EDN305

Weekly assessment 2
Professional experience: BEd Secondary
By Jacob Wehr-Murphy Student Number: 32664441

1. YOUR TASK: In a few sentences, write how you feel when you have to do a task in
the same way for hours a day, day after day.

I would feel most likely bored and a little stir crazy at the idea of been stuck in the same
routine I like doing different things having different experiences doing the same thing over
would most likely lead me to losing motivation.

2. YOUR TASK: What might happen if you have to listen to one person go through all
of the details of a concepts, for hours, day after day or if you have to read information
from a text book for hours, day after day?

Most likely the same as the above in a sense I would become disinterested unfocused and
loose motivation to learn.

Variety of learning strategies is essential. If a concept is learned in varying ways,

understanding is stronger, because learning has been processed in multiples ways.

Variety of strategies results in:

 Deeper understanding of concepts and possibly higher order

learning
 Concepts more likely becoming a part of the student’s long-term
memory
 Students being more likely to be engaged leading to: more effective
learning, interest, persistence, students being more likely to research
further and less management of behavior issues
  New skills being learned in addition to content, eg collaboration,
ICT skills
 Students developing different ways of learning, so they are able to
maximize learning opportunities in a range of styles
 Differing needs and preferences of ways to learn to be incorporated
in lessons, which enhances learning and engagement of all students
 The facilitation of the development of Creativity and Critical
Thinking

3. Creating a variety of strategies

 Go to the Australian Curriculum to your Learning Area for this unit.

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser

YOUR TASK: Select an outcome or descriptor and write it here.

Understand how accents, styles of speech and idioms express and create personal and
social identities (ACELA1529)

Consider the content that your students would need to learn to achieve the
outcome. There’s no need to write it down.

YOUR TASK: Create 3 different strategies that would effectively develop

student understanding of the content related to the outcome you have
selected.

1. One strategy would definitely be a hands on task. Giving the students

certain phrases to say to each other in different tones one being in a
slightly angry tone the other sad or happy. This would be done so that
students could gather an understanding of what it’s like to hear and say
the same phrases in different tones and the effects it has interims of the
personal and social identity expressed with each way of saying said
phrase.
2. An exercise could be for students to compare a sentence that says the
same thing but has just been adjusted using blending putting two words
together. An example being “ I do not like that” as opposed to “I don’t
like that”. This could be done via a worksheet and students could write
about how each sentence differs in meaning or emphasise.
3. Students could be split up into different groups and be given a commonly
used sentence and come up with as many variations of how to say said
sentence using butches paper and brainstorming then at the end as a
group they can elaborate on what each variation of their phrase means
presenting it to the class.
4. Other Embedded Learning

YOUR TASK: *Note what else the students are learning, while they are learning
intended content, eg collaborative skills, research skills, an understanding of the format
of newspaper articles, interview techniques.

My strategies enable students to work collaboratively whilst also on their own. They also
enable students to present their ideas publicly through a presentation format. My strategies
also aid with teaching students how to compare and contrast things searching for the options
that suit them the most which can be fully applied as life skills as well. My strategies also
allow students to work on their communication not just in the way they communicate but by
encouraging them to communicate to each other and talk about the topics presented to each
other.

Because these are involved in your lesson, it is important to take some time to teach these
skills rather than expect the students to be able to automatically to do them. This helps
to maximize learning and avoids students feeling overwhelmed or go off-task because they
are unsure of how to complete tasks.

For example, for understanding the structure of newspaper articles:

 Give an example of a newspaper article and discuss and label the

components with the class.
 Ask students to identify the components in several other articles.
 Students would then write a small article about something familiar
to them, eg what they did on the weekend.
 Work needs to be checked to ensure they are on track.

YOUR TASK: *Note how you would teach students to learn the skills you have noted
along the way.

Strategy 1. Using an example, I would instruct students to attempt to communicate to each

other using a list of phrases on the board. I would do this by placing the phrases up on the
bard which would give them a list to go through rather than getting distracted trying to come
up with their own. I would demonstrate the interactions that I wanted to see between the
students using another student as an example and saying the phrases to them in different
ways. I would then advise them to keep in mind how they feel after each variation of said
fraise had been said to them and how it made them feel as we will be stopping each time after
a phrase has been used to discuss how the students in their pairs felt after the phrase was said
in a rage of different ways.

Strategy 2. For this strategy, I would walk the students through the page step by step on what
they had to do depending on their age range. For older students, I would most likely only
show them the first section of the worksheet with the first mixture of phrases taking them
through step by step and then let them progress on to the next lot. For younger students, I
would more take them through a few together so they got use to what they had to do and then
let them continue on monitoring from a distance.

Strategy 3. I would divide the students up into 3 large groups and then instruct them using an
example again instructing them on exactly what they had to do using a white board to write
out how they might do it. I would put an example phrase up or maybe use one of the groups
phrases and then begin to write the example giving the students an idea of what to do for the
first half of the activity. I would then instruct them after some time that they will be doing a
presentation of on their answers providing another example using the one I just used on the
board before performing a mini demonstration on how they might speak about their answers.

5. Multiple descriptors

Using one learning opportunity to cover multiple descriptors of the curriculum is an essential
skill for teachers.

Because there are a large quantity of descriptors to cover during the year, a time-poor
environment is created. Involving multiple descriptors in one learning opportunity helps to
maximize use of time.

It also gives the opportunity for concepts, skills or outcomes in general to be covered
multiple times, which strengthens learning.

Refer back to the Australian Curriculum.

YOUR TASK: Find and write down 3 other descriptors that your strategies in Task 3
relate to. The ‘General Capabilities’ section of the curriculum could also help you here.

1.Identify and explore ideas and viewpoints about events, issues and characters
represented in texts drawn from different historical, social and cultural
contexts (ACELT1619)

2. Identify and discuss main ideas, concepts and points of view in spoken texts to
evaluate qualities, for example the strength of an argument or the lyrical power of a
poetic rendition (ACELY1719)
3. Understand the way language evolves to reflect a changing world, particularly in
response to the use of new technology for presenting texts and
communicating (ACELA1528)

http://www.australiancurriculum.edu.au/Search?q=general+capabilities
6. To stretch your creativity further

Gardner developed Multiple Intelligences to emphasize the benefits of each individual being
able to learn in multiple ways. They strengthens understanding, develops different skills and
enhances engagement in tasks.

Howard Gardner claims that all human beings have multiple intelligences. These multiple
intelligences can be nurtured and strengthened, or ignored and weakened. He believes each
individual has nine intelligences:

Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds,

meanings and rhythms of words

Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and

capacity to discern logical or numerical patterns

Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber

Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize

accurately and abstractly

Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle

objects skillfully

Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods,

motivations and desires of others.

Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings,

values, beliefs and thinking processes

Naturalist Intelligence -- ability to recognize and categorize plants, animals and other
objects in nature

Existential Intelligence -- sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why do we die, and how did we get here.

YOUR TASK: Refer back to your descriptor that you selected for Task 3.

Look at the table below that outlines Garner’s Multiple Intelligences.

Create a task for your descriptor that relates to each of the intelligences. Included are
examples regarding learning about World War I to guide you.

Gardner’s Examples of brief Brief outline of tasks related to the

outlines for tasks descriptor you have selected
Multiple Intelligences facilitating learning about

World War I
 Verbal-
Linguistic Intelligence
Mathematical-
Logical Intelligence
Musical Intelligence
Visual-Spatial Intelligence
Bodily-Kinesthetic
Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence
Existential Intelligence
Write a review on a movie of Discuss the language used in the film the
your choice. tone and the phrasing does each
character’s dialogue and tone show their
social identities, what social identities are
shown in these characters based off their
dialogue.
Identify the amount of passive Calculate if you review is more direct or
and assertive text in your impassive in tone by identifying if you
review. are more passive throughout your writing
or more direct.
Listen to the music used in the Does it add to the intensity of the
movie. character’s dialogue would it be different
if the dialogue were not there? Discuss
this in your review.
Analyse the posters used to What language is used in this poster
promote this movie. what words stand out.
Pick a character from the Enact a section of dialogue that said
movie you just reviewed. character has in the movie and reflect on
how the words you use feel when
speaking in said character.
Write a small reflection on the Discuss how it made you feel personally
movie. rather than reviewing it.
Imagine you are a character in Think about the language they would
the movie write a journal from use based of the film you just watched.
the perspective of said
character.
Research what influence the Note down a list of items in one
natural environment had on the particular scene and write about why you
process of the film why were think they were used in that scene what
certain sets used over others. was the location trying to convey to the
audience.
Complete a written character Identify these character personalities and
analysis based off each main the emotions they conveyed from their
character in the film what
emotions and struggles did
 they face. What feeling do you performance writing a brief description
believe they had through the for each of them.
film.

7. Your Reflection

To continue to consolidate your learning, reflect on the 2 topics covered so far in EDN305. YOUR
TASK: *Note at least 1 major point to remember about each topic.

1. Reflective Practice:

Reflective practise is important in education as it aids with understanding where you went wrong and
where you found success. Not only are these important to identify but to document as well as you can track
your mistakes and learn from them rather than continuously pushing on with no real idea of where you
need to make improvements. Essentially reflection is used to document one’s work and understand and
improve upon the flaws.

2. Variety of Teaching Strategies:

Strategies are used to challenge students learning in a variety of ways as the more they learn in different
ways they more likely they are to retain said information. This week has shown me the different types of
learning styles and how to apply them to a learning area in a variety of ways in order to achieve certain
educational outcomes in reference to said learning area. essentially what I have learnt this week is to look
at the area of learning that I have not had experienced before and learn about some strategies to apply to
these areas so that students can learn in a multitude of ways rather than a repetitive pattern.