ASSIGNMENT COVER SHEET
Student Number 20144178
Student Name Jane Sparrow
Unit Code EDUC3395
Unit Title Teaching Methods 2
Assignment
Assignment 1
Topic/Title
Unit Lecturer Wendy Harmon Date Received
Unit Tutor
Due Date 11/October/2019
Word Count
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DECLARATION
This assignment is my own original work. No part of this work has been copied from any other source or person except
where due acknowledgement is made, and no part of the work has been previously submitted for assessment at this or any
other institution. I have read the Student Academic Integrity Policy and understand its implications. For the purposes of
assessment and standards, I give the University permission to retain this assignment; provide a copy to other assessors; and
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1
PART ONE:
Forward Planning & Whole Class Assessment
2
Jane Sparrow 20144178
Record of the completed assessment strategies
Lesson 1:
Exit Slip – What does it mean to persuade someone?
Notes:
Most of students were able to give a correct answer to the exit slip – “Cause someone to believe
something as a direct result of your efforts to convince them”
Students who were on the right track but not correct: VU, JB, SG, DH, JW – answers were along the
lines of “to tell someone how you feel about something” or to “give your opinion” – however, did not
state that the act required the other person to adopt the same opinion as a result.
HW – was unable to write anything down, however, was able to verbalise that she believed it meant
“to tell someone what you think and make them think it too”.
Lesson 3 Examples Provided Handwriting Demonstrated Notes:
support an was neat, an ability to
Y – Always reasons appropriate clear and self-edit
demonstrates conclusion using joined
S – Sometimes letters
N – Needs
further
development
JB No editing shown. One reason
S Y Y N
supported.
SC Y Y Y Y
IC - Dyslexic Couldn’t edit accurately. No
N Y N S examples given. Handwriting
year 1 level.
RD S Y Y Y One reason supported.
RuD Y Y Y Y
CF Conversational – no examples
N S S Y
supported reasons.
AG Y Y Y Y
SG Slow working (unusual) – one
reason supported No editing
S Y S N
shown. Mixed joined and non-
joined handwriting.
DH Y Y Y Y
AL S Y Y Y One reason supported.
JL Came into lesson half-way – no
N S Y S examples. Some form of editing
i.e. full stops.
CM Home issues – No examples.
Handwriting mixed between
N Y S N
joined and not. No evidence of
editing.
ChM One reason supported.
S Y Y Y
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GN One reason supported.
S Y S S Handwriting mixed. Only capital
letters edited.
KN – Too energetic – one reason
Dyslexic/ADHD supported – conclusion was
S S N N one sentence, handwriting was
over lines and not joined, no
evidence of editing.
MP Y Y Y Y
GR Y Y Y Y
PS S Y Y Y One reason supported.
HS One reason supported. No
S Y Y N
evidence of editing.
ST Words checked for spelling
Y Y Y S
only, no punctuation edited.
VU Handwriting not joined. No
editing. Conclusion not finished
Y N N N due to time constraints, though
discussed and sufficient.
Personal problem in class.
AW Only punctuation edited.
Y Y Y S
JW Y Y Y N No evidence of editing.
HW – Slow working – no examples to
Developmental support. One sentence
N S N N
Delay conclusion. No joined
handwriting. No editing.
SW Y N/A N N/A
CW One sentence conclusion.
Y S S Y
Some joined handwriting.
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Lesson 8. Not demonstrated Needs further At standard Above standard
Rubric development
Sentence No evidence of Some correct Most simple and Sentences correct.
structure sentences. formation of compound Demonstrates
sentences. sentences are variety. Meaning is
correct, and some clear and
complex sentences sentences enhance
are correct. meaning.
Meaning is
predominantly
clear.
Spelling Few examples of Correct spelling of Correct spelling of Correct spelling of
conventional most simple words simple words, simple and
spelling. and some most common common words,
common words. words, and some and at least 10
difficult words. difficult words.
Persuasion Minimal evidence Text contains two Text contains an Coherent,
of persuasive clearly identifiable introduction, a controlled and
structure. structural body and complete
Structural components OR all conclusion OR arguments. All
components no components are detailed longer components are
clearly identifiable present but weak. texts with two well developed.
OR one component developed Introduction with
only, e.g. an components and clear position
introduction or one weaker statement AND
body. component. body with reasons
and detailed
supporting
evidence AND
conclusion that
reinforces the
writer’s position.
Paragraph(s) No use of Writing is All paragraphs are Paragraphing
paragraphing/ organised into focused on one supports
beginning sense. paragraphs mainly idea or set of like argument.
focused on a ideas. At least one Paragraphs are
single idea. paragraph is ordered and
logically cumulatively build
constructed and argument across
contains a topic text.
sentence and
supporting detail
paragraphs are
correct but basic.
Average class score
High outliers including; SW, AG & AW
Low outliers including; IC, HW, JL
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PART TWO:
Detailed evaluation of student progress and feedback for three students
Student One
Lesson Objectives:
Lesson 1:
Write an accurate definition of what it means to persuade – achieved
Feedback (verbal): Spelling focus – using strategies such as sounding out and
chunking.
Lesson 3:
Write a supporting example for each reason in a persuasive text – developing
Feedback (verbal): Linking the example to support the reason – think of a
reason and then think of why that reason is true, for example, “[you] work
really hard in Miss Sparrow’s class” give me a time or an activity (example) of
when you worked really hard in my class?
Lesson 8:
Write a persuasive text arguing one side of the topic “Should animals be in
captivity?”
- developing
Feedback (verbal): You demonstrated that you understood when to finish a
sentence and provided a very clear opinion. Your next focus is to make sure
the example you are giving to support your reasons is clear, for example,
elaborate on why a tiger jumping through a burning hoop is cruel to them.
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Observation:
Student one has diagnosed dyslexia and is currently working at a year 1 level
in writing (diagnosed early 2019 when moved to the school). The student goes
out for support in both English and Mathematics. Student one was given
provisions in writing, these provisions consisted of but were not limited to;
speech-to-text when typing, teacher-student discussion prior to writing,
teacher scribing student ideas, and sentence starters/persuasive language
helper sheet.
During the persuasive writing course, student one demonstrated meeting most
of the standards of the Early Phase standard of the First Steps Writing Map of
Development (Annandale, K., & Western Australia. Department of Education
and Training, 2005), with continued support the student should be moving
towards the Transitional Phase.
Reflection on the teaching would include the positive use of incorporating ICT
to assist the student. Further improvement could be made on the objectives
for the student, whilst they could remain the same as the class, the student
needs further differentiation regarding their writing, i.e. focusing on spelling
and sentence structure rather than writing a text.
The data demonstrated that the student had a high level of competency and
was very articulate and eager to engage/discuss topics, however, their dyslexia
was a clear barrier and having not been supported prior to this year, the
student was at a clear disadvantage. By providing these provisions, the
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assessment is adhering to the SCSA Assessment principles 3, 4 & 5 (School
Curriculum and Standards Authority, Government of Western Australia 2014).
Student Two
Lesson Objectives:
Lesson 1:
Write an accurate definition of what it means to persuade – developing
Feedback (verbal): Discussed how student two’s answer did not give the
essential part of what it means to persuade. Asked the student what more they
thought it could me aside from “telling someone what you think”, elicited the
answer that it also requires the person to be convinced.
Lesson 3:
Write a supporting example for each reason in a persuasive text – achieved
Feedback (verbal): Discussed different sentence starters for examples and
elicited from the student what they could use. Discussed how two of the three
examples supported reason and how they could further support the third
reason.
Lesson 8:
Write a persuasive text arguing one side of the topic “Should animals be in
captivity?”
- achieved
Feedback (verbal): Student was given feedback on paragraphing and
introductions. Discussed in detail what each paragraph needs.
Jane Sparrow 20144178
Observation:
Student two represents an average grade in the class. The student has not had
any differentiation adjustments made for them during the course of the writing
program. Student two did not successfully complete lesson 1 objective,
missing the essential part of persuasion “to convince someone else”, however,
the student was able to verbalise to the teacher an appropriate answer when
further prompted, eliciting the answer that “the person would have to agree
with you to be persuaded”. Reflecting on this, improvement could be made by
further discussing what it means for someone to be convinced by you, i.e.
more than just thinking the same but being turned from a previous belief.
On the First Steps Writing Map of Development the student successfully met the
criteria of the Transitional Phase with a view of working towards the
Conventional Phase (Annandale, K., & Western Australia. Department of
Education and Training, 2005). Student two demonstrated that she was able to
compose a persuasive text with limited control over each element of the text
(i.e. the student did not include clear and identifiable introduction nor
conclusion). Student two demonstrated a developing understanding of the use
of paragraphing, for example, they were able to separate their ideas though
did not include the basic structure such as topic sentence and concluding
sentences. The data gathered from the assessments suggested that the
student responded well to the Gradual Release of Responsibility model [GRRM]
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(Fisher, D., & Frey, N, 2003), demonstrating an incline in understanding
through activities that involved a focus, guided, group and independent
method.
Student Three
Lesson Objectives:
Lesson 1:
Write an accurate definition of what it means to persuade – achieved
Feedback (verbal): Discussed with student how they could further their answer,
elicited the response of providing different examples in which they see real-life
persuasion.
Lesson 3:
Write a supporting example for each reason in a persuasive text – achieved
Feedback (verbal): Discussed with student what they would include as an
introduction and conclusion for the OREO.
Lesson 8:
Write a persuasive text arguing one side of the topic “Should animals be in
captivity?”
- achieved
Feedback (verbal): Discussed how student could include both sides of the
argument to further support their opinion.
Jane Sparrow 20144178
Observation:
Student three does not come from an English-speaking home. The student first
started learning English in year 1 coming from China, learning the language
rapidly and to a high-level of success. The student’s oral capabilities are
noticeably higher than their writing capabilities with small dialectical
inaccuracies, for example she is only yet to grasp some small nuances in
grammar (i.e. tense) and attempts the use of idioms and rhetorical
questioning. Aside from these errors, the student demonstrates a high level of
competency and has been placed at the Conventional Phase on the First Steps
Writing Map of Development while already successfully meeting some of the
standards of the Proficient Phase (Annandale, K., & Western Australia.
Department of Education and Training, 2005).
Student three has demonstrated a clear understanding of the topic of
persuasive writing. The data establishes that the student requires extension in
many of the lessons. Student three was given extensions to further their
understanding of the topic, such as how they might attempt to influence the
reader.
Student three has demonstrated that they have a clear understanding of what
it means to persuade someone, offering up different techniques and skills that
can be used to convince others. Reflecting on the teaching, the student had
confirmed a high satisfactory understanding of the focus skills, therefore,
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should have been given the opportunity to develop new skills such as criteria in
the Proficient Phase i.e. “provoking positive or negative responses through the
representation of people and ideas” (Annandale, K., & Western Australia.
Department of Education and Training, 2005).
PART THREE:
Planning for Teaching and Learning
The information gathered during observation, conversation and analysis of
work samples can be used to inform planning and teaching in various ways.
During the course of the persuasive writing program students were able to
develop, practice and implement their skills in how to create a persuasive text.
The impact of the teaching regarding the students was they were able to
develop their understanding in forming persuasive, formal texts, as well as
highlighted the need for specific areas such as spelling and paragraphing
techniques to be further supported and practiced.
Student One
FUTURE PLANNING & TEACHING:
Student one needs further support in their general knowledge of spelling and
letter patterns. As this student is working at a year 2 level regarding spelling,
there is a high need for open-ended activities that the student can do
independently of other students and the teacher. “Exploring Words” is an
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activity from the First Steps Writing Map of Development (Annandale, K., &
Western Australia. Department of Education and Training, 2005, pg. 124) that
supports students building their letter combinations through an open-ended
task that allows them to work at their own level creating words. This will
support the student’s knowledge of common and simple words.
Student Two
FUTURE PLANNING & TEACHING:
Student two needs further development of their understanding and skills in
creating paragraphs. Whilst they have demonstrated they understand the basic
meaning of one, they have yet to control how they construct them. Using the
First Steps Writing Map of Development (Annandale, K., & Western Australia.
Department of Education and Training, 2005), an activity such as “Writing a
Hamburger” (pg. 223) allows students to focus on the information contained in
a paragraph. Students create a topic and concluding sentences for chosen
paragraphs and then “fill” the hamburger with information to support the topic
sentence. This activity can be an open-ended, independent task or a whole
class activity where students can be extended to research facts to support
their topic or create multiple ‘hamburgers’ to form an essay.
Student Three
FUTURE PLANNING & TEACHING:
Student three demonstrated a succinct understanding in persuasive writing
and the devices used to persuade. The student used limited techniques of
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including the other side of the argument in their persuasive texts. To further
develop this skill, the activity “Change the Point of View” from the First Steps
Writing Map of Development (Annandale, K., & Western Australia. Department of
Education and Training, 2005, pg. 206), provides the student the opportunity
to identify and discuss points of views in written texts, and consider how they
could be changed if they were to be written from a different point of view.
Students are encouraged to re-create the excerpts from a different point of
view. This activity allows the student to develop their understanding of
envisioning both sides of the argument as well as incorporating points from
the other side to further support their argument.
Jane Sparrow 20144178
References:
Annandale, K., & Western Australia. Department of Education and Training.
(2005). Writing resource book (2nd ed.). Port Melbourne: Harcourt Education.
Fisher, D., & Frey, N. (2003). Writing instruction for struggling adolescent
readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5),
396-405.
School Curriculum and Standards Authority, Government of Western Australia.
(2014). Assessment Principles and Reflective Questions. Retrieved from:
https://k10outline.scsa.wa.edu.au/home/assessment/principles-and-
reflective-questions
