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EUN260 ASSIGNMENT 2 - Coggle Diagram

- - - - Undertake learning through colleagues, outside research or PD to develop these tasks
      - Apply these tasks, collect data, refine the tasks to target specific goals
        
        Collect summative data to evaluate the overall impact of the intervention.
        
        begin the cycle again
        
        How do I assess and reflect on these learnings
  - - - Australian curriculum, specialised professional development
  - - - Working with colleagues or content coordinator.
  - - - Apply and refine learning
        
        Evaluate overall impact
- - - - Observational checklists will observe engagement through behaviour.
      - Exit tickets will provide evidence of engagement as well as strengths and weaknesses in comprehension of content.
        
        Using KWL or See think wonder charts to collect data on student interests and background knowledge.
      - Student artefacts and conferences regarding feedback will indicate what intervention should be provided
        
        This will be done through the creation of authentic tasks that students will complete to not only increase student outcomes through TBLT but engagement through CBI
- - - - students still need to push each other in these groups if they are to reach goals
    - - Assessment and classroom tasks are designed in a way that all students are able to access the task with different levels of support
        
        Design tasks so that obstacles do not get in the way of assessing if students are actually meeting the language and content goals (scribing, poster instead of paragraphs, etc.)
        
        Take into account student backgrounds - if they are strong at art, do arts integration to support it.
    - - Sentence starters, structural support, number of references/reasons etc
  - - - Identify what their strengths are, what they struggle with, what their goals are and plan intervention for them
        
        Build upon their strengths and backgrounds to allow them to work collaboratively to support themselves and others in building understanding of the content - generating greater engagement.
  - - - From this data, identify areas for improvement and design differentiated, grouped intervention tasks to work on this
    - - follow up on feedback in student conferences
        
        What are they proud of, What they want to work on, review the goal and plan accordingly
- - - - Grades in each subject
      - FnP data
    - - Checklist (figure 2)
      - Exit Tickets (figure 1)
      - Student artefacts: Tests, stickies, drafts etc.
  - - - Both linguistically and content based (good at art/writing/reading etc)
        
        Where are we going? Where are we now? Cycles
    - - Body language, Focus, Participation
        
        Does this data improve with utilisation of the pedagogies?
  - - - Following the implementation of the pedagogies, have the students gotten where we are going? Where are they now?
    - - Align this background and cultural knowledge with classroom content to develop authentic tasks that allow students to engage more with the content.