Introduction

Welcome to my blog! This blog will critically evaluate the middle years program I submitted for Assessment Task 1 in ECN723. This reflection draws mostly on research literature, peer and mentor feedback to consider whether my program is addressing some of the essential elements that characterise a quality teaching and learning program in my specialised teaching areas. Each blog page is dedicated to one of these essential elements, please navigate through the pages to read my reflections on how well my unit plans align with the practices outlined in the literature.

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Applied learning

According to Ovenden-Hope and Blandford (2017), applied learning is learning that is made practically applicable to real-world contexts. In my own experience as a middle years student, one of the primary reasons I found myself frequently disengaging from the learning was that I could not understand how it was relevant to me outside of the classroom. I distinctly remember the impact that an applied learning activity had on my engagement as a learner in the middle years, when my maths teacher presented us with an activity where we had to learn about calculating the area of shapes by determining, using a simplified map, how much aid needed to be delivered to certain areas impacted by the 2004 Indian Ocean earthquake and subsequent tsunami. I was motivated to complete that activity and engage in the learning because it felt relevant to the real-world, especially to something that felt important and useful to me. These kinds of applied learning activities are also important for middle years...
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References

Ash, S. L., & Clayton, H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in Applied Learning. Journal of applied learning in higher education, 1, 25-48. https://www.missouriwestern.edu/appliedlearning/wp-content/uploads/sites/116/2018/11/JALHE-1.pdf Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5 Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807 Chadbourne, R. & Pendergast, D. (2005). 'The philosophy of middle schooling'. In D. Prendergast & N. Bahr (Eds). Teaching Middle Years. (pp.21-47). Crows Nest. Allen & Unwin. Churchill, R. (2021). Teaching : Making a difference, 5th edition. John Wiley & Sons, Incorporated. Dewey, J. (1916...
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