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Audience: Imagine you are writing for yourself and some ‘critical friends’ (e.g. teacher educator, mentor teacher, online peers) wanting to assist you with your professional development. Expected content: The assignment (when considered as a whole) should contain: Documentation • An overview of your teaching context (real or anticipated) • Written responses to at least four of the numbered activities in Module 1 (included below) Analysis • A plausible interpretation of the school-based scenario described in Davis and Renert’s opening chapter (2014, pp. 1–15) • Suggestions on how you could harness this interpretation to better address applicable curriculum (e.g. segments of the Australian Curriculum) within your teaching context • Identification of a particular element of numeracy you’d like to investigate further • Rationale for prioritising this element of numeracy within your teaching context Consolidation • An outline of a compelling classroom activity designed to encourage your students (whether actual or imaginary) to experience in context a key aspect of your prioritised element of numeracy • A summary of the pedagogy and/or other interactions underpinning the activity • A visualisation showing how your thinking links to significant themes arising in the Learning Materials, Davis and Renert (2014), and other relevant literature as applicable Redirection • A description of a surprising idea or unanswered question that you’d like to pursue in Assignment 2 (without obligation) • Several recommendations on how you might progress your learning from here Activity 1.1 From the National Numeracy Review Report, select three recommendations (from the fifteen in total) you feel might be particularly relevant to you and your intended level of schooling. From the report (and any other relevant resources to hand, such as the 2008 Melbourne Declaration) identify the various factors (contexts, problems, issues, resources, dependencies, etc.) most likely to affect successful implementation of the three recommendations.

Audience:
Imagine you are writing for yourself and some ‘critical friends’ (e.g. teacher educator,
mentor teacher, online peers) wanting to assist you with your professional development.

Expected content:
The assignment (when considered as a whole) should contain:

 

Documentation
• An overview of your teaching context (real or anticipated)
• Written responses to at least four of the numbered activities in Module 1 (included below)

Analysis
• A plausible interpretation of the school-based scenario described in Davis and Renert’s opening chapter (2014, pp. 1–15)
• Suggestions on how you could harness this interpretation to better address applicable curriculum (e.g. segments of the Australian Curriculum) within your teaching context
• Identification of a particular element of numeracy you’d like to investigate further
• Rationale for prioritising this element of numeracy within your teaching context

 

Consolidation
• An outline of a compelling classroom activity designed to encourage your students
(whether actual or imaginary) to experience in context a key aspect of your prioritised element of numeracy
• A summary of the pedagogy and/or other interactions underpinning the activity
• A visualisation showing how your thinking links to significant themes arising in the Learning Materials, Davis and Renert (2014), and other relevant literature as applicable

Redirection
• A description of a surprising idea or unanswered question that you’d like to pursue in
Assignment 2 (without obligation)
• Several recommendations on how you might progress your learning from here

Activity 1.1
From the National Numeracy Review Report, select three recommendations (from the fifteen in total) you feel might be particularly relevant to you and your intended level of schooling. From the report (and any other relevant resources to hand, such as the 2008 Melbourne Declaration) identify the various factors (contexts, problems, issues, resources, dependencies, etc.) most likely to affect successful implementation of the three recommendations.

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