EDU3CAT Evidentiary Portfolio: Intentional Teaching, Implementation

This document presents an EDU3CAT evidentiary portfolio design brief, focusing on intentional teaching proposals, implementation, and assessment. It emphasizes the importance of understanding a child's background and learning capabilities through situational analysis to inform teaching strategies. The portfolio outlines a planning cycle involving observation, analysis, planning, implementation, and reflection to enhance children's learning and sense of belonging. It also discusses pedagogical practices, evaluation methods, and strategies for creating an inclusive environment, including incorporating Aboriginal & Torres Strait Islander perspectives. The overall goal is to develop effective teaching practices that promote lifelong learning and respect for diverse learners, with continuous improvement through reflection and collaboration. Desklib provides a platform for students to access past papers and solved assignments to aid in their studies.

ASSESSMENT TASK 3: EDU3CAT
EVIDENTIARY PORTFOLIO DESIGN
BRIEF
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TABLE OF CONTENTS
Introduction..................................................................................................................................3
Context.........................................................................................................................................3
Connecting to Theory..................................................................................................................4
Intentional Teaching Proposals, implementation and assessment...............................................4
Evaluation....................................................................................................................................4
Conclusion...................................................................................................................................5
REFERENCES................................................................................................................................7
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Introduction
The philosophy focused on the 3-5 age group is that values the child as central to their
own learning so that they are motivated to learn themselves. Progressiveness, social
reconstructionism are some of the philosophy that has been used in professional career with an
motivate that all the student have opportunity to progress through learning new things, enhance
their current knowledge and many more (Wood and Shears, 2018). Social reconstructionism is
philosophy that states an individual achieve the level of tolerance and peaceful coexistence,
likewise children of age must have capability to learn with other children belonging to the
similar age group. Furthermore, the children are motivated to pursue their own interests and
revisit and build upon ideas as all this contributes in improving their creative and innovative
skills.
Statement of intention goal for professional development in placement is “I wants to
become a good teacher that has capability to teach wide range of student in effective manner. I
have goal to achieve greater height in teaching professional through improving the learning
capabilities of children. So, that their existing skills, knowledge and capabilities can enhance to
maximum extend.
I hope to achieve a professionally on the placement is to have opportunity to teach
diverse range of student belonging to different culture, tradition and others so that they can have
growth in future professional career (McDevitt, 2021). Along with it, there is good working
environment in which all the teacher are being equally treated in terms of promotion, growth and
other factor, hence there are no chance of confusion and conflict in future scenario.
Context
Purpose of a situation analysis is to understand the situation or environment in which
specific individual or children live its life. Such as, its background that is its parents,
environment and resources with which it has been grown from small etc. Along with it, the
situation analysis contributes in learning about all the resources, equipment and support it have
access to which lead in its overall growth and development. For example: its helps in knowing
about the overall history of the child, whether the child is belong to rich or poor family, it is
having any of the health issue, the current age and learning capabilities of the child and detailed
related to all the individual that are taking care of the children. Hence, the main purpose of
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situational analysis is to gather more and more current information pertaining to the child that
could be used to find strategies to improve its knowledge (Quennerstedt, 2019). On the basis of
situation analysis, the teacher is able to understand the strength, weakness of the child and find
method that could be used to overcome its weakness. So that it can be easily learn thing as other
children do while teacher taught new things.
I will make use the information to inform your interactions and experiences such as all
this situational analysis information will be provide to the parents of the child. So, that they can
also be aware of the overall development of child and areas that need to be improved more.
Different method will be used to interact with child so that it can easily understand whatever
teaches by the teacher during the class.
Connecting to Theory
Planning cycle is process that is used by the teacher in which first steps is being taken for
situational analysis to known about the children in more in depth. Then decision is taken to
provide appropriate care, support as well as resources so that the child can learn and grow in
healthier environment. Then the strategy that are decided are being implemented, monitored and
evaluated to ensure that they are being implement as desired only. Process of observing
children’s learning beginning with observing the manner in which child behave, react to specific
situation and many more (Walan nand Enochsson, 2019). Information related to the way they
interact and react with new situation and the way they learn are being gathered and necessary
step are taken to improve their learning.
Intentional Teaching Proposals, implementation and assessment
The way I would develop Intentional teaching proposals is analysing the type of child, its
learning need, strength and key areas that has to be improved for better outcome. I plan teaching
proposal on the basis of learning capability of student as well as their goals. Intended process of
implementation analysis and assessment of children’s learning is done through making use of
approach of contemporary early childhood theory. Such as, it emphasis that multiples level of
elements are involved in human life such as culture, nature and designed ecology and biology.
Hence, all these factor has been considered while assessment, implementation of teaching
proposal for effective outcome (Avezmurodovich, 2020).
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From the above diagram, it can be stated that teacher first and foremost lay efforts on
observation or collection of relevant information pertaining to the child. Such as its background
information, the way it live life, provided environment to learn and engaged in order to improve
its existing skills and capabilities. Observing the manner in which the collected information
pertaining to child helps in planning for its overall development. Then second steps is taken by
teacher is to analysis learning of the child- that is the who, when and in what manner the child
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Reflective or
evaluating
Implementing
Planning
Analysis learning
Observing or
collection of
information
THE
PLANNING
CYCLE

can easily learn. Likewise, it has been analysed that child learn effectively through playing game
at early stage as it helps in retaining information for longer time frame. They can be easily
engaged and taught about whatever necessary for their overall development. While it is taken
more time to teach children through oral manner. Furthermore, steps has been taken for planning
steps that could be used to teach child such as it has been planned to involved games, audio and
visual to enhance the learning. The planned method are being implemented as I have played
games with student related to recognising alphabet, reciting poem, identifying the image of
animal and fruits and many. TV and computer have been used to provide image of the things that
want to be taught to child. At last I have lay efforts on reflecting or evaluating whether the
child has learned what I want to teach or not, its skills and knowledge has been improved or not.
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Evaluation
It can be evaluated from my evaluation of your pedagogical practices that would be
undertaken and documented that I it has helped me in learning lot many things pertaining to the
manner a child need to be treated for overall its health and well being. Pedagogical practices can
be defined teaching practices that are used by the teacher to provide education to number of
student in order to enhance their current skills and capabilities. These are practices that promote
children lifelong learning through providing knowledge to them at each and every level. I will
do evaluation of my pedagogical practice through taking feedback from the children whether
they are being able to learn through me or not. The actual performance and progress made by
children in terms of learning is also one of the criteria that have been used to check or evaluate
outcome of the pedagogical practices implemented by me (Cole and Verwayne, 2018). In
addition to this, documentation is also best process for evaluation as it helps in maintaining
record of the things that has been learned, areas in which lack and need to be improved. Hence,
all the basis of all the information, facts and figure discussion can be easily undertaken
pertaining to whether the pedagogical practices is effective or not.
Furthermore, it can be analysed through assessing whether I am giving respect and
recognition to each and every children or not. Opportunity to learn, find out more creative and
innovative ideas that could be used by them. The way I engaged student in the learning process
and its outcome are also fact that helps in evaluating pedagogical practices. Such as, whether the
children are listening, learning together as well as individual and laughing and having fun while
learning key information (De Melendez and Beck, 2018). In addition to this, the type of resource,
environment and space that I am able to give as a teacher to learn and enhance their current
knowledge and key capabilities. Therefore, in short it can be evaluated through observing,
documenting, analysing and reflecting on the environment and children’s learning.
Conclusion
From the analysis, it can be summarised that inclusive environment will be promoted
through respecting each and every children for laying their efforts in learning process. Clear and
proper communication will be made with the student so that they can easily grab things that have
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been taught by teacher within the class. Along with it, children will be given chance to freely
share their respective ideas, view and opinion so that they can feel themselves involved within
the classroom discussion. Furthermore, there are many steps that I will be encountered to support
children’s learning & sense of belonging such as I will communicate with child on regular basis
to know about its problem and key strength. Also provide necessary support, resources and
equipment that the child required in order to learn or enhance its knowledge for its overall
growth and development (Walan and Enochsson, 2019). In addition to this, question and games
will be organised for the student so that they can be feel important part of the learning process or
school, hence take part in the activities. Hence, all these will lead in creating a sense of
belongingness among the children.
Moreover, it can be stated that the children’s agency in the program can be encouraged
through promoting independent learning and positive risk taking among the children. Asking
question to children so that they are given opportunity to lead their own learning and work on
their existing knowledge for bright future ahead (McDevitt, 2021). The positive, democratic and
respectful Interactions can be demonstrated by teacher through giving value to the children ideas,
interest and thinking. Motivating all the children on equal basis to share their respective idea,
point of view and answer, thus respecting them will be main motivate behind the interaction. A
respectful and polite manner will be used to share information with the child so that it can be
easily understand the same.
The study has helped in learning that I would include Aboriginal & Torres Strait Islander
perspectives in teaching through effectively knowing about their cultural needs, tradition and
belief. Likewise, Aboriginal student try to avoid direct eye contact with the teacher as it is
seemed to be rude as per their culture. They also does not like to answer the question rather they
prefer to listening to the story in the classroom, such as visual cues is best method that could be
used to teach aboriginal student. All these perspective has been kept in mind while teaching for
better outcome (Walan and Enochsson, 2019). I would communicate and collaborate with team
through continuously sharing information with them, understanding problem face by each and
every individual and clearly defining the task that need to be completed by each team member.
At last future teaching practice will be improved through reading books, learning from superior
related to the manner they taught children within the classroom etc.
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REFERENCES
Books and Journals
Avezmurodovich, O.R., 2020. Difficulties in learning to write and read left-handed
children. European Journal of Research and Reflection in Educational Sciences, 8 (8).
40, 45.
Cole, K. and Verwayne, D., 2018. Becoming upended: Teaching and learning about race and
racism with young children and their families. YC Young Children, 73(2).pp.34-43.
De Melendez, W.R. and Beck, V., 2018. Teaching young children in multicultural classrooms:
Issues, concepts, and strategies. Cengage Learning.
McDevitt, S.E., 2021. Teaching immigrant children: learning from the experiences of immigrant
early childhood teachers. Journal of Early Childhood Teacher Education, 42(2). pp.123-
142.
Quennerstedt, M., 2019. Physical education and the art of teaching: Transformative learning and
teaching in physical education and sports pedagogy. Sport, Education and Society.
Walan, S. and Enochsson, A.B., 2019. The potential of using a combination of storytelling and
drama, when teaching young children science. European Early Childhood Education
Research Journal, 27(6). pp.821-836.
Wood, S. and Shears, B., 2018. Teaching children with severe learning difficulties: A radical
reappraisal. Routledge.
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