EDUC 5268 - A1 Planning and Justification Portfolio
Unit Plan
Unit Plan
Lesson 1 resource
Lesson 2 resource

References
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Bannert, M. (2002). Managing cognitive load—recent trends in cognitive load theory. Learning and Instruction, 12(1), 139–146. https://doi.org/10.1016/S0959-4752(01)00021-4
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Barnett, J. E., & Francis, A. L. (2012). Using higher order thinking questions to foster critical thinking: a classroom study. Educational Psychology (Dorchester-on-Thames), 32(2), 201–211. https://doi.org/10.1080/01443410.2011.638619
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Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Association for Supervision & Curriculum Development.
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Fletcher, T., Ní Chróinín, D., & O’Sullivan, M. (2019). Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning. Professional Development in Education, 45(5), 832–847. https://doi.org/10.1080/19415257.2018.1550099
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Guangwei Hu. (2010). Revisiting the role of metalanguage in L2 teaching and learning. EA Journal (Surry Hills), 26(1), 61–70.
Ladwig, J & Gore, J (2006). ‘ A classroom practice guide” in Quality teaching in NSW public schools. 2nd edn. State of NSW, Department of Education and Training, Professional Learning and Leadership Development Directorate, New South Wales, pp. 05 – 59.
Mehta, A., & Mehta, N. (2018). Knowledge Integration and Team Effectiveness: A Team Goal Orientation Approach. Decision Sciences, 49(3), 445–486. https://doi.org/10.1111/deci.12280
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Nguyen, V. T., Tran, T. H., & Nguyen, N. T. (2023). Knowledge integration methods for probabilistic knowledge-based systems. CRC Press. https://doi.org/10.1201/9781003277019
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Pendergast, D. (Donna L., Main, K., & Bahr, N. (Eds.). (2017). Teaching middle years : rethinking curriculum, pedagogy and assessment (Third edition.). Routledge, Taylor & Francis Group.
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Rubie-Davies, C. (2015). Becoming a High Expectation Teacher: Raising the bar (1st ed.). Routledge. https://doi.org/10.4324/9781315761251
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Sarra, C., Spillman, D., Jackson, C., Davis, J., & Bray, J. (2020). High-Expectations Relationships: A Foundation for Enacting High Expectations in all Australian Schools. The Australian Journal of Indigenous Education, 49(1), 32–45. https://doi.org/10.1017/jie.2018.10
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Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of Engagement: Classroom-Based Practices. Journal of Engineering Education (Washington, D.C.), 94(1), 87–101. https://doi.org/10.1002/j.2168-9830.2005.tb00831.x
Tang, K.-S., & Rappa, N. A. (2021). The Role of Metalanguage in an Explicit Literacy Instruction on Scientific Explanation. International Journal of Science and Mathematics Education, 19(7), 1311–1331. https://doi.org/10.1007/s10763-020-10121-6
The Gottman Institute. (2020). The Feeling Wheel. https://cdn.gottman.com/wp-content/uploads/2020/12/The-Gottman-Institute_The-Feeling-Wheel_v2.pdf
Wang, L., Bruce, C., & Hughes, H. (2011). Sociocultural Theories and Their Application in Information Literacy Research and Education. Australian Academic and Research Libraries, 42(4), 295–308.