Assignment 3: Case study and audio-visual presentation instructions

Assignment Details

Structure

Part A (Written Case Study – 1400 words):

Select and analyse ONE of the three case studies. Demonstrate your understanding of positive psychology theories and PERMAH strategies. Consider cultural influences and workplace dynamics in your response. Include a reference list in APA 7th style using at least 6 unit sources.

Part B (Audio-Visual Presentation – 4 mins):

Explain how teachers can apply emotional intelligence to solve complex workplace problems. Discuss strategies for building personal resilience in education settings. Use clear visuals, and reference any models you mention with author attribution. Include a transcript and a reference slide at the end.

Case Studies

Tom

Tom, a proud Koorie man who lives on Wurundjeri Country, is an enthusiastic primary school teacher in his second year of teaching. He currently teaches a Year 5 class and is deeply committed to embedding culturally responsive practices in his teaching. There are two other colleagues in the Year 5 team, including a leading teacher and an experienced teacher, and they convene weekly for planning sessions. In preparation for Term 4, they discuss curriculum outlines, with Tom tasked for the first time to develop a mathematics unit of work. Initially challenged, he considers how to incorporate meaningful connections to Aboriginal perspectives on mathematics. When Tom presents his plan to his colleagues, he hopes for their endorsement. Tom is questioned about his proposed teaching content and whether the math investigations provide rich learning opportunities. He worries about whether his perspectives are fully understood. Despite feeling inadequate and struggling to voice his confusion, Tom is determined to meet expectations and produce a quality unit of work.

Sana

Sana is a dedicated primary school teacher in her second year of teaching. She currently teaches a Year 6 class and is facing significant workload challenges in Term 4. Along with her regular teaching duties, she is managing assessments, final reports, graduation preparations, and helping her students transition to high school. Sana comes from a family of migrants who moved to Australia seeking greater opportunities for the family. Growing up, her family instilled in her a strong work ethic and a deep sense of responsibility. She values education not just as a profession but as a means of creating opportunities through supportive and inclusive learning environments. In Sana’s first year of teaching, she was given extra time in her week for graduate teacher support and planning. Now that she is in her second year, there is less release time allotted during her week. Sana holds high expectations of herself as a teacher and can often be her own worst critic when it comes to assessing her efforts. Despite the mounting workload, Sana is committed to supporting positive outcomes for her students academically and socially.

Xin

Xin is a dedicated early years educator working with a 3-year-old program in a bustling childcare centre. She has been teaching for over five years and cares deeply about providing quality education and care for young children. However, lately, Xin has been experiencing high levels of stress in her job, which is impacting her overall wellbeing and effectiveness in the classroom. English is Xin’s second language, and while she communicates well, she sometimes finds it challenging to express herself clearly in fast-moving situations. This adds to the pressure she already feels in her role. Xin's childcare centre operates with a lean staff structure. She is the primary educator for the 3-year-old program and is supported by one educator assistant. Additionally, due to staffing shortages and fluctuating demand, the centre relies heavily on agency staff who rotate in and out during the week. While agency staff help maintain appropriate ratios, their constant turnover adds to the challenges Xin faces in providing consistent care and education.

Steps to Complete the Assignment

1. Review all modules in this unit, with a particular focus on emotional intelligence, resilience, and the PERMAH framework.

2. Choose one of the case studies provided and complete the planning template.

3. Write a 1400-word response addressing criteria 1, 2, and 3.

4. Create a narrated presentation for Part B. Use no more than six content slides (plus title and references).

5. Prepare and include a transcript for Part B using the template provided in the resources section.

6. Submit Part A (Written Case Study) to the Assignment 3: Part A submission point

7. Submit Part B (Audio-Visual Presentation and transcript) to the Assignment 3: Part B submission point

Brief Summary of Assessment Requirements

The assessment is divided into two parts:

Part A – Written Case Study (1400 words):

• Students are required to select and analyse one of the three provided case studies (Tom, Sana, or Xin).

• Demonstrate understanding of positive psychology theories and PERMAH strategies.

• Consider cultural influences and workplace dynamics.

• Include a reference list in APA 7th style with at least six unit sources.

Part B – Audio-Visual Presentation (4 minutes):

• Explain how teachers can apply emotional intelligence to solve complex workplace challenges.

• Discuss strategies for building personal resilience in educational settings.

• Use clear visuals, reference any models mentioned, include a transcript, and provide a reference slide.

Key Assessment Pointers:

• Application of positive psychology and PERMAH framework.

• Consideration of cultural and workplace factors.

• Effective communication of ideas in both written and visual formats.

• Accurate referencing in APA 7th style.

• Reflection on personal and professional development outcomes.

Assessment Approach Guided by Academic Mentor

The Academic mentor guided the student step by step to ensure a thorough and structured completion of the assessment. The process was as follows:

Step 1: Understanding Assessment Requirements

• The mentor began by explaining the objectives of both Part A and Part B.

• Emphasis was placed on understanding positive psychology concepts, the PERMAH framework, and emotional intelligence in educational settings.

• The mentor highlighted the importance of cultural responsiveness and workplace dynamics when analysing the case studies.

Step 2: Case Study Selection and Planning

• The student reviewed all three case studies (Tom, Sana, Xin).

• Through guided discussion, the mentor helped the student choose the case study that aligned best with their understanding and experience.

• The mentor encouraged the use of a planning template to outline key points, link them to theories, and identify cultural or workplace factors.

Step 3: Writing the Case Study (Part A)

• The mentor guided the student to structure the response clearly:

  • Introduction: Overview of the chosen case study and relevant context.

  • Analysis: Application of positive psychology theories and PERMAH strategies to the case study scenario.

  • Cultural and Workplace Considerations: Discussion of how cultural perspectives and team dynamics influence outcomes.

  • Conclusion: Reflection on strategies for improving wellbeing, engagement, and performance.

• The mentor advised using at least six unit sources and proper APA 7th referencing.

Step 4: Developing the Audio-Visual Presentation (Part B)

• The mentor guided the student to:

  • Identify key concepts of emotional intelligence and resilience strategies relevant to the chosen case study.

  • Create six concise content slides with visuals to enhance understanding.

  • Prepare a narrated script and transcript for clarity and submission.

  • Include a reference slide with proper APA citations.

Step 5: Review and Submission

• The mentor reviewed drafts, providing feedback on clarity, theory application, and alignment with assessment criteria.

• Revisions were made to ensure coherence, correct referencing, and effective communication in both written and audio-visual formats.

• The student submitted Part A to the designated submission point and Part B (presentation and transcript) to its respective submission portal.

Outcome Achieved and Learning Objectives Covered

Outcome:

• A comprehensive written case study analysing the selected teacher scenario using positive psychology and PERMAH strategies.

• A clear, visually engaging audio-visual presentation explaining emotional intelligence and resilience strategies.

• Accurate APA 7th referencing throughout both parts.

Learning Objectives Covered:

• Application of positive psychology and PERMAH framework in educational settings.

• Understanding emotional intelligence for problem-solving in complex workplace scenarios.

• Incorporation of cultural awareness and workplace dynamics in professional practice.

• Development of professional communication skills through written and audio-visual formats.

• Reflection on personal resilience and strategies for maintaining wellbeing in teaching contexts.

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