THE UNIVERSITY OF THE WEST INDIES, MONA

Faculty of Humanities and Education

School of Education

Master of Arts in Teaching (MAT)

PART 1

EDPH5001 : Overview of Foundations in Education

Assignment 1- Portfolio Entry # 1: Applying the Pedagogical Reasoning Process to Classroom
Planning and Analysis of Teaching (25%)

Submission Date, February 28, 2021.

▪ Instructions: Read through the Pedagogical Reasoning Process as discussed by Shulman (1987).
Read also the case on Colleen and do the following:
a. Discuss the ways in which Colleen’s teaching:
(i) Reflects different aspects of the knowledge-base of teaching proposed by
Shulman (1987)
(ii) Shows evidence of Shulman’s pedagogical reasoning and action process.
In your discussion you should comment on the aspects of Colleen’s teaching which you
think represent an underdevelopment in two or more of the categories of the
knowledge base and the challenges she might have experienced at any specific stage of
the pedagogical reasoning process. Your response should show that you have a
comprehensive understanding of the pedagogical reasoning and action process. You
should use at least 2 other relevant sources to support your argument in this section.
[approximately 4-6 pages] (20 marks).

b. For those of you who are teaching, review and describe the framework for understanding
teaching and learning proposed by Darling-Hammond & Baratz-Snowdon (2005). Based on the
framework, reflect on your understanding of teaching and learning and suggest how this may
have impacted on your approach to teaching. (Maximum 2 pages)
OR
c. For those of you who are not teaching, reflect on three new insights about teaching and
learning that this framework has revealed. (Maximum 2 pages)

Specifications for Submitting Assignment

➢ Font - Times New Roman, size 12, line spacing 1.5

➢ Submission - Upload on OURVLE on or before the due date.

➢ Include the relevant registration (I.D #) and course details on the cover page of the assignment.

2 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
 SCHOOL OF EDUCATION

EDPH5001- ASSIGNMENT 1 MARK SCHEME

NAME________________________________________ TOT: __________/25

CATEGORY/Criteria STANDARD
Excellent Satisfactory Needs
Improvement
4-5 2-3 ≤1
Overview of Knowledge-base and Pedagogical reasoning and
action process (5)
• Comprehensive using - no more than 2 paragraphs.
• Clearly explained / described.
• Purpose of each is understood.
12-15 7-11 ≤6
Analysis of case to reflect Knowledge-Base (15)
• Analysis is balanced – evidence of critical thinking,
claims supported by evidence.
• Evidence of understanding of each component of the
knowledge base discussed.
12-15 7-11 ≤6
Analysis of case to reflect Pedagogical Reasoning and Action
Process (15)
• Analysis is balanced – evidence of critical thinking,
claims supported by evidence.
• Addresses both strengths and weaknesses.
• Evidence of understanding of each component of the
pedagogical reasoning and action cycle discussed.
7-10 5-6 ≤4
Reflection (10)
• Evidence that the framework forteaching and learning is
clearly understood.
• Reflection points to specific episodes or instances
where framework is applied (b)
OR
• Three insights, clearly stated and discussed (c )
4-5 2-3 ≤1
Presentation (5)
• Quality of writing – free of grammatical errors, logical
flow
• Relevant sources cited and judiciously used.
TOTAL

NB: The “Excellent” category will only be awarded where responses are clearly written using Standard
English, grammatically accurate and citations are appropriately written using APA format.

TOTAL _________ / 50 TOTAL ______________/25

3 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
 Assignment 2- PP Presentation on Philosophy of Education – 15%

This assignment is to be done in groups.

Each group will be assigned a philosophy of education.
In your groups develop a PP Presentation to show your understanding of the
assigned philosophy of education. This should consist of five content slides and a
title slide. The presentation should last no more than 10 minutes. The content
slides should include:
a) An overview of the philosophy – represented using a suitable graphic
organizer.
b) Evidence of the existence and /or lack thereof, of the philosophy in aims
or rationale of a named curriculum document. (2 slides)
c) A summary of any evidence of the assigned philosophy in the various
disciplines of the group members. (2 slides)
d) Do a voice over for presentation of slides a – c.
e) You should also include a beginning slide to show the title of the
presentation and the names of the members of the group.

Upload your PP presentation on OURVLE or the agreed-on course container

by

Date of Presentation – April 5 (Asynchronous); April 7 (Synchronous)

4 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
 Assignment: Education
Infographic – Due Date May 10
STEP 1: Reflect on a school you attended. Consider
pertinent information regarding equity- racial and
ethnic diversity, gender diversity, socioeconomic
status, graduation rates, grades, poverty, disability,
etc. to get an estimated understanding about equity at
your selected school. Think about how this school
seemed to address issues of equity.

STEP 2: USING IMAGES AND/OR GRAPHICS,

create an infographic that addresses at 3 major
sociological issues related to education equity at your
school. REFERENCE:

1. Which of the 3 sociological theories is most

dominant and give at least one reason why per theory.
2. Choose 2 main equity issues and explain how
the school is addressing each.
3. Use data as much as possible that you can
remember (it can be estimated),i.e # of students, # of
teachers, # of boys vs girls, any passing rates,
attendance rates, # on PATH etc
4. REFERENCE the SADOVNIK READING and
at least one additional source - Include appropriate
citations and references in your poster at the bottom.

This can be done as a powerpoint slide, or using a program of your choice, such as
Easelly, Canva, or Pik to Chart.

5 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
Rubric

Excellent Good Acceptable Unacceptable

Criteria (Exceeds (Occasionally (Meets (Below Points
Standards) Exceeds) Standards) Standards)

Strong Conveys topic Does not

Conveys topic of
presentation of of equity, but adequately
Education equity and key
key issues not key convey topic.
Equity question(s).
related to question(s). Does not
Content Clearly
education Presents describe
delineates 3
equity,. Clearly subtopics to subtopics to be
theories and
delineates 3 be reviewed. reviewed. Lacks /10
shows solid
theories and General adequate theme
understanding.
shows full theme is to portray issues
General theme
understanding. present. of education
& is clear.
Specific theme equity.
and connecting
ideas evident.

Some use of
Generally easy No attempt at
Superior use of visuals to
to identify main presenting
Presentation visual graphics display /10
points visually, information in a
to convey information,
and useful creative
important points but layout is
graphics present manner. Project
related to the confusing or
to highlight lacks visual
topic. without clear
important points. cohesion.
connections.

Most material
All material is All material
clearly related
clearly related to, clearly related to Little evidence
main topic.
main topic. main topic and material is
Material may
Strong logically logically
not be
organization and organized. organized or
organized
integration of Connections related to topic.
within
material. Very between ideas __8
subtopics.
clear are organized Connections
Connections
connections and mostly between ideas
between ideas are unclear.
between ideas. clear.
are hard to
identify. No use of
Use of reading Some use of
readings.
is strong and readings
clear. research. Small use of
readings

6 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
 Grammatical Very few Grammatical
The paper is free errors or grammatical, errors or
of grammatical spelling & spelling or spelling &
Grammar &
errors and punctuation are punctuation punctuation __2
Mechanics
spelling & rare and do not errors interfere substantially
punctuation. detract from the with reading detract from the
paper. the paper. paper.

Total: __/20

7 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
 Assignment 3 - E-PORTFOLIO - ENTRY # 2 (20%)

Based on the Psychology of Education

DUE DATE: May 31

Part (a)
Evaluate the contribution of educational psychology to classroom practice with specific
reference to the theory of multiple intelligences, the concept of inclusion and the research on
brain based learning. Provide an example from your disciplinary area to explain how you are
likely to make use of any one of these aspects of educational psychology to (i) inform your
teaching practice and (ii) enhance students’ learning. Comment briefly on any possible
limitation/challenge you might experience in applying the selected theory/concept/research
principles to your practice. (12 marks) [No more than 5 typed pages]

Part (b)
Reflect on your learning experience in this course. Review your conception of teaching and the
knowledge base for teaching on entering the programme. Compose a succinct personal
biography of your teaching self at this point in the programme explaining the changes that have
taken place in your knowledge base for teaching as a result of your learning experiences to
date. In concluding this entry, tell us what you see now as your personal philosophy of
education/teaching making specific references to the relevant educational philosophies
examined. (8 marks) [no more than two typed pages or approximately 500 words]

Specifications for Submitting Assignment

➢ Font - Times New Roman, size 12, line spacing 1.5

➢ Submission - Upload on OURVLE on or before the due date.

➢ Include the relevant registration (I.D #) and course details on the cover page of the
assignment

8 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
➢ See rubric for parts (a) and (b) of entry # 2 below

9 Course Lecturers EDPH5001

Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)

Performance Exemplary
Criteria
Entry # 1 Provided a thorough and
Part (a) superbly written evaluation
(12 marks) of the contribution of
educational psychology to
classroom practice, focusing classroom practice,
on the three aspects
specified. The entry is well
informed by the literature,
is balanced and shows an
exceptionally high level of
understanding of
educational psychology and
how it informs teaching and
learning. Excellent example
provided from disciplinary
area on aspect selected.
Scoring Rubric – Entry No. 1
Proficient Satisfactory Needs Improvement Limited
Provided an efficiently Entry done to Entry not done to The entry is
written evaluation of the satisfaction. The expectations. generally poorly
contribution of contribution of Evaluation of the done. Very little
educational psychology to educational psychology contribution of attention paid to the
shows evidence of some educational requirements for
focusing on the three understanding of the psychology to acceptable
aspects specified. The literature and how the classroom practice completion of the
entry is sufficiently specified lacks evidence of work. (1-2 marks)
informed by the theory/concept/researc sufficient reading to
literature, is balanced and h principle can be grasp the main issues
shows a high level of applied in the subject in the literature.
understanding of discipline. Comments Example given from
educational psychology made on the possible disciplinary area and
and how it informs limitation or challenge comments on likely
teaching and learning. show some link to the limitation or
Very good example example provided. challenge not well
provided from (6-7 marks) done. (3-5 marks)
Performance Exemplary
Criteria
Comments on limitation
well founded
( 11 – 12 marks)
Entry # 1 Excellent review of personal
Part (b) conception of teaching
provided. Personal
(8 marks)
biography includes all the
necessary and relevant
components related to an
understanding of what
constitutes the knowledge
base for teaching and the
changes which have taken
place in their incoming
knowledge base.
11 Course Lecturers EDPH5001
Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
Proficient
disciplinary area on
aspect selected.
Comments on limitation
seem justified. (8- 10
marks)
Review of personal
conception of teaching
proficiently done.
Personal biography
includes most of the
necessary and relevant
components related to an
understanding of what
constitutes the
knowledge base for
teaching and the changes
which have taken place in
Satisfactory Needs Improvement Limited
Review of personal Review of personal Review of personal
conception of teaching conception of conception of
satisfactory. Personal teaching not well teaching poorly
biography includes articulated. Entry expressed. This
some of the necessary reads with some entry failed to
and relevant uncertainty about capture the main
components related to what constitutes the elements of the
an understanding of knowledge base for instructions
what constitutes the teaching /or how provided for its
knowledge base for personal knowledge completion. (0-1
teaching and the base has changed. mark)
changes which have Concluding
Performance Exemplary
Criteria
Concluding statement on
personal philosophy of
education/teaching shows
outstanding grasp of the
relevant educational
philosophies. Word/page
limit observed.
( 8 marks)
12 Course Lecturers EDPH5001
Dian McCallum , Marcia Rainford and Rebecca Tortello (January 2024)
Proficient
their incoming knowledge
base. Concluding
statement on personal
philosophy of
education/teaching
shows very good grasp of
the relevant educational
philosophies. Word/page
limit observed (6-7
marks)
Satisfactory Needs Improvement Limited
taken place in their statement on
incoming knowledge personal philosophy
base. Concluding not well informed by
statement on personal the readings on
philosophy of educational
education/teaching philosophy
shows some Word/page limit
understanding of the may/may not be
relevant educational observed ( 2-3
philosophies examined. marks)
Word limit not fully
observed. (4-5 marks)