Professional Plan/Action (Critical Task)

Reflective Teaching Cycles and Positive Learning Environments (Primary)

ED3197 - Reflective Teaching Cycles and Positive Learning Environments (Primary)

This subject draws on foundation knowledge of assessment of and for learning developed in Level 2 and 3 curriculum subjects of this course. In this subject, pre-service teachers examine the broad range of data and evidence available to teachers to inform planning for learning at a class, cluster or whole school level. Sources of data and evidence will be critically scrutinised to inform choices of data/evidence and knowledge of sophisticated analysis and synthesis of multiple sources will be developed. This will include knowledge of moderation procedures (developed and applied) to ensure that issues impacting on consistent application and interpretation of standards is understood. Attention will be given to requirements for recording and storing information securely and using information ethically and within legislative and regulatory requirements. Finally, pre-service teachers will use data to communicate with a range of stakeholders, including parents and carers, regarding the progression of student learning. This subject includes an embedded 15-day Professional Experience placement to enable observation, reflection and practical implementation of the learning(s) in this subject.

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Completion of ED3223 and ED3096 prior to ED3097 is recommended

Completion of ED3223 and ED3096 prior to ED3097 is recommended Offerings: All

[Pre-requisite] ED1492 AND ED3442 AND ED2093

[Pre-requisite] ED1492 AND ED3442 AND ED2093 Offerings: All

109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education

109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education Offerings: All

Reflective Teaching Cycles and Positive Learning Environments (ECE)

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ED3097 - Reflective Teaching Cycles and Positive Learning Environments (ECE)

Apply knowledge of assessment processes such as moderation to ensure the consistent interpretation and application of standards and inform pedagogical decision-making

Describe, justify and use quantitative and qualitative sources of data and evidence to inform planning for improved individual, class, cluster and whole school/centre learning

Apply knowledge of policy and research, as relevant to the context of schooling in Queensland, of effective assessment and practices of data usage

Collect, record and effectively analyse single sources of data and synthesise analysis of multiple data and evidence sources within ethical, legislative and regulatory requirements

Reflect on and communicate understandings of data to diverse stakeholders, including colleagues and parents