I, Caitlin Abbot, do hereby agree to follow this plan for determining my course grade. I understand that each course requirement must be satisfactorily completed to earn a passing grade for the course, and that the extent to which I fulfill the activities specified in this contract will determine the specific grade I receive. My questions to date have been answered; I realize that the purpose of each activity is to find the best possible match between my unique learning needs and teaching goals; my contracted activities are a means to becoming a better teacher, not ends in and of themselves; and how I approach this contract has implications for the type of teacher I will be.
Aim:
My aim of this course is to gain confidence in using a variety of pedagogical methods to enhance student learning. To achieve this I will analyse academic readings to explore pedagogical models and digital media to make a creative learning environment for my students.
Learning Outcomes:
At the completion of the course my aim will be to: 1. Demonstrate knowledge of different curriculum and pedagogical models in health and physical education. 2. Apply pedagogical knowledge for planning units and programmes of work in health and physical education. 3. Critically reflect on beliefs and actions as a teacher. 4. Critically analyse and evaluate academic resources to influence the pedagogical models.
Activity Options: I will achieve these outcomes by undertaking the following course work options: 1. Group Study I will actively participate in a study group with Amanda and Debra to discuss the links between the course readings and the lecture material so that I can apply this knowledge to my pedagogical practice. We will focus on a variety of different readings each meeting and it will be obligatory to evaluate this reading prior to our meeting. Each of us will create notes and ideas based on the reading for the week that we think are important for discussion. We will participate in a minimum of 6 meetings over the period of this course, and create 1-2 pages of meeting notes/minutes. We will have read and discussed as a group a minimum of 8 readings (mastering level) that will be developed into a range of digital media resources by the end of this course. Both meeting minutes and digital media links will be shared when my portfolio is submitted. (LO 2, 4).
2. Self Study Whilst on practicum I will critically analyse a series of lessons I have taught. These reflections will question how and what do students learn from this lesson? Which activities engaged the students best and was there enough variety? Did I apply a range of pedagogical methods? What adaptations and modifications need to be done to enhance learning? These reflections will be supported by information gained from the course, associate teacher and use ideas discussed during group study. (LO 3, 4)
3. Developing a skeleton plan I will create a Year 13 NCEA Physical Education unit of work on violence in sport. This focuses on the socio-cultural component for level three students and will directly link to the content being learnt and the NZ curriculum outlines. Using a skeleton plan provided I will create ideas and questions I believe need to be addressed and developed into a unit plan. This unit will provide assessment tools, both formative and summative that directly relate to and enhance the learning within the unit. A range of digital media will be explored along with different teaching methods. Two successive lesson plans will be created from this unit plan to demonstrate that I feel will show the flow on of learning from one lesson to the next. (LO 1,2,4)
Assessment Criteria
1. Group Study:
Aspect being assessed Emerging Developing Mastering Coverage A minimum of 5 articles have been reviewed that broadly cover topics related to the course. Few key ideas are developed into a digital media reflection. The group has met and reviewed a minimum of 6 articles, with explicit attention to ensuring some topics in the course have been covered. Develops key ideas into a digital media reflection. The group has met and reviewed 8 or more articles, with explicit attention to ensuring majority of topics in the course have been covered. Meeting minutes are taken every meeting and the duration is between 1- 1.5 hours. Develops key ideas into a range of digital media tools that directly relate to our teaching and student learning. Review and discussion
Meeting notes demonstrate that key points from each reading have been identified and discussed. Few key ideas are shown through digital media. Meeting notes demonstrate that each reading has been discussed and related to content covered in lectures. Develops key ideas into a digital media reflection. Meeting notes demonstrate critical perspective and full discussion of each article. Key ideas from lecture and readings have been developed using digital media to directly relate to our teaching and student learning.
2. Self Study:
Aspect being assessed Emerging Developing Mastering Purpose Introduction provides a brief explanation of study. Introduces study with a clear purpose of key issue under investigation and why it is personally meaningful. Introduces study with a clear purpose of key issues under investigation and why it is personally meaningful. Issue is relevant and important.
Analysis
Collects and presents some evidence collected from lessons taught related to issue under investigation. Presents evidence systematically collected from lessons taught related to issue under investigation. Provides some analysis on what activities and pedagogical methods enhanced student learning. Presents evidence systematically collected from lessons taught related to issue under investigation. Provides good analysis on what activities and pedagogical methods enhanced student learning. And how they can be further improved.
Discussion and insights
Discussion is limited in respect to the personal meaning and value of the study on the individuals teaching. Discussion is considered and shows how study provides personal insights into teaching. Discussion is considered and shows how study provides personal insights into teaching. Makes connections to lecture, reading material and group study.
3. Developing a skeleton plan:
Aspect being assessed Emerging Developing Mastering Rationale Provides outline of work submitted. Provides outline of work submitted. Includes an explanation of why the unit was developed. Provides a considered explanation and evidence gathered through different resources (e.g. NZ Herald) as to why the issue violence in sport is relevant and necessary in HPE
Focus and Alignment
Insufficient evidence showing how work aligns with either the NZC or NCEA The alignment to the NCEA expectations is explained. Learning intentions clearly established. There is a clear alignment between the unit of work and NCEA achievement standards.
Teaching strategies and learning activities
Example lesson plans and unit are poorly developed or show little evidence of different learning activities used and no evidence of any digital media. There are different learning activities that include digital media clearly outlined in the unit plan and developed lesson plans. There is a range of different activities, including digital media shown in the lesson and unit plans with preparation of learning that provides high quality opportunities for student learning. Assessment Assessment has not been considered or explained. Assessment activities are identified that provide information for formative and summative purposes. Assessment has been carefully considered with opportunities and activities identified that provide information for formative and summative purposes.
Grade Determination:
My aim is to achieve an A for this course. In order to achieve this (and be consistent with the university expectations outline on page 13 of course guide), I intend to
Grade Description Evidence A Work of high to exceptionally high quality showing: Excellent knowledge and understanding of subject matter and appreciation of issues.
Consistent meeting minutes and duration of meeting. Development and links created between lecture content, reading and digital review.
Critical reflection on teaching and student learning. Questioning tools, addressing questions outlined and discussing with associate teacher (if applicable).
High level of creative ability, originality and critical thinking. Excellent communication and presentation skills. A wide range of activities used. Lesson and unit plan demonstrate a variety of activities.
Consistent high achievement in peerwise Above 80% in CECIL test Majority of unit aspects is at Mastering level.
Meeting minutes. Digital media evidence and website links, if needed. Individual notes and ideas from lecture content and readings.
Lesson plans and reflections. Reflections include some links to lecture content and readings. Associate teachers and peer (if applicable) comments. Answering questions that I outlined.
Unit of work and lesson plans demonstrates original and creative thinking. Presentation of unit is of high professional quality. Links to NZC. Some digital media used. Lesson plans have a flow from activity and next lesson and develops student learning.
A grade point will be deducted for each aspect assessed below Mastering.
Proposed Guidelines:
1. All course requirements must be completed for contract to be considered. 2. Each activity must be somehow documented to count towards the final grade. 3. Each activity must be peer assessed and moderated prior to inclusion in portfolio. 4. Insufficiently demonstrating course expectations may result in a reduced grade. 5. The lecturer reserves the right to exercise discretion on determining final grade.