PWord limit: 1500 (+/- 10%) Weighting: 30% Assessment details Write a 1500 word case study report on one of the case studies below. Assessment overview This assessment requires you to engage with a case study and consider in detail how you would respond as a teacher. In completing this assessment, you will draw together the theoretical frameworks and models for responding to a range of behaviours displayed in the learning environment. You are required to create strategies and describe these in your response for inclusive and ethical practices with families, community and support agencies. Choose one of case studies below: Case study 1: Gemma is a five-year-old child who attends a kindergarten/preschool where you are the teacher. Her family has communicated to you that she enjoys physical activities and ball games, but can become upset if she is 'losing' or having to wait for a turn. She enjoys high- level conversations, often not listening to instruction when asked to stop chatting and focus on her task. She also has an advanced artistic flair. Gemma has had several outbursts since she began attending three months ago. On four separate occasions, she has physically struck out at other children in the group by punching and kicking them. She has also been noticed pinching other children and then running away so the child does not see her. These incidents have been observed and documented. You have been trying to engage with her family but are not having any success. Case study 2: Ahmed is a seven-year-old child who has always seemed happy and cognitively engaged with learning but in recent weeks he has started to become withdrawn with classroom tasks. You have observed him on the playground and he appears isolated and does not play with the other children. He is reluctant to join group activities, and when he does participate, he remains quiet and does not appear to contribute to the discussion. Upon discussion with his family, they have said they see no issues with what is being reported, that in fact when Ahmed returns home from school, he tells them all the playing activities he does during play times. Complete the guided questions in the Assessment 3 case study template provided. You need to reflect upon the behaviour displayed and describe the approaches you could use to guide and support the child. Your response should demonstrate your knowledge and understanding of a range of strategies to respond to and support children's behaviour; you will consider how to communicate effectively and ethically with the child and families/carers and provide a support plan to allow for the behaviour to subside. You will also need to outline the role of external agencies and professionals in your response, including when you would consult externally and when you would refer children and families to external support services. When approaching your case study response, remember that you have a snap shot of information about the learner and therefore careful consideration is needed when providing strategies and identifying reasons for the behaviour. ASS3 Template of Case study addressed: 1. What strategies and interventions could you use to support the learners in the case study to make decisions and guide their own behaviour? 2. How you would prepare the physical and social environment to contribute to the child's relationship with others and learning? 3. What specific involvement would external agencies and professionals have in the strategies outlined in your response to the case study? 4. What are the family, cultural and ethical considerations related to the case study? 5. How can you make effective use of policy frameworks and external support organisations in response to this case study? 6. What behaviour framework, strategy and model would you apply in response to your chosen case study? 7. What theories have you used to guide your approaches to behaviour management in your case study response? 8. Tips on how to complete this assessment In this assessment, you are expect to model an inclusive response by demonstrating an understanding of the impact a teacher's approach to behaviour can have on the student. It is expected that you will examine the case study by thinking about the whole class as well as the learner as an individual, to demonstrate an understanding of the complexities and impact of their chosen strategies. You are expected to weave frameworks, strategies and models throughout their analysis rather than submit them as a stand alone block of text. Given the case study is only a snapshot, it is important that you do not jump to conclusions but rather offer a range of inclusive practices and ways to respond to the case. A preventative and proactive classroom management approach is expected. To that end individual strategies like a behaviour support plan are not considered appropriate for meeting the requirements of this assessment. The template for this assessment will help ensure you meet the rubric requirements. You will add your responses to the template file – remember to specify the case that you are addressing. The following ideas will help you unpack the requirements of this assessment. • Identification and discussion of a variety of effective strategies and interventions that could support the learners in the case study in the learning environment to make decisions and guide their own behaviour. Focus on the positive intervention strategies highlighted throughout the unit in this section. You should be promoting preventive strategies rather than a behaviour support/management plan • Identification of how you would prepare the physical and social environment to contribute to the child's relationship with others and learning. Remember that the behavioural theory should be reflected in your choices. E.g. a sticker reward chart might reflect behavioural theory and grouping tables based on social interaction might reflect sociocultural theory. • Identification of family, cultural and ethical considerations related to the case study • Identification of specific involvement would external agencies and professionals have in the strategies outlined in your response to the case study In the past, some students have struggled here when interpreting the case studies in relation to culture. You don't need to imply possible cultural background or family considerations. Instead, you need to identify familial and ethical considerations related to the cases presented in this assessment, E.g. Be sensitive to students' family differences – Don't make value judgments • Identification of how you can make effective use of policy frameworks and external support organisations in this case. (AITSL 7.4) An example here would be to refer to the behaviour management policy at a school. • For example, this bullying policy from the NSW DET policy link This can also relate to state or national, EYLF or ACARA policies. Consider local support organisations as well as state or national agencies • Consideration and discussion of the behaviour framework, strategy and model you would apply for your chosen case study. Remember the strategies presented in Week 8. You should take these as a starting point & use your research to identify a strategy which you think will link well with the case study • Discussion of theories that have been used to guide approaches to behaviour management. Here is where you 'bring it all together' and link the ideas you have shared back to a theory. While it is presented at the end of the case study, identify the theory at the planning stage. This will help to ensure a clear flow through the case study. Class discussion of A3: Assessment Format Hi everyone Here are some 'important points' to be aware of in regards to using the template and the format of the assessment - • The tip sheet is just that, it is definitely not something you have to follow word-for-word. It gives you some starting points. • The tip sheet has 6 points, the 'template' has 7. If you follow them down, you'll see there is no tip for one of the questions on the template. • The template is not really a template and the name can be a bit misleading. The guiding questions are just that. It is not a template that you must 'fill in', in the way that Assessment 2 was. • Your response can be in order of each question, with headings at the top or within your paragraphs. You can use more of an essay format. You don't need an introduction or conclusion though, but can write as one cohesive piece. • How do you know which way to go? Which way will it be easier for you to respond to the assessment criteria and the rubric? Why not start making points down on a plan for each question, then when it comes to 'pulling it all together', you might change your mind on how you do this. • The rubric is the key director of how you respond.. • .The weekly readings are VERY important here. You may be working ahead, and that's fine, but you do need to still work through the weekly readings in order to do that. Assessment 3 Tips • A few pointers from the tips sheet (in Assessment 3 doc) • •Remember to specify the case that you are addressing • •Use the template questions to guide your response • •Do not jump to conclusions but rather offer a range of inclusive practices and ways to respond to the case • •Model an inclusive response by demonstrating an understanding of the impact a teacher's approach to behaviour can have on the student. • •Examine the case study by thinking about the whole class as well as the learner as an individual. • •Weave (or discuss in combination) frameworks, strategies and models throughout your analysis • •A preventative and proactive classroom management approach is expected (individual strategies like a behaviour support plan are not considered appropriate for meeting the requirements of this assessment). • •When interpreting the case studies in relation to familial, cultural and ethical factors, avoid inappropriately making value judgments. Instead, you need to recognise that there may be familial, cultural and ethical considerations related to the cases presented in this assessment. Refer to the conceptual framework used in this unit to guide your understanding of this. Hi All, I recently responded to some pertinent A3 questions and I thought I would share the questions and my responses with you. Q: 'How can you make effective use of policy frameworks and external support organisations in response to this case study?' What do you mean about making effective use? Is it sufficient, for example, to mention the National Quality Framework, which offers strategies to reduce challenging behaviour and points out factors within the service as well as external factors that may influence the child's behaviour or do I have to explain how I will make use of this framework? A: To show "making effective use" here we are just looking for you to explain the relevance of your chosen policy framework and external support organisations - tell us how it supports your strategies. We don't need a step-by-step implementation plan, for example. This question is asking you to show your understanding of your supporting frameworks/overarching information sources - that they are not just randomly included. Q: What do you mean: Here is where you 'bring it all together' and link the ideas you have shared back to a theory. While it is presented at the end of the case study, identify the theory at the planning stage. This will help to ensure a clear flow through the case study. A: This means that you should have your overarching theory in mind throughout your response (weave it through the case study) but it is not until the end that you will discuss how theory shapes the choice of strategies offered. The template questions guide the response to start with specifics of strategies moving to a broader discussion on the influencing/guiding theory. Q: Please confirm: How do you use the template? A: The template of questions is provided by the learning designers as a supporting document to help guide students to cover the assessment requirements. Answering the questions should help most student pass the assessment. The questions can be included as headings or worked into the text, or simply used as a guide. We always only mark to the rubric/marking guide on the assessment document itself. Since the structure is not specified in the rubric you can structure your response the way you like (to improve flow or connection between ideas, for example). We don't need the full essay structure and the rubric does not state a need for introduction or conclusion (this can save your word count). The main thing is to look to cover what the rubric includes starting by meeting all points at Pass level, then Credit level, etc. Q: Regarding Q6 we were told that under model is meant the approach we would like to consider. When I asked you about Q6 you mentioned that I could consider the ABC model. What is the difference then between the approach and model? A: Models are like ABC or Bronfenbrenner. Approaches are like those in the week 1 reading. It means the overarching ideas about dealing with behaviour. If we look at it like a hierarchy, the theory shapes the models/approaches/frameworks and then come the strategies. For Q5 it can include EYLF, AC and other government policy or external organisations that provide information and guidance. For Q6 frameworks, models and approaches is about conceptual model, ABC, Bronfennbrenner, overarching ideas on behaviour. The aim for Q6 is to pull together your findings into an overarching strategy/approach/model (these are pretty interchangeable terms for this assessment) that you would use to respond to the case study as a teacher. So you should think about what 'framework/s' you would draw on in your approach. So it may be things like: Australian Curriculum, Early Years Learning Framework, National Quality Standards, Teaching Standards, conceptual framework (or others, I don't want anyone to feel limited to these examples). There is most likely one or two that stand out for you that you can draw on to guide your response to the case study.