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Assessment 1 submissions >> View/Complete Analysis and report Lesson outline template suggestion as a Word document.docx Marking Rubric for The Numerate Educator Assessment Task 1.docx Resources...

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Assessment 1 submissions
View/Complete
Analysis and report     
Lesson outline template suggestion as a Word document.docx Marking Ru
ic for The Numerate Educator Assessment Task 1.docx
Resources    
Assessment Task 1 - Analysis and report - (50%) Word count: 2000 words plus or minus 10%.
View recordings of a series of lessons conducted with a range of classes. Identify specific concepts being taught in two of the lessons and link to Australian Cu
iculum: Mathematics (Australian Cu
iculum and Assessment Reporting Authority [ACARA], n.d.) content descriptors or elaborations. Identify three aspects of best practice that are common to the different lessons, and justify your choice for each with references. Write a lesson outline for one of the recorded lessons using a lesson outline template.
Explanatory notes about Assessment Task 1 – FIVE STEPS
XXXXXXXXXXView recordings of a series of lessons conducted with a range of classes.
The lessons are provided at these links (note that links have recently been changed by AITSL):
Video A XXXXXXXXXXChristie Kawalsky – St. Albans East Primary School, Year 3/4 – Sharing chocolate bars
https:
www.aitsl.edu.au/tools-resources
esource/explicit-numeracy-experiences-illustration-of-practice
Video B XXXXXXXXXXMary Psaila – Pleasant Street Primary School, Year 6 – Palindromic numbers
https:
www.youtube.com/watch?v=9yY2ASiJlPg
Video C XXXXXXXXXXKelly Rhinehart – Humpty Doo Primary, Year 5 – Nine times tables
https:
www.youtube.com/watch?v=3dxfhxBQlnk&t=2s
The videos are produced by AITSL, the Australian Institute for Teaching and School Leadership Ltd. The AITSL website contains hundreds of videos demonstrating teacher practice at four levels of proficiency: Graduate, Proficient, Highly Accomplished and Lead Teacher.
For Video A, the AITSL notes reveal that the teacher is at “Graduate” level of proficiency and that the lesson content is ACMNA058.
The process used to make palindromes in Video B is visible on the whiteboard at 3:19. Note that “Maths300” is software which includes a computerised version of this process. This is shown at 3:46 where there is a system for displaying how many iterations are required.
XXXXXXXXXXIdentify specific concepts being taught in two of the lessons and link to Australian Cu
iculum: Mathematics (ACARA, n. d.) content descriptors or elaborations. (600 words +/- 10%)
Describe the concepts in your own words. Be specific about the concepts you identify – cite the content descriptor but also provide detail. Be mindful of the Proficiency Strands and identify any lesson goals which link to them.
XXXXXXXXXXIdentify three aspects of best practice that are common to the different lessons, and justify your choice for each with references. (800 words +/- 10%)
Clearly outline elements of best practice common to any two of the lessons and justify why you consider them to be best practice. Discuss the complete performance of the teacher, considering such visible actions as vocabulary, choice of resources and follow-on questioning. You may notice other elements of best practice as well. Academic references can be to the textbook, Reys et al. (2016), or to any reputable academic source including those in the Unit Readings.
Note: Discuss three examples of best practice in total (not 6). In other words, find an example of best practice in one video, then find ANOTHER video in which that example of best practice is also evident. Discuss how the example of best practice you've identified is exemplified in the two videos. Repeat this process another two times and you'll have identified and discussed three examples of best practice COMMON to the videos.
XXXXXXXXXXWrite a lesson outline for one of the recorded lessons using the lesson outline template. (500 words +/- 10%)
Ensure that your outline:
Is comprehensive yet concise.
Addresses the needs of all students.
Addresses the requirements of the Australian Cu
iculum: Mathematics.
- The lesson outline template, as a Word document, is attached at the top of this section.
XXXXXXXXXXIntroduction and Conclusion
In general, an academic paper has an introduction and a conclusion. Keep both short. For this task, the conclusion should contain a
ief reflection about what you have gained personally by undertaking this work. (You can use up to 100 words +/- 10% for the Introduction and up to 100 words +/- 10% for the Conclusion.)

Marking Ru
ic for The Numerate Educator Assessment Task 1 – Analysis and Report
This assessment represents 50% of the mark weighting of the Unit.
    
    Inadequate
    Satisfactory
    Sound
    Mark awarded
    Identify specific concepts being taught in two of the lessons and link to content descriptors / elaborations.
    Indications
Description/s not of the co
ect concepts; Descriptions
ief, vague or incomplete.
    Indications
Satisfactory description of concepts;
Adequate links to the cu
iculum.
    Indications
Clear and detailed description; Cu
iculum links are identified well.

     /16
    Identify three aspects of best practice that are common to the different lessons, and justify your choice for each with references.
    Indications
Inadequate or no identification of common best practice; Teacher performance is not appreciated co
ectly; Suitable academic references are not provided.
    Indications
Common best practice ideas are identified; Aspects of teacher performance are analysed; Some suitable academic references are provided.
    Indications
Clear and insightful discussion of best practice; Teacher performance is analysed well; Academic references are provided appropriately.
    /16
    Lesson outline for one of the recorded lessons using a lesson outline template.
    Indications
Description of objectives is unclear or unsatisfactory; Timing not approximated well; Inadequate appraisal of teacher intentions for differentiation; Unclear account of procedure.
    Indications
Objectives described clearly and appropriately; Good treatment of timing and teacher intentions; Good account of lesson procedure.
    Indications
Concise but comprehensive;
Timing and teacher intentions are well understood; Each lesson procedure episode is well-explained.
     / 10
    Academic writing and use of APA 6th edition style; Introduction and conclusion
    Indications
Poor presentation;
Dictionary definitions;
Significant APA faults;
Not within word limit; Deficient introduction and conclusion.
    Indications
Distracting grammar and spelling e
ors;
APA style attempted; Introduction and conclusion are suitable.
    Indications
Clear presentation;
APA style observed; Clear and insightful introduction and conclusion.
     / 8
    
    
    
    TOTAL
     / 50

You may use the lesson outline template below. Note that cells will resize to fit your text. Add or delete dotpoints as required. In the Procedure section, rows can be inserted or deleted.
    Learning Area/Topic:
    Grade/Group:
Lesson duration:
    Cu
iculum Content Descriptor / Link:
    Learning Objectives:
By the end of the lesson, the students will:
1.
2.
3.
     Preparation/Resources:
·
·
·
·
    EALD / Learning disability strategies and differentiation
·
·
    Students’ Prior Knowledge:
·
·
    Procedure:
    Time
    Teacher’s Activities
    Students’ Activities
    
    Lesson Introduction
·
·
    
    
    
    
    
    
    
    
    Lesson Conclusion
·
·
Closing activity
·
    
    Evaluation / Self-reflection
Answered Same Day Jul 05, 2020

Solution

Anju Lata answered on Jul 07 2020
136 Votes
Running Head: Analysis and Report
Analysis and Report 11
ASSESSMENT 1
ANALYSIS & REPORT
Australian Cu
iculum: Mathematics
Submitted by:………
Submitted to:…………
University:……………………
    
Introduction
The paper presents the analysis and report about a series of lessons conducted with a range of classes. It identifies specific concepts being taught in two of the lessons and links them to the Australian Cu
iculum: Mathematics (Australian Cu
iculum and Assessment Reporting Authority (ACARA, n.d.) content descriptors or elaborations. The analysis identifies three aspects of best practice that are common to the different lessons and justifies them. Finally, the report includes a lesson outline for one of the recorded lessons using a lesson outline template.
The Concept
In lesson A, the teacher tells the students how they can use numbers to represent the chocolate bar through whole numbers, fractions or decimals and lastly how to represent it in words through a story. The teachers collect data from the students through pre-assessment activities and listen out what the students need rather than focusing on the content of the cu
iculum. They keep students engaged through different group activities for each age group. The teacher encourages the students to use concrete materials like visuals of chocolate bar, copying it on a sheet of paper which the students can easily cut down into different parts and share it evenly between their group. They do a lot of hands-on activities with the children. The teacher gives the opportunity to each student to tell his own story about the chocolate bar. The teacher gives off a certain number of paper cutting strips to the students and asks them open-ended questions on how many they will be left with, if they give off certain strips to the friend. Such questions initiate cognitive thinking in the students to solve the problem.
According to the Australian Cu
iculum (Mathematics) for the age group of 3/4 years, the lessons about Fractions and Decimal Numbers include modeling and representing the unit fractions including 1/2, 1/3, 1/4 and 1/5 and their multiples to complete a whole (ACMNA058). It includes folding and partitioning a sheet of paper, and comparing the parts with their size. It also involves representing the fractions with help of paper cuttings and partitioning the areas, lengths, and collections to create halves, thirds and quarters. For example, folding and cutting the same sized sheet of paper to represent different unit fractions and comparing them.
The proficiency standard ‘Understanding’ is depicted in mathematics teaching, for the content of Alge
a and fractions. It reinforces the importance of working with the content mathematically and illustrates how the content is explored.
Lesson goals achieved through this lesson involves connecting the number representations with sequences of numbers, to partition and combine them, to communicate them using a particular language and recognize the symmetry.
In lesson B, the teacher tells the students to use a formula to make a palindrome sequence. The students used to test the different numbers to identify whether they make palindromes. They worked in groups to find out how many steps it takes to turn the numbers into palindromes. They used different color representation to identify different stages of converting the numbers to palindromes like Already Palindromes, One step Palindrome, Two-step Palindrome etc.
As per the Australian Cu
iculum, the proficiency of ‘Problem Solving’ is reinforced in this lesson to work with the content mathematically, to describe how the content is developed and explored. At this level, the problem solving involves formulating and modeling the given situation, through planning and discovering the number pattern to reach a conclusion. The teacher caters to a diverse range of abilities of students in the class by making the examples as real as possible and spending a lot of time in hands-on activities. Teacher has to use open-ended questions to support effective teaching and learning.
The content Descriptors for Year 3/4 includes for this lesson involves the use of Pattern and Alge
a. The students describe, continue and construct the number patterns which results from performing addition and subtraction (ACMNA060). The students identify the rules and formulas for designing number pattern; they describe the rule for creating the pattern and then work to create it individually. There is a lot of...
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