Genetically Competent Care for Those with Chronic Illnesses

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• ASSESSMENT 2
  Weighting: 50% Due Date: 01 June 2023
  Purpose and Context
  As young learners move into the middle primary years, they progress from
  learning to read and write, to reading and writing for learning. It is
  important for teachers to develop a flexible and balanced repertoire of
  practices that engage students in purposeful reading and writing. This task
  focuses on the macro and micro elements of English curriculum planning,
  with an emphasis on reading and writing.
  This task involves the application of the Explicit Teaching Framework, Four
  Resources Model, explicit differentiation and the Gradual Release of
  Responsibility Model in planning for curriculum and assessment, with a
  focus on using appropriate pedagogies when planning for, and reporting
  on, effective learning for students with diverse learning needs in the
  middle primary English classroom.
  Connection to the Australian
  Professional Standards for Teachers
  • APST 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities:
  Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs
  of students across the full range of abilities.
  • APST 2.1 Content and teaching strategies of the teaching areas: Demonstrate knowledge and understanding of the
  concepts, substance and structure of the content and teaching strategies of the teaching area.
  • APST 2.2 Content selection and organisation: Organise content into an effective learning and teaching sequence.
  • APST 2.3 Curriculum assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning
  sequences and lesson plans.
  • APST 5.1 Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal,
  diagnostic, formative and summative approaches to assess student learning.
  • APST 5.2 Provide feedback to students: Demonstrate an understanding of the purpose of providing timely and
  appropriate feedback to students about their learning.
  • APST 5.3 Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its
  application to support consistent and comparable judgements of student learning.
  Aspects of Explicit Teaching
  The aspects of explicit teaching include:
  • focusing instruction on identified curriculum content
  • connecting to prior knowledge and skills when beginning a learning sequence
  • establishing and maintaining clear learning goals and expectations for each lesson
  • teaching and expecting students to use metalanguage in ways that support learning
  • deconstructing and sequencing teaching to focus on the steps that lead to new knowledge, deeper
  understandings and/or more sophisticated skill
  • describing and modelling concepts and processes clearly, using ‘think aloud’ and examining models and
  inferior examples
  • varying instruction in response to immediate and reflective feedback
  • asking questions to continually monitor understanding and progress and inform immediate feedback
  • providing scaffolded learning experiences for students to practise, synthesise and consolidate learning
  • developing the capability of students to self-regulate and learn independently.
  https://www.teachingacenglish.edu.au/explicit-teaching/overview/explict-overview.html
  Differentiation
  The aspects of differentiation represented in these vignettes include:
  • ensuring the curriculum informs teaching, learning and assessment
  • using qualitative and quantitative data to inform teaching and learning
  • having clear, shared learning intentions (and success criteria)
  • using flexible grouping in order to respond to curriculum intent and learning needs
  • varying the speed and delivery of instruction in response to immediate and reflective
  feedback
  • providing targeted learning experiences
  • selecting and modifying resources according to students’ needs and learning goals
  • personalising learning goals according to student needs/readiness
  • ensuring all students are engaged in cognitively demanding tasks
  • valuing feedback.
  https://www.teachingacenglish.edu.au/differentiation/overview/differentiation.html
  Text Selection
  • An English unit focuses on teaching reading & writing
  • Select a focus text that enables you to teach both
  reading & writing to your chosen year level
  • Accurately identify the genre of your text.
  • Understand:
  – The social purpose of the genre
  • PIE: persuade, inform/instruct, entertain
  – Consider the stages of a the text:
  • Orientation
  • Complication
  • Resolution
  – The language features
  • Macro or Micro features
  We have focused on narratives during this
  course.
  For this reason it may be best to select a
  narrative text.
  Quality Literature
  Other Sites to look for literature
  Magabala Books
  The Indigenous Literacy Foundation
  Asian Australian Children’s Literature
  UniSQ Library – The Source DataBase
  ALEA – Resources – Reading Australia
  Reading Australia
  The Children’s Book Council of Australia
  AC:E Content Description – Years 3 or 4
  Language Literature Literacy
  1 Content Description 1 Content Description 1 Content Description
  1 Elaboration 1 Elaboration 1 Elaboration
  Select a teaching focus, Curriculum Framing & Text Selection
  • – – One AC:E Content Description & one Elaboration from each strand
  • Consider what aspects of the Content Descriptions overlap with each other to help inform
  your selection?
  • NB. Some Content Descriptions are addressed all year – not in a unit focus – eg.
  Handwriting
  • Make sure you understand the intent of the Content Description and the Elaboration
  • Consider how these Content Descriptions & Elaborations are represented in the selected
  focus text?
  • Consider what will be the Explicit Teaching focus of the Content
  Descriptions – highlight these aspects of the Content Descriptions & Elaborations.
  • Copy & paste – do not make up your own Content Description.
  These Content Descriptions and Elaborations can be copied and
  pasted into the Language, Literature and Literacy columns of the
  template.
  General capabilities & cross-curricular priorities
  – Select the ones your unit addresses – delete the others.
  – Briefly describe aspects of the ones you have selected.
  Reading Block
  • Keep you Reading Block to 1 page.
  • Your explicit teaching focus – must be specific and
  achievable in one week.
  • You can use dot points.
  • Avoid writing a detailed lesson plan.
  • For Shared Reading know what part of the Content
  Descriptions you are teaching and how you are
  going to teach the Content Description.
  • Use your focus text for the Modelled and Shared
  Reading Experiences.
  • The Shared Reading experience must have a before,
  during and after learning experience.
  Reading Block
  • The After learning task in the Shared Reading section must be
  designed to enable students to demonstrate their learning of the
  explicitly taught focus of the Content Description by the end of
  the week.
  • State what data you will collect and what assessment strategy
  you will use to identify the students who are able to demonstrate
  their learning of the explicitly taught Content Description or the
  students who are still consolidating this knowledge.
  • Remember the Shared Reading lesson has to align with the
  Content Descriptions you have selected for the week. For
  example, this Share Reading experience may align with the
  Literacy and Literature Content Descriptions you have selected.
  Reading Block
  • For Shared Reading consider what reading strategy
  you will be teaching students.
  • Consider how this reading strategy connects with your
  selected content – description?
  • Identify a Comprehension Level:
  – Literal
  – Inferred
  – Interpretive – Critical
  • Identify Before, During & After learning activities that
  you can use to teach the Reading Strategy.
  • Remember to align these learning activities with the
  aspect of the Content Description that will be explicitly
  taught?
  • Remember to align the After Reading activity with your
  assessment strategy.
  Reading Block – Week 9
  Look at the week 5 Sway for:
  Before, During & After reading
  Look at the week 6 Sway for:
  Reading strategies &
  Comprehension levels.
  Human Written Academic Papers – Guided Reading Plan • Plan 3 x 30mins sessions for each group
  • 3 groups based on flexible grouping
  • Flexible grouping means that Human Written Academic Papers – Guided Reading Groups can be changed each week depending on the
  reading needs of our students.
  • It is important to explain how you have grouped your students for Human Written Academic Papers – Guided Reading in your Rationale.
  • Refer to week 12 for examples of flexible grouping.
  Differentiate Texts
  • Plan differentiated teaching & learning for each group
  Assume:
  • Lower Group: reading below year level
  • Middle Group: reading at year level
  • Higher Group: reading above year level
  • Identify text titles, level of comprehension and reading strategy.
  • Superior Paper Help – Outline how you will engage students in guided reading.
  • Students must read the same text in each session e.g.

• PPLYING MEASUREMENT TOOLS TO A PRACTICE PROBLEM

  PPLYING MEASUREMENT TOOLS TO A PRACTICE PROBLEM
  Conduct a collaboration interview with two or three key leaders in your practice setting to determine the measures for your practice problem and associated challenges impacting measurement for your practice problem (include confidentiality, anonymity, access issues, etc.). Perform an existing evidence review on your practice problem and search for evidence that demonstrates how your practice problem is measured across the country.
  Resources
  • Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Health Administration Press.
  o Assessment Brief Original Custom Research Essay Pro Papers Help – Chapter 3, “Measuring Performance” (pp.