Development of a Hypothetical Learning Trajectory Management Assignment Help

Assignment Task

Task:
Develop a hypothetical learning trajectory to support the teaching and learning of a key concept in Probability and Statistics’ in upper primary mathematics (YEAR 4, 5 OR 6). Choose a topic from Probability (CHANCE) not from Data Representation. Identify informal and pre-formal knowledge that primary students at an appropriate year level are likely to possess and articulate a set of learning goals. Then identify a sequence of developmental objectives through which primary students are likely to progress and describe a potential sequence of learning tasks that develop the required knowledge. You need to cross-reference the activity to relevant content descriptions in the Australian Curriculum: Mathematics.You will use this learning trajectory to develop a technology-enhanced resource in Assignment 2. You should start to think about how you will do this and make sure your learning trajectory is one that can be achieved with a technology-enhanced resource, such as a Webquest or Wix. Because of the technology requirement, early years topics may not be suitable for Assignment 2. Assignment 2 will cover a sequence of between 6 and 8 lessons.

Appropriateness of learning tasks in achieving the desired progression.
Criterion Outstanding Accomplished Satisfactory Unsatisfactory Capacity to identify informal and pre-formal knowledge likely to be possessed by primary students, including sensitivity to and inclusion of cultural background Articulation of learning goals based on the Australian Curriculum: Mathematics Capacity to describe a developmental progression Appropriateness of learning tasks in achieving the desired progression Likely pre-existing knowledge of students identified with attention to both informal and pre-formal knowledge. Identification of differences in likely pre-existing knowledge of students according to cultural background. Mathematics, including explicit attention to both content and proficiency strands. Developmental progression clearly and sequentially described.Likely pre- existing knowledge of students identified. Some Identification of differences in likely pre- existing knowledge by cultural background of students.Learning goals linked with the Australian Curriculum: Mathematics, including attention to both content and proficiency strands.Developmental progression described. Learning tasks are appropriate for achieving the desired progression. Some possible pre- existing knowledge of students identified. Some identification that of differences in likely pre-existing knowledge by cultural background of students without specifying differences. Learning goals refer to the Australian Curriculum: Mathematics, with limited attention to either content or proficiency strands. Difficult to follow sequence of developmental progression described or to see links between developmental progression and tasks Learning tasks may achieve most of the desired progression.

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