GDECE 107 STEM in the Early Years \u2013 Assessment 2<\/p>\n
Assessment 2:
\nOral Presentation (deliver 10 mins, questions 5 minutes) 30%
\nPrepare and deliver a 10-minute oral presentation justifying a
\nselection of inquiry-based learning and teaching strategies in
\nSTEM for children in the early years.<\/p>\n
Week 7 30% A, B, & C
\nLinked to the Learning Outcomes:
\nA. Determine appropriate content in STEM for children in the early years.
\nB. Foster inquiry-based and play-based learning supported by relevant teaching and learning strategies in STEM for children in the early
\nyears.
\nC. Assess and select appropriate digital technologies for use in teaching STEM for children in the early years.
\nAddress: 41 Boundary Road, North Melbourne VIC 3051
\nEmail: info@scei-he.edu.au
\nWeb: www.scei-he.edu.au Phone: +61 3 9602 4110
\nTEQSA Provider Number PRV14066 | CRICOS Provider Code 03739K | ABN Number 79 605 294 997 | Copyright \u00a9 2020. All rights reserved
\nMarks
\nCriteria
\nHigh Distinction
\n80%-100%
\nDistinction
\n70%-79%
\nCredit
\n60%-69%
\nPass
\n50%-59%
\nFail
\n0-49%
\nStructure and
\norganization
\n(inc. PPT slides)
\n\/20
\n\u25cf Excellent presentation structure
\nand PPT that portray the
\nimplementation of inquiry-based
\nteaching and learning approach
\nin developing STEM concepts
\nand skills; is logically organized
\nto an excellent level.
\n\u25cf Presentation is expressed in a
\nrational, compelling, and
\nconvincing manner.
\n\u25cf Extensive integration of research
\nfindings into the presentation.
\n(16-20)
\n\u25cf Very good presentation structure
\nand PPT that portray the
\nimplementation of inquiry-based
\nteaching and learning approach
\nin developing STEM concepts
\nand skills; is logically organized
\nto a high level.
\n\u25cf Presentation is predominantly
\nexpressed in a rational and
\nconvincing manner.
\n\u25cf Very good integration of
\nresearch findings into the
\npresentation.
\n(14-15.5)
\n\u25cf Good presentation structure
\nand PPT that portray the
\nimplementation of inquirybased teaching and learning
\napproach in developing STEM
\nconcepts and skills; is logically
\norganized to a moderate level.
\n\u25cf Presentation is unclear at
\ntimes.
\n\u25cf Good integration of research
\nfindings into presentation.
\n(12-13.5)
\n\u25cf Adequate presentation
\nstructure and PPT that portray
\nthe implementation of inquirybased teaching and learning
\napproach in developing STEM
\nconcepts and skills; is
\norganized and structured but
\nfurther work is required to
\nincrease the quality.
\n\u25cf Presentation is often unclear.
\n\u25cf Adequate integration of
\nresearch findings into
\npresentation.
\n(10-11)
\n\u25cf Inadequate presentation
\nstructure and the PPT that
\nportray the implementation of
\ninquiry-based teaching and
\nlearning approach in
\ndeveloping STEM concepts and
\nskills; is disorganized and the
\nstructure is poorly presented.
\n\u25cf Presentation is consistently
\nunclear and lack of focus.
\n\u25cf Inadequate integration of
\nresearch findings into
\npresentation.
\n(0-9)
\nKnowledge:
\nUnderstanding of
\nthe topic (sample nursing essay examples by the best nursing assignment writing service)
\n\/30
\n\u25cf Excellent understanding of the
\npresentation topic (sample nursing essay examples by the best nursing assignment writing service)
\n\u25cf Excellent discussion on inquirybased learning and intentional
\nteaching strategies in STEM for
\nyoung children.
\n\u25cf Excellent inclusion and
\nappropriateness of the example
\nactivities for toddlers or
\npreschoolers.
\n\u25cf Excellently conveying young
\nchildren\u2019s STEM learning journey
\nwhilst specifying the STEM
\ncontent and skills developed
\nbased on the approach used and
\nthe EYLF learning outcomes
\nachieved.
\n\u25cf Evidence of extensive research.
\n(24-30)
\n\u25cf Very good understanding of the
\npresentation topic (sample nursing essay examples by the best nursing assignment writing service).
\n\u25cf Very good discussion on inquirybased learning and intentional
\nteaching strategies in STEM for
\nyoung children.
\n\u25cf Very good inclusion and
\nappropriateness of the example
\nactivities for toddlers or
\npreschoolers.
\n\u25cf Very good presentation on
\nyoung children\u2019s STEM learning
\njourney whilst specifying the
\nSTEM content and skills
\ndeveloped based on the
\napproach used and the EYLF
\nlearning outcomes achieved.
\n\u25cf Very well researched.
\n(21-23.9)
\n\u25cf Good understanding of the
\npresentation topic (sample nursing essay examples by the best nursing assignment writing service).
\n\u25cf Good discussion on inquirybased learning and intentional
\nteaching strategies in STEM for
\nyoung children.
\n\u25cf Good inclusion and
\nappropriateness of the
\nexample activities for toddlers
\nor preschoolers.
\n\u25cf Good presentation on young
\nchildren\u2019s STEM learning
\njourney whilst specifying the
\nSTEM content and skills
\ndeveloped based on the
\napproach used and the EYLF
\nlearning outcomes achieved.
\n\u25cf Well researched.
\n(18-20.9)
\n\u25cf Adequate understanding of
\nthe presentation topic (sample nursing essay examples by the best nursing assignment writing service).
\n\u25cf Adequate discussion on inquirybased learning and intentional
\nteaching strategies in STEM for
\nyoung children.
\n\u25cf Adequate inclusion and
\nappropriateness of the
\nexample activities for toddlers
\nor preschoolers.
\n\u25cf Adequate presentation on
\nyoung children\u2019s STEM
\nlearning journey whilst
\nspecifying the STEM content
\nand skills developed based on
\nthe approach used and the
\nEYLF learning outcomes
\nachieved.
\n\u25cf Adequate research evident.
\n(15-17)
\n\u25cf Inadequate understanding of
\nthe presentation topic (sample nursing essay examples by the best nursing assignment writing service).
\n\u25cf Inadequate discussion on
\ninquiry-based learning and
\nintentional teaching strategies in
\nSTEM for young children.
\n\u25cf Inadequate inclusion and
\nappropriateness of the
\nexample activities for toddlers
\nor preschoolers.
\n\u25cf Inadequate presentation on
\nyoung children\u2019s STEM
\nlearning journey whilst
\nspecifying the STEM Content
\nand skills developed based on
\nthe approach used and the
\nEYLF learning outcomes
\nachieved.
\n\u25cf No \/ inadequate research
\nevident.
\n(0-14.9)
\nGDECE 107 Assessment 2 Rubric \u2013 Oral Presentation
\nAddress: 41 Boundary Road, North Melbourne VIC 3051
\nEmail: info@scei-he.edu.au
\nWeb: www.scei-he.edu.au Phone: +61 3 9602 4110
\nTEQSA Provider Number PRV14066 | CRICOS Provider Code 03739K | ABN Number 79 605 294 997 | Copyright \u00a9 2020. All rights reserved
\nPresentation
\nskills
\n\/20
\n\u25cf Presenters speak clearly and
\nmaintain eye contact.
\n\u25cf Presentation is well-rehearsed.
\n\u25cf Presenters use appropriate and
\neffective body language and are
\ndressed appropriately.
\n(16-20)
\n\u25cf Presenters speak clearly and
\nmaintain eye contact most of
\nthe time.
\n\u25cf Presentation is reasonably wellrehearsed.
\n\u25cf Presenters use predominantly
\nappropriate and effective body
\nlanguage and are mostly dressed
\nappropriately.
\n(14-15.5)
\n\u25cf Presenters speak clearly and
\nmaintain eye contact some of
\nthe time.
\n\u25cf Presentation needed more
\nrehearsal.
\n\u25cf Presenters use minimal body
\nlanguage and are reasonably
\nwell-dressed.
\n(12-13.5)
\n\u25cf Presenters do not speak
\nclearly or maintain eye
\ncontact.
\n\u25cf Presentation was underrehearsed.
\n\u25cf Presenters appear awkward
\nat times.
\n\u25cf Presenters are poorly dressed
\nfor the occasion.
\n(10-11)
\n\u25cf Presenters are not able to be
\nheard.
\n\u25cf Presentation was not
\nevidently rehearsed.
\n\u25cf Presenters appear awkward.
\n\u25cf Presenters are not
\nappropriately dressed for the
\noccasion.
\n(0-9)
\nAudio-visuals
\n\/20
\n\u25cf AV is clear and readable\/audible.
\n\u25cf AV is supportive of the main
\npoints of the presentation.
\n\u25cf Excellent use and
\ndocumentation of references.
\n(16-20)
\n\u25cf AV is predominantly clear and
\nreadable\/audible.
\n\u25cf AV is predominantly supportive
\nof the main points of the
\npresentation.
\n\u25cf Very good use and
\ndocumentation of references.
\n(14-15.5)
\n\u25cf AV is sometimes unclear
\nunreadable and\/or inaudible.
\n\u25cf AV is sometimes superfluous
\nto the main points of the
\npresentation.
\n\u25cf Good use and documentation
\nof references.
\n(12-13.5)
\n\u25cf AV is often unclear
\nunreadable and\/or inaudible.
\n\u25cf AV is often superfluous to
\nthe main points of the
\npresentation.
\n\u25cf Adequate use and
\ndocumentation of
\nreferences.
\n(10-11)
\n\u25cf AV is unclear unreadable
\nand\/or inaudible.
\n\u25cf AV is predominantly
\nsuperfluous to the main
\npoints of the presentation.
\n\u25cf Inadequate use and
\ndocumentation of
\nreferences.
\n(0-9)
\nMechanics
\n\/10
\n\u2022 Written work is excellent in word
\nselection and use, sentence
\nstructure, grammar, punctuation
\nmarks, and spelling.
\n(8-10)
\n\u25cf Written work is relatively free of
\nerrors in word selection and use,
\nsentence structure, grammar,
\npunctuation marks, and spelling
\n(1-2 errors).
\n(6-7.5)
\n\u25cf Written works have several
\nerrors in word selection and
\nuse, sentence structure,
\ngrammar, punctuation marks,
\nand spelling (3-4 errors).
\n(4-5.5)
\n\u25cf Written works have several
\nerrors in word selection and
\nuse, sentence structure,
\ngrammar, punctuation marks,
\nand spelling (with many
\nerrors)
\n(2-3)
\n\u25cf Written work has serious and
\npersistent errors, in word
\nselection and use, sentence
\nstructure, grammar,
\npunctuation marks and
\nspelling
\n(0-1)
\nGDECE 107 Assessment 2 Rubric \u2013 Oral Presentation<\/p>\n
____________________
\nInquiry-based learning shifts the focus from teacher-directed instruction to child-centered exploration. Rather than simply presenting facts, teachers guide students in the process of asking questions, investigating possibilities, and constructing their own understandings (National Research Council, 2012). When applied to STEM subjects, this approach allows young children to develop problem-solving skills through hands-on experimentation and discovery.
\nSome effective inquiry-based strategies for early years STEM include:
\nSensory exploration – Providing open-ended materials like blocks, tubes, containers, and natural objects allows children to investigate concepts like size, shape, weight, and texture through manipulation and play (Nayfield et al., 2011). For example, a water table invites discovery of properties like buoyancy and displacement.
\nProcess documentation – Teachers document children’s questions, hypotheses, and experimentation through notes, photos, and video to help extend learning. This also informs future lesson planning (Project Zero & Reggio Children, 2001).
\nChild-led project ( help with nursing paper writing from experts with MSN & DNP degrees)s – Emergent project ( help with nursing paper writing from experts with MSN & DNP degrees)s develop as teachers follow children’s interests and ideas. For instance, questions about insects led one class to cultivate a butterfly garden and study life cycles (Jones & Brader-Araje, 2002).
\nGuest experts – Inviting community helpers like arborists, engineers, and scientists introduces diverse STEM roles and expertise. Brief presentations and hands-on activities spark curiosity (National Research Council, 2015).
\nIn conclusion, inquiry-based learning fosters deep and meaningful STEM understanding for young children. By providing open-ended materials, documenting the process, supporting child-led exploration, and engaging outside expertise, early childhood educators can help develop critical thinking and problem-solving skills.<\/p>\n","protected":false},"excerpt":{"rendered":"
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