Resource & Planning Project (ePortfolio) 2250 words 60%  (19th August)

This assessment task requires you to create an ePortfolio as a tool to gain future employment with the following THREE elements: 1. Inclusive practices rationale video (50%) 2. Resources portfolio (25%) 3. Teaching plan (25%)
1. Create a 3-4 minutes (max) video presentation of yourself, face to camera titled 'Inclusive practices rationale'.

In your video:

• Introduce yourself;    
• Outline your values and beliefs about teaching;    
• Address issues of diversity and inclusion in education;    
• Provide examples of inclusive practice/s within your arts discipline;    
• Conclude with a rationale for inclusive practice.    

Microsoft has the free windows movie maker available on Windows 8.1 and earlier: https://vimeo.com/album/3369125 You are able to upload videos to YouTube and designate them as ‘unlisted’.

2. Create a page titled 'Arts resources portfolio':
Present a list of at least FIVE relevant arts resources with critical statements about each resource; Include a brief conclusion explaining how the resources may support your teaching for diverse learners.

3. Create a page titled 'Teaching plan'

Create a draft detailed lesson plan for your chosen arts discipline that includes age of students, prior learning the students have engaged in; learning outcomes and assessment strategies; connection with ACARA: The arts curriculum; planning for diverse learning needs.

Criteria for assessment:

1) Video presentation that includes: Introduction, values and beliefs about teaching, issues of diversity and inclusion in education addressed, examples of inclusive practice/s within your arts discipline provided; concluding rationale for inclusive practice.

2) Annotated resources portfolio that includes: List of at least FIVE relevant resources; critical statements about the resource, brief conclusion explaining how the resources may support your teaching for diverse learners.

3) Draft lesson plan (created with peer) Presentation of draft detailed lesson plan for your chosen arts discipline that includes age of students, prior learning the students have engaged in; learning outcomes and assessment strategies; connection with ACARA: The arts curriculum; planning for diverse learning needs.

Practical examination: Arts microteaching

The final practical learning task for your arts education intensive is an experience of microteaching, during which you get to lead, participate in, and give feedback on short episodes of arts teaching in relation to your chosen arts discipline. You will work collaboratively with one or two other students to implement part of a lesson plan as a 20 minute learning experience for delivery to your peers. It is anticipated that this 20 minute learning experience would constitute just one part of a longer lesson.
In preparing your microteaching episode you should:

• Present a detailed arts lesson plan;    
• Be clear about how the 20 minute snapshot you are teaching fits into a broader learning experience within your lesson plan;    
• Be explicit about the age of students you are proposing to teach;    
• Articulate what prior learning the students have engaged in;
•     Outline learning outcomes for your session and know how you will assess whether that learning has taken place;    
• Identify how your plan connects either to ACARA: The Arts curriculum;    
• Identify how you have planned for inclusion of diverse learning needs.    

You may

Choose any area within your arts subject, bearing in mind available resources and the minimal amount of time you will have to set up your microteach session;

Co-facilitate the whole 20 minute session or apportion different elements of the microteach between you and your peer/s (bearing in mind this is a collaborative task – it matters how well the various elements of your microteach fit together);

Use this opportunity to try out an idea you would like to use on your next placement;

You will participate as ‘learners’ in your peers’ microteach episodes and after each microteach session the class will engage in ten-minutes of collective reflection: using the phrases “I appreciated”, “I discovered”, and “I wondered” to shape reflective responses, the class will uncover insights about the connections between planning for and facilitating learning for diverse learners in your arts discipline.

Please liaise with staff about any resources you might want to use (for example, musical instruments, props, art supplies).

As a class you also need to decide collectively how you will organise the running order of the microteaching sessions. In your planning, please bear in mind that there will be only 5 minutes of turnaround time between groups.  In the interests of fairness, allowing all groups to use their full 25 minutes of teaching and reflection time, please avoid planning learning episodes that require elaborate set up or clearing away after the fact.

Assessment criteria

• Presentation of a detailed arts lesson plan including age of students and prior learning the students have engaged in;
•     Implementation of 20 minutes of microteaching snapshot from your lesson plan;    
• Identification of learning outcomes and assessment strategies;    
• Connection with ACARA: The arts curriculum;    
• Demonstration of planning for diverse learning needs.