FORM B: ETP 120 - Applying Development Principles to Practice

The purpose of this task is to assist pre-service teachers to identify how knowledge of child or adolescent development influences their planning and teaching.
For example: How does knowledge of cognitive and language development influence planning and teaching in a linguistically diverse classroom? How does knowledge of
social, emotional or moral development influence teaching about SOSE e.g. values and attitudes in our community; How does knowledge of Piagets theories of cognitive
development influence the way that the pre-service teacher will teach?

PRE-SERVICE TEACHERS WILL:

1. Choose one of the following areas of child or adolescent development;

Physical development,

Cognitive development,

Language development or

Social and emotional development

2. Prepare a learning management plan that reflects key knowledge and research about child and adolescent development. A template and further
information about the learning management plan can be found at http://InSchool.cdu.edu.au
3.

Develop a lesson plan format that includes two sections titled

Link to development

Reflection on development, and

Record In these two sections their explanation for the way in which they plan and implement a particular lesson and a reflection or evaluation of the lesson,
identifying how the lesson supported the development of the students in the class.

4. Submit two lesson plans to the mentor teacher that include:

Relevant and accurate information about the area of child and/or adolescent development related to their lesson

Links to pedagogy that will engage students at the relevant age/grade level and result in improved learning outcomes.

5. In addition, Pre-service teachers present a clear, professional explanation and presentation of their learning to their mentor teacher or in an appropriate
forum at the school. i.e. In a teaching School this presentation would normally occur during the in-school tutorial. The presentation would focus on
identification of why this defined target group may have difficulty achieving learning outcomes in schools and how research informs ways this could be
remedied.

ETP120 FORM B: Applying Development Principles to Practice

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FORM B

In-School Task Rubric, Teaching and Learning 2: Applying Development Principles to Practice

This form must be returned to the Professional Experience Office Sem1: by 15 June Sem 2: by 2 November.
Pre-Service Teacher Jamie Cordy

Student No. S206946

Unit CodeETP120

School Loxton North Primary

State Or Territory SA

Date Of Completion 13/09/13

Mentor Teacher Janice Sawade

Professional Learning Leader (Where applicable)

APPLYING DEVELOPMENT PRINCIPLES TO PRACTICE

Please select chosen area:

LEARNING
MANAGEMENT

Physical Development

Cognitive Development

Language Development

Social & Emotional Development

Highly comprehensive

Detailed evidence

Satisfactory evidence

Emerging evidence

More evidence required

Learning Management Plan has all

questions addressed in detail,
demonstrating thorough knowledge
and research about the child and
adolescent development of the
students and the implications for
their learning

Learning Management Plan has

addressed all questions. It
demonstrates some knowledge
and research about the child and
adolescent development of the
students and the implications for
their learning

Learning Management Plan has all

questions addressed. The preservice teacher has made attempts
to demonstrate knowledge and
research about development of the
students. There were limited links
to learning.

There was scope for greater

clarity, depth and/or breadth in
some of the questions. Research
was not evident. There were little
or no links to learning.

More information was needed to

make the learning management
plan reflect knowledge and
research about child and
adolescent development.

ETP120 FORM B: Applying Development Principles to Practice

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LESSON PLANS
DISCUSSION OF
EVIDENCE

The lesson plans included sections

titled Link to Development and
Reflection on development. The
lesson plans included relevant and
accurate information about the
area of child development related
to the lessons. Links to pedagogy
were evident that would engage
students at the relevant age level
and result in improved learning
outcomes

The lesson plans included sections

titled Link to Development and
Reflection on development. The
lesson plans included some
information about the area of child
adolescent development related to
the lessons. Some links to
pedagogy were evident that would
engage students at the relevant
age level and result in improved
learning outcomes.

The lesson plans included sections

titled Link to Development and
Reflection on development. The
lesson plans included limited
information about the area of child
and/or adolescent development
related to the lessons. Links to
pedagogy were evident in some
parts of the planning.

There was scope for greater

clarity, depth and/or breadth in
some areas of the lesson plans.
Research was not evident. There
were little or no links to appropriate
pedagogy.

Very clearly communicated

reflections. Clear evidence that the
Pre-service teacher is effectively
and accurately applying related
professional knowledge to
teaching.

Presentation of evidence
demonstrated an understanding of
the links between academic
educational theory and
Professional Practice

Pre-service teacher can accurately There was scope for greater

identify and is beginning to apply
clarity, depth and/or breadth in
related professional knowledge
some of them.
about a child and adolescent
development

More information was needed to

make the lesson plans reflect
knowledge and research about
child and adolescent development.

More information was needed to

identify relevant professional
knowledge about the area or
domain chosen for the inschool
task.

Mentor Teachers Comments

Please send a copy to the Preservice Teacher :

Date sent

Mentor teachers signature

ETP120 FORM B: Applying Development Principles to Practice

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