Assessment 3 Report on Placement
Assessment 3 Report on Placement
50
1200 words
Monday 28th October, 5:00 PM
Report
In order to complete this assignment, you need to:
Prepare a report in the format presented below* Write in 12 pt calibri font (equivalent) and 1.5 spacing.
Submitted as a WORD document. Do not submit as a link to Google docs.
Add the assignment title, your name and student number to the footer on each page.
Include Reference List. A minimum of four references required.
* Word count is strictly 1200 words including in text citations and excluding reference list.
Format
Refer to Instructions for information on Format of Report.
Resources
Churchill et al (2022) Reflective Practice, Chapter. 13, Teaching Making a Difference 5th Ed. Wiley, pp 442-465
Lavrenteva, E., & Orland-Barak, L., (2019) Drop-outs, transformed professionals or change makers: prospective teachers beliefs acting as filters, frames and guides in pre-service education,Research Papers in Education, 34(6), 649-679, DOI: 10.1080/02671522.2018.1524926
Smidt, S., (2014) Part 1: What kind of teaching and learning do we want? Ch. 6 p. 64--75.Introducing Freire: A Guide for Students, Teachers and Practitioners, Taylor & Francis
Smidt, S., (2014) Part 2: What kind of teaching and learning do we want? Ch. 7 p. 77-88. Introducing Freire: A Guide for Students, Teachers and Practitioners, Taylor & Francis
Segal, A., Pollak, I., & Lefstein, A. (2017). Democracy, voice and dialogic pedagogy: the struggle to be heard and heeded.Language and Education,31(1), 625. https://doi.org/10.1080/09500782.2016.1230124van der Heijden, H. R. M. A., Geldens, J. J. M., Beijaard, D., & Popeijus, H. L. (2015). Characteristics of teachers as change agents.Teachers and Teaching, Theory and Practice,21(6), 681699. https://doi.org/10.1080/13540602.2015.1044328
Instructions
This assignment requires you to reflect on your engaged learning experiences in your TaCM placement. The reflection should include the following sections within suggested word limits.
Part A : Introduction: (Approximately 100 words)
Describe the placement setting (e.g. the school, class, students etc).
Part B: Reflect on yourself as a developing teacher (Approx. 500 words)
1. Briefly describe your roles and/or responsibilities (what you did) in your placement. (Approx. 100 words)
2. Describe the teaching related skills and knowledge you have developed (what you learnt about teaching) during your engaged learning experience. (Approx. 150 words)
3. Critically reflect on your placement experience in terms of your developing capacity as a future teacher (what you learnt about yourself). (Approx. 250 words)
Part C: Discussion: Reflect on how teachers can be change makers in the context of schooling (Approx. 600 words).
1. Reflect on Freires ideas for empowering learners (banking model, dialogic talk) in the context of your placement. (Approx. 300 words).
2. Examine TWO qualities of 'change maker' or 'change agent' teachers and discuss how these qualities would benefit students at your placement (Approx. 300 words)
PART D:Reference List (not included in word count)
Use of AI generated text
Use of generative artificial intelligence is not permitted in this assessment task without appropriate acknowledgement. Seeadvice on acknowledging the use of generative AIon the Library web page.
Improperly obtaining answers from a third party including generative AI to questions in an assessment may lead to sanctionsunder theStudent Misconduct Rule.A generative AI detection tool is used in Turnitin.
Assessment 3- Marking Criteria
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Describes context and role/responsibilities during placement and reflects on teaching skills and knowledge developed (8 marks) In-depth and insightful description of context and role/responsibilities during placement including teaching skills and knowledge developed. In-depth description of context and role/responsibilities during placement including teaching skills and knowledge developed.
Comprehensive description of context and role/responsibilities during placement including teaching skills and knowledge developed. Satisfactory description of context and role/responsibilities during placement including teaching skills and knowledge developed.
Limited description of context and/or role/responsibilities during placement and/or teaching skills and knowledge developed.
Critically reflects on one's developing capacity as a teacher resulting from placement experiences. (10 marks) Evaluative and reflexive consideration of one's developing capacity as a teachr resulting from placement experiences. Evaluative consideration of one's developing capacity as a teacher resulting from placement experiences. Reflective consideration of one's developing capacity as a teacher resulting from placement experiences. Statement of one's developing capacity as a teacher resulting from placement experiences. Limited understanding of the development of one's developing capacity as a teacher resulting from placement experiences.
Reflects on Freires ideas for empowering learners (banking model, dialogic talk) in relation to your placement setting. (10 marks) Perceptive and critical reflection on Freires ideas for empowering learners (banking model, dialogic talk) in relation to your placement setting. Critical reflection on Freires ideas for empowering learners (banking model, dialogic talk) in relation to your placement setting. Comprehensive reflection on Freires ideas for empowering learners (banking model, dialogic talk) in relation to your placement setting. Satisfactory reflection on Freires ideas for empowering learners (banking model, dialogic talk) in relation to your placement setting. Limited reflection on Freires ideas for empowering learners (banking model, dialogic talk) in relation to your placement setting.
Examines TWO qualities of 'change maker' or change agent teachers and discuss how they would benefit students in your placement setting . (10 marks) Critical and detailed examination of TWO qualities of 'change maker' or change agent teachers and discussion how they would benefit students in your placement setting. Detailed examination of TWO qualities of 'change maker' or change agent teachers and discussion how they would benefit students in your placement setting. Comprehensive examination of TWO qualities of 'change maker' or change agent teachers and discussion how they would benefit students in your placement setting. Satisfactory examination of TWO qualities of 'change maker' or change agent teachers and discussion how they would benefit students in your placement setting. Limited examination of TWO qualities (or only ONE discussed) of 'change maker' or change agent teachers and/or discussion how they would benefit students in your placement setting.
Presents work professionally, with clear academic writing using the structure provided. Coherent and authentic text. Report is within word limit. Supported by evidence where required. (6 marks) Highly structured and professional report with clear academic writing. Cohesive, grammatically correct writing within word limit. Coherent and authentic text. No spelling errors. Competent integration of evidence. Structured report, with appropriate academic writing. Cohesive, grammatically correct writing within word limit. Coherent and authentic text. Less than 5% quoted text. No spelling errors. Competent integration of evidence. Structured report, with appropriate academic writing. Mostly grammatically correct writing within word limit. Coherent and authentic text. Minimal spelling errors. Comprehensive integration of evidence. Structured report, with satisfactory academic writing. Mostly grammatically correct writing within word limit. Mostly coherent and authentic text. Several spelling errors. Satisfactory integration of evidence. Structure of report and/or academic writing needs attention. Not within word limit. Coherence and authenticity of text lacking. A significant number of grammatical and spelling errors. Unsatisfactory integration of evidence.
Integrates evidence-based resources that are relevant, current and adequate. Uses the APA 7 referencing style correctly for both in-text citations and reference list. Original work with insignificant Turnitin and AI matches . (6 marks) Outstanding identification and integration of evidence-based resources that are relevant, current and adequate. As for distinction, additionally complex citations or unusual sources are cited and referenced correctly, following APA 7 conventions. Competent integration of evidence. Original work with insignificant Turnitin and AI matches Outstanding integration of evidence-based resources that are relevant, current and adequate. As for credit, additionally all references and citations consistently demonstrate correct punctuation. Full stops, commas, colons, parenthesis follow APA 7 conventions. Original work with insignificant Turnitin and AI matches Comprehensive integration of evidence-based resources that are relevant, current and adequate. As for pass, additionally all references and citations consistently demonstrate correct formatting. Italics, capitalisation, regular text and spacing follow APA 7 conventions. Original work with insignificant Turnitin and AI matches Satisfactory integration of evidence-based resources that are relevant, current and adequate. The 4 elements of the APA 7 referencing style are present in all reference list citations, (creator, copyright date, title of work & source of work). List is alphabetically ordered. In-text citations include page numbers etc. if directly quoting text and matched in the reference list. Some appropriate use of evidence but needs to be better integrated. Original work with insignificant Turnitin and AI matches Limited integration of evidence-based resources that are relevant, current and adequate. Reference list was not included or demonstrated multiple errors. In-text citations were omitted or were used incorrectly. Significant matches on Turnitin report and/or AI detector.
Reflection Guide for Assessment 3: Report on Placement
Part of assignment Type of reflection
Part A: Introduction
Describe the placement setting Collect information about the context of your placement. Consider
the school
class or classes you were involved with
the students individuals or groups Reflection-before-action
Descriptive
Part B: Reflect on yourself as a developing teacher
Your roles and/or responsibilities in your placement Describe your
roles e.g. support teacher, literacy mentor, etc.
responsibilities i.e what you did e.g. worked one-on-one to support one student to improve their reading level Reflection-on-action
Descriptive
Teaching related skills and knowledge you have developed What skills and knowledge you developed while undertaking your roles and responsibilities? Reflection-on-action
Analytical
Teacher identity: your developing capacity as a future teacher. Consider what you learnt about your developing teacher identity, including how it has developed during our placement experience.
What you learnt about yourself as a teacher? Reflection-before-action
Reflection-on-action
Critical reflection - reflexivity
Part C: Reflect on how teachers as change makers/change agents in the context of schooling
Evidence of Freires ideas on empowering learners Reflect on Freires banking model and the use of dialogic teaching in the context of your placement. Did or didnt you see evidence of a either approach? Critique the effectiveness of either approach. Evaluative
Reflection-in-action
Evidence of change maker/ change agent qualities Examine TWO qualities of 'change maker' or 'change agent' teachers and discuss how these qualities would benefit students at your placement. Reflection-on-action
Analytical
