report代写-EDUC4644
时间:2021-03-16
1




EDUC4644 Mathematics: Curriculum studies


Assessment Task 2
Evaluating and teaching with digital resources

Due Date: 25 March 2021
Weighting: 30%

Purposes:
• To connect your knowledge about curriculum, mathematical learning and teaching approaches.
• To develop your skills in searching and evaluating high quality digital resources relevant for teaching.
• To encourage you to use digital resources as a source of practical ideas for the classroom.
• To apply the ideas of reform, mathematical understanding and student motivation in the form of a lesson plan

Task
To complete this assignment, you will first need to find three different digital resources of varying quality
in different areas of mathematics that each focus on practical ideas for teaching or learning a specific
mathematical topic taught in Years 7-12 (e.g., quadratic equations, visualising geometric transformations);
if a resource is more general, you must find a way to highlight a specific topic within that resource.
Part A. Academic audience. Critically evaluate the usefulness of each of the three resources in terms of
addressing the principles of reform, motivation, understanding and/or connection outlined in the course.
You should use the lecture notes and Goos et al. (2017) Chapters 1-4 to support your arguments (300-500
words each).
Part B. Academic audience. Select the best of the resources in Part A and use the Australian Curriculum to
clearly identify a key concept within a grade level (Year 7-12) that the resource could be used to teach.
Utilise relevant chapters of the Goos et al. (2017) text to identify and discuss difficulties that students are
likely to face in learning this concept. Suggest general teaching strategies for overcoming these difficulties
(300-500 words).
Part C. Teacher audience*. Upload a link, image and write a brief teacher-friendly overview of the selected
digital resource (for teachers to skim and see if it’s relevant for their needs) into the appropriate area in
the class wiki (50 words)
Part D. Teacher audience*. Design a lesson (45-90 minutes) that incorporates the digital resource and
capitalises on it in creative ways to promote student understanding of your selected content (two pages).
Part E. Teacher audience*. Select three resources from your peers’ submissions that you consider to be
exceptionally useful for teaching the content described in the overview and write a brief comment (10-30
words) below each resource in the wiki why you think the resource will be useful. (This is not used to mark
the resources, just ensures that you LOOK at the resources submitted.)
*Note: Audience is VERY important! You are expected to write in a genre appropriate for teachers: succinctly with
clear language and formatting, keeping in mind that teachers are busy, intelligent, committed people.
2
Australian Professional Standards for Teachers:

Focus Descriptor
2.1 Content and teaching strategies
of the teaching area
Demonstrate knowledge and understanding of the
concepts, substance and structure of the content and
teaching strategies of the teaching area.
2.6 Information and Communication
Technology
Implement teaching strategies for using ICT to expand
curriculum learning opportunities for students.
3.3 Use teaching strategies Include a range of teaching strategies.

Criteria 7 6 5 4 3 2 1
Part A:
Evaluation of
resources
Perceptive evaluation of
resources in terms of relevant
teaching and learning
principles. Convincingly
justifies resources’ strengths
and weaknesses to support
students to learn the intended
concepts.
Highly effective evaluation of
resources linked to general
principles. Explanation of
resources’ strengths and
weaknesses to support
students to learn the
intended concepts.
Useful evaluation of
resources. Description
of how the resource can
help students learn the
intended content.
Limited evaluation
of resources.
States that the
resource can be
used to help
students learn.
Evaluations are
illogical, incoherent or
incomplete.
Superficial or
unsuccessful
attempt to
evaluate
resources.
Missing
evaluation of
resources.
Parts C, E:
Uploaded
resource
Uploaded resource is
innovative, engaging, highly
relevant and topic specific.
Peer resources rated as
required.
Uploaded resource is
motivating, highly relevant
and topic specific. Peer
resources rated as required.
Uploaded resource is
interesting and
relevant. Peer resources
rated as required.
Uploaded
resource is of
some relevance.
Peer resources
rated as required.
Resource is
superficially relevant.
Resource is
irrelevant.
Resource is
missing.
Part B:
Understanding
of mathematics
teaching and
learning
principles
Insightful analysis of potential
learning difficulties astutely
aligned with the lesson aim.
Makes clear and insightful use
of literature and course
material in articulating explicit
links between these
difficulties and suggested
teaching approaches.
Strong analysis of potential
learning difficulties aligned
with the lesson aim. Makes
relevant use of literature and
course material to clearly
indicate how suggested
teaching approaches may
help overcome these
difficulties.
Sufficiently identifies
and discusses potential
learning difficulties in
relation to lesson aim
and suggests
appropriate teaching
approaches using
literature and/or course
material.
Demonstrates
superficial
understanding of
potential learning
difficulties;
suggests teaching
approaches of
limited usefulness.
Significant learning
difficulties unclear or
omits suggested
teaching approaches.
Identifies
inappropriate
learning
difficulty or
teaching
approach.
Superficial
attempt to
identify a
learning
difficulty or
teaching
approach.
Part B:
Identification of
content
Key ACARA content and
proficiencies are discerningly
selected, highly relevant and
explicitly identified.
Key ACARA content and
proficiencies are carefully
selected, relevant and easily
identified.
Related ACARA content
and proficiencies are
appropriately selected
and identified.
Content and
proficiencies
identified.
Content and/or
proficiencies not
clearly identified.
Content and/or
proficiencies not
identified.
Content and
proficiencies
missing.
Part D: Design of
lesson content
and activities
Lesson plan provides
thoughtfully developed
content and structure, uses
carefully chosen and well-
integrated teaching strategies
and exploits the digital
resource in original and
engaging ways.
Lesson plan provides
coherence, logical
development of content and
structure, uses a variety of
teaching strategies and takes
advantage of the digital
resource.
Lesson plan provides
logically sequenced
content, includes
multiple relevant
teaching strategies and
uses the digital resource
in interesting ways.
Routine lesson
plan includes
teaching
strategies and
makes use of the
digital resource.
Lesson content not
appropriate or takes
little account of the
teaching strategies;
use of digital resource
inconsistent with
lesson aim.
Lesson content
inconsistent and
takes little
account of the
teaching
strategies.
Lesson content
missing or
inappropriate.
Overall: Quality
of written
communication
Writing throughout is concise,
fluent, well-structured and
error-free. Format and
structure target the audience
and are within word limits.
Writing is concise, clear and
coherent, with few or no
errors. Format and structure
appropriate to audience and
are within word limits.
Writing is descriptive.
Format and structure
appropriate to
audience.
Writing and/or
formatting make it
difficult to follow
the writer’s
intent.
Writing contains
multiple errors. Poor
attention given to
format, structure or
audience.
Errors hinder
communication
or formatting
lacks coherent
structure.
Communication
incoherent.








































































































































































































































































































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