students should devote approximately 12 - 15 hours to completing this task.
Attachment:- Requirements.rar