Overview of assignment  The assignment has two major parts, the first of which is multi-faceted. PART 1  In Part 1, there are six sections. In these sections, you will address the topics of Learning, Cooperative Learning, and Graphic Organisers using the structural framework of Bloom’s (revised) Taxonomy. Thus there are different tasks in each section, requiring different cognitive processes (types of thinking) from the taxonomy. In each section, you are expected to demonstrate the designated type of thinking.   In Part 2, you will map the assignment against the National Teaching Standards.   OUTCOMES  By completing this assignment, you will:  • understand Bloom’s Taxonomy and its value as a planning tool to provide depth within a topic • demonstrate the different types of thinking in Bloom’s Taxonomy • demonstrate your understanding of learning theory • demonstrate your understanding of cooperative learning • practise constructing graphic organisers • discover the differences between mind maps and concept maps • plan a lesson or lesson segment • gain a working knowledge of the National Professional Standards for Teachers at the Graduate career stage • engage in higher-order thinking by applying, analysing, evaluating and creating

READING  The reading required for successful completion of Part 1 of the assignment is specified in your Weekly Study Timetable, Weeks 1–5. (See attached guide and chapters for reference )   PART 2  For Part 2, you need to consult the National Professional Standards for Teachers: www.teacherstandards.aitsl.edu.au

PART 1  Using Bloom’s Taxonomy  REMEMBERING TASK:Define the following ‘learning terms’ in your own words. You may use your textbook or other sources but be sure to include a reference.   LEARNING TERM MEANING  constructivism Zone of Proximal Development schema metacognition real learning deep learning

UNDERSTANDING  TASK: Construct a mind map on ‘Learning’ including all the terms from Remembering plus any others you think are relevant. It is not possible to be specific about the number of terms you should include but we anticipate at least 10. Be sure you understand the structure of a mind map (see your text, p.83- See attachement provided)  *You can and should use LucidChart (www.lucidchart.com) to draw your mind map (and also the concept map in Creating below).

APPLYING  TASK: Choose a topic you might have to teach and/or that you know well. Write a brief lesson or lesson segment that: (1) incorporates the cooperative learning structure Noisy Roundrobin; and (2) requires your students to construct a graphic organiser (not necessarily as part of the Noisy Roundrobin). [You do not have to construct this graphic organiser for the assignment.]   Depending on your plan, you may need to describe part of a lesson only, a whole lesson or multiple lessons. Every step in the lesson/sequence does not have to be described in detail (an abbreviated summary will do) but your marker needs to be able to follow what the students will be doing. You must make it clear in your description that you understand how to use the CL structure correctly and where the graphic organiser is incorporated. The part of the lesson/s where the cooperative learning structure is used must be described in sufficient detail to demonstrate how the three Principles Positive Interdependence, Individual Accountability, and Group Processing are incorporated.  [Note that in the Analysing section below, you must document where/how you have incorporated these Principles in your lesson. You therefore need to plan your lesson accordingly.]   ANALYSING  TASK: Analyse your Applying lesson using the table below :-   Present your response in a table with the format shown (you can make it landscape if you wish). You can add or delete rows as necessary — you do not have to incorporate all MIs or all types of Bloom’s thinking. It depends on your lesson as to how many of each category will be included.   Lesson analysis Part 1: Multiple Intelligences used in the lesson  Name of MI Specific part of lesson where MI is used

Lesson analysis Part 2: Bloom’s thinking used in the lesson   Name of type of thinking Specific part of lesson where this type of  thinking is required

Lesson analysis Part 3: CL Principles incorporated (3)  Name of CL Principle Describe how each of the three specified Principles is incorporated and the specific part of the lesson where each one is evident.   1. Positive Interdependence 2. Individual Accountability 3. Group processing

EVALUATING  (a) Copy and paste your answer to q.3 from Assignment 1: ‘What does it mean to learn something?’   MY ANSWER – QUESTION 3) What does it mean to learn something? “…Learning is part of life, to learn something is to gain new knowledge or skills through study, practice or just experience”.   (b) Then in up to a page of writing (? 250 words), write a new response to q.3 to reflect new ways of learning in teaching at this time. Your new response should demonstrate greater understanding and you should use the following four ‘learning theory’ terms (plus others if you wish) in your response: schema, ZPD, metacognition/metacognitive, constructivist/constructivism.   (c) Now select one point from part B response and in 1-2 paragraphs justify why you need to include the point in your future teaching, and what it implies for your future teaching   CREATING  TASK: Construct a concept map to show the concepts that contribute to ‘effective learning’.Include all the terms from the Remembering activity (plus more from your Understanding mind map). Again, it is impossible to be precise about the number of concepts you need to include but we anticipate about 20, and that there will be more than in your mind map because your analysis extends further. Your concept map is expected to demonstrate a comprehensive understanding of ‘effective learning’ and to be significantly different from your mind map. (One of the outcomes of this assignment is for you to discover the differences between mind maps and concept maps.)   PART 2 OF ASSIGNMENT-   Part 2: Mapping the assignment against the National Professional Standards for Teachers — Graduate career stage   The National Standards are commonly referred to as the AITSL Standards, where AITSL stands for Australian Institute for Teaching and School Leadership. These Standards have replaced the NSW Standards referred to in your textbook. You can access the Standards at: www.teacherstandards.aitsl.edu.au   Select four (4) Focus areas from the Standards that you think you have addressed by completing this assignment. Make sure you choose focus areas from at least two different Standards.   Write out each focus area and the Graduate Standard; e.g. 3.4 Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.   Justify in a sentence or two how and where you addressed each Standard in this assignment. Make sure you refer to more than one section of the assignment (e.g., don’t just select Standards that you addressed in your Applying lesson). Obviously some Standards cannot be demonstrated in writing so select four that can be, i.e. that do not need a face-to-face context. For example, you cannot demonstrate giving oral feedback in a written assignment. You may present your analysis in a table if you wish.

 

 

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