EDF4121 Teaching: The power to change 代写

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  • EDF4121 Teaching: The power to change 代写

     
     
    Unit Guide
     
    EDF4121
    Teaching: The power to change
    Semester 1, 2017 
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    2
    Table of contents
    Indigenous acknowledgement 4
    Student Charter 4
    Teaching team 4
    Chief Examiner 4
    Unit Coordinator(s) 4
    Lecturer(s) 5
    Unit handbook information 6
    Mode of delivery 6
    Unit relationships 6
    Pre-requisites 6
    Prohibitions 6
    Co-requisites 6
    Synopsis 6
    Learning outcomes 6
    Workload requirements 7
    Teaching approaches 7
    Unit in a nutshell 7
    Teaching activities 7
    Fieldwork risk assessment statement 8
    Technological requirements 9
    Your feedback to us 9
    Previous student evaluations of this unit 9
    Unit schedule 11
    Assessment requirements 13
    Assessment summary table 13
    Extensions, penalties, resubmission and special consideration 13
    Turnitin - Faculty information 13
    Reference requirements 13
    Assignment submission 14
    Returning assignments 14
    Assessment feedback to you 14
    Assessment tasks 15
    Learning resources 21
    Required resources 21
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    Prescribed text(s) 21
    Prescribed readings 21
    Recommended resources 21
    Student support 21
    Academic Language and Literacy Development - Faculty of Education 21
    Disability Support Services 21
    Education policies 22
    eSolutions Service Desk (ICT services and help) 22
    Graduate Attributes Policy 22
    Indigenous Tutorial Assistance Scheme (ITAS) 22
    Information for Singapore based students 22
    Monash University Library 22
    Student Services 22
    Unit guide prepared by 22
    Last updated 22
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    4
    Indigenous acknowledgement
    We acknowledge and pay respects to the Traditional Owners and Elders - both past and present -
    of the lands and waters on which our five Australian campuses operate.
    http://www.monash.edu.au/about/indigenous/
    Student Charter
    The  Student Charter sets out the key expectations of all students as they foster and  Monash
    contribute to Monash's learning community.
    http://www.opq.monash.edu.au/ep/student-charter/monash-university-student-charter.html
    Teaching team
    Chief Examiner
    Name: Dr Niranjan Casinader
    Campus: Clayton
    Email: Niranjan.Casinader@monash.edu
    Phone:
    Contact hours: On Clayton Campus, Tuesday and Thursday: please email for an appointment on
    these and other days
    Unit Coordinator(s)
    Name: Dr Niranjan Casinader
    Campus: Clayton
    Email: niranjan.casinader@monash.edu
    Phone:
    Contact hours: On Clayton Campus, Tuesday and Thursday: please email for an appointment on
    these and other days
    Name: Mr Mal Grimmett
    Campus: Peninsula
    Email: mal.grimmett@monash.edu
    Phone:
    Contact hours: Please email for an appointment
    Name: Dr Hilary  Monk
    Campus: Online (OCL)
    Email: hilary.monk@monash.edu
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    5
    Email: hilary.monk@monash.edu
    Phone: +61 3 990 44277
    Contact hours: Please email for an appointment
    Lecturer(s)
    Name: Dr Niranjan Casinader
    Campus: Clayton
    Email: Niranjan.Casinader@monash.edu
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    Unit handbook information
    Mode of delivery
    Clayton (Day)
    Peninsula (Online)
    Peninsula (Day)
    Unit relationships
    Pre-requisites
    None
    Prohibitions
    None
    Co-requisites
    None
    Synopsis
    In this unit students investigate and reflect on what it means to be a teacher in different
    educational contexts. They consider the kinds of 'power' they have as an individual teacher and
    the teaching profession as a whole to influence young people's learning and development and to
    help shape a multicultural, democratic and sustainable future world. As part of that investigation
    students examine, critically analyse and evaluate different theories of teaching, and inquire into the
    multiple dimensions of teachers' work in diverse settings. In the course of developing an emerging
    personal and professional standpoint around teaching, students research a number of policy
    documents (at local, national and global levels) and consider the ways these policies influence
    teachers' practices and sense of who they are as professionals.
    Learning outcomes
    Upon successful completion of this unit students should be able to:
    1. examine, critically analyse and evaluate different theories of teaching and teaching
    practice
    2. investigate the complex, multi-faceted and changing nature of teachers' work
    3. explore and critically reflect on the ever-evolving nature of teachers' professional identity
    4. develop a personal and professional philosophy of teaching
    5. develop critical awareness of the ways policy documents (at local, national and global
    levels) have an impact on teachers' professional identity and professional practice in diverse
    educational settings.
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    7
    educational settings.
    Workload requirements
    Minimum total expected workload equals 144 hours per semester comprising:
    (a.) Contact hours for on-campus students:
    ● equivalent to 24 hours engagement in online, face-to-face or blended platforms
    (b.) Contact hours for off-campus students:
    ● equivalent to 24 hours engagement in online or blended platforms
    (c.) Additional requirements (all students)
    ● independent study to make up the minimum required hours per semester
    Teaching approaches
    Unit in a nutshell
    This unit is one of the key, common units that are undertaken by all Teach students, whatever their
    specialism. It focuses on an exploration of all the elements that combine to form the role of a
    teacher within education, whatever the specific educational setting. It is a companion unit to
    EDF4120, and there are many lines of connection between the two. Students will be encouraged
    to develop an understanding of those interactions and links as the units progress.
    If EDF4120 is about the nature and process of learning, then this unit is concerned with how
    educators construct and implement that learning process within the context of teaching as a
    profession. It also looks at the nature and role of a teaching professional in contemporary
    society,  and how educators develop their own professional identity as a member of that
    profession. The unit is designed to address the matters that concern all F-12 educators, whatever
    their educational setting, as well as looking at areas that are specific to one particular setting.
    Teaching activities
    Aside from the weeks of professional placement, each week will be usually divided into two parts:
    a  and a  Exceptions to this will be also noted on Moodle. one-hour lecture two-hour workshop.
    The lecture will be presented twice at Clayton on Tuesdays: at 10.00 am and 4.00 pm. The
    combined space across both lectures will enable all Clayton students to attend a live lecture, and
    they are encouraged to do so. Both lectures will be recorded on MULO.
    All workshops at Clayton and Peninsula have been timetabled on Wednesday - Friday to enable all
    students to view the lecture, whether live or through MULO. that  at  It is imperative all students
    Clayton, Peninsula and online    their weekly  r should attend or  watch each week's lecture before
    workshop. The lecture times and MULO options mean that there should be no reason why any
    student should not be able to do this in normal circumstances.  This is important because the
    workshops will proceed on the expectation that you are aware of the material in the lecture.
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    The live  at each campus have been  :  workshops timetabled and staffed  according to specialism
    Primary & Secondary  (the dual sector degree), Early Years-Primary, and Secondary at Clayton;
    Primary at Peninsula ; and Early Years and Primary online.
    All the workshops at Peninsula are Primary-focused, so any workshop can be chosen. However,
    there are over 20 workshops timetabled across Wed-Friday at Clayton. These have been allocated
    to Early Years-Primary, Primary-Secondary and Secondary. The focus of each workshop slot is
    shown on the online timetable. The number and times of the workshops have been allocated
    according to numbers in each specialism and the timetables of the individual specialisms. In other
    words, as far as possible, University Timetabling has tried to ensure that there are no clashes with
    course units.
    At Clayton,  ,  all students are expected to select a workshop that is compatible with their specialism
    as it is in this session that the themes in the lecture and the week will be addressed in ways that
    are specific to the specialism in question. Students who select a different workshop, for whatever
    reason, should be aware of the implications of their choice.
    The Moodle site will have workshop activities specific to each specialism, as well as those that are
    tailored for online students. All students, regardless of mode or specialism, will be able to access
    all materials across the site. Only discussion forums will be targeted in various ways. There will be
    a section in each weekly workshop that will address the upcoming assessment task in some form.
    I ,  t is expected that all students prepare for each week's workshop by doing the required readings
    which will be used in some way to guide or inform your activities in the workshops. In some weeks,
    there may be hurdle activities, which will require a task to be done to access future materials. It  is
    essential that you purchase either a hard or e-book version of the textbook, as it is used each
    The readings, if done, have been chosen to prepare you for the assessment tasks.  week.
    Readings that are specific to an educational setting will be listed under the weekly workshops. The
    items on the main reading list itself are common to students in all specialisms and, as with the
    lectures,have been designed with this principle in mind.
    In order to further help students further with the two assessment tasks, the Chief Examiner will be
    running an Adobe Connect virtual help session presentation prior to the submission of each task.
    Look out for the dates and times of these sessions  via the appropriate discussion forums.
    Fieldwork risk assessment statement
    Staff members in charge of field activities and supervisors of students are responsible for ensuring
    that the risk assessment procedure has been completed before the commencement of the field
    activity.

    EDF4121 Teaching: The power to change 代写
    Students are responsible for following procedures and instructions given by staff whilst undertaking
    fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
    their fieldwork supervisor immediately.
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    9
    1.
    2.
    3.
    4.
    For more information on fieldwork in the Faculty of Education, see the following link:
    http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html
    Technological requirements
    Throughout your studies, you will use a variety of technologies and multimedia to access unit
    materials, to participate in and complete assigned activities, discussions and assessments. For
    further information regarding the teaching and learning technology’s the Faculty expects you to
    engage with, please visit: http://www.monash.edu.au/pubs/2017handbooks/undergrad/edu-02.html.
    Other useful links:
    ● Faculty of Education – the learning space:
    http://monash.edu/education/current-students/academic-and-study-support/teaching-
    technology-learning-centre/
    ● IT/e-Solutions Services:
    http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf
    ● Library Services:
    ​http://www.monash.edu/library/services/users/students
    Students are asked to bring  to use tablets and/or laptops to use in lectures and workshops.
    Laptops and/or tablets are encouraged, as they enable constructive work to be undertaken on an
    assessment task, or other written work, in a workshop, when required.
    Your feedback to us
    One of the formal ways students have to provide feedback on teaching and their learning
    experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
    is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
    and areas for improvement.
    Previous student evaluations of this unit
    In response to previous SETU results of this unit, the following changes have been made:
    This unit is being taught for the third time in 2017. The unit team has acted on the 2016 SETU by:
    revising the content and delivery of each week's lecture and workshop
    revising the nature, scope and direction of the assessment tasks
    paying greater attention tho the pre-planning process, especially in timetabling and
    workshop organisation
    reducing the amount of weekly readings
    Additional changes have been made in response to the national requirements in teacher education
    course accreditation. By submitting written comments you are assisting your Faculty to implement
    best teaching practices. The Faculty is committed to continually improving the student learning
    experience. For your part, you have a responsibility to ensure that your comments are constructive
    and respectful and that you recognise the important professional responsibility that Student
    Evaluations offers.
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    If you wish to view how previous students rated this unit, please go to:
    https://emuapps.monash.edu.au/ /index.jsp unitevaluations
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    Unit schedule
    Week Focus and activities (Lecture & 2 hour workshop) Assessment
    Week 1
    Starting
    Monday
    Feb 27 th
    Teaching as a Profession
    Week 2
    Starting
    Monday
    March 6 th
    Policies and Practices (incl the Australian Professional
    Standards for Teaching)
    Week 3
    Starting
    Monday
    March 13
    th
    Understanding the Setting Adobe Connect Help
    Session: AT1
    Week 4
    Starting
    Monday
    March 20
    th
    Planning for Pedagogy 1 Assessment Task 1
    due
    23:55 pm on Sunday
    26 th
    March, 2017
    Week 5
    Starting
    Monday
    March 27
    th
    Planning for Pedagogy 2 (Differentiation)
    Week 6
    Starting
    Monday
    April 3 rd 
    (School
    Holidays)
    Assessment (lecture)
    Workshop (1 hour only)
    Week 7
    Starting
    Monday
    0 April 10  
    th
    (School
    Holidays)
    Professional experience Preparation (Lecture)
    Note: attendance at this lecture is seen as  . If  essential
    placement issues arise later, student attendance at this
    session will be a factor taken into account in the resolution
    Classroom Management (Workshop)
    Adobe Connect Help
    Session: AT2
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    7 MONASH SEMESTER BREAK/ SCHOOL HOLIDAYS (April 17 1 – 21 ) )
    th t st
    Week 8
    Starting
    Monday
     April 24 th
    Placement: no classes
    Week 9
    Starting
    Monday
    1 May 1   
    t st
    Placement: no classes
    Week 10
    Starting
    Monday
    8 May 8  
    th
    Placement: no classes
    Week 11
    Starting
    Monday
    May 17 th
     
    Placement Debrief/ Professional Identities
    Week 12
    Starting
    Monday
    May 22 nd
    Global Futures: a changing workplace
    (online video lecture only: optional)
    Workshop (1 hour only)
    Assessment Task 2
    due on Sunday
    28 th  May, 2017 at 23:
    55 p.m
    SWOT VAC No formal assessment
    is undertaken in
    SWOT VAC
    Examination Period LINK to Assessment
    Policy: http://policy.
    monash.edu.au/policy-
    bank/
    academic/education
    /assessment/
    assessment-in-
    coursework-policy.html
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    13
    Assessment requirements
    Case study: critical biography - report of teachers' work in context (1600 words, 40%)
    Research essay (one or two theories/theorists) and position statement (philosophy) (2400 words,
    60%)
    Assessment summary table
    Assessment task Value Due date
    Case study: critical biography - a report of teacher's
    work in context
    40% Sunday 26th March, 2017
    23:55 pm
    Research essay and Position Statement 60% Sunday 28th May, 2017 23:
    55 pm
    Extensions, penalties, resubmission and special
    consideration
    Please read Faculty Assessment procedures for information about extensions,
    penalties, resubmission of assignments and special consideration:
    http://monash.edu/education/current-students/academic-and-study-support/academic-progress/
    Turnitin - Faculty information
    Turnitin is text matching software used by the University as an educative tool to assist students to
    understand and develop the necessary skills to ensure the ethical and correct use of citing and
    referencing in their work (see Academic Integrity: http://www.monash.edu.au/students/policies/
    ). Currently within the Faculty of Education, the adoption of Turnitin in a  academic-integrity.html
    unit is at the discretion of the Chief Examiner.
    Students are expected to use Turnitin as a self check tool in this unit. Please note that:
    ● this is  the assignment dropbox and any files that you upload here will  be assessed not  not
    ● they should not include any personal information (name, id etc) within the submitted
    document
    ● Originality report can take up to 24 hours per dropbox.
    Please visit   for assistance. For technical support, please contact  Turnitin Library guide eSolutions
    . Service Desk
    Reference requirements
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    14
    American Psychological Association (APA) 6 edition is the standard referencing style used within
    th
    the Faculty of Education. Please see the following Monash University Library Guide on APA 6
    th
    edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa
    Assignment submission
    Moodle - You will need to submit your assessment task via the Moodle assignment box.
    Returning assignments
    Your assessment tasks will be returned via Moodle assignment dropbox.
    Assessment feedback to you
    For information regarding when you can expect to receive feedback from your assignments, see:
    Faculty Assessment Procedures
    Types of feedback you can expect to receive in this unit are:
    Assessment tasks
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    ?
    15
    Assessment tasks
     Case study: critical biography - a report of teacher's work in context Title:
    Sunday 26th March, 2017 23:55 pm Due date:
    Assessment task link to unit learning outcomes: Learning Outcomes 1, 2, 3, 5
    ● (1)Examine, critically analyse and evaluate different theories of teaching and teaching practice
    ● (2) Investigate the complex, multi-faceted and changing nature of teachers' work
    ● (3) Explore and critically reflect on the ever-evolving nature of teachers' professional identity
    ● (5) Develop critical awareness of the ways policy documents (at local, national and global levels) have an impact on teachers'
    professional identity and professional practice in diverse educational settings.
    Details of task: Critically discuss the impact that various factors might have on the creation of a teacher’s professional identity. Include a
    reflective narrative on the creation of your own professional identity and how you feel it is emerging as you begin your MTeach course.
    Your task involves two parts: requires you to do two things –to  and to  the possible influences that help to  Part A identify critically discuss
    shape the creation of a teacher’s professional identity. These factors might include (but are not limited to):
    ● the landscapes of educational policy which influence teachers’ work
    ● curriculum
    ● theories of teaching and learning,
    ● the sociocultural context/s of particular times/places, and
    ● professional learning programs. A
            As a guide, Part A should be about 1200 words in length.
    You must refer to:
    ● the  of the EDF4121 coursework program, including the readings first four weeks
    ● additional academic literature that you have researched, and
    ● at least  video interviews of educators reflecting on their personal trajectory. These videos are on the Moodle site under  two
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    16
    1.
    1.
    2.
    3.
    4.
    5.
    2.
    3.
    4.
    5.
    6.
    7.
    ● at least  video interviews of educators reflecting on their personal trajectory. These videos are on the Moodle site under  two
    Assessment Task One. You should watch one video of an educator in your preferred teaching setting, plus at least one other from
    a different teaching environment. This is to give you a contrast to use as a base for the analysis.
    requires you to first  the factors that have influenced  and  you wish to become as a teacher. Part B identify who you are why
    how these factors have led to the creation of your own emerging professional identity.  on what you feel it means to  Discuss Reflect
    belong to the teaching profession and how you see that this has been affirmed and/or challenged by the early weeks of the MTeach
    course. A s a guide, Part B should involve about 400 words.
    1600 Word count/equivalent:
    40% Weighting/Value:
    Presentation requirements:
    Individual assessment in group tasks: Your essay should:
    Make use of the lecture/workshop material and relevant readings (the academic literature) to guide your analysis. These may
    include:
    readings provided as part of the reading list;
    other items made available on Moodle;
    readings discussed in class;
    additional peer-reviewed readings that you find yourself. (Peer-reviewed readings include journal articles from academic
    publications that been vetted by other academics.        This is usually stated clearly on the journal website or at the start of
    any hard copy publication. They also include research-based books published by academic publishers.)
    NB: The readings are in addition to the prescribed texts. It is expected that, aside from the prescribed texts, you will refer to
    and make use of at least two (2) readings.     
    Meet the word count (within 10%), and be logically and coherently structured. The word count includes all in-text citations and
    quotations. As a guide, going over the 10% because you have cited very thoroughly will not be penalised. It is the main text and
    quotations that you should be concerned about.
    Use clear and appropriate language that is correct in both spelling and grammar.
    Ensure your work is original and that you  (i.e. cite a reference) where you draw on the words and ideas of others. identify
    Make correct use of the  style of citation. APA 6th Edition
    Include your name in the header of each numbered page.
    The document should be fully and correctly formatted as a  (margins, page numbers, use of  professional Word document
    appropriate formatting, and so on)
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    17
    Criteria for marking:
    HD D D C C P P F F Comment
    Criterion 1: Critical engagement with the coursework program
    The extent to which the submission draws on the set readings, lectures,
    and tutorials to identify and critically discuss the impact of various factors
    that seem to shape the development of teacher professional identity over
    the course of a teaching career.
    30%
    Criterion 2: Critical engagement with additional academic literature
    The extent to which the submission demonstrates critical engagement with
    relevant academic literature. References should be used to strengthen and
    substantiate a developing understanding of the impact of various factors
    that seem to shape the development of teacher professional identity.
    20%
    Criterion 3: Critical engagement with video footage
    The extent to which the submission draws on the video footage of one or
    more educators. The video footage should not be summarised, but rather
    appropriate examples / quotes should be weaved through the submission
    to strengthen and substantiate a developing understanding of the impact of
    various factors that seem to shape the development of teacher
    professional identity.
    20%
    Criterion 4: Personal insights
    The extent to which the submission provides a clear personal statement
    that reveals an awareness of your emerging professional identity. This will
    involve reflecting on the ways and means by which your own view of what
    it means to belong to the teaching profession has been affirmed and/or
    challenged by the early weeks of the MTeach course.
    20%
    Criterion 5: Academic literacy and integrity
    The submission should be original and authentic. It should be written and
    organised in a logical, coherent way. The use of headings and sub-
    headings is encouraged. It is expected that you will proofread your
    submission to ensure it is free from spelling and grammatical errors. Is it
    expected that you will use APA 6 Ed referencing conventions.
    th
    10%
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    1.
    2.
     Research essay and Position Statement Title:
    Sunday 28th May, 2017 23:55 pm Due date:
      : Assessment task link to unit learning outcomes: Learning Outcomes  1, 3 and 4
    ● (1) Examine, critically analyse and evaluate different theories of teaching and teaching practice
    ● (3) Explore and critically reflect on the ever-evolving nature of teachers' professional identity
    ● (4) Develop a personal and professional philosophy of teaching
    Details of task:   “Education is the most powerful weapon which you can use to change the world.” (Nelson Mandela)
    The Australian Professional Standards for Graduate Teachers (APSTs) describe the work expected of a teacher at Graduate level. It is
    these practices that are deemed to comprise effective education practice. Effective education practice, for Nelson Mandela, is a weapon
    that holds possibilities to change the world.  This essay addresses these Standards, in research and in practice, and asks you to
    comment on how they are an effective force for change. It has four parts to it.
    Explain the content/ substance and intentions of each of the seven (7) APST Standards. Within your discussion, you     Part 1 (900 words)
    should make reference to
    the area of expertise addressed by each Standard and
    the aspects of that expertise specified by the Descriptors that make up each Standard .  
    Select two (2) of the seven (7) Standards that you want to learn more about, or which are important to you. Find two     Part 2 (500 words)
    (2) pieces of research for  of the two Standards that justify the importance of such practice as it aligns with each Standard. For  each
    example:
    ● what are the reasons given in research literature about why is it important to know students and how they learn?
    ● What does research tell us about why it is important to create safe learning environments?
    Continue with the two Standards you have selected. Provide accounts of practice that show how the two standards,     Part 3 (400 words)
    or the Descriptors within them, are demonstrated by teachers. To do this, you may refer to what you have seen teachers do while you
    were on placement, to the practice of teachers who taught you, or to video evidence of teaching practice that you are able to locate. 
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
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    1.
    2.
    3.
    4.
    5.
    6.
       4 Part 4 ( ( ) ) 600 words  
    If education transforms the world, and if these standards underpin effective educational practice, which two Standards of the seven do
    you feel are the ones that would most enable education to be a powerful weapon to change the lives of students?
    There is no right answer to this question. You need to argue which two Standards are important to you and why. This relies on   :  NOTE 1
    you mounting an argument for the two chosen Standards and building a case that supports this.
    ● You may select  . They can be different to the two that you have used previously in Parts 2 and 3 of  any two of the seven Standards
    the essay.
    ● Substantiate your argument by drawing on  in addition to the two used in Part 2 above. As part of this,  at least four references
    consider and include references to what you understand about terms used in the quote such as ‘powerful weapon’ and ‘change’.
    – because the Standards are for all F-12 educators, their language is based on the school  NOTE 2:  ECE pre-service students
    environment. However, Early Childhood educators register with the same organisation that registers school teachers, so it is important
    to become familiar with these. Just remember that where it might say ‘school’, in your case, this would be ‘early childhood setting.
    2400 Word count/equivalent:
     60% Weighting/Value:
    Presentation requirements:  Further Instructions
    Meet the word count (within 10%), and be logically and coherently structured. The word count includes all in-text citations and
    quotations. As a guide, going over the 10% because you have cited very thoroughly will not be penalized. It is the main text and
    quotations that you should be concerned about.
    Use clear and appropriate language that is correct in both spelling and grammar.
    Ensure your work is original and that you  (i.e. cite a reference) where you draw on the words and ideas of others. identify
    Make correct use of the  style of citation.           APA 6th Edition
    Include your name in the header of each numbered page.      
    The submission should be fully and correctly formatted as a  (margins, page numbers, use of  professional Word document
    appropriate formatting, and so on)
    Not Applicable Individual assessment in group tasks:
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    20
    Criteria for marking:
    HD D D C C P P F F Comment
    Criterion 1:  Accurate and clear description of substance and
    intent of all 7 APST Graduate Standards
    The extent to which the submission summarises explains the
    content/ substance and intentions of each of the seven (7)
    APST Standards
    30%
    Criterion 2: A strong research-based justification of 2 of the
    Australian Professional Standards for Graduate Teaching
    20%
    Criterion 3: Rich accounts of practice that clearly demonstrate
    2 of the Australian Professional Standards for Graduate
    Teaching; Critical Description and explanation of 2 Australian
    Professional Standards for Teaching (APST) related to
    Teaching Practice
    20%
    Criterion 4: Critical and persuasive discussion about which  of
    the Australian Professional Standards for Graduate Teachers
    helps to achieve ‘education and change’
    20%
    Criterion 5: Academic literacy and integrity
    The submission should be original and authentic. It should be
    written and organised in a logical, coherent way. It is expected
    that you will proofread your submission to ensure it is free from
    spelling and grammatical errors. Is it expected that you will use
    APA 6th Ed referencing conventions, and include a correctly
    formatted reference list at the end.
    10%
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    21
    Learning resources
    Required resources
    Students generally must be able to complete the requirements of their course without the
    imposition of fees that are additional to the student contribution amount or tuition fees. However,
    students may be charged certain incidental fees or be expected to make certain purchases to
    support their study. For more information about this, refer to the Higher Education Administrative
    Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
    providers.
    Prescribed text(s)
    Churchill, Rick et al.. (2016).  Teaching: making a difference . (3rd ed.) Wiley (ISBN:
    9780730315452) .
    Prescribed readings
    Monash Library Unit Reading List (if applicable to the unit):
    http://www.monash.edu/library
    Recommended resources
    Additional weekly readings will be found on Moodle and the unit reading list from the library.
    Student support
    Academic Language and Literacy Development - Faculty of
    Education
    http://www.monash.edu.au/education/current-students/academic-and-study-support/academic-
    language-and-literacy-development-unit/
    Disability Support Services
    Students who have a disability, ongoing medical or mental health condition are welcome to contact
    Disability Support Services.
    Disability Support Services also support students who are carers of a person who is aged and frail
    or has a disability, medical condition or mental health condition.
    Disability Advisers visit all Victorian campuses on a regular basis.
    ● Website: monash.edu/disability
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    22
    ● Website: monash.edu/disability
    ● Telephone: 03 9905 5704 to book an appointment with an Adviser;
    ● Email: disabilitysupportservices@monash.edu
    ● Drop In: Level 1, Western Annexe, 21 Chancellors Walk (Campus Centre) Clayton Campus.
    Education policies
    Monash has educational policies, procedures and guidelines, which are designed to ensure that
    staff and students are aware of the University's academic standards, and to provide advice on how
    they might uphold them. You can find Monash's Education Policies at:
    http://www.policy.monash.edu/policy-bank/academic/education/index.html
    eSolutions Service Desk (ICT services and help)
    http://monash.edu/esolutions/contact/index.html
    Graduate Attributes Policy
    http://www.policy.monash.edu/policy-bank/academic/education/management/monash-graduate-
    attributes-policy.html
    Indigenous Tutorial Assistance Scheme (ITAS)
    http://www.monash.edu.au/study/life/indigenous/scheme.html
    Information for Singapore based students
    Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
    used by Monash University in marking students.
    Monash University Library
    http://www.monash.edu/library
    Student Services
    http://www.monash.edu.au/students
    Unit guide prepared by
    Name: Dr Niranjan  Casinader
    Campus: Clayton
    Email: niranjan.casinader@monash.edu
    Last updated
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    23
    18 Jan 2017
     
    Copyright @ Monash University 2017. All rights reserved. Except as provided in the Copyright Act 1968, this work may
    not be reproduced in any form without the written permission of the host Faculty and School/Department.
    EDF4121 Teaching: The power to change - Semester 1 (S1-01) - 2017
    EDF4121 Teaching: The power to change 代写