Construct a concept map that show the links between five key concepts below to the students:
1. English as an additional language
2. Intercultural understanding
3. Teacher/learner relationships
4. Collaborate learning
5. Motivation/Engagement
From the Unit Guide:
Detailed Description
Pre-service teachers (students) will create a concept map to identify and link actual and potential
practices within the context of their professional experience setting, making use of internet research,
prior knowledge, pre-placement contact and discussions with their supervising teacher and peers as a
way of preparing for their teaching and learning. The concept map will allow pre-service teachers to
draw inference about the professional experience context that is, the culture and practices of the
learners, teachers and their community (that is, the pre-colonial history of their community and local
community organisations including Aboriginal and Torres Strait Islander communities), to propose
potential practises and questions for further inquiry while in the professional experience setting.
This is an individual assessment task. The concept map will introduce students to the structures within
the Deakin Authentic Teacher Assessment that pertain to creating a succinct context statement.
1. Concept Map – Convert your file to a PDF document to be submitted. (750 words equivalent)
2. Five (5) key concepts on the concept map will be selected and briefly annotated and
referenced (250 words per concept). These concepts should then be the basis of five
questions you will ask your mentor teacher about how best to plan for the learning of your
learners in this placement – Total 1250 words
3. Two context tables (included as appendices not included in the word count). These tables
introduce you to the structure and content of the Context Statement that forms part of your
Deakin Authentic Teacher Assessment (Deakin ATA). You will build on these context tables in
EPR7*2 Assignment 2 in order to develop a ‘context statement’. Note: you will present the
same tables for your assessment items in EEE752. This information is data to inform your
context map.
4. A list of references
EPR7x2 Assessment Task 1: Concept Map
Tri-2, 2019
Pre-service teachers will create a concept map to identify and link knowledge of their learners and community and actual and potential practices within their professional experience context, which promote and support learners and learning.
Pre-service teachers will make use of information gathered about their professional experience context, prior learning from units taken earlier in the course, readings for this unit, internet research, and discussions with their peers and mentors as a way of continuing to prepare for teaching and learning in their professional experience context. The concept map will allow pre-service teachers to draw inference about the professional experience context that includes pre-colonial history of their community, local community organisations including Aboriginal and Torres Strait Islander communities toMpropose potential practices and create questions for further inquiry while in the professional experience setting. The concept map will introduce associate/pre-service teachers to the structures within the Deakin Authentic Teacher
Assessment that pertain to creating a succinct context statement.
Due Date: Sunday 18th August 2019 at 11:59pm.
Student output: Output for this assignment equivalent to workload of writing a 2000 word essay.
Weight: 40%
Submission: Online via CloudDeakin
This assignment consists of four components – all four components must be submitted:
Rationale
This first assessment task is designed to assist you to:
• Refine and demonstrate your understanding of your school/centre context and a specific
group of learners with whom you interact (ULO1, ULO2; AITSL Standard 1);
• Assist you to target your planning and teaching practice to the needs of the learners in your
context (ULO4; AITSL Standards 1, 3 & 4);
• Assist you to explicitly identify links between theory (academic literature) and practice (ULO2,
ULO4; AITSL Standard 6); and also
• Assist with your planning for Assessment Task 2 for EPR7x2.
In essence, this first assignment is designed to provide you with a visual representation and a starting
point for developing your ‘context statement’ which you will present with your second EPR7x2
assignment (the SWOT analysis). The context tables, and the eventual context statement, are also
important for markers as you will use these to contextualise your responses to the assessment tasks.
Criteria for Assessment
1. Provides insight into the learners in the
context (identifying nature and extent of
diversity of the learners), and the context
of the broader community (pre-colonial
history and local community
organisations and reference to Aboriginal
and Torres Strait Islander communities).
2. Provides insight into the culture of the
learning environment (including norms
and communication) and articulates
pedagogical approaches relevant to the
learners in the context.
3. Identifies and explains relationships between elements of the concept map (with the learners
at the centre) that impact on learner disposition and engagement in problem solving,
reasoning and critical thinking.
4. Makes relevant and informed connections between theory, learners, and practice by
incorporating a range of correctly referenced, relevant academic literature including literature
from EEE, EPR and subject learning area units.
5. Identifies questions and the kinds of evidence required to develop a deeper understanding
of the learners and learning and teaching practices/approaches relevant to this context and
these learners.
KEY
Concepts – terms in the boxes of concept
map, and those selected and annotated
Connecting lines and words on the concept
map used to explain the connection
Propositions – terms in the boxes arising
from connections and included selected
annotations
References – cited in boxes or lines on
concept map, in annotations and in reference
list
EPR7x2 Assessment Task 1: Concept Map RUBRIC
Criteria
High Distinction
Distinction
Credit
Pass
Not satisfactory
Criterion 1: Provides insight into the learners in the context and the context of the broader community
Provides critical insight into the learners and their community and cultural context.
Provides deep insight into the learners that is related to the school and broader community.
Provides extended insight into learners and their community context.
Provides basic insight into learners and their community.
Does not provide or provides minimal or superficial insight into learners and their community.
Criterion 2: Provides insight into the culture of the learning environment and articulates pedagogical approaches relevant to the learners
in the context.
Provides critical insight into the learning environment and articulates actual and relevant pedagogical approaches.
Provides deep insight into the learning environment and articulates relevant pedagogical approaches.
Provides extended insight into the learning environment and potential pedagogical approaches.
Provides basic insight into the learning environment and possible pedagogical approaches.
Does not provide or provides minimal or superficial insight into the learning environment and pedagogical approaches.
Criterion 3: Identifies and explains relationships between elements of the concept map that impact on learner disposition and engagement in problem solving, reasoning and critical thinking
Explains relationships between elements of the concept map that impact on learner engagement in problem solving/creative thinking AND reasoning/critical thinking
Explains relationships between elements of the concept map that impact on learner disposition AND engagement in problem solving/creative thinking OR reasoning/critical
thinking
Explains relationships between elements of the concept map that impact on learner disposition and engagement in learning
Identifies relationships between elements of the concept map that impact on learner engagement in learning
Does not identify or identifies superficial relationships between elements of the concept map that impact on learner engagement in learning
Criterion 4: Makes relevant and informed connections between theory, learners, and practice by incorporating a range of correctly referenced, relevant academic literature including literature from EEE, EPR and subject learning area units.
Makes relevant and informed connections between theory and practice by incorporating an extensive range of academic literature from EPR702, other unit readings, and self-sourced literature; follows required referencing conventions.
Makes relevant and informed connections between theory, and practice by incorporating relevant academic literature from EPR702, other unit readings and self-sourced literature; follows referencing conventions with few deviations.
Makes relevant and informed connections between theory, and practice by incorporating relevant academic literature from EPR702 and other unit readings; follows referencing conventions
with few deviations.
Makes relevant and informed connections between theory and practice by incorporating relevant academic literature from EPR702 required and recommended readings; generally follows referencing conventions.
Connections between theory, and practice are not informed by, OR are superficially informed by, relevant academic literature, OR, the literature cited does not attempt to follow referencing conventions.
Criterion 5: Identifies questions and the kinds of evidence required to develop a deeper understanding of the learners and learning and teaching practices/approaches relevant to this context and these
learners.
Highlights and explains concepts, questions or evidence that are critical for developing understanding of learners and teaching in this context.
Highlights and explains concepts, questions or evidence that are important for developing understanding of learners and teaching in this context.
Identifies and explains concepts, questions or evidence that are relevant for developing understanding of learners and teaching in this context.
Identifies concepts and questions or evidence relevant to developing understanding of learners and teaching.
Does not identify concepts, questions or evidence relevant to developing understanding of learners
Overall Score
High Distinction
Distinction
Credit
Pass
Not satisfactory
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Context Tables (must be completed and submitted with the first assignment)
Table 1: School Context –
School name/pseudonym
School motto
Location
School Type
Enrolment
Socio economic factors
% Born in other countries (ABS data)
Special programs
Language(s) taught
Diversity
The traditional owners of the land (The X
People)
Community Aboriginal sites
Local Aboriginal community relationships
Other features as important to context
Refer to: My School, ABS data, ACARTA (Australian Curriculum, Assessment and Reporting Authority), ICSEA (Index of Community Socio-Educational Advantage), AIATSIS (Aboriginal Institute of Aboriginal and Torres Strait Islander Studies) map and school website, Victorian Aboriginal Education Association Inc
Table 2: Classroom Context
Grade/Year Level
Learning Area/ Subject/ Topic
Number of students
Ratio of boys/girls
Cultural diversity
Languages spoken
Aboriginal and Torres Strait Islander people
% Languages other than English
Other
PLEASE NOTE:
More detailed Context Table Templates for Early Childhood and Primary/Secondary School contexts are available under the Assessment tab under Resources.
Please find and complete the relevant table for your placement site.
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Alberto J. Cañas & Joseph D. Novak http://cmap.ihmc.us/docs/co nceptmap.php
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Possible process to follow:
1. Complete the two context tables. Choose one of your classes to use for the Class Context table. You should be easily able to access this information from your school. See web links for information that you are finding difficult to get information about prior to the commencement of your placement.
2. Familiarise yourself with concept maps – See the web links to information and software. Talk with your peers and colleagues to find out who knows and uses concept maps in their teaching.
3. Actual and potential practices – Think about what you have learned about primary students, your placement school, and your primary teaching since commencing the course. Have conversations with your supervising teacher and peers to identify other actual and potential practices for your teaching and your students’ learning.
4. Use these conversations to start to identify the concepts for your map – record these on sticky labels include relevant citations; continue to add new concepts or revise the wording of these concepts as you consider further ideas from your reading and research.
5. Review readings for this unit (especially modules 1 & 2), and recall and review readings from your previous units – especially those concerning knowledge of students, and pedagogical approaches. View lecture notes and lecture recordings, video links to illustrations of practice (AITSL) and, search for further the literature on concepts you think might need/want to include in your concept map. Keep records of your readings and add to these as you pursue further ideas.
6. Arrange the sticky labels on a poster and identify the relationships and potential links between the concepts recorded, drawing lines and insert connecting terms on the lines. Keep a record of this map – take a photo.
7. Rearrange the sticky labels and redraw connections to consider alternate arrangements and connections on your map.
8. When you think you have your final plan – then start documenting it using Concept Map tools or other drawing tools from various software you are familiar with.
9. Select five (5) key concepts from your concept map and prepare 250 words annotations for each of the five concepts.
10. Don’t forget to prepare a reference list, citing references included on your concept map and in your annotations.
11. Convert your concept map document to a PDF file before submitting.
