A Sequential Plan of a Learning Experience

A‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍ssessment overview Word count: Approximately 1800 words (+/- 10%) Overview of assignment This assignment is an opportunity for you to demonstrate what you understand and what you can apply in relation to planning a sequence of learning experiences (e.g., 1-3 lessons). The assignment needs to be written within a specific template document entitled ‘Assessment 3 Template’ (this has been supplied). Please use the fields presented for you in this template as it is intended to make clear the requirements of the tasks. The planning template has two parts, which should be submitted together as a single document. Part 1 - Template (approximately 1300 words - worth 28 marks) Part 2 - Template (approximately 500 words - worth 12 marks) The Assessment 3 Template also has a number of notes and instructions within it that are intended to assist you to understand the requirements of the task. These notes and instructions are not included in your word count. A number of additional supporting documents and resources that will be useful for Assessment 3 will also be made available via the unit’s Moodle site. Please note that the duration of your planned learning experience may vary. A rough guide is that it could spread over one to three lessons depending on the year level and the activities you plan to use (please keep in mind your word limit when deciding this – any longer than three lessons and you will be using up too much of your word count on organisational detail). A brief description of the requirements for each part is given below.

 PART 1 - Template (approximately 1300 words, worth 28 marks) WHAT

a. First, indicate the ‘What’ of your learning sequence. This will entail selecting a Key Learning Area (KLA), and providing other information as indicated in the Part 1 Template. Choose the KLA that you would be most comfortable teaching. Some information about KLAs, stages and year levels in the NSW syllabuses are provided in the link below. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/curriculum-syllabuses-NSW WHY

b. Then, provide a brief rationale for ‘Why’ you have selected this learning experience. In addition, provide 2 subject specific learning outcomes that your learning sequence seeks to facilitate for students. In selecting your learning outcomes refer to the relevant section of the NSW syllabus of your choice. Some links are provided below. K-10 NSW Syllabuses - https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/syllabuses-a-z Years 11 and 12 NSW Syllabuses - https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/syllabuses-a-z

 c. Write a brief explanation of the relevant prior learning (PL) that the hypothetical students that will undertake your learning sequence have already experienced. Knowing and making clear what skills and experiences students already have (e.g. PL of content matter, graphic organisers, CL structures), and relating this to the task that you are planning is very important.

d. Name the Graphic Organiser (GO) that will be employed as part of the learning sequence. Provide a brief rationa‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍le of how the use of this GO will help facilitate the specified learning outcomes of the learning sequence. Attach as an appendix a copy of the GO that will be used (at the end of the document).

e. Write a brief rationale for the implementation of the compulsory cooperative learning structure – Jigsaw – in your learning sequence. Briefly describe how this cooperative learning structure will assist students to achieve the specified learning outcomes of the learning sequence. Please be aware that the cooperative learning structure Jigsaw has been specified for use in this assignment (it is the cooperative learning structure that must be used).

f. Provide a rationale for how students will be allocated to the groups for the learning sequence. The use of a pedagogically sound rationale for formulating collaborative learning groups is very important. HOW g. In Section

g., provide clear and concise descriptions of the sequential steps of your planned learning experience for students. This is the ‘How’ in the teaching cycle. Ensure that the planned actions of the teacher and the students at each phase of the learning sequence are clearly described. Include notional time frames for the various phases of the learning sequence (including the total duration of each lesson, e.g., 60 minutes). As part of Section g., remember to indicate where in the learning sequence the Graphic Organiser (GO) will be implemented. Also, remember to include a description of the implementation of the collaborative learning structure – Jigsaw. As part of your description of the use of the collaborative learning structure, indicate in parentheses where each of the five collaborative learning principles become operative. Also, as part of this section please indicate the type of assessments (e.g., diagnostic, formative & summative) and assessment tools that you will employ. You must also indicate the pieces of evidence that the teacher would use to assess the achievement of the two selected learning outcomes. Section g. is the main component of Part 1 and therefore should be allocated a significant proportion of the word count.

Part 2 - Template (approximately 500 words - worth 12 marks) Analyse the planned learning sequence for the following: a. Alignment with an educational taxonomy Analyse the learning sequence to identify where in your learning sequence two higher levels of thinking from Bloom’s revised taxonomy have been implemented. The top three levels of thinking are generally referred to as the higher order levels of thinking (choose two from Analyse, Evaluate, Create). Name the two higher order thinking levels from Bloom’s taxonomy present in your learning sequence, and clearly describe where (and how) in your learning sequence these levels of thinking are implemented. b. Alignment with cooperative learning principles Provide more detail about how two Cooperative Learning (CL) Principles have been implemented in your learning sequence. You will address Individual Accountability and Group Processing. Define each CL principle (Individual Accountability & Group Processing), and clearly describe where (and how) in your learning sequence these‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍ CL principles are facilitated.

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