Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convener
Dr Iain Hay
Tutor and Professional Experience Coordinator
Ms Michelle Wilson
Please email via iLearn dialogue to make appointments for consultation
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
EDUC260 and ECHP222 and ECH232 and admission to BED(ECE)(0-12)
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Corequisites |
Corequisites
ECHE234
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides students with an understanding of the primary school environment. They will explore relationships between prior-to-school and school settings, understanding of ACARA and NSW BOSTES, strategies for managing behaviour and working in partnership with families, colleagues and communities. Students will develop their assessment, planning and teaching skills through participation in a 20 day Professional Experience placement in a primary school classroom.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
Department of Educational Studies Electronic Communication
During semester time, staff may contact students using the following ways:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Department of Educational Studies (EC) Unit Expectations
◦ Internal Students: Participate in at least 80% of all tutorials – punctuality is expected. Consistent lateness or absence will jeopardise a passing grade
◦ External Students: Participate in all on-campus sessions – punctuality is expected.
Department of Educational Studies (EC) Professional Experience Unit Academic
Expectations
◦ Internal Students: Participate in at least 80% of all tutorials – punctuality is expected. Consistent lateness or absence will jeopardise a passing grade
◦ External Students: Participate in all on-campus sessions – punctuality is expected. Please note that non-participation will lead to exclusion from the unit. Students who are unable to participate due to illness or other unavoidable disruption will be supported in their application to withdraw without academic penalty.
Department of Educational Studies (EC) Professional Experience Unit Placement Expectations
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to des.ug@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Department of Educational Studies (EC) Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Special Consideration" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at: https://students.mq.edu.au/study/my-study-program/special-consideration
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Department of Educational Studies (EC) Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015).
The following guide can be purchased from the Co-op Bookshop. This is a required text: * Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Detailed information for each individual assessment can be found on the ECHP223 iLearn site under Assessment.
All assessments must be submitted and Professional Experience completed satisfactorily in order to be considered for a passing grade in this unit.
It is expected that students will select literature appropriate to the primary school context and age of children. Texts from previous Professional Experience units are not to be used in this unit.
Professional Experience Unit Placement Expectations
◦ Must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block; ◦ Must meet the participation requirements for the unit.
Students may need to withdraw from this unit if this has not been obtained in time:
◦ A Working with Children Check or State/ Territory equivalent ◦ Anaphylaxis certificate for training (practical and on line training) ◦ Child Protection certificate from online training.
◦ attain a ‘Satisfactory’ grade for their Professional Experience Practical Work in their Evaluation Report AND
◦ attain a ‘Satisfactory’ grade for their Professional Experience Folder in their Evaluation Report
*Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of when the placement takes place.
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by emailing iec@mq.edu.au to obtain an appointment with an academic adviser before withdrawing. This unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Units with Submissions of Family & Children’s Records
Family and Children’s Records at Department of Educational Studies
Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the EC Academic Honesty Handbook). Please note that submitted records can only be used once for assessment purposes.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the Academic Honesty Handbook.
Required text
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Wadsworth: Cengage Learning.
Grades will be awarded at the completion of the unit according to the following criteria.
HD High Distinction 85-100%
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D Distinction 75-84%
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Cr Credit 65-74%
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P Pass 50-64%
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
F Fail 0-49%
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
Name | Weighting | Hurdle | Due |
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Transition to school | 15% | No | Week 3, 17/8/18 at 11:55pm |
Children's behaviour | 40% | No | Week 7, 14/9/18 at 11:55pm |
Professional Experience | 45% | No | Week 13, 9/11/18 at 11:55pm |
Due: Week 3, 17/8/18 at 11:55pm
Weighting: 15%
This assessment will enable students to develop an understanding of transition to school processes and strategies from the primary school perspective.
This Assessment Task relates to the following Learning Outcomes:
• Identify the importance of links and transition processes between schools and prior to school services.
• Demonstrate understanding of philosophy of working in partnership with school staff, families and different communities.
• Demonstrate a professional standard of English expression in written and oral work throughout the unit.
Due: Week 7, 14/9/18 at 11:55pm
Weighting: 40%
The purpose of this assessment is to articulate appropriate strategies to guide children’s behaviour and the theories which underpin these strategies.
This Assessment Task relates to the following Learning Outcomes:
• Identify and demonstrate effective strategies and theories which underpin guiding children’s behaviour.
• Demonstrate a professional standard of English expression in written and oral work throughout the unit.
Due: Week 13, 9/11/18 at 11:55pm
Weighting: 45%
This assessment has two components:
Part A Recording children’s learning This assessment develops student’s understanding of the importance of the AITSL Graduate Teacher Standards in relation to their role in recording children’s learning. This will be achieved using the video technology online platform, known as Teaching Teams, hosted by the Teaching Channel in the USA https://www.teachingchannel.org/.
Extensions will not be granted for this assessment unless students have supporting documentation for absence from placement for 5 or more days.
Part B Professional Experience Evaluation document This document is graded as satisfactory or unsatisfactory and determines the outcome of the placement and therefore the unit.
This Assessment Task relates to the following Learning Outcomes:
• Identify the role of the NSW Education Standards Authority (NESA) formally (BOSTES) and the Australian Curriculum, Assessment and Reporting Authority (ACARA) in relation to curriculum.
• Identify and demonstrate effective strategies and theories which underpin guiding children’s behaviour.
• Show knowledge of the range of policies pertaining to specific employer groups in school settings
• Observe and assess children in context.
• Plan for children in the school setting using outcomes and indicators from the Key Learning Areas (KLAs).
• Demonstrate their role as a reflective practitioner.
• Demonstrate understanding of philosophy of working in partnership with school staff, families and different communities.
• Demonstrate a professional standard of English expression in written and oral work throughout the unit.
Important information
Macquarie University’s Department of Educational Studies is introducing innovative video technology to enhance the professional experience program for our teacher education students. All students in ECHP223 undertaking professional experience in October will use an online platform, known as Teaching Teams, hosted by the Teaching Channel in the USA https://www.teachingchannel.org/.
You will use your smartphone to record short excerpts from some of your lessons and then upload these videos to the platform. The videos can be annotated with time-stamped comments for self-reflection. Supervising teachers can also view the videos to provide feedback.
We have produced a short video which explains how the system works which you can access at https://ttv.vids.io
Further information will also be provided in a lecture.
Knowing your course requirements
It is the responsibility of individual students to be aware of pre and co requisites throughout their program. If you are considering withdrawing from this unit please seek academic advice as this may impact on your progression throughout the degree.
Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult the Academic Unit Coordinator.
Students having difficulty at any time throughout the semester for example, with unit content, assessment queries or placement concerns are urged to contact the Academic Unit Coordinator EARLY to discuss issues.
About this unit
This unit will introduce the student teacher to the school curriculum and the importance of the relationships across schools and early childhood settings. This unit will also provide opportunities to explore appropriate ways to guide children’s behaviour and to refine and articulate a philosophy of professional practice.
Like all Reflective Practice units, this unit incorporates theory and practice by combining university-based study with professional experience in a school setting (K-6). It reflects an understanding that teaching is a complex undertaking, not a simple, straightforward series of skills to be learnt by copying another teacher. The unit is based on a belief that student teachers develop professionally through opportunities to make decisions and to act upon these decisions. The student teacher’s decision making will be informed by thoughtful analysis of relevant factors, careful consideration of possible outcomes and implications of actions, and on-going reflection about personal practice.
This unit does not directly teach curriculum content, students are expected to use syllabuses for KLAs in line with their school placement.
It is expected that students have a working knowledge of KLAs for Kindergarten to Year 6 from completion of prior units and from personal study.
Classes The timetable for classes can be found on the University web site at: https://timetables.mq.edu.au/2018/
• 1 hour lectures will be held Monday morning from 12:00pm -- 1:00pm.
• 2 hour tutorials will be held weekly for internal students, from time to time there will be online lectures as notified by the unit convener. Tutorials are timetabled for Mondays and Tuesdays. Students are to attend the tutorial that they have registered for. Students will not be accepted in alternate tutorials under any circumstances.
• Those students enrolled in the tutorial that follows the lecture are expected to attend the lecture in order to be able to participate in the tutorial directly following. This is when the roll will be taken. It is expected that students attending the later tutorials will either attend the lecture or listen on line prior to coming to class. For external students it is expected that students listen weekly online.
• Students are not able to swap between tutorials throughout the semester. Tutorial groups are established in the first two weeks of semester and students must remain in this tutorial until the end of semester.
• External students are to attend compulsory on campus days, Thursday 27th September (Building 29WW, Room 136) and Friday 28th September (Building 29WW, Room 138) 2018.
• In order to be eligible for a passing grade, students must meet the following requirements:
◦ Internal students must attend tutorials
◦ External students must attend both of the compulsory on-campus sessions.
Week beginning |
Topic/Lecture/Tutorial |
Readings |
Week 1 July 30 |
Setting the context • Role of NSW Board of Studies in Curriculum • Policies and legislation which impact on teachers • Professional Standards Framework • Support documents, resources, personnel and referral agencies which interact with schools • Australian Curriculum, Assessment and Reporting Authority (ACARA) |
Familiarise yourself with the following websites. NSW Syllabus for the Australian Curriculum http://syllabus.bos.nsw.edu.au/
Australian Institute for Teaching and School Leadership
Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapters 1 & 2
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Week 2 Aug 6
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Linking early childhood services and schools • Teaching, learning & curriculum in a changing world
• Professional dialogue
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Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapter 6 |
Week 3 Aug 13
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Planning in the school setting • Making observations K-6 and linking to NESA syllabus documents • Linking to the Outcomes and Indicators • Teaching and learning strategies • Learning goals in lesson preparation • Tools for planning ASSESSMENT 1 DUE 17 August at 11:55pm |
Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapter 8
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Week 4 Aug 20
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Guiding children’s behaviour • Theories of discipline, links to practice • Personal beliefs about children and behaviour • Gaining rapport • Safety in school • Key policies, documents, resources, personnel and referral agencies CENSUS DATE 24 AUGUST |
Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapter 4 |
Week 5 Aug 27
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Guiding behaviour and engaging students • Positive student behaviour and promotion of positive relationships within the classroom • Intervention to manage disruptive student behaviour • Students with special needs within the school setting including strategies to facilitate success • Discipline/ crisis/ emergency response for disruptive student behaviour • Working in partnership with others: parents/ counsellors/ other teachers |
Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapter 10 |
Week 6 Sept 3
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Guiding behaviour and engaging students & Teaching Teams information (self video) • Strategies from the field - the learning environment
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Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapter 5 |
Week 7 Sept 10
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Planning in the school setting • Lesson development and sequencing, catering for individual needs within a group • Teaching and learning strategies for meeting the needs of diverse learners (Indigenous, EAL/D, special education, GAT) • Integrated units of work ASSESSMENT 2 DUE 14th September at 11:55pm |
Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapters 3 & 9 |
RECESS 17- 28 SEPT |
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Week 8 Oct 2
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Assessing student learning • Assessment types • Assessing student learning • Providing feedback – oral and written, work samples with focus on literacy needs • Links between outcomes and assessment strategies • Reporting • Strategies for record keeping • Assessment to inform future planning
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Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapter 11 |
Week 9 Oct 8
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Philosophy: Working with others
learning partnerships with families – including Aboriginal families, families from non-English Speaking backgrounds, families with children with additional needs and behavioural needs
teaching practice
community connections and literacy practices with families
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Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapter 12 |
Week 10 Oct 15
Week 11 Professional Experience block placement: 15 Oct - 2 Nov Oct 22
Week 12 Oct 29 |
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Week 13 Nov 5
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Philosophy: Moving forward • Changing practices, challenging philosophy • Keeping abreast of current research ASSESSMENT 3 DUE 9 November at 11:55pm |
Text book: Teaching Challenges & Dilemmas (Groundwater-Smith, Ewing & Le Cornu 2015), Chapters 7 & 13 |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Macquarie University’s Department of Educational Studies is introducing innovative video technology to enhance the professional experience program for our teacher education students. All students in ECHP223 undertaking professional experience in October will use an online platform, known as Teaching Teams, hosted by the Teaching Channel in the USA https://www.teachingchannel.org/.
Students will use their smartphone to record short excerpts from some of your lessons and then upload these videos to the platform. The videos can be annotated with time-stamped comments for self-reflection. Supervising teachers can also view the videos to provide feedback.