EDMA290 Assessing Student Mathematical Understanding and Planning Targeted Instruction
- Subject Code :
EDMA290
- University :
Deakin University Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
AT2: Assess student learning: Interpret and report on student data and recommend a specifically targeted teaching plan
- please delete all blue text prior to submission these are instructions only
Data Analysis: Child in an early learning centre
Analyse the data using the following table (~200 words)
CHILDS NAME: AGE: CENTRE NAME: |
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INITIAL ANALYSIS NOTES hunches, insights, wonderings, initial interpretations (very brief notes) |
CONCEPTUALISING ANALYSIS moving from hunches to evidence a) current mathematical understanding (conceptual knowledge) b) mathematical proficiencies/processes/ways of working and thinking mathematically (e.g., procedural knowledge and/or strategy use) c) misconceptions or partially constructed understandings or proficiencies/processes d) next learning? concepts/strategies/processes the child/student is ready to focus on next in their whole number learning |
Counting
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Patterning
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Location / Ordinal Number
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Understanding Quantities |
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Data-informed Report for an In-Service Teacher (~400 words)
Use your notes from above to inform this section. In this section, re-present your data analysis in a report from suitable for an in-service educator (i.e., using appropriate mathematics education language and terms). Summarise the childs mathematical conceptual (understanding) and procedural (strategies, proficiencies, ways of working mathematically) knowledge, supported by evidence within the data. Include one or two statements addressing recommendations for the childs ongoing whole number learning needs, based on their readiness to learn as evidenced by the data analysis (ensure these are conceptually focused). These recommendations need to be aligned with mathematics education research and relevant pedagogical documentation.
Targeted Teaching and Learning Plan (~1000 words)
For this section, focus on your data analysis for the two areas: Patterning and Understanding Quantities. Use the teaching and learning plan below, you are to select two (2) appropriate learning experiences/ tasks/activities for each area, and demonstrate your pedagogical reasoning concerning effective implementation of those learning experiences/tasks/activities. Make sure that the learning experiences/tasks/activities are appropriately challenging for the child and that they align with the practices and principles as shared with you in EDMA290. Please do not use sources like blogs, Teachers Pay Teachers, or Twinkl as sources to inform this teaching and learning plan.
EDMA290 Teaching and Learning Plan (Early Childhood)
CHILDS NAME: AGE: CENTRE NAME: |
RATIONALE FOR TEACHING AND LEARNING PLAN: (This is a short paragraph (no more than 3 sentences that demonstrates your pedagogical reasoning about the content of the plan), briefly justifying planning decisions what is in your teaching and learning plan and why you have selected and planned for the implementation in that way?) |
PLANNING CONSIDERATIONS |
UNDERSTANDING QUANTITIES |
PATTERNING |
Learning intentions / Learning goal (which concept and/or proficiency/process do you expect the student to learn/develop further?) |
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Links to pedagogical documentation |
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Selection of two (2) appropriate tasks/ activities/games (name each activity along with a very brief description) |
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Key teaching strategy for effective implementation (brief description of how the task is to be effectively implemented, including the most impactful teaching strategy. Ensure you source research/ evidence-based pedagogical approaches) |
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Teacher questions (key probing questions to challenge and/or scaffold student thinking relate directly to the learning goal) |
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Key resources (identify key manipulatives/ representations (diagrams/images)/ ICT resources used to support students conceptual understanding) |
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Learning story focus / criteria (assessment) (how will you know whether the learning intentions/goals have been achieved) |
References
List all references cited that informed your pedagogical reasoning for this assessment task, providing evidence of your engagement with mathematics education literature recommended in the EDMA290 unit.
Appendices
Include any appendices like task instructions or templates or other supplementary information (if necessary)
