Below is a list of all the steps you will need to carry out to complete this task.
1. Identify a construct you will be teaching. Ensure this construct is linked to the curriculum.
2. Write level descriptions for the construct. These can be based on one or more of the following: research literature, a Guttman analysis, a pairwise comparison, an adapted taxonomy, work samples. If you have taught the construct many times, you may also use experience to describe the construct levels.
3. Collect evidence of student proficiency in the construct using formal and/or informal assessment methods.
4. Map the ZPD of your students to the levels in the construct (this could be on a Guttman chart).
5. Identify evidence-based and/or theory informed teaching strategies you will use to teach your students. The strategies may come from specific research literature, research syntheses/meta-analyses. You should also consider learning theories in the selection of strategies across the teaching plan. The strategies you identify must be able to be implemented within your regular teaching context. It is expected that the strategies would support the learning of all students within the class at their ZPD. 1200 words.
6. Document your teaching plan (this can be summarized in one page).
7. Implement your teaching plan (ideally eight weeks of teaching but can be less).
8. At the completion of your teaching, use formal and/or informal assessment methods to collect evidence of student proficiency on the construct.
9. Map the post-teaching ZPD of your students to the levels in the construct. Compare the pre- and post- levels of your students. Use the template provided in Week 6, Activity 6.2 to present this information.
10. Evaluate the impact of your teaching using a range of evidence, including student data. 1200 words
Steps 1 to 4 constitute a hurdle task. Though you are required to complete all steps, you will be assessed only on Steps 5 and 10, via the eight rubrics below.
STEP 5 and 10 is the real analysis. STEP 5 and 10 is answered on the next page. The other steps are documents that is needed for the assignment.
You should insert tables, charts and graphs into this document via cut and paste, snipping tool etc. All appendices should be included after the text.
Age group/class of target students:
Short description (100 words) of context:
Part One - Identifies evidence-based strategies for use in your teaching (1250 words)
Criteria 1. Describes the evidence base for strategy/ies
Criteria 2. Discusses the credibility of the evidence base
Criteria 3. Explains the suitability of the strategy/ies to cater for the range of ZPD groups
Criteria 4. Discusses the influence of context on the selection of evidence-based strategies
Part Two - Evaluates the impact of your teaching (1250 words)
Criteria 5. Interprets student growth data to inform evaluation
Criteria 6. Interprets other sources of evidence (e.g., student attitude, teacher workload, school resourcing)
Criteria 7. Makes inferences by combining evidence of student growth with other sources of evidence
Criteria 8. Discusses the impact of your teaching
Appendix A: Construct including curriculum link and source (i.e., set of rubrics, progression)
Appendix B: Explanatory documents related to the teaching plan (summary of teaching plan)
Appendix C: Evidence of student growth (template from Week 6, Activity 6.2)
Appendix D: Summary of other evidence (in a table)
Appendix E: Reference list detailing literature/videos etc. cited