EDS2203 Junior secondary science curriculum and pedagogy Assessment Task 1 | UniSQ

Task Instructions 

Part 1- Video of a short teaching episode and analysis of a dialogue (65%) 

Construct a simple physical model that can be used in the classroom to develop students conceptual understanding of lunar phases. 

(a) Film a 5-7 minute video that shows you using the model and appropriate questioning techniques to assist a year 7 student to understand lunar phases. The video should show you: 

• using the model to facilitate and assess the student’s understanding. 
• employing dialogue with the students that includes probing questions to elicit the student’ s responses that reveal their thinking and reasoning. 
• adapting your approach according to the student’s verbal and non-verbal responses to your prompts or questions.

(b) On the template for Part 2 of Assignment 1, analyse ONE discourse taken from the video. This discourse should show evidence of effective questioning that probes the student’s understanding and engages them in higher-order cognitive processes. Your completed template should include: 

• Identification of section of the video that you have analysed. 
• A written transcription of the selected discourse. 
• Your analysis of the selected discourse, using the analytical code developed by Chin (2006).

(c)Critically evaluate your questioning technique and dialogue in the selected discourse 

(d)Justify your placement of the selected discourse on the dialogic- authoritative spectrum, and how you would improve the entire teaching episode.

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Part 1- Task Presentation 

Part 1 should be presented on the template for Assignment 1. On the template, include a working and accessible URL link to your video. Please ensure that you make your video accessible to anyone so the marker can view it. 

Advice on selecting a participant. 

If possible, you should find a Year 7 student participant. If you are unable to locate a Year 7 student that can appear on camera with you, you may recruit a 6 or Year 8 student, or an adult friend or relative to be the participant. Because the assignment is about you demonstrating your skills in developing the participant’s understanding, the participant should NOT be an expert in science or have advanced knowledge of lunar phases For the same reason, the teaching episode should NOT be rehearsed with the participant. Instead, it should be a simulation of an actual classroom teaching situation where you will need to use suitable questioning techniques to probe for understanding and adapt your teaching according to the student’s responses. 

• The camera should be set in a single location such that you, your teaching resources, and the participant are always visible. 
• The audio recording should be clearly audible. 
• The video should be prepared in one attempt, with no breaks or cuts (i.e. no edits). 
• Ensure elapsed time is visible throughout the video (e.g. include a clock in the scene) 
• Best results are obtained when teacher and participant sit or stand facing each other.
• Please trial the use of the camera (but NOT the teaching episode) to ensure that your face and the participant’s face are clearly visible (do not film with a window backdrop or in a darkroom) and ensure that the dialogue can be heard clearly. 
• include a working and accessible link to your video on the provided template