Select a unit of work from any senior mathematics course. (This could, but need not, be a unit you have taught or will be teaching at your school.) Then do the following:

1.         Construct a plan for teaching this unit of work in 8 to 10 lessons (follow the normal lesson time for your school, or assume each lesson is 60 minutes long). Explain briefly your main aim for this unit, the content for each lesson, your rationale for your particular choice and sequence of topics, and the general approach you intend to take.

Your unit plan should not be longer than 2 pages. Please make sure you clearly identify the relevant course and syllabus section on which the unit is based.

2.         Outline three consecutive lessons, selected from your unit plan, in more detail. At least one of these lessons should involve the use of technology, preferably by the students, and/or some kind of student group work task.

Each lesson outline should fit onto one to two pages. Ensure that you give all essential information (such as topic, outcomes, and resources to be used) as well as a projected timing for the various activities in each lesson. Do not append additional materials such overheads and worksheets unless they are essential for understanding the lesson outline.

This assignment should be submitted via iLearn as a Word or PDF document no later than 4pm on Monday 21 September 2015. It is worth 25% of the unit grade. The criteria on which it will be graded are as follows.

• The structure and coherence of the unit plan
• The detail and appropriateness of the three lesson outlines
• The originality displayed in your design of the technology and group work activities
• The quality of the writing

(Graduate Teaching Standards: 2.1, 2.2, 3.3, 3.4)

Select a unit of work from any senior mathematics course. Then plan a unit test designed to fit into a 60 minute lesson. You should do the following:

• Identify the syllabus content and outcomes taught in this unit and to be assessed in the test.
• Construct a design matrix for the unit test.
• Outline tasks which will enable students to demonstrate their achievement in each cell of your matrix.  Group them into a smaller number of questions, and assign a maximum mark to each question.
• Assemble a first draft of the test paper. Work out possible “ideal” solutions and construct a detailed marking scheme. Indicate how you will convert total scores into Levels of Achievement.
• Show the test to your Mentor Teacher and at least one other mathematics teacher, and record their comments.
• Revise your test according to comments received.

Then you can compile your assignment ready for submission by including following:

1. A reasoned plan for constructing the unit test. Provide an outline of the unit and state the class to be taught and the outcomes to be tested. Present your design matrix and provide a justification for your selection, weighting and grouping of the assessment tasks. Also, indicate possible additional tasks which could be used to assess student understanding of the unit outcomes, but which are unsuitable for assessment through a written test.
2. The first draft of the test paper and marking scheme. Include worked solutions and a clear marking scheme. This draft may be handwritten, but should include all necessary components (such as space for students to write their names).
3. Your fellow teachers’ comments. Include, as appropriate, their annotated copies of your first draft, their written comments, and/or your record of their oral comments.
4. A one-page evaluation of your first draft in light of your colleagues’ reactions.
5. The revised test paper and marking scheme. The test paper should be “camera ready” and prepared to the highest presentation standards. All text and formulae should be composed using the word processor and any diagrams should be either drawn using the word processor, scanned in or pasted on. The marking scheme may be hand-written, but it should be usable by any colleague without further explanation.

This assignment should be submitted via iLearn as a Word document no later than 4pm on Monday 12 October 2015. It is worth 45% of the unit grade.

The criteria on which it will be graded are:

• Inclusion of each of the five components listed above
• Evidence of research and creativity
• Reflective use of collegial criticism
• The appropriateness of your final test for the specified students
• The quality of the writing

(Graduate Teaching Standards: 5.1)

The third assignment is a portfolio of two sections: (i) your reflections on the JLP process; and (ii) the comments you made on the Joint Lesson Presentation prepared by another group of students and assigned to you as a reactor.

Part (i) of your portfolio should contain the following items:

1. Your own (personal and independent) reflection on the JLP process including what you have learned through your work on the JLP, and any extra revisions you would like to make to the final draft [1-2 pages] (10%)

Your reaction to another group’s JLP (10%)

1. Note: For (2), a marked copy of your reactor comments will be returned to you during the semester so there is no need to include that again.
2. Your JLP presentation will be assessed as Pass/Fail and is worth 10% of the unit grade.

This assignment should be submitted as follows:

• Part 1 should be submitted via iLearn as a Word or PDF document no later than 4pm on Monday 9 November 2015.
• Part 2 should be emailed to the unit convenor according to the JLP schedule (see Section 3 of the Unit Guide)
• Part 3 will be assessed as pass/fail on your class presentation and on the final draft of your JLP.

Assignment 3 is worth 30% of the unit grade. The criteria on which it will be graded are as follows.

• The originality, clarity and coherence of the lesson plan
• The appropriateness of your response to the reactors’ comments
• The quality of your reactor comments

(Graduate Teaching Standards: 2.1, 2.2, 3.3, 3.4)