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EDUCATION

TOPIC 9: Reflection

EDF5016 Summer Semester 2020

Lin Onus 1948-1966

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A note on extension requests

https://www.monash.edu/education/students/courses/policies/assessment-procedures

§ 1.6 Extension to assessment deadlines

§ Students wishing to apply for an extension must submit a request via email to your tutor and
Unit Coordinator prior to the assessment deadline.
§ Accepted circumstances for applying for an extension include (but are not limited to):
– Short-term illness
– Unforeseen employment obligations
– Family circumstances

Multiple assignments due the same week is not an

acceptable reason for an extension request. Unit schedules
with assignment due dates are published in week one of each
semester, we encourage students to plan to ensure they can meet the
workload commitments of the course.
Also remember, everyone is in the same boat!

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 Special consideration
•Please be organised
•Special Consideration application form - located online requires a doctors
certificate (or other recognised formal documentation) and the Special
Consideration form at the same time.
•Please do this prior to the due date as it takes up to 5 days for the Professional
Staff to complete the necessary checks.
•This policy includes those working with Disability Support Services.
The link is here https://www.monash.edu/exams/changes/special-consideration

Scroll down to the

•Applying for special consideration heading
•Under the above heading you will see 3 tabs. Click on the end of semester tab and
follow the form (third tab heading).

•Unfortunately, if you do not apply in a timely manner with all of the

documentation, the Monash late policy needs to be enacted. This means that your
assessment will be reduced by 10% per day until after 7 days when the assignment
will be marked at 0.
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 Overview

• APST and portfolios: “evidence” of

your professional learning
• Peer conferencing for assignment 2:
using the rubric to:
– moderate work samples
– Peer conference your plans

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 APST

• 6.1, 6.2, 6.4 - professional learning

• 5.1, 5.3 – assessment strategies

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The role of reflection in professional
learning
PLEASE NOTE: Due date for Assignment 2

§ Submission deadline:

11.55pm Wednesday 16th January

-upload one file only to the dropbox

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References
§ No specific number
§ We look for quality, not quantity
– How has the student engaged with the literature?
– Has the student understood the concepts?
– Has the student moved beyond paraphrasing
§ Please avoid
§ chunking of references ie one paraphrase after the other
without synthesizing what your argument is
§ over reliance on the one source throughout
§ Pages of references that are paraphrased in the main
body of the assignment (we look for your understanding)
§ Large quotes – or successive quotes, - only use quotes if
you cannot put succinctly into your own words
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Reflective teaching

https://www.youtube.com/watch?v=0glFJMYv1JY
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 Assignment 2 Part 3: Reflecting on your teaching & learning:
§ reflect on what you have learnt, and how you learnt it.
§ Discuss how you have developed your skills and knowledge for supporting
students with diverse learning needs through completing the activities related
to this assignment (the planning, observing, discussing teaching, reading or
writing activities…). related to the goals you set using the Australian
Professional Standards for Teachers (APST1.5, 1.6 and 4.1 (although you
may also add others in addition if you feel this is helpful)
§ Identify remaining goals

From unit guide:

3. Reflection: A reflection on how your lesson and assignment have
supported you in developing the skills for being an inclusive teacher.
Ensure that you clearly draw on the relevant APST standards showing your
self-assessment against these completed in weeks 1 and 12 of the unit,
and explain whether/how you can document these as a result of your
learning (p. 18)

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 What counts as “Evidence”
for APST?
• These Documentary evidence examples provide
detailed information regarding ways of
evidencing the Standards:

• https://www.aitsl.edu.au/docs/default-
source/default-document-
library/documentary_evidence_proficient_teac
hers.pdf?sfvrsn=b9e2ec3c_0

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Reflection on your own learning: Using the APST for AT2

In pairs, using the peer-conferencing formative assessment

resource for AT2, Look at your original self-assessment in the APST
and discuss:
Ø What were your learning goals for EDF5016?
Ø Which ones have you completely or partially met (can you now
successfully document)?
Ø What do you know/what can you do now that is new for you?
Ø What processes supported you in making the progress that you
made toward your goals
Ø Which ones remain existing goals?
Ø What professional learning might you be able to access to support
these? Where would you be able to access this? When might this
occur?

Make notes to support you in writing this section of your assignment.

Share.

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Self & Peer Feedback AT2 Activities
 Self and Peer Assessment:
Tools for Feedback and Reflection

https://www.youtube.com/watch?v=CkFWbC91PXQ https://www.youtube.com/watch?v=DqWCJZH8ziQ

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Reflection through Peer-assessment: Using the rubric

• Read through the sample paragraphs on the

handouts and assess them using only the
related part of the rubric. Highlight and make
notes as you go
• Share in pairs and “moderate” – were you
similar in your evaluations? Where did you
differ? Why? Identify elements in the
assignment that can resolve this disagreement.

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 Key characteristics of good responses

• Make summary of characteristics of

good responses in each section of
the assignment on the board to
share

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Reflection through Peer-assessment: Using the Rubric
• Read through complete assignment on the
handout
• Using the coloured pencil technique from the
self-assessment video, and assess the work by
highlighting the relevant part of the rubric
and the relevant part of the assignment.
• Share in pairs and “moderate” – were you
similar in your evaluations? Where did you
differ? Why? How might you resolve that
difference?
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 SETU and research site

• A reminder that we value your feedback though SETU available on

Moodle
• Your participation and responses will have NO bearing on grades in
any of your course units nor be seen by your lecturers.
• It will be very helpful for us to understand how best to prepare
inclusive teachers for the future – you future colleagues!

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 Farewell
Dear teachers of 2020-21,

We warmly wish you all the very best in your quest for a teaching position
where you can create wonderfully inclusive classroom environments, and
embed into your teaching all of the valuable elements of academic support,
positive behaviour and social/emotional learning into your teaching. Creating
classrooms where each of your students will know that they are welcome and
that they belong. Classrooms where each of your students will know that you
are capable of teaching them, and that you are there to support them all in
learning, participating and achieving. Where they know that in working
together they can accomplish more than they can in competing against each
other. And where they know that you know this too.

We wish you much joy and satisfaction in your careers as inclusive teachers.

Regards,

The EDF5016 teaching team

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