Assessment 1: Investigation Report on Effective Pedagogical Instruction and Communication Strategies

Key readings (minimum expected readings for a Pass) that should be present are (you also need to do your own research):

• Clarke and Pittaway Marsh's Becoming a Teacher (provided in the Reading List, under Your Content)

• Kivunja Teaching, Learning and Assessment (provided in Reading List)

• Killen Effective Teaching Strategies (provided in Reading List)

• Howell Teaching and Learning (provided in Reading List)

• Archer and Hughes Explicit instruction effective and efficient teaching

Permalink:

• Chapter 10 "Communicating effectively" (Topic 2 required reading)

  • This reading includes information about verbal and non-verbal communication strategies. Particularly relevant in Element 1 but should be used throughout.

• Chapter 6 "Whole-class explanation as an effective teaching strategy" (Topic 3 required reading)

  • This reading includes information about explanations, a key feature of Explicit Instruction, and a good reading to use in Element 2

• Chapter 6 "Using direct instruction as a teaching strategy" (Topic 3 required reading)

  • This is an explanation of what direct (explicit) instruction is and how it works, relevant to Element 1.

• Chapter 8 "Using small-group work as a teaching strategy" (Topic 3 required reading)

  • This is the relevant approach to small group teaching, which is what you will be doing, some of this is relevant to Element 2.

• Chapter 10 "Becoming an effective communicator"

  • This includes a lot of information about how communication works, why it is important and a helpful table with additional information on verbal and non-verbal approaches. Relevant to Element 1.

• Chapter 1 "Exploring the foundations of explicit instruction"

  • In particular the first section on "Elements of explicit instruction" is relevant to defining El in Element 1.

  • Or search in library catalogue for title and authors

Assessment 1 Investigation Report 50% AV

• Due: Friday the 11th of July (end of week six)

• Analyse and report on effective pedagogical instruction techniques for implementation to a small group of learners then provide written reflection on professional learning needs based on practice.

Assessment one requires you to complete three elements with both written and practical components:

Element One:

• Analyse and report on methods of effective classroom communication, with a specific focus on 'explicit instruction', and with reference to AITSL standard 3.5.

• Outline the ways in which this approach can be employed in a teaching and learning context using a range of verbal and non-verbal strategies that support student engagement.

Element Two:

• Employ these methods of effective communication to a group of about three learners (can be peers, colleagues, or family members) in a practical exercise.

• The explicit instruction you employ should focus on a content area of your major teaching area.

• Select a topic that you are able to explain/teach which incorporates some concept(s) that requires explicit breaking down of the knowledge/skill.

• I suggest that the lesson could most usefully last around 40 - 45 minutes... I think 20 - 30 is on the short side, while an hour would be too long... Just some thoughts too help you plan.

• Answer the following questions by reflecting on your performance (video recording) and exploring the written and verbal feedback gained from your 'students':

  • To what extent did I check for prior understanding from my learners?

  • To what extent did I start with what was known already and linked to what was new?

  • To what extent did I explain/define new or unfamiliar words/terms?

  • To what extent did I explain/teach the knowledge/concept/skill in ways that connected with and engaged my learners?

  • To what extent was I able to explain/teach in different/multiple ways to ensure understanding from all leaners?

  • To what extent did I ask questions from my learners to ensure understanding?

Element Three:

• Identify and plan your professional learning needs, with respect to improving communication practice. This part of the assessment will focus on clearly identifying:

  • What you did you well. Briefly summarise your key strengths - as determined from reflection and feedback - briefly summarised from element two.

  • What you did not do so well. Briefly summarise your key weaknesses - as determined from reflection and feedback - briefly summarised from element two.

  • Then, describe, using SMART goal setting, how you will go about improving your practice. What professional learning or practice should you undertake to improve your skills? How will you implement this practice or professional learning?

Brief Summary of Assessment Requirements

Assessment 1 is an investigation report worth 50% AV, due Friday the 11th of July (end of week six). The assessment requires the student to:

1. Analyse and report on effective pedagogical instruction techniques for implementation to a small group of learners.

2. Provide a written reflection on professional learning needs based on practice.

3. Complete three elements that include both written and practical components:

   • Element One: Analyse methods of effective classroom communication with a focus on explicit instruction and reference to AITSL standard 3.5. Include verbal and non-verbal strategies to support student engagement.

   • Element Two: Employ these methods in a practical teaching exercise with about three learners. The lesson should focus on breaking down a concept/skill explicitly and last 40–45 minutes. Reflect on the teaching process using specific guiding questions.

   • Element Three: Identify professional learning needs, summarise strengths and weaknesses, and create SMART goals to improve communication and teaching practice.

Key pointers to be covered in the assessment:

• Use required readings (Clarke & Pittaway Marsh, Kivunja, Killen, Howell, Archer & Hughes) and additional research.

• Apply explicit instruction strategies in both written and practical components.

• Incorporate effective verbal and non-verbal communication strategies.

• Reflect on teaching performance and feedback from learners.

• Plan professional learning for improvement using SMART goals.

Guided by Academic Mentor

Step 1: Element One – Written Analysis

• Objective: Analyse effective classroom communication techniques and explicit instruction strategies.

• Process:

  1. Review key readings to understand explicit instruction and communication strategies.

  2. Identify relevant verbal and non-verbal techniques to support engagement.

  3. Write a report outlining how explicit instruction can be employed in teaching and learning contexts.

• Outcome: A written report demonstrating understanding of communication strategies and explicit instruction aligned with AITSL standard 3.5.

Step 2: Element Two – Practical Exercise

• Objective: Implement communication strategies in a small-group teaching scenario.

• Process:

  1. Select a topic from the student’s major teaching area that requires explicit explanation.

  2. Plan a 40–45-minute lesson, breaking down concepts or skills explicitly.

  3. Deliver the lesson to a group of three learners (peers, colleagues, or family members).

  4. Record the session for reflection.

  5. Use guiding questions to reflect on performance:

     • Checking prior understanding.

     • Linking new content to existing knowledge.

     • Explaining unfamiliar terms.

     • Engaging learners through multiple teaching methods.

     • Asking questions to ensure understanding.

• Outcome: Evidence of practical application of explicit instruction and effective communication.

Step 3: Element Three – Reflection and Professional Learning Plan

• Objective: Identify areas for improvement and plan professional development.

• Process:

  1. Reflect on strengths and weaknesses identified in Element Two.

  2. Briefly summarise key strengths.

  3. Briefly summarise key weaknesses.

  4. Develop SMART goals to improve teaching and communication practice.

  5. Outline professional learning or practice activities to achieve goals.

• Outcome: Clear, actionable plan for professional growth and skill improvement.

Learning Objectives Covered

• Understanding and applying explicit instruction techniques.

• Developing effective verbal and non-verbal communication strategies in teaching.

• Planning and delivering structured lessons to small groups.

• Reflecting on teaching performance and integrating feedback.

• Identifying professional learning needs and developing a SMART goal-based improvement plan.

Boost Your Academic Success with Expert Assignment Solutions

Looking to get a head start on your assignment? You can download the available sample solution to understand the structure, style, and approach of a high-quality submission. Use it as a reference only to guide your own work—submitting it as your own will be considered plagiarism.

Want to ensure your submission is 100% original and tailored to your requirements? Our team of professional academic writers can create a fresh, plagiarism-free assignment solution crafted specifically for you. By ordering a custom solution, you gain:

• Original Content: Each assignment is written from scratch based on your instructions.

• High-Quality Research: Well-structured, academically sound, and fully referenced work.

• Time-Saving: Focus on learning while we handle the writing.

• Plagiarism-Free Guarantee: Submit with confidence, knowing it’s completely unique.

Remember: Samples are for guidance and learning purposes only. Avoid copying to maintain academic integrity.

Take action now:

[Download Sample Solution] [Order Fresh Assignment]