EDU4120 Yuan He (Ho) Koh portfolio PDF

Preview

Summary

An example of the past assignments that was to be completed. It involves analysing different textbooks from a specific major or minor and explaining whether it is useful in terms of the language used and whether it is suitable for all student as some students struggle with their literacy language. F...

Description

ASSIGNMENT COVER SHEET Electronic or manual submission

UNIT

NAME OF STUDENT

STUDENT ID NO.

(Print clearly) EDU4120 LITERACY IN TEACHING AND LEARNING CODE

KOH FAMILY NAME

YUAN HE (HO) FIRST NAME

10362372

TITLE

NAME OF LECTURER Mrs Maree Hays

DUE DATE 7/04/2017

Topic of assignment

Assignment 1 Group or tutorial (if applicable) GROUP 2

CAMPUS

Course BACHELOR OF SECONDARY EDUATION (Y68)

I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged. This work has not previously been submitted for assessment in any other unit or course.

JOONDALU P

OFFICE USE ONLY

Copyright in assignments remains my property. I grant permission to the University to make copies of assignments for assessment, review and/or record keeping purposes. I note that the University reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an assignment be required by the University for any purpose other than those mentioned above, appropriate authorisation will be sought from me on the relevant form. If handing in an assignment in a paper or other physical form, sign here to indicate that you have read this form, filled it in completely and that you certify as above. Signature

Date

OR, if submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to indicate that you have read this form and filled it in completely and that you certify as above. Please include this page in/with your submission. Any electronic responses to this submission will be sent to your ECU email address. Agreement

X

Date

7/04/2017

FOR PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS PLEASE refer to the University Admission, Enrolment and Academic Progress Rule 24, and the ECU Course and Unit Delivery and Assessment Policy

The ECU English Language Proficiency Measure (Feb 2014) Levels of proficiency

Aspects of writing (Indicate with an X main area(s) needing improvement)

Low proficiency

Developing proficiency

Moderate proficiency

High proficiency

Incorrect or inappropriate aspects of writing obscure meaning in many places.

Incorrect or inappropriate aspects of writing obscure meaning in some places.

Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning.

Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning.

Significant editing needed to clarify the meaning, along with extensive proofreading to correct technical errors.

Some editing needed to clarify the meaning, along with extensive proofreading to correct technical errors.

Minor editing needed to clarify Meaning is clear and needs the meaning, along with only a light proofread to careful proofreading to correct correct technical errors. technical errors.

Sentence structure 1. sentence completeness 2. sentence length 3. phrase/clause order 4. use of conjunctions 5. word order 6. punctuation Word use 7.

word choice

8.

word form

9.

word omission/redundancy

10. verb tense/agreement 11. spelling 12. apostrophes

Sentence Structure 1. 2. 3. 4. 5. 6.

Sentence completeness: sentence includes subject, verb and complete thought. Sentence length: length is appropriate to context or discipline. Phrase/clause order: parts of the sentence (phrases and clauses) are ordered logically. Use of conjunctions: linking words are used correctly to show the relationship between ideas. Word order: words are ordered correctly in a sentence. Punctuation: the correct use of full stops, commas, semicolons, colons and capitals.

Word Use 7. 8.

Word choice: words are correct and appropriate for the context. Word form: correct part of speech is used, e.g., [to] affect / [the] effect. 9. Word omission/redundancy: words should not be missing or be unnecessarily repetitive. 10. Verb tense/agreement: correct use of verbs that indicate time and correct word forms that agree grammatically with other words in the sentence. 11. Spelling: correct spelling is used. 12. Apostrophes: indicate ownership or contraction.

30 July 2012

EDU4120 Assignment one: Portfolio Ho Koh Student number: 1036 2372

Table of Contents Reading support ...................................................................................................................................... 2 Pre-reading Resource.......................................................................................................................... 3 Post-reading Resource ........................................................................................................................ 5 Vocabulary support ................................................................................................................................. 6 Writing support ....................................................................................................................................... 8 Writing Challenges Involved with Making the Model ...................................................................... 10 Writing Resources ............................................................................................................................. 11 Appendix ............................................................................................................................................... 14 Reference .............................................................................................................................................. 16

1

Reading support The textbook, Maths for WA 3 (Alfonso, McMahon & Wilson, 2005), showed a number of flaws in terms of readability. Based on the readability checklist provided from Singer & Ruddell (EDU4120 Reading Appraisal Checklist 2017), the readability score was 89. This indicates that the source material is unfriendly and delivers many challenges in terms of readability. In particular, the biggest reading challenges mostly occur in the contents and explanations. One of the challenging aspects of textbooks is the idea that there are unnecessary details in it. The extract is no different. The extract starts the chapter on fractions, ratios and simplifying. The first sentence is sound until the second sentence approaches. The sentence states how ratios are written, but 𝑎 then adds “can also be written as 𝑏”. This may distract the way students were thinking as the first sentence of the chapter has already stated how ratios are written. This was discussed in a workshop activity where analysis of a text extract from a mathematics textbook was undertaken in groups of three. From the contributions, it was discovered that there was too much information in the given extract. Likewise, the same scenario happened in this extract. This also contributes to another issue of it being highly redundant. While the extract contains unnecessary details of math concepts, there is not enough written text to allow the target reader to understand and execute the questions without having to refer to the definitions repeatedly. This disadvantage is known as redundancy. There are two types of redundancy: low redundancy and high redundancy. Low redundancy is known to focus on facts while high redundancy focuses on concepts. In this case, the text focuses on concepts with very little facts. It is poorly explained and examples should have been provided to elaborate on the definition. The concept is also very vague, to an extent where students will be required to glance over the examples provided. This further emphasises that the text does not provide enough information to help students learn from experience. However, in terms of mathematics, the concept shown is enough for students to attempt the problem. This is shown in Heller & Greenleaf (2007), where they both agreed that if the intention of a text is for memorisation, then there will be less focus on what students should know, implying that there should be better strategies. This could have been avoided if they used examples that were based on the real world. Furthermore, the extract gives no reason as to why students are learning the topic (i.e. there is no purpose). This presents a major issue as the reason should have been mentioned in the introduction, along with the concept of what a ratio is. Based on my experience from my literacy in teaching and learning workshop, the class collectively agreed that for students to be invested in any form of text, they need to know the purpose of the topic. Purpose enables them to know why they are learning what they are learning, and can help them relate to the topic, rather than learn without context from their prior knowledge. This can be improved upon by explaining where numbers will be used (i.e. counting, adding or even asking them to find the time) and where ratios will be used (e.g. a soccer match final score is three to one therefore the ratio is 3:1). Even though the text tries to make some connections relating to the real world, they are not well delivered. This is shown through the number applications and activities. In this particular page, they 2

show how ratios are implemented in the context of heart rates and health. However, it brings new unanswered questions such as why does the resting heart rate of fit people differ from the resting heart rate of unfit people? Why does the resting heart rate decrease with age and environmental factors? Is it due to our behavioural adaptations? These were discussed in my workshops analysing the readability of a science extract that covers the states of matter. When discussing the connection between ideas, we soon found that there were many connections that did not match the context of the topic. Overall, this extract shows poor delivery of content for students in terms of readability. It has many disadvantages (based on its high redundancy), no real purpose for students to make connections to the real world, and it delivers a confusing definition of what a ratio is.

Pre-reading Resource Anticipation guide: To be done before reading.

Chapter 1A: “Fractions, ratios and simplifying”

Complete this quiz before you read and attempt the questions.

1. A ratio is a comparison of just two quantities.

T/F

2. A ratio can be represented in fraction and word form.

T/F

3. If the ratio of apples and pears is

5 3

, 5 is the number of apples.

4. If the ratio of a soccer match between red and blue is 5.

2 3

T/F

, 3 is the

number of how much red scored.

T/F

2

T/F

9

is the same as 2 to 9.

6. Ratios and fractions are the same.

T/F

7. 4:8 is the same as 4 to 8.

T/F

8. 1:2 is a simplified form of the ratio 2:4.

T/F

9. If the ratio of chocolate to strawberry is 6:9, the number of chocolates is 9. 10. If the ratio of cars to trains is 13:6, the number of trains is 6.

T/F T/F

3

Answers:

1. A ratio is a comparison of just two quantities.

T/F

2. A ratio can be represented in fraction and word form.

T/F

3. If the ratio of apples and pears is

5 3

, 5 is the number of apples.

4. If the ratio of a soccer match between red and blue is 5.

2 3

T/F

, 3 is the

number of how much red scored.

T/F

2

T/F

9

is the same as 2 to 9.

6. Ratios and fractions are the same.

T/F

7. 4:8 is the same as 4 to 8.

T/F

8. 1:2 is a simplified form of the ratio 2:4.

T/F

9. If the ratio of chocolate to strawberry is 6:9, the number of chocolates is 9. 10. If the ratio of cars to trains is 13:6, the number of trains is 6.

T/F T/F

4

Post-reading Resource Three-level guide: To be done after reading by attempting individually, then in groups. Fractions, ratios and simplifying Level 1: Checking the facts. Ratios are a comparison of 2 or more things. Ratios can be represented by a ratio, a fraction and by word. Ratios need to be expressed in the same unit to make a comparison. Level 2: Making connections. Ratios are used almost everywhere in the real world (e.g. comparing team scores). We can find the size of other quantities, or just one quantity, when we know the ratio between 2 or more quantities. We can change the amount of quantities in a given ratio. Level 3: Drawing conclusions We can use ratios to relate or compare quantities of things we own (e.g. apples and pears). We can use ratios in our everyday life (such as writing down the scores for two opposing soccer teams).

5

Vocabulary support Word wall:

Examples of the three chosen words to explain: Algebra (noun), pronounced as al-GER-bra Algebra is a generalised form of dealing with numbers where this time, letters are used to represent numbers. Using the word:

Algebra was used to solve the equation 2 = a + 3. We are to solve this algebraic expression.

(noun) (adjective)

The word is built from two ancient Arabian words: al-jabr - the reunion of broken parts jabara – reunite or restore It literally means “restoring what is missing” and showing that the one thing is the same as the other. (Related words: Algae, algebraist, allergies, altogether)

6

Binomial (noun), pronounced as bi-no-MIAL Binomial is an algebraic expression with two terms showing either a sum or difference. Using the word:

𝑥 + 𝑦 is a binomial. Can we multiply a binomial by itself?

(noun) (noun)

The word is built from both modern Latin and Greek: bi- - having two nomos – part or portion It literally means having two parts or portions. (Related words: Bicarbonate, bisexual, bicompletion, trinomial) Pro-numeral (noun), pronounced as pro-NU-meral Pro-numeral is a symbol used to represent a number in an expression or equation. Using the word:

The pro-numeral for the expression 3𝑥 + 1 is 𝑥.

(noun)

The word is built from two Latin words: Pro- - for, instead of or in place of Numeral – a number It literally means “instead of” of a number. (Related words: professional, prologue, numerator, numeric)

7

Writing support Chosen Written Genre: Procedure list Model: Factorising Simple Algebraic Expression (without labels)

If you follow these steps, you will be able to factorise any simple algebraic expression. Things to know:  



Factorisation is the reverse process of expansion – putting brackets in the equation. Remember that a factor is a number that can be divided without any remainders and that common factor is a number that can be divided by all the numbers shown from a list or equation without leaving any remainders. A pro-numeral is the letter next to the number (e.g. the pronumeral of 3a is a).

Procedure: 1. Write the equation that is to be factorised. 2. Take out as many common factors as possible (starting with the highest common factor). This may involve both numbers and pronumerals. 3. The common factors are now in front of the brackets with the simplified version of the equation remaining inside the bracket.

Example: Factorise 4a + 12 Step 1: Write the equation. 4a + 12 Step 2: Take out as many common factors as possible. In this case, it will be 4 and the equation will now be a + 3. Step 3: Now that 4 is out, surround the simplified equation by inserting brackets. 4 (a + 3) Note: To prove the answer is correct, you are to expand the factorised equation to check your working. 4 (a + 3) = 4a + 12

8

Model: Factorising Simple Algebraic Expression (with labels)

Title

If you follow these steps, you will be able to factorise any simple algebraic expression.

Goal: The aim of the procedure – what is being achieved?

Things to know: Factorisation is the reverse process of expansion – putting brackets in the equation. Remember that a factor is a number that can be divided without any remainders and that common factor is a number that can be divided by all the numbers shown from a list or equation without leaving any remainders. Needs:  A pro-numeral is the letter next to the number (e.g. the pronumeral of 3a is a). A description or a list Steps: of what is required in Describes the procedure steporder to follow the Procedure: by-step. *Optional*: procedure. Example(s) may be used. 1. Write the equation that is to be factorised.  

2. Take out as many common factors as possible (starting with the highest common factor). This may involve both numbers and pronumerals. 3. The common factors are now in front of the brackets with the simplified version of the equation remaining inside the bracket.

Example: Factorise 4a + 12 Step 1: Write the equation. 4a + 12 Step 2: Take out as many common factors as possible. In this case, it will be 4 and the equation will now be a + 3. Step 3: Now that 4 is out, surround the simplified equation by inserting brackets. 4 (a + 3) Note: To prove the answer is correct, you are to expand the factorised equation to check your working. 4 (a + 3) = 4a + 12 Check: How to check to ensure the procedure is successful.

9

Writing Challenges Involved with Making the Model While making the procedure-writing model, a couple of challenges were presented. These challenges could possibly affect students learning in many ways, such as their vocabulary. The challenges include discourse used, familiarity of this use of genre and the relevance of this genre to students use for future studies.

Discourse The language used for this writing task may confuse students depending on where their zone of proximal development is. Therefore, it is crucial for students to know and understand the vocabulary of these words in this written task. This is shown from one of the readings students must be proficient in, in terms of their major area, such as knowing the terms of cells for science (Troia, 2009). Furthermore, it signifies that it is crucial that students know these words in order for them to continue with newer topics that may involve vocabularies from previous topics. A solution can be achieved by noting the new words, what they mean and how it incorporates into the procedure. With this, students can write down definitions of unfamiliar words and can explain them in terms of mathematics. Therefore, it would overcome most of the challenges.

The Familiarity of the Genre This challenge mostly occurs in the field of mathematics, as most of the time students do not write a procedure of how to perform a maths problem. Usually the teacher provides them with instructions on how to do the task. This time, the teacher provides the usual instructions, but the students will also create their own procedure on how to solve the problem. This builds on more complexity as students will be able to write their own instructions with the same formula as the procedure genre. They can do so in a way that makes it easier for them to comprehend, while at the same time the teacher will ensure that the instructions written by the students are correct. However, this could result in some challenges as writing may be unfamiliar to stud...