1. EPL 3 – Session 1 Review work experience & EPL expectations Third & final year students

2. WALT We are learning to…. • Review key content EPL 3 • Reflect on the EPL3 work experience to date Knowledges and Skills

3. WILF What I’m looking for … • Engagement and participation • Declarative knowledge: From the EPL3 block work experience I learned…. The key dates around EPL3 are….. The work to be completed in EPL3 is…. . Evidence of learning

4. TIB This is because… • this material sets us up for the EPL 3 ahead • this material activates our prior knowledge and our thinking • you need to make sure you are on top of the requirements for Embedded Professional Learning 3 Justification/purpose for learning

5. EPL Sessions on campus this year What we need to do … • Ensure everyone is clear on expectations and requirements • Share and build strategies • Prepare for placements and the transitioning to the workplace & employment • Share ideas and resources • http://cqufinalyear.wikispaces.com/

6. Work Experience • How did it go? • What did it confirm or challenge for you? • What did you learn?

7. Reflect – Think, Pair, Share (2-3 points) • Confirmation & lightbulbs • Challenges

8. EPL 3 Work experience Set for Success document • Pupil Free days • 2 week continuous block • 5 one day per week school visits (university term one, weeks 1 -5) • 5 assessable EPL 3 day visits • EPL3 block (Monday May 26 – Friday June 13) • Week June 16 – 20 Employment Forum Assessable days - EPL3 booklet

9. EPL Requirements • Appropriate progress during daily visits and the three week continuous block (including Working Porfolio) • E- Portfolio – align to Australian standards What do you need to do?

10. Get prepared • Map everything you need to do and put it on a physical planner • Ensure you communicate clearly with your Mentor & LLM about expectations, what you will do, share and how and when it will happen • LET’S MAP WHAT YOU NEED TO DO! • Groups of 6 – work in pairs (2 map first two columns, two map Block week 1, Two map block week 2 & 3)

11. Australian Professional Standards for Teachers The APST describe the elements of quality teaching. Focus areas and descriptors describe teachers’ knowledge, skills and behaviours at four career stages: • Graduate • Proficient • Highly Accomplished • Lead

12. Organisation of the standards

13. Graduate standards • Pre-service teachers must demonstrate the standards at Graduate level. • Mentor teachers use the standards to: • make judgments • provide feedback

14. Reflection • Reflection is a process of looking back on experiences so as to learn from them. • Critical reflection is a process that involves analysing, reconsidering and questioning experiences within the broader context of issues related to a body of professional knowledge e.g. social justice, learning theories, culture and diversity, curriculum development, use of technology, etc. The process of reflection can be broken into a number of levels as outlined below. It is the final step that results in critical reflection.

15. Levels of reflection • Level 1 - Observation aiming for accuracy and breadth. Observations are made through specific frameworks (past experiences as a school student, BLM student, EPL experience, event or situation) • Level 2 - Comprehensive but explicit descriptions of what has been observed – identifying salient features • Level 3 - Making meaning of what has been described • Level 4 - Adding breadth and depth to the meanings by asking questions and articulating relationships between the event and a range of personal and professional issues (Adapted from “Critical Reflection” -www.une.edu.au/tlc/alo/critical1.htm)

16. Reflection activity • Read the reflection handed out • What levels of reflection are evident? • What is missing? • How else might this be different? • Which of the standards could be referred to? • IN pairs - Have a go at rewriting it.

17. A quick break!

18. Workshop activities • Strategy sharing Gaining attention Giving instructions Managing transitions Organising groups Manage behaviour proactively Giving praise and feedback Using questioning techniques Relationship building Classroom presence

19. Set for Success – identifying pedagogy and practice

20. Organising groups Gaining attention Managing transitions Giving instructions

21. Select 2-3 most interesting strategies for each area • Collective sharing • Selective sharing

22. How did we go? • Declarative knowledge: From the EPL3 block work experience I learned…. The key dates around EPL3 are….. The work to be completed in EPL3 is….

23. For next week • Next week – Teaching standards and e-portfolio – Mahara & more!!