GTPA presentation series

THE GTPA
# 4 The language of the GTPA: Crafting your submission
Crafting your submission
Take your reader by the hand
and share your journey with
them… Thinking of
your GTPA
as a
narrative

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Curate, annotate and integrate your
evidence
After implementing this diagnostic data instrument, I collated and analysed these
data to determine students’ current understanding of relevant scientific concepts.
At the whole class level, students were able to ……. (see Table 3). Gaps were
identified…
Table 3
These data Class understanding of scientific concepts
• showed
• demonstrated Students Gravity Orbit System Planets
• highlighted 1y y n y
• emphasised 2n n n y
• drew attention 3n n n y
to 4n n n y
• suggested
5n n n y
From these data I 6n y n y
• identified 7n y n y
• found 8y y n y
• noted 9n n n y
10 n n n y
 Integrate your evidence

My diagnostic data instruments included Semester 1 writing results for my class.

As demonstrated in Figure 1 below, most students were at or above standard
according to their last school reports. However, there was a group of 11 students
who were unable to meet the required standard. This alerted me to the need to
further investigate these students in particular. In addition, while this gave me a
general understanding of the class as a whole, these data did not indicate areas
of strength or challenge in relation to my specific learning focus for writing.

Below
standard

I subsequently…
Labelling your tables and figures
ADDING TABLES USING APA STYLE

Table number Explanation of

Table 1
Summary of class reading results table in italics Figure 1
Semester 1 writing grades for Year 3.
Students Reading level Wide reading Comprehension Sem 1 Writing grades
20
A 24 5 3 18
B 29 3 4 16
14

No. of students
C 30 4 3
12
D 17 3 3
10
8
Numbers centred 6
4
2
0
A B C D

Grades
Table style Number each figure e.g., Figure 1
and use a short caption to explain
the content/information illustrated by
the figure
Professional voice
Use active versus
passive sentences-
shows authority,
command and agency,
and makes your writing
more concise.

Yes: I developed a
survey that assessed…
No: A survey was
developed by me in order
to assess…
 Professional
voice
It is appropriate to use first person in an academic reflective piece when writing about
your own accounts/experiences/actions, thoughts and feelings.
You will use third person in reference to others and theory e.g., According to Smith
(2018), …

BUT THAT DOES NOT MEAN YOU WRITE THE WAY YOU WOULD SPEAK- KEEP
IT FORMAL!

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 Professional voice
• Use formal language and the discourse
(tone and language) of our profession

• The students really couldn’t be bothered participating.

• The students disengaged from the activity. To illustrate, …
• They really liked the activity.
• The students were highly participative and commented on
how enjoyable they found the activity. For example,…
• They did really well.
• The majority of students completed the formative
assessment successfully as is demonstrated in Figure 3.
Three students (Students X, Y and Z) achieved…
Professional voice
Skills for Learning (2018) Guide to reflective
writing [online]. Wolverhampton:
University of Wolverhampton.
Retrieved from Reference education research literature
https://www.wlv.ac.uk/lib/media/depart
ments/lis/skills/study-guides/LS006-Gu and theory
ide-to-Reflective-Writing.pdf

“As in academic writing, reflective writing

requires the use of formal language,
arguments supported by evidence, and
fully referenced information resources”
(Skills for Life, 2018).

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 Professional voice
• Your in-text citations and reference list should be
without error.

• https://www.unisq.edu.au/library/referencing/apa-7-r
eferencing

You MUST
proofread for
spelling and
grammar.
Explain Idea
Do not assume that the reader will understand
what you mean. They were not there, they did
not experience this with you.
Explain
You must provide a clear explanations of your
ideas, whether it be
Your experiences
Your actions
Your understanding Substantiate
Your learning
Your thinking

Exemplify

Evidence

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Justify
Do not assume that the reader will take your word for
it. They were not there; they did not experience this
with you.
You must provide evidence: Evidence

• Data Theory

• Artefacts
• Planning docs
Practice

…and back up (substantiate) what you are saying

with relevant research.
This does not mean throwing in a quote. It means
linking what you are saying to what a researcher/s
says. You have to demonstrate that you understand
the literature and can see its relevance to what you What you are saying
are saying.

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 Critical Reflection

Critical Reflection
Technical
Description What do you now Reflexivity
understand? Rolfe et al. (2001)
What happened? (Reflection for
How has this Reflective
What worked? What action) Framework
challenged your
didn’t?
thinking or practice?
 Headings
Headings act as a further device to inform the reader of what
they are about to read, particularly in a longer text.

Use the practice headings to structure your submission.

(We’ve done this for you in the template)

Use Word to denote these headings so that you can generate

your Contents Page automatically. (We’ve done this for you in
the template)

Use topic sentences and the words of the task/criteria - not

sub-headings within each practice.
 Cohesion
Transitional words will greatly assist with providing flow to your writing
and enhances readability.

Make sure your reader understands

the order that things occurred Differences noted

Initially, I chose to… On one hand, these data showed… On the
other hand, it was clear that…
How one thing led to the next
As a consequence of my analysis, I… You are offering an example
To illustrate,…
What you did to enhance an action
Furthermore, I implemented a… Your timeframe
I immediately…
Likenesses that you have noted
Similarly, the students in this lesson… How you feel
Surprisingly, ….
Last comment…

As teachers, we need to be able to

demonstrate highly effective practice,
as well as have the academic
capability to effectively and
professionally articulate and justify
why we do what we do.

You will no doubt write a number of

drafts for each Practice, with each
showing increased refinement and
academic appropriateness.

Crafting your submission will take

time- plan for this! Rushed
submissions are easy to spot!

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Coming Up…
Crafting your GTPA sessions – Check the
study schedule.