Map, matrix and research report （3500 words in total）
In total, this assessment consists of three parts:
(1) An ecological map (300 words total);
(2) A matrix (table) for each learner (700 words total); and
(3) A report analysing each learner (2500 words total)

What do I have to do?
• The first step is to select two learners who share a common learning ecology (for example, they share the same classroom or early years setting). These could be students you are currently working with or learners with which you have previously worked.
Map
• Create a map of the environmental characteristics of the shared learning ecology and capabilities relevant to the learning of two individuals (subjects). This may be two students in your class, or two learners in another context (such as trainees in your workplace or adult learners).

• Examples of learner characteristics include (but are not limited to):
 a specific learning need (e.g. high achiever, autism, other learning difficulty);
 motivation levels;
 language skills;
 capacity to self-regulate;
 social skills;
 for more examples see Topics 4 and 5.

• Examples of environmental characteristics within the learning ecology include (but are not limited to):
 physical characteristics of the classroom such as furniture, use of space, acoustics;
 classroom cultural characteristics such as the staff-student ratio, availability of digital technologies;
 school-level characteristics such as behaviour management policies, whole school literacy or numeracy programs, diversity of students and staff.

• The template of this map: you can choose one of the two. I prefer 2-table.
1. you can use the template provided in this document: Map template (I am already uploaded this template)
2. or you may wish to present it as a table. You can use two different colours to distinguish between the two students. The example is as shown:
All the example pictures are from the document I uploaded named “example”. It is more clear.
Please make sure any sharing of family or personal factors is done thoughtfully and cannot lead to the identification of your learners.
You will draw from various sources of evidence to gather the information needed to complete this part of Assessment
2. Sources include:
 your own teaching records and assessment information;
 observations (formal and informal);
 student voice (interviews with the students about their learning processes and what characteristics of the classroom best support their learning at this time);
 others’ perceptions (interviews with other significant people who can provide varied perspectives, such as parents, teaching assistants, fellow teachers, other students); and
 any other relevant data (eg from a school psychologist, specialist teachers, other professionals).

Matrices
Your map is a form of ‘brainstorm’ for the next part of this task, the matrices (or tables). Once you have completed you map, choose one learning characteristic for each learner from your map. You will also choose one one environmental characteristic and analyse how this characteristic impacts on each learner. This means that in your matrix you will have four sections in total:

The matrices are scaffolds that will assist you in unpacking the factors you have identified in your map. It asks you to consider these characteristics that you have identified with regard to the ATRiUM capabilities. Once you have identified your focus characteristics in the first column in the matrix below, and then consider how each is supporting or hindering the learning process for your learner (in terms of ATRiUM capabilities). You will also be asked to comment on the evidence underpinning your entries and the implications of these understandings for you as teacher. Please use the headings in the below template：You can use dot points rather than full sentences for your matrix and map, provided they make sense.

The example is as shown：

Report
The final report (2500 words) will present an in-depth analysis of the characteristics for each learner that you have identified as important in your matrix. That is, you will consider the learner characteristic and the shared environmental characteristic for Learner A, and the learner characteristics and the shared environmental characteristic for Learner B. These could be characteristics unique to each learner or shared across the two learners depending on their profiles.
An important aspect of this assignment will be to generate implications for teaching these learners. In doing so, bear in mind that you should draw on what current research says might address the specific needs you have identified, not just on your own experience. So, for example, if you have identified that Student A has issues with low motivation and engagement, look for and include in your report what the research indicates may support greater motivation among students, then integrate this with your own knowledge of your professional practice, the student, and your local school and classroom environment to identify and evaluate possible actions you can take in the classroom.
Use the column headings from the matrix to help structure your report. Conclude by reflecting on how the process of researching your students as learners has contributed to your professional knowledge and influenced your practice.
The example is as shown： structure or headings
Introduction
STUDENT A – XX
 Description of the Learner
 How do the Characteristics Support Learning?
 How do the Characteristics Hinder Learning?
 Supporting evidence
 Implications for Teaching
STUDENT B – XX
 Description of the Learner
 How do the Characteristics Support Learning?
 How do the Characteristics Hinder Learning?
 Supporting evidence
 Implications for Teaching
Conclusion
• I also uploaded an example of this assignment, this document named example. For reference only.
• Reference: at least 17 academic journal articles. Try to use this reading：Graham, L., Berman, J., & Bellert, A. (2015). Sustainable learning: Inclusive practices for 21st century classrooms. Cambridge University Press. Chapter 6: Learning for all

• EDUC91029 – Assessment Task 2 Rubric

• Please create a single file including the map, matrix and the report in one of the following formats: Microsoft Word (very much preferred) or a PDF. To ensure ease of marking please ensure you use double spacing and a simple font such as Arial.