Foundations of Teaching Reflection Writing - Arts & Humanities Assignment Help

Assignment Task

Task 

Foundations of Teaching

Observation 
Observe a teacher in one of the teaching video files provided in this unit for this assessment task. Discuss what you have learned from your observation about two areas of effective teaching. Please ensure that your discussion captures a capacity to learn more about effective teaching practice, while avoiding any tone of criticism or judgement, as discussed in tutorials and lectures. Include two questions that you would like to ask the teacher you observed to find out more about what is involved in effectively employing theseteaching practices. In the spirit of inquiry and genuine curiosity, provide a scholarly rationale using literature for asking these questions but do not include the answers in this assignment. Throughout your discussion in this part of the assessment task, critically engage with a minimum of three relevant scholarly references, including at least two peer reviewed journal articles.

Reflection 
Reflect on two of your assumptions about teaching that were challenged or confirmed during this semester as a result of engaging in Foundations of Teaching. Demonstrate how both of these assumptions were challenged or confirmed as a result of engaging in the unit’s tutorial activities. Throughout your discussion, critically engage with at least three scholarly texts.

Or

Reflect on two examples where your growing understanding of yourself as a learner in Foundations of Teaching this semester has informed your understanding of yourself as a teacher. Demonstrate this through two examples of engaging in tutorial activities in this unit. Throughout your discussion, critically engage with a minimum of three relevant scholarly references, including at least two peer reviewed journal articles.

Notes for this assignment:
Please write this assignment in two parts with the subheadings provided and give a balanced response to each part of the assessment task, with one reference list at the end of the task. The word counts indicated are an approximate guide for each section; however, the total assignment must not exceed 2,000 words. In order to demonstrate audience awareness, write a very brief introduction to this assignment, including which aspects of each part of the assignment you are addressing, as well as your specialisation/s or proficiency in the Master of Teaching. You are to write in the first person, maintaining a strong sense of audience awareness and cohesive paragraph structure throughout your text.

Please note that you are required to use a total of at least 6 scholarly references in this assignment. Even though you are encouraged to use policy documents such the Australian Professional Standards for Teachers and the Australian Curriculum, as well as video files, these are not categorised as scholarly texts. These resources, as well as any scholarly sources that you use, need to be referenced using APA conventions.

The Task

• There are two parts to this last written assessment task.
• The first is Observation and the second is Reflection.
• The assessment task should be written in the first person, using APA style.
• At least a total of six scholarly sources of literature are required, at least three for each part.
• You may, and are encouraged, to use more than three sources of scholarly literature for each part of this written task.

Introduction and conclusion

• A brief introduction is needed before part 1. 
• Note: neither the introduction nor the conclusion need a heading.
• The introduction should be brief (approx. 4 sentences) and needs to include-
• your specialisation/s in MTeach
• the video observed or PE1 details
• which aspects of each part of the task you are addressing in your assignment

For example (video):
Effective teaching is a must if we want our students to flourish.  Watching title of the video (in-text citation), I observed (effective teaching 1 practice) and (effective teaching 2 practice). My own understanding of the assumptions, (assumption 1) and (assumption 2) I held before taking this path in becoming a (primary-proficiency / secondary-specialist subjects) teacher were challenged and or confirmed (OR- My own understanding of myself as a learner in this unit has revealed (example 1 and 2), which will inform my future (primary-proficiency / secondary-specialist subjects) teacher self. 

For example (PE1):
Effective teaching is a must if we want our students to flourish.  Watching Miss Behaviour* in her Year 9 English class while on PE1 at Bees Knees* High, I observed (effective teaching 1 practice) and (effective teaching 2 practice). My own understanding of the assumptions, (assumption 1) and (assumption 2) I held before taking this path in becoming a (primary-proficiency / secondary-specialist subjects) teacher were challenged and or confirmed (OR- My own understanding of myself as a learner in this unit has revealed (example 1 and 2), which will inform my future (primary-proficiency / secondary-specialist subjects) teacher self. 

Pseudonyms should be used for PE supervising teacher and school. 
A brief conclusion at the end of part two is needed-  a very brief four sentence conclusion to neatly summarise the whole task.

FOR STUDENTS USING VIDEOS
Teacher's names - Videos

• The teachers in the videos have consented to being filmed and observed publicly; thus, there is no problem using their name.
• I have supplied the correct APA format for in-text citations and for the reference list. 
• Please note for this AT only, it is permitted to cite once as an acknowledgement of the source in your introduction; otherwise, your word count could be taken up with citations of what you observed in the video, placing students who did not complete PE1 at a word count disadvantage.
• Cite the title of the video in the Introduction to AT3,  then in your (Part 1) Observation, do not mention the title (an ineffective use of the word count) but write about the teacher.

Observation (part 1)
Observe a teacher in one of the teaching video files provided in this unit for this assessment task, or while on PE1. Discuss what you have learned from your observation about two areas of effective teaching. (Please ensure that your discussion captures a capacity to learn more about effective teaching practice, while avoiding any tone of criticism or judgement, as discussed in tutorials and lectures.) Include two questions (one per practice) that you would like to (or did) ask the teacher you observed, to find out more about what is involved in effectively employing these teaching practices. (In the spirit of inquiry and genuine curiosity, provide a scholarly rationale for asking these questions, but do not include the answers in this assignment.)

Effective teaching practices 

• You could use the observation guidelines to determine effective teaching practices.
• The term "effective teaching practices" is up to you to define.
• In determining this term, ask yourself...
• What did I see that I think was effective teaching?
• Why do I think it is effective?  What does the scholarly literature say about this? 
• I would also advise that it would be better to keep the practice you think is effective as specific as possible.
• For example, you could choose behaviour management as an effective practice; nevertheless, this is a very broad topic that encompasses many practices. You may find it better to concentrate on one specific element of managing behaviour, such as classroom routines.
• If you choose gratitude, ask yourself is this an intentional practice as defined by Howells (2012).  The teachers in the videos would not be aware of Howells' theory; thus, it would be hard to argue that their practice of gratitude is a conscious one in line with the theory. 
• If you believe you observed gratitude as an effective practice on PE1, politely engage in a discussion with the teacher to ensure that your PE1 is intentionally practising gratitude, and make this clear to your reader.

Being non judgemental
In regards to being non judgemental- avoid being overly critical for the sake of finding fault and or expressing disapproval that is not founded on evidence.  While you are making a judgement on what is effective, you are focusing on actions/strategies/pedagogy and relating them to literature, not making personal judgements on the person. Moreover, you are writing about what you observed as effective and providing evidence that this practice is seen as effective through the lens of research. Of course, you could find research says otherwise, and then you can use the latest research to strengthen the claim of the research that has found it to be effective; this would also show deep critical engagement with the literature.

Two Questions and Rationale

• You need to ask two questions and provide a scholarly rationale for asking the questions.
• The rationale is formed through scholarly literature coupled with your observations.
• You do not provide the answer.
• The questions must relate to the practices you observed. That is one question per effective practice. The point of this is to show that you can think deeply about what you have observed, and that you can look at theory and research. Your questions then should be informed by the literature and your observation.
• If, for example, you thought your teacher's questioning was an illustration of effective teaching, then you would discuss what you observed and why it was effective, using the literature to support this. 
• You would then draw upon the literature to provide a reason for asking a question about the effective teaching practice (questioning) that you observed. 
   

Scholarly Literature (at least 3 sources: Observation)

• Scholarly literature is literature from academic textbooks and peer reviewed journals.
• It does not include curriculum documents, professional standards or codes of conduct, website pages, blogs, magazine articles, YouTube clips or TedTalks. These are supplementary materials and still need to be cited in your reference pages. 
• You may, and are encouraged, to use more than three sources of scholarly literature, as well as use curriculum and policy documents.
• Writing in the first person.
• First-person singular pronouns: I, me, my, mine.
• First-person plural pronouns: we, us, our, ours.
• First-person possessive pronouns: my, mine, our, ours. 
• First-person subjective pronouns: 'I, we, my, our.
• Avoid assertions using “I think,” “I feel,” or “I believe” et cetera. While we are interested in your perspective, you still must argue, support, and illustrate your assertions using scholarly literature. 
   

Reflection (part 2)

• You have a choice. You can...
• Reflect on two of your assumptions about teaching that were challenged or confirmed from your engagement with the content in this unit this semester.
• Demonstrate that these assumptions was challenged or confirmed as a result of engaging in tutorial activities in this unit.
• Throughout your discussion, critically engage with at least three scholarly texts.
• Or you can...
• Reflect on two examples where your growing understanding of yourself as a learner in Foundations of Teaching this semester has informed your understanding of yourself as a teacher.
• Demonstrate how these examples arose in the context of engaging in tutorial activities in this unit.
• Throughout your discussion, critically engage with at least three relevant scholarly texts.
   

Writing your Reflection 
If, at the beginning of the unit, you thought a teacher had to know everything, and then discovered that this was not the case by participating in a tutorial activity and exploring literature, and found yourself thinking -phew, I do not have to know everything- then this assumption had been challenged. If, at the beginning of the unit, you thought that teachers place value on their relationships with their students, and through the learning, engaging in discussions, and reading literature you realised- hey, it is true that teachers value relationships with students- then this was confirmed. 

You may find that you had an assumption at the beginning of the unit that was challenged- the learning made you think deeply about what you assumed, and through that deep exploration you discovered- yes, I thought I was right, but I have found this is right for different reasons to what I first assumed- then that assumption was both challenged and confirmed. Writing reflectively demonstrates a personal response to experiences, situations, events, or new information. Your reflection illustrates the process of your thinking and learning. Nevertheless, your reflection will need to draw on scholarly literature to provide further depth to your reflective thinking and will need to be written in an academic APA style using the first person voice.

Scholarly Literature (at least 3 sources for Reflection)
Scholarly literature is literature from academic textbooks and peer reviewed journals.
It does not include curriculum documents, professional standards or codes of conduct, website pages, blogs, magazine articles, YouTube clips or TedTalks. These are supplementary materials and still need to be cited in your reference pages.  You may, and are encouraged, to use more than three sources of scholarly literature, as well as use curriculum and policy documents.

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