Focused on learning through doing, this assessment encourages students to challenge themselves in developing a lesson plan and demonstration relevant to their discipline. In EDUC3702 this is used in the context of teaching physical activity (HPE), but is usefully appropriated to any area where practical demonstrations are part of professional practice, or where interactivity might facilitate higher level engagement. With specific curricula, learning outcomes, or disciplinary skills in mind, students begin by developing a lesson plan which they later deliver as a 15-20 minute interactive demonstration. Focus might centre on a key task or content area (e.g. teaching literacy through dance); using a specific piece of equipment (e.g. excavation tools used in Archaeology); or fostering co-created knowledge and experience (e.g. for introductory or team building exercises). In addition to inspiring confidence and competence, this task encourages consideration of the practical limitations to delivering a demonstration, including negotiating time constraints; catering to intended target audiences and number of participants; teaching facilities (including layout and availability of technological equipment); and the feasibility of interactive activities in relation to intended learning outcomes. This task is best supported by learning activities offered during tutorials where students practice modelling teaching, before progressing to peer teaching.
Details
- CLASS SIZE
- 80-100
- CLASS LEVEL
- First year, Second year, Third year, Post-graduate
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- High time
- GRADUATE ATTRIBUTES
- In-depth knowledge in the field(s) studied, Effective communication skills
- CONDITIONS
- Identity verified
- FEATURES
- Authentic
- TAGS
- embodied learning, collaborative learning, practical exam, peer-led learning, facilitation
Advantages
Hones the development of highly employable skills in communication, design and group leadership/management. Fosters creativity in communication where students design and lead their own demonstrations. Adaptable to virtually any discipline involved in higher education, material culture, or where interactive learning is useful to encouraging collegiality.
Challenges
This task can be time consuming for large cohorts (especially if students fail to adequately manage their time during demonstrations). This can be managed by offering adequate practice activities to students in the lead up to presentations; dedicating the final week of classes to a showcase of demonstrations only; and enlisting the assistance of support staff to provide feedback and mark demonstrations in real time.
Tips for implementation
Be negotiative with assessment in allowing students to pursue their own line of inquiry or elect the focus of their demonstration.
How it supports academic integrity
The highly performative and interactive focus of this technique is a significant deterrent to both outsourcing and plagiarism. This task is also supported by practical training tasks in lectures and tutorial time. This means that in order to adequately respond to the task students will attend lectures and actively participate in co-creative activities with peers.
Dr Eimear Enright
e.enright@uq.edu.au
Dr Eimear Enright is a senior lecturer in the School of Human Movement and Nutrition Sciences. She teaches, researches and writes primarily about youth voice and young people’s participation and learning in health and physical education, and in sport.
Research Interests:
Health and Physical Education
Youth voice Find out more