Macquarie School of Education

Dr Janet Dutton (Unit Convenor) [email protected]

Susan Caldis (Unit Co-Convenor) [email protected]

Assessment Task 2 Microteaching and Critical Reflection

Due Dates: Part 1: 4th May: Microteaching (takes place during EDST8237 tutorial) *
Part 2: 11th May: Critical reflection on microteaching due.

* or as scheduled otherwise following consultation with the unit convenor

Weighting: 50%

Length: 1500 words

Graduate teaching standards: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.3, 2.4, 3.6, 3.7, 4.1, 4.3, 4.4,
7.1, 7.2, 7.3

This task assesses your ability to:

ULO1: Describe, evaluate and employ the key components of classroom management
including verbal and non-verbal communication strategies, necessary for effective learning
and synthesising relevant theory and research.

ULO2: Conduct scholarly inquiry and research into the relevant syllabus documents and key
evidence-based strategies for teaching and learning.

ULO3: Apply pedagogical and content knowledge to plan and evaluate learning and teaching
sequences that show awareness of students from diverse backgrounds in effective learning.

A/ Task Description
This assignment asks you to teach and critically reflect on a 15 minute lesson delivered in an
online medium. The Week 8 tutorial will be allocated to planning and resource gathering for
this task and it builds on work you have been doing in tutorials.

A video will be posted on iLearn to explain the task and Zoom consultation will be available
for Q & A at the following times. Use the general forum for questions.

Date/Time Link

Saturday 25th April 3pm Join meeting here

Wednesday 29th April 5pm Join meeting here

Saturday 2nd May 3pm Join meeting here

Wednesday 6th May Join meeting here

Task continues on next page

B/ Task Instructions

This task involves 2 Parts with multiple steps:

Part 1 Microteaching (15%)

This takes place on 4th May (Week 9) during EDST8237 online tutorial*

* or as scheduled otherwise following consultation with the unit convenor

1. Select a 15 minute segment of one of your lesson plans from Task 1.

2. Modify this 15 minute learning activity if/as needed to make it suitable for online delivery.
 The delivery must include some synchronous delivery using a Zoom meeting.
 The learning activity can include resource such as a PP, worksheet/template,
instructional video as suits your purposes and content.
3. Upload this lesson plan to Turnit in (Part 1) prior to teaching the lesson.
4. Teach this 15 minute lesson segment to your teaching area peers during the tutorial.
Imagine your class is from Urban High School as per Task 1.
5. Share your resources via the Task 2 forum prior to the lesson. This includes links to
Google docs/slides/PP/ worksheets etc
6. Video your microteaching using the Zoom meeting recording (Instructions will be
provided) + video on your phone/camera as backup.

Part 2: Critical Reflection (35%) Due 11th May

1. Write a 1,500-word critical reflection on your own professional practice.

2. Use the recording of your lesson, the literature on effective teaching, your own reflection
and the feedback from your peers as resources in completing the reflection.
 Critical reflection in this context involves using the 4R’s approach to review, analyse
and evaluate your actions and assumptions in the light of available evidence.
 Your critical reflection should also include suggestions for future improvements in
teaching practice.
 Organise your information using the 4 R’s approach below.

Reporting and Responding

Relating

Reasoning

Reconstructing

Task continues on next page

EDST8237 2
C/ Required Professional Reading
Syllabus and teaching standards
 The relevant Syllabus and support materials must be used.
https://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html
 AITSL Professional Standards must be referred to.
https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-
professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64

Online learning
 Lee, K. (2020, March 17). Coronavirus: 14 simple tips for better online teaching. The
Conversation https://theconversation.com/coronavirus-14-simple-tips-for-better-online-
teaching-133573
 AITSL (n.d). What works in online/Distance Teaching and Learning. Resource 1: Advice
for teachers delivering content online. https://www.aitsl.edu.au/research/spotlight/what-
works-in-online-distance-teaching-and-learning
(N.B you need to scroll down past the ‘Guidance from Australian States and Territories
links to find this resource)

General
 Relevant resources sourced for preparation of the lesson in Task 1
 Reference should also be made to textbook/relevant tutorial materials/unit readings from
EDST8237 and EDST8200 where appropriate.
 There is no requirement to complete additional research.

Additional reading
 NSW Department of Education (n.d). Digital Learning selector
https://app.education.nsw.gov.au/digital-learning-selector/
(N.B. You don’t need this for this task but it is a useful resource for Professional Experience.)

Marking criteria on next pages

EDST8237 3
D/ Marking Criteria and Performance Standards

In this task, you will be graded on your ability to:

 Deliver an effective 15 minute online learning activity that addresses the needs of your
learners;
Draw on a wide range of perspectives, including the literature and those of your peers, to
evaluate and critically reflect on your teaching
 Demonstrate an understanding of educational theory and the links between theory and
practice.
 Provide a well-structured response, which is both clear and concise with spelling,
punctuation and syntax of a high standard and using the language of education and
employs APA referencing

Part 1: Microteaching grading rubric

3 2 1 0

Knowledge Demonstrates Demonstrates Demonstrates Does not meet the

of subject scholarly satisfactory knowledge of the standards
matter knowledge of the knowledge of the subject matter
subject matter subject matter with minor some
inaccuracies

Lesson Teaches a well- Teaches a Teaches a Does not meet the

Structure structured, highly learning sequence learning sequence standards
cohesive learning with sound with some
sequence. structure and structural
Learning goals are cohesion. weaknesses and
clearly articulated some issues with
Learning goals are
cohesion.
adequately
articulated Learning goals are
articulated

Instructions All information Most information Information Does not meet the
delivery and delivery and delivery and standards
instructions are instructions are instructions are
communicated communicated communicated in
clearly and in clearly but may a way that allows
more than one not employ more for
medium (eg. than one medium misinterpretation
written/spoken and may not
mode) employ more than
one medium

Method of Employs engaging Employs some Employs some Does not meet the
presentation and effective engaging and effective teaching standards
and use of teaching methods effective teaching methods.
online that meet the methods that

EDST8237 4
classroom needs of students mostly meet the Makes mostly
medium working in an needs of students sound use of the
online working in an online
environment. online environment
environment. including Zoom
Makes skillful use
meeting
of the online Makes sound use
technology, use of
environment of the online
activities and
including Zoom environment
resources
meeting including Zoom
technology and meeting
use of engaging technology, use of
activities and activities and
resources. resources

Interactions Demonstrates Demonstrates Demonstrates Does not meet the

with students superior ability to sound ability to uneven ability to standards
communicate with communicate with communicate with
the class using the class. the class.
voice variation
Creates a positive Attempts to create
and clarity.
learning a positive learning
Creates a positive environment for environment
learning most students.
environment for all
students.

Part 2/ Critical Reflection

Performance description standards University grade descriptions

 Demonstrates deep, critical knowledge and
HD (High Distinction)
understanding of the complex nature of
teachers’ work in an online environment Provides consistent evidence of deep and
 Reflects critically on their microteaching with critical understanding in relation to the
sustained evidence of all levels of the 4 R’s learning outcomes. There is substantial
reflection model including insightful justification originality and insight in identifying,
of their response to the lesson feedback generating and communicating competing
 Draws on and makes insightful links between arguments, perspectives or problem solving
relevant policies/theories/resources from the approaches; critical evaluation of problems,
field of education their solutions and their implications;
 Conveys knowledge with clarity, superior creativity in application as appropriate to the
organisation and employs the terminology of discipline
education with confidence and accuracy
 Employs APA 7 referencing with complete
accuracy

 Demonstrates critical knowledge and

D (Distinction)
understanding of the complex nature of
teachers’ work in an online environment
Provides evidence of integration and
 Reflects critically on their microteaching with
evaluation of critical ideas, principles and
well-developed evidence of all levels of the 4 theories, distinctive insight and ability in

EDST8237 5
 R’s reflection model including strong
applying relevant skills and concepts in
justification of their response to the lesson
relation to learning outcomes. There is
feedback.
demonstration of frequent originality in
 Draws on and makes clear links to relevant
defining and analysing issues or problems
policies/theories/resources from the field of
and providing solutions; and the use of
education
means of communication appropriate to the
 Conveys knowledge with clarity, strong discipline and the audience
organisation and employs the terminology of
education with confidence and accuracy
 Employs APA 7 referencing with a high degree
of accuracy

 Demonstrates substantial knowledge and

Cr (Credit)
understanding of the complex nature of
teachers’ work in an online environment Provides evidence of learning that goes
 Reflects critically on their microteaching with beyond replication of content knowledge or
sound evidence of all levels of the 4 R’s skills relevant to the learning outcomes.
reflection model including sound justification of There is demonstration of substantial
their response to the lesson feedback. understanding of fundamental concepts in
 Draws on and makes links to relevant the field of study and the ability to apply
policies/theories/resources from the field of these concepts in a variety of contexts;
education convincing argumentation with appropriate
 Conveys knowledge with clarity, sound coherent justification; communication of
organisation and employs terminology of ideas fluently and clearly in terms of the
education with accuracy conventions of the discipline.
 Employs APA 7 referencing with strong
accuracy

 Demonstrates knowledge and understanding of

P (Pass)
the complex nature of teachers’ work
 Reflects on their microteaching with evidence
Provides sufficient evidence of the
of the 4 R’s reflection model including achievement of learning outcomes. There is
justification of their response to the lesson demonstration of understanding and
feedback. application of fundamental concepts of the
 Draws on relevant policies/theories/ resources field of study; routine argumentation with
from the field of education acceptable justification; communication of
 Conveys knowledge with clarity, organisation information and ideas adequately in terms of
and employs some terminology of education the conventions of the discipline. The
with accuracy learning attainment is considered satisfactory
 Employs APA referencing with accuracy or adequate or competent or capable in
relation to the specified outcomes

The assignment does not meet the stated F (Fail)

assignment criteria and outcomes.
Does not provide evidence of attainment of
learning outcomes. There is missing or
partial or superficial or faulty understanding
and application of the fundamental concepts
in the field of study; missing, undeveloped,
inappropriate or confusing argumentation;
incomplete, confusing or lacking
communication of ideas in ways that give
little attention to the conventions of the
discipline.

EDST8237 6
Microteaching Peer Evaluation
Presenter’s name:

Peer reviewer’s name:

Date:

Topic:

Rating:
3. Excellent 2. Good 2. Satisfactory 0 Unsatisfactory

Criteria:
Please circle
Criteria for Evaluation and Feedback Score (bold 3, 2, 1, 0)
Targeted outcomes clearly stated 3 2 1 0
Evidence of thorough and imaginative planning 3 2 1 0
Effectiveness of introduction 3 2 1 0
Sequencing of material 3 2 1 0
Closure 3 2 1 0
Engagement of learners 3 2 1 0
Knowledge of selected subject matter 3 2 1 0
Communication skills 3 2 1 0
Integration of resources (if any) 3 2 1 0
Use of assessment diagnostic/formative/summative 3 2 1 0
Use of the online medium 3 2 1 0

Were the aims of the lesson met? Why/Why not?

What aspects of this lesson were most effective? Why?

In what ways could this lesson be improved (be specific)?

EDST8237 7
EDST8237 8

Performance Standards
Your grade for the report will be based on a holistic judgment of the total assignment against
the performance-based standards outlined below. Please read these carefully.

Marking Criteria

Performance description standards University grade

descriptions
 Communicates deep and critical knowledge and HD (High Distinction)
understanding of the nature of teachers’ work in
diverse school communities integrating the discourse Provides consistent evidence
and theories of education. of deep and critical
 Demonstrates deep and critical understanding of understanding in relation to
Syllabus and research-informed ways a teacher can the learning outcomes. There
foster student engagement and learning is substantial originality and
 Demonstrates deep and critical understanding of insight in identifying,
Syllabus and research-informed ways a teacher foster generating and
school-parent/caregivers-community relations communicating competing
 Justifies the choice of strategies with evaluative arguments, perspectives or
reference to the Syllabus, the nominated FOUR problem solving approaches;
professional readings and TWO other professional critical evaluation of
readings of your own choosing problems, their solutions and
 Examines and assesses the potential barriers to their implications; creativity in
improving schools with diverse populations with application as appropriate to
sustained originality. the discipline
 Creatively conveys knowledge in a report using
sustained educational discourse and written, visual
and organisational techniques that are effective for the
audience and purpose.

 Communicates insightful knowledge and D (Distinction)

understanding of the nature of teachers’ work in
diverse school integrating the discourse and theories Provides evidence of
of education communities integration and evaluation of
 Demonstrates original insights into the Syllabus and critical ideas, principles and
research-informed ways a teacher can foster student theories, distinctive insight
engagement and learning and ability in applying
 Demonstrates original insights into the Syllabus and relevant skills and concepts
research-informed ways a teacher can support and in relation to learning
foster school-parent/caregivers-community relations outcomes. There is
 Justifies the choice of strategies with some evaluative demonstration of frequent
reference to the Syllabus, the nominated FOUR originality in defining and
professional readings and TWO other professional analysing issues or problems
readings of your own choosing. and providing solutions; and
 Analyses the potential barriers to improving schools the use of means of
with diverse populations with some originality. communication appropriate
 Conveys knowledge in a report using sustained to the discipline and the
educational discourse and written, visual techniques audience
and organisational techniques that are effective for the
audience and purpose.
EDST8237 9
The task criteria continue on the next page. Please continue/scroll down

 Communicates substantial knowledge about Cr (Credit)

understanding of the nature of teachers’ work in
diverse school communities using the discourse and Provides evidence of
theories of education learning that goes beyond
 Demonstrates and evaluates the Syllabus and replication of content
research-informed ways a teacher can foster student knowledge or skills relevant
engagement and learning to the learning outcomes.
 Demonstrates and evaluates the Syllabus and There is demonstration of
research-informed ways a teacher can foster school- substantial understanding of
parent/caregivers-community relations fundamental concepts in the
 Justifies the choice of strategies with reference to the field of study and the ability
Syllabus, the nominated FOUR professional readings to apply these concepts in a
and TWO other professional readings of your own variety of contexts;
choosing. convincing argumentation
 Analyses the potential barriers to improving schools with appropriate coherent
with diverse populations. justification; communication
of ideas fluently and clearly
 Conveys knowledge in a report using educational
in terms of the conventions of
discourse and written, visual and organisational
the discipline.
techniques appropriate to audience and purpose.
 Communicates knowledge about personal P (Pass)
understanding of the nature of teachers’ work in
diverse school communities with fundamental use of Provides sufficient evidence
the discourse and theories of education of the achievement of
 Demonstrates some Syllabus and research-informed learning outcomes. There is
ways a teacher can foster student engagement and demonstration of
learning understanding and
 Demonstrates the Syllabus and research-informed application of fundamental
ways a teacher can foster school-parent/caregivers- concepts of the field of study;
community relations routine argumentation with
 Describes the choice of strategies with some acceptable justification;
reference to the Syllabus, the nominated FOUR communication of information
professional readings and TWO other professional and ideas adequately in
readings of your own choosing. terms of the conventions of
 Describes the potential barriers to improving schools the discipline. The learning
with diverse populations. attainment is considered
 Conveys knowledge in a report using some satisfactory or adequate or
educational discourse and written, visual and competent or capable in
organisational techniques appropriate to audience and relation to the specified
purpose. outcomes

The assignment does not meet the stated assignment F (Fail)

criteria and outcomes.
Does not provide evidence of

EDST8237 10
 attainment of learning
outcomes. There is missing
or partial or superficial or
faulty understanding and
application of the
fundamental concepts in the
field of study; missing,
undeveloped, inappropriate
or confusing argumentation;
incomplete, confusing or
lacking communication of
ideas in ways that give little
attention to the conventions
of the discipline.

EDST8237 11