EDPR3006 EDP343 Assessment Two Portfolio Assessment ULOs AITSL Portfolio (50 marks) There are two parts to this assessment 1 Write an inquiry task on an aspect of geometry suitable for use with Year 3, 4, 5, or 6 children Write a lesson plan to introduce the inquiry activity 2 Write an essay about effective teaching of data handling and probability based on constructivist principles and using an inquiry approach Include a discussion of the key content as well as constructivist strategies and use of the proficiencies of the Australian Curriculum Mathematics, in order to cater for diversity in the classroom 1, 4, 5, 6 1 2, 1 3, 1 4, 2 1, 2 2, 2 3, 2 5, 3 1, 3 2, 3 3, 3 4, 4 1, 5 1, 5 2, 5 3 General aspects Word count 2500 words ( 10 ) This includes all text (headings, in text citations, captions and direct quotes) All paraphrasing and all quotations must be cited, including page numbers The word count excludes the Reference List Appendices should not be needed for this assignment Use sub headings They organise your planning and to make it clear for the reader as to what is coming up in the discussion Inquiry task and lesson plan on geometry (20 marks) Choose develop an inquiry task suitable for Year 3, 4, 5, or 6 children that could be used over an extended timeframe and a number of lessons Specify the year level at the outset Write the inquiry task as an inquiry question or open ended problem The inquiry should cover an aspect of geometry one aspect out of 2D shapes, 3D objects, transformations or location Examples of inquiry tasks have been presented during tutorials about each of the topics You may choose to use one of them as the basis for your inquiry and modify it, or you may develop one from scratch Write a one paragraph rationale (approximately 100 words) to explain the inquiry task, why it is relevant to the selected year level, and describe briefly how the lesson series will develop over a period of time that is realistic for the chosen year level Include this at the top of your lesson plan in the first expandable row Using the lesson planning structure required by your Professional Experience units (see the template that follows), write a lesson plan describing how you would introduce the inquiry task to a class Ensure that there is a clear and specific learning objective, an engaging introduction, a range of clear and specific focus questions, obvious allowances for differentiation, and a clearly described opportunities for reflection Chapter 3 of Reys et al , 2020 is important, look for investigations and problem solving Lesson Plan Template Rationale and background to this lesson Curriculum area Content Content descriptions from the AC for the aspect strand of Mathematics and for the host learning area Objectives By the end of this lesson, students will be able to Overall duration (time) Student prior knowledge Assumed or expected Materials Resources Learning strategies activities introductory Learning strategies activities developmental Learning strategies activities concluding Modifications How you cater for differentiation Assessment of student learning Related to the stated objectives Reflection What will you reflect on in order to plan subsequent lessons Teaching data handling and probability through inquiry (25 marks) (NOTE 5 marks are allocated for referencing over the whole assignment ) Key content for teaching data handling and probability to primary children This includes the PCAI Cycle for data handling, the development of graph use, types of data collection, data organisation and data representation This includes the ideas of experiential, experimental and theoretical probability, and the language of probability Effective pedagogies for teaching data handling and probability which would achieve differentiation for a range of children Select from the key content for data handling process and probability and discuss some good teaching activities that you would use to teach concepts in the selected area It is not sufficient to simply name an activity (e g , Dice Prisoners) You must briefly describe what happens in the activity in terms of the mathematics Cite the source of your selected activity For data handling, this would include examples of the types of child initiated data handling inquiries and how they might develop For probability, this would include examples of good investigations involving dice, playing cards, spinners, coins etc , and games It should be clear from the selected activities and strategies that they cater for differentiation for a range of children Teaching through inquiry Discuss how the use of inquiry tasks, investigations, explorations, and or problem solving can generate good contexts for teaching data handling and probability Describe one good inquiry task, investigation, exploration, or a problem that could be used to effectively teach some of the key ideas of data handling and or probability In general Refer to the PowerPoint presentations on data handling and probability for some ideas Refer to the First Steps in Mathematics Sample Learning Activities for Chance Data Refer to the Reys et al text Pointers for the marking rubric Provides a short rationale for, and a description of the inquiry task, and describes how the inquiry would develop over a series of lessons (5) Writes a clear and comprehensive lesson plan for introducing the inquiry to a class of children Key elements are a clear and assessable objective that is linked to the assessment strategy, an engaging introduction, a range of strong focus questions, and a purposeful reflection (15) Discusses the key content in the teaching of the data handling cycle to primary aged children (5) Discusses the key content in the teaching of the probability to primary aged children (5) Discusses some of typical strategies tasks activities that would be effective in teaching of data handling, and which would cater for differentiation in the classroom (5) Discusses some of typical strategies tasks activities that would be effective in teaching of probability, and which would cater for differentiation in the classroom (5) Discusses the benefits of teaching through inquiry and describes one example of a strong inquiry task, investigation, exploration, or problem (5) Discussion is linked to A C Mathematics, and FSiM Key Understandings, and is supported by reference to key sources (5) School of Education EDPR3000 EDPR3006 EDP343 Inquiry in the Mathematics Classroom Assessment 2 Essay Total marks 50 HD Exemplary (mark) D Excellent (mark) CR Proficient (mark) P Sound (mark) F Unresolved (mark) Criterion 1 5 marks Provides a short rationale for, and a description of the inquiry task, and describes how the inquiry would develop over a series of lessons Sophisticated rationale provided detailed and clear description of the inquiry task and how the task develops over a series of lessons Very good rationale provided detailed and clear description of the inquiry task and how the task develops over a series of lessons Appropriate rationale provided adequate description of the inquiry task and how the task develops over a series of lessons Rationale provided Questions tasks may not meet all criteria in parts originality suitability Rationale needs further development to identify key ideas AC links attempted Little or no rationale provided minimal, no, or unclear description of the inquiry task and or how the task develops over a series of lessons Criterion 2 15 marks Writes a clear and comprehensive lesson plan for introducing the inquiry to a class of children Highly detailed lesson plan is provided including clear and specific lesson objectives teaching strategies are highly appropriate in terms of lesson objectives Strong lesson plan is provided including clear and specific lesson objectives teaching strategies are highly appropriate in terms of lesson objectives Appropriate lesson plan is provided including clear and specific lesson objectives teaching strategies are appropriate in terms of lesson objectives Lesson plan provided Inconsistent pattern of teaching strategies and or diversity and or learning objectives Lesson plan lacks detail and or lacks clear lesson objectives teaching strategies are less than appropriate, or not appropriate, in terms of lesson objectives Criterion 3 10 marks Discusses the key content as well as typical strategies tasks activities that would be effective in teaching of data handling, and which would cater for differentiation in the primary classroom Comprehensive, detailed and accurate discussion of the key content in the teaching of data handling highly effective strategies for teaching data handling are discussed creative strategies to differentiate teaching are evident Strong, detailed and accurate discussion of the key content in the teaching of data handling effective strategies for teaching data handling are discussed a range of strategies to differentiate teaching are evident Sound discussion of the key content in the teaching of data handling sound strategies for teaching data handling are discussed strategies to differentiate teaching are evident Good discussion of key content in the teaching of data handling but depth missing in regard to effectiveness and application Limited connection to key readings Minimal, unclear, or inaccurate discussion of the key content in the teaching of data handling strategies for teaching data handling are poorly understood, or absent little or no strategies to differentiate teaching Criterion 4 10 marks Discusses the key content as well as typical strategies tasks activities that would be effective in teaching of probability, and which would cater for differentiation in the primary classroom Comprehensive, detailed and accurate discussion of the key content in the teaching of probability highly effective strategies for teaching probability are discussed creative strategies to differentiate teaching are evident Strong, detailed and accurate discussion of the key content in the teaching of probability effective strategies for teaching probability are discussed a range of strategies to differentiate teaching are evident Sound discussion of the key content in the teaching of probability sound strategies for teaching probability are discussed strategies to differentiate teaching are evident Good discussion of key content in the teaching of probability but depth missing in regard to effectiveness and application Limited connection to key readings Minimal, unclear, or inaccurate discussion of the key content in the teaching of probability strategies for teaching probability are poorly understood, or absent little or no strategies to differentiate teaching Criterion 5 5 marks Discusses the benefits of teaching through inquiry and describes one example of a strong inquiry task, investigation, exploration, or problem A comprehensive understanding of inquiry based lessons and tasks is evident Enlightening examples of an inquiry based task or lessons are provided A strong understanding of inquiry based lessons and tasks is evident Quality examples of an inquiry based task or lessons are provided A sound understanding of inquiry based lessons and tasks is evident Clear examples of an inquiry based task or lessons are provided A good understanding of inquiry based lessons and tasks is evident Some examples of an inquiry based task or lessons are provided Weak, or no, understanding of inquiry based lessons and tasks Tasks or lessons provided dont reflect an inquiry approach to learning Criterion 6 5 marks Discussion is linked to A C Mathematics, and FSiM Key Understandings, and is supported by reference to key sources An extensive range of credible academic references, including sources from FSiM, are used to support discussion, accurate links to the Australian Curriculum Mathematics An very good range of credible academic references, including sources from FSiM, are used to support discussion, accurate links to the Australian Curriculum Mathematics A good range of academic references, including sources from FSiM, are used to support discussion, some accurate links to the Australian Curriculum Mathematics Satisfactory range of academic references to support discussion links to FSiM,Australian Curriculum Few, or no, academic references, including sources from FSiM, are used to support discussion links to the Australian Curriculum Mathematics lack accuracy or relevance Criterion 7 Transcriptional elements of writing Essentially free from spelling, grammar, and punctuation errors Fluent sentence and paragraph construction 5 marks Generally free from spelling, grammar, and punctuation,errors Sentences and paragraphs are well formed 4 marks Occasional minor spelling, grammar, and punctuation errors Sentences and paragraphs are generally coherent 3 marks Frequent minor spelling, grammar, and punctuation errors Some awkward construction of sentences and paragraphs 2 5 marks Frequent and seriousspelling, grammar, and punctuation errors Awkward or poor sentence and paragraph construction 0 2 marks Career No marks Achievement in relation to career goals You have demonstrated exemplary achievement of the AITSL standards associated with this assessment You can use this assessment as an example of these standards for your DPP You have demonstrated excellent achievement of the AITSL standards associated with this assessment You can use this assessment as an example of these standards for your DPP You have demonstrated proficent achievement of the AITSL standards associated with this assessment You can use this assessment as an example of these standards in your DPP You have demonstrated sound achievement of the AITSL standards associated with this assessment Once you have made minor revisions according to assessment feedback, you can use this assessment as an example of these standards in your DPP Your achievement on the AITSL standards associated with this assessment is unresolved In order to progress your knowledge of the task's AITSL standards, you are encouraged to make major revisions to your assessment based on the feedback provided Integrity Acting honestly, ethically and fairly is taken very seriously in the University and relates to the way you work with others and share information, conduct relevant research, incorporate evidence, acknowledge the ideas and work of others (which includes using APA7 referencing conventions correctly), and present your work Breaches are reported and can lead to penalties Refer to Curtins Academic Integrity webpage, which provides comprehensive information and guidance https students curtin edu au essential s rights academic integrity As best ascertained, you are undertaking your studies ethically exploring relevant research and situating your own ideas within the academic discourse and using APA7 conventions consistently and precisely to reflect this As best ascertained, you are undertaking your studies ethically, including ensuring that the ideas of others gained from your reading and research are acknowledged by correctly using APA7 paraphrasing, quoting and referencing conventions As best ascertained, you are undertaking your studies ethically, including ensuring that the ideas of others gained from your reading and research are acknowledged by correctly using APA7 paraphrasing, quoting and referencing conventions As best ascertained, you are undertaking your studies ethically, including applying APA7 paraphrasing, quoting and referencing conventions to acknowledge ideas of others gained from your reading and research however, some minor errors indicate you need to be more vigilant about doing this accurately and consistently Purposely left blank Attachments EDPR3006EDP34 docx A2 rubric E pdf

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EDPR3006/EDP343 Assessment Two Portfolio Assessment ULOs AITSL Portfolio (50 marks) There are two parts to this assessment. 1. Write an inquiry task on an aspect

EDPR3006/EDP343 Assessment Two Portfolio

*Assessment*	*ULOs*	*AITSL*
*Portfolio (50 marks)* *There are two parts to this assessment.* *1. Write an inquiry task on an aspect of geometry suitable for use with Year 3, 4, 5, or 6 children. Write a lesson plan to introduce the inquiry activity.* 2. Write an essay about effective teaching of data handling and probability based on constructivist principles and using an inquiry approach. Include a discussion of the key content as well as constructivist strategies and use of the proficiencies of the Australian Curriculum: Mathematics, in order to cater for diversity in the classroom.	1, 4, 5, 6	1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 5.1, 5.2, 5.3

General aspects

Word count 2500 words (+/- 10%). This includes all text (headings, in-text citations, captions and direct quotes). All paraphrasing and all quotations must be cited, including page numbers. The word count excludes the Reference List. Appendices should not be needed for this assignment.

Use sub-headings. They organise your planning and to make it clear for the reader as to what is coming up in the discussion.

Inquiry task and lesson plan on geometry (20 marks)

Choose/develop an inquiry task suitable for Year 3, 4, 5, or 6 children that could be used over an extended timeframe and a number of lessons. Specify the year level at the outset. Write the inquiry task as an inquiry question or open- ended problem. The inquiry should cover an aspect of geometry one aspect out of 2D shapes, 3D objects, transformations or location.
- Examples of inquiry tasks have been presented during tutorials about each of the topics. You may choose to use one of them as the basis for your inquiry and modify it, or you may develop one from scratch.
Write a one paragraph rationale (approximately 100 words) to explain the inquiry task, why it is relevant to the selected year level, and describe briefly how the lesson series will develop over a period of time that is realistic for the chosen year level. Include this at the top of your lesson plan in the first expandable row.
Using the lesson planning structure required by your Professional Experience units (see the template that follows), write a lesson plan describing how you would introduce the inquiry task to a class. Ensure that there is a clear and specific learning objective, an engaging introduction, a range of clear and specific focus questions, obvious allowances for differentiation, and a clearly described opportunities for reflection.
Chapter 3 of Reys et al., 2020 is important, look for investigations and problem solving.

Lesson Plan Template

Rationale and background to this lesson
Curriculum area & Content	Content descriptions from the AC for the aspect/strand of Mathematics and for the host learning area
Objectives	By the end of this lesson, students will be able to:
Overall duration (time)
Student prior knowledge	Assumed or expected
Materials & Resources
Learning strategies & activities: introductory
Learning strategies & activities: developmental
Learning strategies & activities: concluding
Modifications	How you cater for differentiation
Assessment of student learning	Related to the stated objectives
Reflection	What will you reflect on in order to plan subsequent lessons

Teaching data handling and probability through inquiry (25 marks) (NOTE: 5 marks are allocated for referencing over the whole assignment.) Key content for teaching data handling and probability to primary children.

This includes the PCAI Cycle for data handling, the development of graph use, types of data collection, data organisation and data representation.
This includes the ideas of experiential, experimental and theoretical probability, and the language of probability.

Effective pedagogies for teaching data handling and probability which would achieve differentiation for a range of children

Select from the key content for data handling process and probability and discuss some good teaching activities that you would use to teach concepts in the selected area. It is not sufficient to simply name an activity (e.g., Dice Prisoners). You must briefly describe what happens in the activity in terms of the mathematics. Cite the source of your selected activity.
- For data handling, this would include examples of the types of child-initiated data handling inquiries and how they might develop.
- For probability, this would include examples of good investigations involving dice, playing cards, spinners, coins etc., and games.
- It should be clear from the selected activities and strategies that they cater for differentiation for a range of children.

Teaching through inquiry

Discuss how the use of inquiry tasks, investigations, explorations, and/or problem solving can generate good contexts for teaching data handling and probability.
Describe one good inquiry task, investigation, exploration, or a problem that could be used to effectively teach some of the key ideas of data handling and/or probability.

In general

Refer to the PowerPoint presentations on data handling and probability for some ideas.
Refer to the First Steps in Mathematics Sample Learning Activities for Chance & Data.
Refer to the Reys et al. text

Pointers for the marking rubric

Provides a short rationale for, and a description of the inquiry task, and describes how the inquiry would develop over a series of lessons (5)

Writes a clear and comprehensive lesson plan for introducing the inquiry to a class of children. [Key elements are a clear and assessable objective that is linked to the assessment strategy, an engaging introduction, a range of strong focus questions, and a purposeful reflection.] (15)

Discusses the key content in the teaching of the data handling cycle to primary aged children. (5)

Discusses the key content in the teaching of the probability to primary aged children. (5)

Discusses some of typical strategies/tasks/activities that would be effective in teaching of data handling, and which would cater for differentiation in the classroom. (5)

Discusses some of typical strategies/tasks/activities that would be effective in teaching of probability, and which would cater for differentiation in the classroom. (5)

Discusses the benefits of teaching through inquiry and describes one example of a strong inquiry task, investigation, exploration, or problem. (5)

Discussion is linked to A.C: Mathematics, and FSiM Key Understandings, and is supported by reference to key sources. (5)

School of Education EDPR3000 EDPR3006 EDP343 Inquiry in the Mathematics Classroom | Assessment 2 / Essay |Total marks: 50%

	HD Exemplary (mark)	D Excellent (mark)	CR Proficient (mark)	P Sound (mark)	F Unresolved (mark)
Criterion 1 5 marks Provides a short rationale for, and a description of the inquiry task, and describes how the inquiry would develop over a series of lessons	Sophisticated rationale provided; detailed and clear description of the inquiry task and how the task develops over a series of lessons	Very good rationale provided; detailed and clear description of the inquiry task and how the task develops over a series of lessons	Appropriate rationale provided; adequate description of the inquiry task and how the task develops over a series of lessons.	Rationale provided.Questions/tasks may not meet all criteria in parts;originality;suitability. Rationale needs further development to identify key ideas. AC links attempted.	Little or no rationale provided; minimal, no, or unclear description of the inquiry task and/or how the task develops over a series of lessons.
Criterion 2 15 marks Writes a clear and comprehensive lesson plan for introducing the inquiry to a class of children	Highly detailed lesson plan is provided including clear and specific lesson objectives; teaching strategies are highly appropriate in terms of lesson objectives.	Strong lesson plan is provided including clear and specific lesson objectives; teaching strategies are highly appropriate in terms of lesson objectives.	Appropriate lesson plan is provided including clear and specific lesson objectives; teaching strategies are appropriate in terms of lesson objectives.	Lesson plan provided.Inconsistent pattern of teaching strategies and/or diversity and/or learning objectives.	Lesson plan lacks detail and/or lacks clear lesson objectives; teaching strategies are less than appropriate, or not appropriate, in terms of lesson objectives.
Criterion 3 10 marks Discusses the key content as well as typical strategies/ tasks/activities that would be effective in teaching of data handling, and which would cater for differentiation in the primary classroom	Comprehensive, detailed and accurate discussion of the key content in the teaching of data handling; highly effective strategies for teaching data handling are discussed; creative strategies to differentiate teaching are evident.	Strong, detailed and accurate discussion of the key content in the teaching of data handling; effective strategies for teaching data handling are discussed; a range of strategies to differentiate teaching are evident.	Sound discussion of the key content in the teaching of data handling; sound strategies for teaching data handling are discussed; strategies to differentiate teaching are evident.	Good discussion of key content in the teaching of data handling but depth missing in regard to effectiveness and application.Limited connection to key readings.	Minimal, unclear, or inaccurate discussion of the key content in the teaching of data handling; strategies for teaching data handling are poorly understood, or absent; little or no strategies to differentiate teaching.
Criterion 4 10 marks Discusses the key content as well as typical strategies/ tasks/activities that would be effective in teaching of probability, and which would cater for differentiation in the primary classroom	Comprehensive, detailed and accurate discussion of the key content in the teaching of probability; highly effective strategies for teaching probability are discussed; creative strategies to differentiate teaching are evident.	Strong, detailed and accurate discussion of the key content in the teaching of probability; effective strategies for teaching probability are discussed; a range of strategies to differentiate teaching are evident.	Sound discussion of the key content in the teaching of probability; sound strategies for teaching probability are discussed; strategies to differentiate teaching are evident.	Good discussion of key content in the teaching of probability but depth missing in regard to effectiveness and application.Limited connection to key readings.	Minimal, unclear, or inaccurate discussion of the key content in the teaching of probability; strategies for teaching probability are poorly understood, or absent; little or no strategies to differentiate teaching.
Criterion 5 5 marks Discusses the benefits of teaching through inquiry and describes one example of a strong inquiry task, investigation, exploration, or problem	A comprehensive understanding of inquiry based lessons and tasks is evident. Enlightening examples of an inquiry-based task or lessons are provided	A strong understanding of inquiry based lessons and tasks is evident. Quality examples of an inquiry-based task or lessons are provided	A sound understanding of inquiry based lessons and tasks is evident. Clear examples of an inquiry-based task or lessons are provided	A good understanding of inquiry-based lessons and tasks is evident. Some examples of an inquiry-based task or lessons are provided	Weak, or no, understanding of inquiry-based lessons and tasks. Tasks or lessons provided dont reflect an inquiry approach to learning.
Criterion 6 5 marks Discussion is linked to A.C: Mathematics, and FSiM Key Understandings, and is supported by reference to key sources	An extensive range of credible academic references, including sources from FSiM, are used to support discussion,; accurate links to the Australian Curriculum: Mathematics.	An very good range of credible academic references, including sources from FSiM, are used to support discussion,; accurate links to the Australian Curriculum: Mathematics.	A good range of academic references, including sources from FSiM, are used to support discussion,; some accurate links to the Australian Curriculum: Mathematics.	Satisfactory range of academic references to support discussion;links to FSiM,Australian Curriculum.	Few, or no, academic references, including sources from FSiM, are used to support discussion; links to the Australian Curriculum: Mathematics lack accuracy or relevance.
Criterion 7 Transcriptional elements of writing	Essentially free from spelling, grammar, and punctuation errors. Fluent sentence and paragraph construction.5 marks	Generally free from spelling, grammar, and punctuation,errors.Sentences and paragraphs are well-formed.4 marks	Occasional minor spelling, grammar, and punctuation errors. Sentences and paragraphs are generally coherent.3 marks	Frequent minor spelling, grammar, and punctuation errors. Some awkward construction of sentences and paragraphs.2.5 marks	Frequent and seriousspelling, grammar, and punctuation errors. Awkward or poor sentence and paragraph construction. 0-2 marks
Career No marks Achievement in relation to career goals	You have demonstrated exemplary achievement of the AITSL standards associated with this assessment. You can use this assessment as an example of these standards for your DPP.	You have demonstrated excellent achievement of the AITSL standards associated with this assessment. You can use this assessment as an example of these standards for your DPP.	You have demonstrated proficent achievement of the AITSL standards associated with this assessment. You can use this assessment as an example of these standards in your DPP.	You have demonstrated sound achievement of the AITSL standards associated with this assessment. Once you have made minor revisions according to assessment feedback, you can use this assessment as an example of these standards in your DPP.	Your achievement on the AITSL standards associated with this assessment is unresolved. In order to progress your knowledge of the task's AITSL standards, you are encouraged to make major revisions to your assessment based on the feedback provided.
Integrity Acting honestly, ethically and fairly is taken very seriously in the University and relates to the way you work with others and share information, conduct relevant research, incorporate evidence, acknowledge the ideas and work of others (which includes using APA7 referencing conventions correctly), and present your work. Breaches are reported and can lead to penalties. Refer to Curtins Academic Integrity webpage, which provides comprehensive information and guidance. https://students.curtin.edu.au/essential s/rights/academic-integrity/	As best ascertained, you are undertaking your studies ethically; exploring relevant research and situating your own ideas within the academic discourse; and using APA7 conventions consistently and precisely to reflect this.	As best ascertained, you are undertaking your studies ethically, including ensuring that the ideas of others gained from your reading and research are acknowledged by correctly using APA7 paraphrasing, quoting and referencing conventions.	As best ascertained, you are undertaking your studies ethically, including ensuring that the ideas of others gained from your reading and research are acknowledged by correctly using APA7 paraphrasing, quoting and referencing conventions.	As best ascertained, you are undertaking your studies ethically, including applying APA7 paraphrasing, quoting and referencing conventions to acknowledge ideas of others gained from your reading and research; however, some minor errors indicate you need to be more vigilant about doing this accurately and consistently.	Purposely left blank.