third & final year students
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EPL 3 – Session 1 Review work experience & EPL expectations. Third & final year students. WALT We are learning to…. Review key content EPL 3 Reflect on the EPL3 work experience to date. Knowledges and Skills. WILF What I ’ m looking for …. Engagement and participation - PowerPoint PPT PresentationTRANSCRIPT
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EPL 3 – Session 1Review work experience & EPL expectations
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WALT We are learning to….
Review key content EPL 3Reflect on the EPL3 work experience
to date
Knowledges and Skills
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WILF What I’m looking for … Engagement and participation
Declarative knowledge:From the EPL3 block work experience I
learned….The key dates around EPL3 are…..The work to be completed in EPL3 is…..
Evidence of learning
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TIB This is because…
• this material sets us up for the EPL 3 ahead
• this material activates our prior knowledge and our thinking
• you need to make sure you are on top of the requirements for Embedded Professional Learning 3
Justification/purpose for
learning
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What we need to do …Ensure everyone is clear on
expectations and requirementsShare and build strategiesPrepare for placements and the
transitioning to the workplace & employment
Share ideas and resources http://cqufinalyear.wikispaces.com/
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How did it go?What did it
confirm or challenge for you?
What did you learn?
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Reflect – Think, Pair, Share (2-3 points) Confirmation &
lightbulbs Challenges
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EPL 3
Pupil Free days 2 week continuous block 5 one day per week school visits (university term one, weeks 1 -5)
5 assessable EPL 3 day visits EPL3 block (Monday May 26 – Friday June 13)
Week June 16 – 20 Employment Forum
Work experience
Set for Successdocument
Assessable days - EPL3 booklet
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a. Appropriate progress during daily visits and the three week continuous block (including Working Porfolio)
b. E- Portfolio – align to Australian standards
What do you need to do?
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Map everything you need to do and put it on a physical planner
Ensure you communicate clearly with your Mentor & LLM about expectations, what you will do, share and how and when it will happen
LET’S MAP WHAT YOU NEED TO DO! Groups of 6 – work in pairs (2 map first
two columns, two map Block week 1, Two map block week 2 & 3)
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Australian Professional Standards for Teachers
The APST describe the elements of quality teaching.
Focus areas and descriptors describe teachers’ knowledge, skills and behaviours at four career stages:
Graduate Proficient Highly Accomplished Lead
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Organisation of the standards
Professional Knowledge
Professional Practice
Professional Engagement
Standard 1Know students and how they learn
Standard 3Plan for and implement effective teaching and learning
Standard 6Engage in professional learning
Standard 2Know the content and how to teach it
Standard 4Create and maintain supportive and safe learning environments
Standard 7Engage professionally with colleagues, parents/carers and the community
Standard 5Assess, provide feedback and report on student learning
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Graduate standardsPre-service teachers must demonstrate the
standards at Graduate level.Mentor teachers use the standards to:
make judgments provide feedback
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Reflection
Reflection is a process of looking back on experiences so as to learn from them.
Critical reflection is a process that involves analysing, reconsidering and questioning experiences within the broader context of issues related to a body of professional knowledge e.g. social justice, learning theories, culture and diversity, curriculum development, use of technology, etc. The process of reflection can be broken into a number of levels as outlined below. It is the final step that results in critical reflection.
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Levels of reflection
Level 1 - Observation aiming for accuracy and breadth. Observations are made through specific frameworks (past experiences as a school student, BLM student, EPL experience, event or situation)
Level 2 - Comprehensive but explicit descriptions of what has been observed – identifying salient features
Level 3 - Making meaning of what has been described Level 4 - Adding breadth and depth to the meanings
by asking questions and articulating relationships between the event and a range of personal and professional issues
(Adapted from “Critical Reflection” -www.une.edu.au/tlc/alo/critical1.htm)
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Reflection activity
Read the reflection handed outWhat levels of reflection are evident? What is missing? How else might this be different? Which of the standards could be
referred to?
IN pairs - Have a go at rewriting it.
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A quick break!
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Strategy sharing
Gaining attention
Giving instructions
Managing transitions
Organising groups
Manage behaviour proactively
Giving praise and feedback
Using questioning techniques
Relationship building
Classroom presence
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Set for Success – identifying pedagogy and practice
Gaining attention Giving instructions Managing transitions
WEEK 1Organising groups Manage behaviour
proactivelyGiving praise and feedback
WEEK 1 WEEK 2
Use questioning techniques
Relationship building
Classroom presence
WEEK 3
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Organising groups Giving instructions
Gai
ning
att
entio
n
Managing transitions
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Select 2-3 most interesting strategies for each area
• Collective sharing
• Selective sharing
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How did we go?
• Declarative knowledge:
From the EPL3 block work experience I learned….
The key dates around EPL3 are…..
The work to be completed in EPL3 is….
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Next week – Teaching standards and e-portfolio – Mahara & more!!