GDECE 108 Professional Teaching Assessment Task 2 Professional Portfolio
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| University | Deakin University |
| Subject | GDECE 108 Professional Teaching |
GDECE 108 Assessment Task 2 Professional Portfolio
Week – 12
Weight – 30%
- 5 art-related lesson plans/learning experiences, focusing on dance, music, drama, visual arts, and media arts (appendix).
- 1 report reflects on 5 learning experiences you have implemented (1500 words equivalent).
5 Lesson plan must include:
- Date of the plan
- Children age groups: 0-2, 2-3 or 3-5 (Age group during placement block)
- Number of children
- Title of the learning activity
- Rationale of the learning activity
- Learning objectives (SMART)
- Link it to Learning outcomes from EYLF
- Grouping and physical learning environment
- materials and equipment
- indicators to assess the learning plan.
- photos if applicable
- Learning process: Introduction
- Personal Evaluation
1 critical reflection on 5 lesson plans:
- You may refer to ‘Questions to prompt deeper critical reflection’ and ‘What is critical reflection?’ on Moodle to better understand the critical reflection.
- Access and watch the video on
https://www.youtube.com/watch?v=UqjEY-kJFjo - Planning Cycle infographic v2_EDIT.pdf
- WHAT IS CRITICAL REFLECTION – NO EDITS.pdf
Questions to prompt deeper critical reflection
- How did my own experiences and knowledge influence my understanding and actions of a particular activity or interaction this week?
- How did I take into account the needs, perspectives and opinions of parents and their children in this situation?
- Did my personal values and possible biases enter impact on my experiences this week?
- How do my fellow educators, leader or view this situation or action?
- What do I need to find out more about?
- What other theories might provide me with a different viewpoint on this subject?
- In what way are my choices determined by the expectation of my early learning service or leader?
- What does this action/environment/observation tell me about?
- How can I acknowledge, respect and value children’s diverse identities?
- How could my team members/coordinator/leader/friend help me in this area?
- Were there broader social and/political or emotional issues that influenced my actions?
- Did my usual assumptions mislead my practice somehow? What assumptions can I challenge next time?
- What knowledge did I use to reflect upon observations this week?
- Why do I think that?
- What did I learn about this?
- How would I do it differently or better next time?
- How might the outcome of that activity/experience been different if I ……..
- What do you think? Why is that? How does it work for you? Why do you think your approach works more effectively than mine?
- What can I do next or differently to further extend the children’s (or my own!) learning?
GDECE 108 Assessment Criteria and Marking Rubric
| Criteria / Marks | High Distinction 80%–100% | Distinction 70%–79% | Credit 60%–69% | Pass 50%–59% | Fail 0–49% |
|---|---|---|---|---|---|
| Structure and information/30 | • Information thoroughly expressed in a rational, compelling and convincing manner.• Extensive integration of research findings to broader context.(24–30) | • Information predominantly expressed in a rational and convincing manner.• Very good integration of research findings to broader context.(21–23.9) | • Information is unclear at times.• Good integration of research findings to broader context.(18–20.9) | • Information unclear.• Adequate integration of research findings to broader context.(15–17) | • No information evident.• Inadequate integration of research findings to broader context.• Word count not met.(0–14.9) |
| Knowledge: Understanding of topic/30 | • Excellent understanding of the question.• Excellent evaluation of concepts, issues and information.• Evidence of extensive research.(24–30) | • Very good understanding of the question.• Very good evaluation of concepts, issues and information.• Very well researched.(21–23.9) | • Good understanding of the question.• Good evaluation of concepts, issues and information.• Very well researched.(18–20.9) | • Adequate understanding of the question.• Adequate evaluation of concepts, issues and information.• Adequate research evident.(15–17) | • Inadequate understanding of the question.• Inadequate evaluation of concepts, issues and information.• No/inadequate research evident.(0–14.9) |
| Style: Grammar and expression/20 | • The writing is academically rigorous, succinct and engaging.• Written in formal language.• Significance of examples and quotes clearly stated.• Excellent use of language and expression.(16–20) | • The writing is predominantly academically rigorous, succinct and engaging.• Predominantly written in formal language.• Significance of examples and quotes clearly stated most of the time.• Very good use of language and expression.(14–15.5) | • The writing style is inconsistent, and sometimes lacks academic rigor.• Language is sometimes informal.• Significance of examples and quotes not consistently clear.• Good use of language and expression.(12–13.5) | • The writing style often lacks academic rigor.• Language is often informal.• Significance of examples and quotes is unclear.• Adequate use of language and expression.(10–11) | • The writing style lacks academic rigor.• Language is consistently informal.• No or few examples or quotes used.• Inadequate use of language and expression.(0–9) |
| Citations and references/20 | • Excellent citations and references.• Excellent critical analysis of selected references.(16–20) | • Very good citations and references.• Very good critical analysis of selected references.(14–15.5) | • Good citations and references.• Good critical analysis of selected references.(12–13.5) | • Adequate citations and references.• Adequate critical analysis of selected references.(10–11) | • Inadequate citations and references.• No critical analysis of selected references.(0–9) |
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