1599 task 3 crieteria sheet

Ability to demonstrate understanding of the concept of Relevance in relation to the 1599EDN course, making reference to specific examples and recommended/new literature to support your discussion. Ability to find an art form by an Indigenous artist that you could use to discuss a concept we have discussed in class (i.e. identity; belonging; stereotypes; representation – refer to our class concept list) and explain why you think this art form might make that concept more relevant and meaningful for students Demonstrates a highly sophisticated and nuanced understanding of concept, with reference to extremely specific and highly relevant examples and literature to support definition and utilization of concept in practice. Remarkable demonstration of how concept relates to Indigenous peoples, pedagogies, and knowledges.  The arts example by an Indigenous artist is extremely well-chosen, providing you an opportunity to make sophisticated analysis of the concept you are discussing.  The arts activity is extremely engaging and informative and is integrated extremely well into your discussion of the concept. There is a sophisticated ‘take-home message’ of how this will make your lesson more meaningful to your students. Demonstrates an excellent understanding of concept selected, with reference to specific and highly relevant examples and literature to support definition and utilization of concept in practice. Excellent demonstration of how the concept relates to Indigenous peoples, pedagogies, and knowledges.  The arts example by an Indigenous artist is well-chosen, providing you an opportunity to make a strong analysis of the concept you are discussing   The arts activity is highly engaging and informative and is integrated very well into your discussion of the concept. There is a clear ‘take- home message’ of how this will make your lesson more meaningful to your students. Demonstrates a good understanding of concept selected with reference to mostly relevant examples and literature to support definition and utilization of concept in practice. Good general understanding of how the concept relates to Indigenous peoples, pedagogies, and knowledges.  The arts example by an Indigenous artist is reasonably well-chosen, providing you an opportunity to make a good analysis of the concept you are discussing  The arts activity is engaging and informative and is integrated well into your discussion of the concept There is a relatively clear ‘take- home message’ how this will make your lesson more meaningful to your students. Demonstrates a satisfactory understanding of concept with reference to somewhat relevant examples or literature to support definition and utilization of concept in practice. Satisfactory understanding of how concept relates to Indigenous peoples, pedagogies, and knowledges.  The arts example by an Indigenous artist is somewhat well-chosen, providing you an opportunity to make some analysis of the concept you are discussing  The arts activity is somewhat engaging and informative for your peers and is relatively well integrated into your discussion of the concept. There is some attempt at a ‘take-home message’ of how this will make your lesson more meaningful to your students. Demonstrates a limited and/or inaccurate understanding of the concept in terms of how it relates to Indigenous peoples, pedagogies, and knowledges. Limited or no relevant literature or examples are used to support definition or understand utilization of concept in practice.  You have only superficially used your chosen arts example to make some analysis of the concept you are discussing.  The arts activity is not very engaging or informative or is unclear and/or not sufficiently integrated into your discussion of the concept.  The arts example is not made by an Indigenous creator.  The arts example is not related to Indigenous issues. Criterion 4: Reciprocity Self-assessment prompts: Have you shown that you understand the complexity of the concept addressed and how it relates to Indigenous peoples and this course? Of how it might specifically look like in practice? Have you researched what this concept means in relation to this course? What specific example of an organisation have you identified and discussed to demonstrate how you (as a teacher) and/or the school are working ‘both ways’ with the local organisation? Have you identified how both parties will benefit from this relationship? 10 marks 10-9 marks 8 marks 7 -6 marks 5 marks 4 or less marks Ability to demonstrate understanding of the concept of Relevance in relation to the 1599EDN course, making reference to specific examples and recommended/new literature to support your discussion. Ability to find and research on a relevant local community organization that works with Indigenous peoples and describe how you could potentially collaborate with them as a teacher or school. Demonstrates a highly sophisticated and nuanced understanding of concept, with reference to extremely specific and highly relevant examples and literature to support definition and utilization of concept in practice. Remarkable demonstration of how concept relates to Indigenous peoples, pedagogies, and knowledges.  Clearly demonstrates sophisticated and insightful notions of how the selected community organizations and schools could work together, using highly relevant literature to support your claims, demonstrating a sophisticated understanding of the concept and focus of the course Demonstrates an excellent understanding of concept selected, with reference to specific and highly relevant examples and literature to support definition and utilization of concept in practice. Excellent demonstration of how the concept relates to Indigenous peoples, pedagogies, and knowledges.  Evidence of insightful notions of how the selected community organization and schools could work together, using relevant literature to support your ideas, demonstrating an excellent understanding of the concept and focus of the course Demonstrates a good understanding of concept selected with reference to mostly relevant examples and literature to support definition and utilization of concept in practice. Good general understanding of how the concept relates to Indigenous peoples, pedagogies, and knowledges.  Evidence of thoughtful notions of how the selected community organization and schools could work together. Use of mostly relevant literature to support your ideas, demonstrating a solid understanding of the concept and focus of the course  Demonstrates a satisfactory understanding of concept with reference to somewhat relevant examples or literature to support definition and utilization of concept in practice. Adequate understanding of how concept relates to Indigenous peoples, pedagogies, and knowledges.  Evidence of satisfactory notions of how the selected community organization and schools could work together. Some use of literature to support your ideas, demonstrating some understanding of the concept and focus of the course Demonstrates a limited and/or inaccurate understanding of the concept in terms of how it relates to Indigenous peoples, pedagogies, and knowledges. Limited or no relevant literature or examples are used to support definition or understand utilization of concept in practice.  Limited or inappropriate notions of how the selected community organization and schools could work together and/or no community organization is reference. Little to no relevant literature used to support your ideas. 3