How the Learning Practice Proposes the Student Needed Skills to Deal with Any Form of Assessment - Case Study Example

RUNNING HEAD: Project Report Project Report Student’s Name Institution’s Name SUMMARY The aim of the project is to use a hypothetical student in any given teaching-learning area and identifying the key learning characteristics that are exhibited. This therefore gives a focus on how the learning experience offers and gives the student the available skills to tackle any form of assessment in a classroom setting. The project also seeks to analyze a year 10 Religious Education Syllabus on how it describes and meets the demands of all the indicated levels of study. The UDL principles of learning practices are also the Centre of the project and it is considered in how one can make a proper lesson plan and also integrating the concepts in lessons. The assumptions that are made are that Tiara is a hypothetical student and is a History student of the Grade C average performance. Contents SUMMARY 2 Contents 3 INTRODUCTION 4 Hypothetical Student 5 STUDY 6 Lesson Plan 8 Universal Design for Learning 10 Conclusion 12 INTRODUCTION The Australian Curriculum in its essence seeks to achieve the best standards on understanding, knowledge and a student’s capability of showing and demonstrating knowledge in the particular field of study. The study in this instance would seek to isolate a tenth year student taking History. At this stage it is usually expected of a student to be capable to demonstrate key events, the actions of individuals, groups, and beliefs and values. Additionally, to be capable of explaining patterns changes and continuity of study over time and also isolate past events and support any given interpretation. The project report then seeks to identify the particular shortcomings of Tiara a year 10 History Student in Queensland. Further an aspect of a key learning area is identified and in this case Religious Education. The key strands involve beliefs, scripture, biblical underpinnings and morals. However the project only focuses on the religious strand and isolates the other areas of outcomes. The other task is also to create a lesson that demonstrates the key areas of study that are integrated under the UDL system of learning and also isolating the various principles that are embedded within the UDL learning system. In this case therefore there is a great need in trying to reconcile UDL best practices in learning as well as trying to ensure that a student understands various concepts that are taught in the classroom setting (Annandale, 2004). The project also shows that having a good objective and learning outcome, boosts the overall assessment on a student based on understanding, knowledge and skills that are acquired. Hypothetical Student Tiara is a History Student of Year 10 under the Australian Curriculum and assessment program. This level is to provide and to ensure that students are capable of showing a wide range of understanding of various learning outcomes and ideas in the mastery of the subject. Firstly Tiara in her levels considered a student who achieves the grade of C in all her assessments and tasks. This is because of her failure to meet certain provisions within the curriculum and also in how she shows her understanding in the subject. Secondly, the History course has two integrated strands that are Historical Knowledge and Understanding and Historical Skills. Historical knowledge in her assessment can be considered to be at a very low level because she fails to demonstrate a proper understanding on the sequence of events and also developing a good chronological framework in her assessments (Freebody & Luke , 1990). This therefore shows that an improvement needs to be undertaken in how knowledge is attained. She also fails to adequately analyze and synthesis information from range of given primary and secondary sources to be able to competently answer any given inquiry assessment. The assessment given to her also inadequately fails to correctly and competently identify that the student is capable of identifying and developing their own interpretations and justify their answers. The student also fails to give an informed pattern of change and continuity over time and referencing it to key events and actions and also the use of evidence to support any given assumptions. Her skill developments in History also show a low level of understanding. Skills that are to be developed in History are those of reasoned evaluation, comprehensive analysis, effective communication and use of appropriate historical terms. the assessment provide also does not meet the threshold of showing a proper use of general and even some familiar sources of references within the written task (Christie & Derewianka, 2008). The authenticity of the work provided is also not so credible because of distortions and even reference to unidentified materials. The fact that the student has access to electronic sources there is a need for her to show a well collaborative task or assessment submitted. The planning and the drafting of her work were not proper hence a shoddy work was provided. The essay of the student in its submission also fails to bring out a proper conclusion and decision making within the entirety of the work also identify the students weakness in understanding the given subject area. The student in this case should be adequately accommodated in ensuring that; I. She acquires proper knowledge in mastering history II. Proper understanding of references III. Interpretation and use of various sources to draw up proper conclusions IV. Skills in analyzing of historical concepts and activities V. A proper chronological understanding of historical facts and also criticisms STUDY Religious Education study in year 1-10 in Queensland Studies Authority i9s considered to have at least two limbs that of educational dimensions and also faith formation dimensions. This is important to be a purpose included in any learning outcome or course plan. The nature of this learning area is to ensure that a student’s religious literacy in Catholic tradition for good participation in communities and also the general society. This learning area is organized into four strands; scripture, celebration and prayer, morality and also beliefs. Considering the learning outcome key to religious studies in this case is linked to align with the Learning Framework in enabling a student to shape and enrich the world on any religious issue. A strand is considered as the groupings of the content and outcomes for Religious Education. In this project, I isolate the learning outcome of belief is that there exist three strands of outcomes that of I. Christian teaching and expressing understanding in God II. How the belief s and teachings of Jesus underpin Christianity III. The structures and practices that proclaims Christian teachings in its beliefs The three strands what the outcome of beliefs entails in the study of religions. Year study 10 in this study is to be classified as those persons who are at the level 10. The level statement states that the main achievement is to be on the student to be capable to demonstrate the applications of teachings in any particular context. A students should be capable of recognizing various strengths and limitations in any given contemporary applications and beliefs about Jesus. They are also able to identify and be aware of ways the Church can meet the needs of beliefs in the future. The core learning outcomes in this area are to be modeled in search a way that they have a connection with the syllabus context and hence must be organized conceptually and in given levels (Howard, 2004). For instance at this level a student must be capable of knowing about the sources of the Pentateuch, titles and images of God, Scripture and Church Teaching, Biblical criticisms and also certain principles on Biblical Interpretations. The learning outcome expected can also be placed in discretionary areas. This can be categorized as; I. A student to be capable to evaluate the negative and positive application of Christian beliefs and Church teachings in particular context. II. A student to be capable of critiquing contemporary applications of beliefs and teachings about Jesus III. Analyze the Christian Structure in trying to assess development. Any given outcome in this instance must be in a way that shows progression and also an increase in sophistication and complexity of being able to achieve the outcome. Lesson Plan Purpose The lesson plan is aimed at ensuring and providing for the students with proper assessment abilities, research skills, collect, analysis and the use of primary and secondary sources for appropriate drawing of conclusions Description The expectations of the learning outcomes are to be based on; I. Proper use of learning sources for proper analysis in any given task or assessment. II. Interpretation of various historical documents and events III. Evaluation of evidential sources in order to determine their relevance and authenticity, purpose, bias and also different perspectives IV. Discussions and also drawing of proper conclusions through support of proper evidence V. Communication of descriptions of historical texts and also being able to reflect on proper findings in order to revise and adapt the inquiry process Learning Modes The mode of teaching will be: I. Classroom discussions II. Group presentation III. Expert and motivational speakers in class IV. Teaching The sources of materials for study are; Prescribed books The library materials Electronic sources Journal literature Any other teaching material provided during the lesson Format The assessments in this lesson will be in form of; I. Reports that seek to determine chronological aspects of historical events and acts II. Written assignments on any historical event III. Essays that are to be argumentative , persuasive and analytical skills IV. Reading aloud in group discussions to enhance reading skills V. Presentations by individuals and groups on various aspects on students skills Assessment The lesson will be assessed by; I. Written Assessment 30% II. Report 10% III. Presentation 10% IV. Final Examination 50% Learning Outcomes I. To ensure that the student demonstrates a high level of understanding and abilities of the subject matter and also the various strands in history. II. To able to demonstrate analysis and interpretation of historical texts both secondary and primary sources III. Ability to arrange historical events in a chronological manner and with accuracy. IV. To be capable of drawing conclusions on any task or assignment in a way that demonstrates understanding and proper skills. Universal Design for Learning Universal Design for Learning (UDL) is considered to be a research based framework in the designing of a curriculum that seeks to include various educational goals, methods , assessment, materials and also to equip a student with the knowledge and skills in order to sufficiently master and get the desired outcomes (Barbara L. M., 2003). UDL moreover seeks to ensure that learner support to reduce learning barriers and continue to maintain a high standard of achievement for all the students within the system. Representation: the UDL system is designed to ensure that a student in must be capable of being given diverse modes of acquiring of knowledge an information (Davidson, 2002). The learning outcome in this project is created to ensure that the history student is capable of showing knowledge ad also being capable of showing understanding and knowledge. Multiple Means of Action and Expression: The UDL system in must be capable of showing that a learner is given an adequate platform to demonstrate what they have been taught. In this case the assessment that is provided is aimed at giving the student an opportunity to show what he has understood in the lesson provided (Anstey, 2002). Curriculum, Instruction and Assessment: A model in UDL must be capable of providing a clear percepts and guidelines on how s a student will be assessed and instructions given. This lesson plan shows that the instructor is capable of using a wide range of materials and different formats and contexts to ensure the desired outcomes are reached (Vaughn, Elbaum, & Hughes , 1998). The multiplicity of modes of presentation of information and engaging of students and also competency demonstrated also show that the lesson plan meets the threshold in UDL learning System The use of technology: the lesson plan seeks to encourage students to use technology especially electronic sources to be complainant with the implementation of the UDL system. This will be important in boosting the knowledge and also increasing the available sources of learning materials to the students. The unique characteristics are presented by the UDL system of learning is based on: The creation of a flexible curricula to ensure that students are provided with multiple modes of accessing content (Walsh , 2011) Multiplicity in means of expression of what they learn in class Motivation and giving a student various modes of engaging and increasing learning interest in the child Provision of various unique traits and ideas to a teacher on how to effectively assess the students’ knowledge, interest and understanding In essence the UDL learning system gives a teacher the opportunity to adequately present information, stimulate a learner’s interest, differentiating how a student expresses what they have been taught in class and also the mode of presentation (Barbars & Vakili, 2005). Conclusion In this project, it was important to note and analyze the importance of using a comprehensive study and learning model to ensure that a student is capable of demonstrating knowledge and understanding in any key learning area. This is based on the fact that a student learns more from a context where all his or her learning skills are fully recognized and integrated. A good lesson plan in any area of study must have a good outcome or focus based on what the teacher seeks to achieve at the end of any given lesson. It must have adequate sources or learning materials, efficient assessment and also adequate platform for a student to advance a skill. The guidance of use of appropriate learning system in this case UDL is important. References Annandale, K. (2004). Processes and Strategies in Reading Resource book (2nd ed.). Melbourne: Rigby Heinemann. Anstey, M. (2002). Litrature futures. Brisbane: State of Queensland, Department of Education. Barbara, B. S. (1998). 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