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Deakin University Assignment CoversheetFaculty of Arts & EducationStudent ID: 900186795 Campus: Burwood

Student Name and Address:

Teresa Colaianni

ON-Campus units return to:Campus Faculty Office

OFF-Campus units return to:Assignment Tracking, DSADeakin UniversityLocked Bag 20000Geelong, Vic, 3220

10 Michelle Court

South Oakleigh

3167

Assignment Title/Name:

Task 1 + Audit

Due Date 19/03/2012 Extension Date:

Unit Code: EEE401 Assessment Item:

Task 1 + Audit

Unit Class: Unit Mode:Course Code: D347 Course Name: Arts Edu SecondaryTutorial Group:(if applicable)

Wednesday 8-10 Lecturer/Tutor Jan Parkes

If this assignment has been completed by a group or team:1. Each student in the group must complete and sign a separate coversheet.2. The assignment will be returned to the student in the group nominated below.*

This assignment was completed in a group or team: YES / NO (circle or delete as necessary)This assignment should be returned to the student named on this coversheet: YES / NO (circle or delete as necessary)Assignment to be returned to:_______Teresa Colaianni____________________________________________________

PLAGIARISM AND COLLUSIONPlagiarism occurs when a student passes off as the students own work, or copies without acknowledgement as to its authorship, the work of another person. Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in submitting an assignment or other work. Work submitted may be reproduced and/or communicated for the purpose of detecting plagiarism and collusion.DECLARATIONI certify that the attached work is entirely my own (or where submitted to meet the requirements of an approved group assignment is the work of the group), except where material quoted or paraphrased in the text. I also certify that it has not been submitted for assessment in any other unit or course.

SIGNED: __________Teresa Colaianni______________________________________DATE: ____________19/03/2012_____________________An assignment will not be accepted for assessment if the declaration appearing above has not been signed by the author.

ASSESSOR’S COMMENTS:

Mark Awarded:

Assessor’s Signature:

Date:

PLAN IN ASSISTING ME IN DEFINING IMPROVEMENT AREAS IN VIT STANDARDS

Jan PARKES (Wednesday group: 8am)

Mentor consultation: Friday 15th approx. 4pm

Standard 1

VIT Standard to investigate: Teachers know their students

Specific attribute to work on: Know how to identify the learning strengths and weaknesses of students, and

other factors which impact on learning.

Links to other standards:Teachers know how students learn and how to teach them effectively

My five point plan-

1) Communicate with my mentor teachers to establish the learning levels of their students, and if there are any students who require extra attention, greater scaffolding or to work in an independent or dependent environment.

2) Observe a class I will eventually teach, to make note and become aware of any teaching styles which work well to accommodate students with learning strengths and weaknesses.

3) Take note of effective teaching styles and implement them into my lessons.

4) After teaching a lesson, asking the students to provide me with feedback on what aspects of the lesson they liked and disliked, and if there were any teaching styles which they found confusing or did not understand.

5) Take note of objects and settings around the classroom which may in some way impact learning.

WHAT? WHEN? OUTCOME? EVIDENCE?

1) Communicate with my mentor teachers to establish the learning levels of their students, and if there are any students who require extra attention, greater scaffolding or to work in an independent of dependent environment.

This conversation will occur prior to observing and teaching lessons. By making it an initial process, I can be aware, when observing classes, to keep in mind and take note of which students are more or less willing to participate in active learning. Which students required further explanation and scaffolding and which students prefer to work either with a partner/group or independently?

Prior communication was extremely effective in preparing me for the classes I was to teach. I was able to implement specific techniques into my lesson plans, which made for a smooth transition from the subject teacher, to me, the student teacher.

I understood the effectiveness of this form of ‘prior knowledge’ by teaching a class which I had not yet observed. After teaching an unfamiliar class, it was evident that I felt less prepared and slightly overwhelmed when teaching a group of students I knew nothing about. The class which I had observed was much easier to regulate and I felt more confident in what I could and could not teach them.

2) Observe a class I will eventually teach, to make note and become aware of any teaching styles which work well to accommodate students with learning strengths and weaknesses

After establishing with my mentor teachers, which classes I will be teaching, I ensure that I observe that class at least once, to get a better understanding of how the learn and the students’ learning capabilities. During this observation, I take notes on the students’ behavior, the actions and processes of the teachers and record the effectiveness of each teaching style.

On the first day of practicum, I observed lessons and took notes on the teaching styles and learning strengths and weakness in the classroom. I also made note of the positive reinforcements used, and how effective they were with encouraging learning.

I observed that at the beginning of each lesson, my mentor teacher would ask her class to recap on the previous lesson and provide her with dot point information about what they had learnt. I also began one of my classes with this process of formative assessment, and I found it extremely affective. In an Italian class I used positive reinforcement such as ‘brava’, ‘buonissima’ (wonderful) etc. Students respond well to these acknowledgements of good work.

3) Take note of effective teaching styles and implement them into

During observation sessions, I take notes and observe things my mentor teachers

From observation and discussion with my mentor, I learnt that students respond well

At the beginning of each history lesson, like my mentor does with her class, I asked

my lessons. say and do and also the ways in which the students react to these teaching styles. I then utilize these written notes, but reflecting on what I have observed, and attempt to implement them into my lesson plans and also my lessons and way of teaching.

to structure and routine. She also stated that I would do well to try to incorporate some of these routines, so that students did not feel confused and overwhelmed with an entirely different way of learning. (From the student teacher)

the students to tell me something that they had learnt and remembered from the previous lesson.

In the Italian class, each lesson would begin with a prayer in Italian, followed by asking the students what they did on the weekend. This introduction into the lesson enabled students to practice their Italian and also get their minds thinking and working in Italian.

4) After teaching a lesson, asking the students to provide me with feedback on what aspects of the lesson they liked and disliked, and if there were any teaching styles which they found confusing or did not understand.

During the lesson and also at the end of a lesson, I ask the students to give me some feedback on the positive and negative aspects of my teaching and the lesson. I make a conscious note to frequently ask students to let me know if what I am explaining isn’t making sense, and to stop me at any point if they need further assistance.

When putting this plan into action, I found it to be more beneficial to ask these questions during ‘and’ at the end of the lesson. By asking the students is they were understanding my methods of teaching during the class, I was ensuring that providing the students with adequate scaffolding for them to complete the activities and tasks.

In a history lesson, I was introducing the class to a research task that they were to complete in class time. After I had explained the criteria sheet and the assessment rubric, I asked the class if they had any further questions relating to the task. Post asking the students if they had questions, I then went on to ask a number of students to outline the task back to me to so that I was sure the class understood the task.

5) Take note of objects and settings around the classroom which may in some way impact learning.

Often visual stimulus is an effective and useful learning tool. Most of the classrooms do not have ‘subject specific’ visual stimulus as rooms are used for a variety of different lessons.

Due to the size of the school, unfortunately for faculties such as my two majors: LOTE and History, it was too difficult to dedicate a LOTE or a History classroom. It is common, in the LOTE faculty, that there is one specific classroom which is dedicated solely to

Simply from observing the classrooms, and asking the teachers, there is not a classroom at this school which is dedicated to either subject.

LOTE. It can be decorated with visual stimulus and cultural imagery. At this school, the classrooms remain quite neutral and not faculty specific.

Standard 2

VIT Standard to investigate: Teachers plan and assess for effective learning

Specific attribute to work on: Use their professional knowledge to establish clear, challenging and achievable

learning goals for students as individuals and groups.

Links to other standardsTeachers plan and assess for effective learning

My five point plan-

1) Communicate with my mentor teachers, the current unit of work the students are working through. At what stage are they at currently? And are there any learning and teaching components that must be covered for future assessment?

2) Observe and take notes on lesson explanations, scaffolding and additional support.

3) Discuss the ZPD of students in various classes with mentor teachers.

4) Acknowledge the formative assessment goal and break up the content of the unit evenly and in achievable learning tasks.

5) Reflect on completed lessons through feedback from the students and the teacher/s.

WHAT? WHEN? OUTCOME? EVIDENCE?

1) Communicate with my mentor teachers, the current unit of work the students are working through. At what stage are they at currently? And Are there any learning and teaching components that must be covered for future assessment

Prior to teaching lessons, I will meet with my mentor teachers to discuss the current unit of work for each of their classes, and at what stages the classes are at.

For this practicum, I was in contact with my mentor teachers prior to the 3 weeks of placement to establish the units of work for each year level.

I emailed my mentor teachers, and each provided me with a list of the units and topics of each of their year levels. With this information, I was able to familiarize myself with the subjects and make some notes about what lessons and

exercises I may implement when I commenced my teaching.

2) Observe and take notes on lesson explanations, scaffolding and additional support.

On the first day of placement, I dedicated most of my time to observing lessons and taking notes of the various knowledge’s in the classroom (that of the teacher and the students).

In my observation lessons, I took note of the different ways that teachers explain tasks. The additional information they distribute (work sheets/criteria sheets) to ensure that students are completely aware of what they are required to do.

In a year 10 Italian class, my mentor teacher was explaining an oral conversation task that they students were to work on and complete by a certain date. The teacher began by explaining the topic of the conversation and the possible content that could be included into the oral. After verbally explaining the assessment, she then provided the students with an assessment rubric outlining the mark allocation for each aspect of the oral.

3) Discuss the ZDP of students in various classes with mentor teachers.

After teaching a year 10 Italian class, I sat down with my mentor teacher and discussed the notes she had made from the lesson. It was in this discussion that she pointed out the zone of proximal development for various students in the class.

I found this discussion extremely beneficial for my own understanding of the students. I can use this new knowledge when teaching other lessons and will work towards providing them with work they can complete individually as well as with guided assistance.

In the discussion with my mentor, one point she made was of the ZPD of one of the students. With this particular student, my mentor informed me that she is a very competent, unassisted learner especially in Italian as she was born in Italy. So for basic questions, I should try not to ask her, to provide more of a challenge for the other students.

4) Acknowledge the summative assessment goal and break up the content of the unit evenly and in achievable learning

Again, in discussion, I spoke to my mentor teachers to establish the required summative assessment

After discussing the formative assessment the students would be required to complete in the near future, I was able to establish the dot point the

Through use of a cronical, (teaching diary) I have made dot points and notes for each of the following lessons, leading up to the

tasks. content of the lessons over the next two weeks.

summative assessment. These dot points will be beneficial for when I come to plan my lessons, I will know exactly what needs to be learnt and completed.

5) Reflect on completed lessons through feedback from the students and the teacher/s.

At the completion of a lesson, in the last few minutes, I asked students what they thought about the class and to highlight the positive and negative aspects of the lesson. After the lesson or at the end of the day I would then sit down with my mentor teacher to discuss her views on the positive and negative aspects of the lesson.

Through the process of asking the students for feedback at the end of the class, the lesson is fresh in the minds of the students as well as the mentor teacher, at which point, reviews and opinions will be most accurate. This form of personal summative assessment allows me to regulate and alter my teaching if needed, while I am teaching.

Throughout the lesson, but mainly at the end of the lesson, I ask the students to stop me if there is anything that I have said that they don’t understand. This process eliminates the potential for confusion and multiple questions later on what has already been covered. “Se non capite quello che vi spiego, ditemo.” (If you do not understand what I am explaining, please tell me”

Appendix 1:

EEE401/EXE401 Professional Relationships

Audit Tool

Identifying areas for development

a five step process to audit against the VIT Graduate Standards

For each Standard this tool provides you with: a complete description of the Standard questions to assist you with your audit

sample ways in which you may demonstrate the Standard a Professional Challenge to help focus your audit

a table for each Standard to summarise your reflections sample examples of entries for each Standard

5 Step Audit ProcessFor each Standard

1.To begin with brainstorm a list of words or phrases in response to the Professional Challenge (See table for each Standard).

ORUse a graphic organiser to generate a response to each Professional Challenge (See sample attached page 11)

2. Create a statement (Descriptor) for each item you have listed that explains what they are (ensure you acknowledge the source).

3. For each of your descriptors describe how you HAVE put them into action (Practice)

4. For each practice you need to provide a description of the evidence you have that supports your claims about putting them into practice (Proof of Practice).

5. Identify aspects in which you need/wish to improve and complete as many details as you can for each. Consider the balance between theoretical knowledge and skills in practical implementation.

Consult with your mentor and or other members of the profession if you need assistance.

PROFESSIONAL KNOWLEDGE 1: Graduating teachers know how students learn and how to teach them effectively.The graduating teacher has knowledge of practices which effect student learning and the methodologies, resources and technologies of the relevant subject/content.Within the context of four years of tertiary education including at least one year of teacher education, and specific

subject guidelines graduating teachers• have a sound knowledge of current learning

theories and of pedagogical models from which they draw their practice

What are the current learning theories and pedagogical models from which you draw your practice? What evidence do you have to show this?

• have knowledge of theory and contemporary research in child and adolescent development and other fields of study which contribute to an understanding of student learning

On what theories and contemporary research in child and adolescent development do you base your practice? What evidence do you have to show this?

• know the principles and skills of instruction and program design and how to engage students actively in learning

What principles and skills of instruction and program design do you use? How do you engage students to actively learn? What evidence do you have to show this?

• have a sound knowledge of language and literacy in learning, of the conceptual cognitive or developmental steps students make and of barriers to learning

How do you incorporate language and literacy into your practice? What conceptual cognitive or developmental steps do you account for in your practice? What learning barriers do you focus on overcoming in your practice? What evidence do you have to show this?

• have a critical understanding of both formative and summative assessment including the uses of both

What forms of formative and summative assessment have you used? What evidence do you have to show this?

• be aware of how curriculum and assessment frameworks are structured to support learning

How do you use curriculum and assessment frameworks (you may focus on VELS here) to support learning in your practice? What evidence do you have to show this?

• have knowledge of effective pedagogical approaches specific to the content areas they intend to teach

What pedagogical approaches, specific to content areas you are going to teach, do you use in your practice? What evidence do you have to show this?

Demonstration of standard may include: Activities that are planned to engage students and are appropriate for the developmental stages

of students within the group. Activities and processes used for learning that are appropriate to learning the content. Activities designed to draw on prior knowledge and previous experience in learning new

concepts. Examples and/or language used that are appropriate and inclusive of students’ experience and

help to make the learning accessible to all students.

Related Key Selection Criteria:

Demonstrate an understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

Professional Challenge 1: What do I understand about how students learn and how to teach them effectively?

Word/Phrase

(Response to Professional Challenge)

Descriptor

(Explanation of word or phrase)

Practice

(Describe how you HAVE put word or phrase into

action)

Proof of Practice

(Evidence to support practice claim)

Behaviourism

Behaviourism, in terms of learning, considers that it is through modifying behaviour and ensuring learners’ preparedness for learning that the best outcomes will be achieved. (Woollard 2010)

I have attempted to incorporate behaviourism into my lesson plan by strategically paring or grouping students on the basis of who works well with whom. By ensuring that students are working collaboratively with someone who will not distract them in their work, I as the teacher am ensuring that I can get the most attention and participation out of my students.

Formative Assessment

Obtaining information about student’s progression and progression and the quality of how lessons are being taught. (Marsh 2008)

Formative assessment was developed through the responses I received from students. If I am given correct responses to questions I have asked, then I know that the students are understanding and progressively acquiring knowledge of the subject. I also conduct a very minor form of formative assessment by asking students if they are following on with directions and information. By asking the students to repeat recently acquired knowledge, then I can be sure that they are understanding the lesson content and instructions.

In a year 9 Italian class, to establish the students’ prior knowledge on the topic of ‘food’, I asked the students to contribute vocabulary to a class brainstorm. Although input was basic, I became aware that the students needed to begin the subject from scratch and hence, plan my lessons around the students having no prior knowledge.

In a year 10 Italian class, I was able to pinpoint which students fully understood my explanations, by asking for repetition of my command or a translation of my command.

Summative Assessment A collection of data that tells us what students know and do not know, and what they are capable of doing. Summative assessment usually occurs at two stages in the school year, mid-year and

I have not currently undertaken any summative assessment, but am in the process of preparing a task which will be summatively assessed.

at the end of a school year. (Marsh 2008)

ZPD

Zone of Proximal development is the level of challenging students’ capabilities between what they can achieve independently and what they can achieve with guided assistance. (Vygotsky 1978, cited in Woolfolk and Margetts 2007a)

A year 11 class were asked to translate an article, firstly by going through it and attempting to translate as much of it as possible without a dictionary. After this initial stage, students were asked to make sense of the passage. If the passage still did not make sense, they were able to revisit the passage with the assistance of a dictionary.

In another lesson, year 8 students were required to describe their house. The first stage of this task was to create English sentences which they could then translate into Italian. I then provided the students with a list of sentences which they could adapt to describe their own houses. Scaffolding has been an extremely effective method in bridging the gap between their independent learning and their assisted learning.

In a year 10 Italian class, there is one student who is originally from Italy, and to make sure that she maintains a high level of Italian, my mentor teacher regularly asks this student to complete extra work at a higher level. By asking thee student to complete work at a more difficult level, her independent achievement level is being pushed and encouraged whilst being supported by adequate scaffolding and explanation of the required task.

Aspects of this Professional Challenge that I need to know more about and/or need to implement

Summative Assessment

Data which is taken bi-annually to assess and allocate a mark to student capabilities and level. (Marsh 2008)

Yet to implement

PROFESSIONAL KNOWLEDGE 2:

Graduating teachers know the content they teach.The graduating teacher has an understanding of the subject/content on which the task was based and of curriculum frameworks on which their curriculum is based.Within the context of four years of tertiary education including at least one year of teacher education, and specific

subject guidelines graduating teachers• have a critical understanding of the content,

processes and skills of the content areas they intend to teach.

What do you understand are the key concepts, structure and developments in that area? What evidence do you have to show this?

• be aware of the key concepts, structure and developments in their content areas.

What do you understand are the key concepts, structure and developments in that area? What evidence do you have to show this?

• know the pedagogical approaches, resources and technologies used to support and assess student learning within their curriculum areas.

What pedagogical approaches, resources and technologies do you use to support and assess student learning within your curriculum areas (or area or selected area)? What evidence do you have to show this?

• know the importance of literacy and numeracy to their content area and can incorporate strategies to support literacy and numeracy in their teaching.

What do you do in practice that demonstrates the importance of literacy and numeracy to the content you teach? What evidence do you have to show this?

• know how to integrate learning and student understanding across a number of content areas.

What examples of integrated learning and student understanding across a number of content areas have you generated? What evidence do you have to show this?

• be aware of tools and practices for assessing, recording and reporting student learning progress to parents and other stakeholders.

What tools and practices for assessing, recording and reporting student learning progress to parents and other stakeholders have you utilised? What evidence do you have to show this?

Demonstration of standard may include: Relevant and correct content to be delivered and skills to be demonstrated to students. Methodologies and practices of the content area or discipline that are recognised and used

effectively. Appropriate use of curriculum and program frameworks. Clearly articulated concepts/content to be taught and the links to past and future learning

sequences. Reflections showing a capacity and willingness to engage in discussion of concepts/content

areas and appropriate resources for learning.


Demonstrated knowledge of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the ability to design curriculum programs consistent with their intent.

Professional Challenge 2: What understanding of curriculum do I have?

Word/Phrase


Descriptor

(Explanation of word or phrase and reference to

source)

Practice


action)

Proof of Practice


Differentiated learning

Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interest, learning preferences, and presence or absence of an adult support system are just some of the factors that students bring to school with them in almost stunning variety. (Tomlinson & McTighe 2006)

During rounds last year, I was taking a class based on Italian immigration to Australia and the traditions that migrants brought over with them. This school and class was extremely multicultural, so post teaching the students of the Italian traditions, I then asked the students if they has any personal stories of immigration and whether they knew of any traditions their family had maintained and kept.

VELS

A guide on what Victorian students, from prep to year 10, need to learn at school (VCAA 2009).

When creating lesson plans, I found it essential that I had a sound understanding of the relevant VELS level and standards for each class I was teaching. From VELS, I was able to gage the level of academia which I had tom implement into each lesson. As well as the required information to cover all areas specified by VELS.

National Curriculum

The Australian Curriculum will "equip all young Australians with the essential skills, knowledge and capabilities to thrive and compete in a globalised world and information rich workplaces of the current century." The Australian Curriculum will be accessible to all young Australians, regardless of their social or economic background or the school they attend. (ACARA 2011)

The structure of the National Curriculum was implemented into the Humanities department to limit the disruption next year when all elements of the National Curriculum are being implemented. It was decided to be implemented early as the humanities subjects make up a large part of the curriculum.


National Curriculum

The Australian Curriculum will "equip all young Australians with the essential skills, knowledge and capabilities to thrive and compete in a globalised world and information rich workplaces of the current century." The Australian Curriculum will be accessible to all young Australians, regardless of their social or economic background or the school they attend. (ACARA 2011)

As the year proceeds and there is more talk and implementation of the National Curriculum, I expect to learn and development a better understanding of this new curriculum.

PROFESSIONAL KNOWLEDGE 3. Graduating teachers know their students.

The graduating teacher has knowledge of their students’ learning strengths and weaknesses and is aware of the factors that impact on their learning.Within the context of four years of tertiary education including at least one year of teacher education, and specific

subject guidelines graduating teachers• demonstrate empathy and positive regard for,

and rapport with students. How do you demonstrate empathy and positive regard for, and rapport with students? What evidence do you have to show this?

• regard all students as capable of learning and demonstrate an understanding of, and commitment to, equity in their practice.

How do you demonstrate you regard all students as capable of learning and how do you demonstrate an understanding of, and commitment to, equity in your practice? What evidence do you have to show this?

• know how to identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning.

How do you identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning? What evidence do you have to show this?

• have an understanding of cultural and religious diversity and of socioeconomic factors which may influence the students they teach.

How do you cater for cultural and religious diversity and socioeconomic factors which may influence the students you teach? What evidence do you have to show this?

• be aware of teaching and classroom management challenges and develop appropriate professional responses to them.

What teaching and classroom management challenges have you had to face? What professional response have you taken to these challenges? What evidence do you have to show this?

• understand the legal and ethical dimensions of teaching, including duty of care and the nature of their professional commitment to students.

What understanding do you have of the legal and ethical dimensions of teaching? What does duty of care mean to you and what examples of you exercising duty of care can you describe? What evidence do you have to show this?

• appreciate the position of trust they are given by parents/guardians and the community and are aware of ways parent/teacher partnerships can be developed.

What do you believe to be the position of trust you are given by parents/guardians and the community? What ways have you seen to develop parent/teacher partnerships? What evidence do you have to show this?

Demonstration of standard may include:

Discussions about the school and school community that demonstrate an understanding of factors that may influence the learning of students.

The learning strengths and weaknesses of individuals within the class group being identified and discussed.

Monitoring of the progress of student learning. The considerations of the effectiveness of planned activities to enhance learning for groups

and/or individuals within the group. Reflections showing a capacity to discuss student learning strengths and weaknesses and

factors that impact on learning.



Demonstrated capacity to adapt behaviour management strategies to individual children within the class.

Professional Challenge 3: What do I understand and value about my students’ backgrounds and their learning strengths and weaknesses?

Word/Phrase


Descriptor


Practice


action)

Proof of Practice


Multiple Intelligences

“Howard Gardner’s theory of multiple intelligences proposes that there are several kinds of intelligences, and that they may be affected by culture, biology, and other factors.” (Woolfolks & Margetts 2009a)

By teaching through a large variety of learning styles and intelligences, I was able to ensure deeper concentration and a greater desire to learn. In the situation of an all-boys year 7 Italian class, it was difficult to keep the students motivated to learning basic information such as the topic of ‘numbers’. So I decided to take the class outside (nice weather) to play a game of number trains. The class was to form two lines and with the person standing next to you in the neighbouring line, the students were required to be the first to answer a ‘number’ question correctly. This kinaesthetic, competitively driven activity was effective in attractive focus.

Learning Environment

Classrooms and learning environments can often influence a student’s learning. Visual stimulus in the classroom is one example of the establishment of a subject specific learning environment.

Students can benefit from visual prompts and ‘thought motivators’ around the classroom. Collective information on medias such as posters and pictures around the classroom can encourage students’ cognitive processing.

Funds of Knowledge What a person knows – this includes things outside the school environment. For example, a secondary-aged student might not be very familiar with science but is very knowledgeable about agricultural-related topics as he works on the farm; agricultural

Students often find it extremely rewarding to incorporate aspects of their lives, into their learning and curriculum content. In the subject of Italian, culture and immigration plays a prominent role. On one of my teaching rounds, I taught at a school which was very multi-cultural. So in teaching a lesson on immigration, I asked

knowledge is part of this student’s funds of knowledge (Moll et al 1992).

students to put up their hands if they themselves had a story about immigration which they could share with the class. With these stories of immigration, came recounts of family traditions, cultural values and personal experiences.


Duty of care‘To avoid acts that would be likely to injure another person’ (Marsh 2008)

Need to know more.

PROFESSIONAL PRACTICE 4. Graduating teachers plan and assess for effective learning.

The graduating teacher establishes clear and achievable learning goals for students and plans for a sequence of activities and materials to provide meaningful learning opportunities for students.The graduating teacher uses assessment strategies to evaluate the learning of the students and is able to analyse their progress and engagement in learning, and provide appropriate feedback.

Within the context of a course of pre-service teacher education which provides at least 45 days of supervised professional practice, graduating teachers will …• use their

professional knowledge to establish clear, challenging and achievable learning goals for students as individuals and groups.

• design lesson and unit plans which integrate a range of activities, resources, and materials to support learning, including the use of ICT and other learning technologies.

• evaluate student responses and work samples, using a variety of strategies and tools to make appropriate assessments of learning and plans for future teaching and learning activities.

• plan learning sequences and units which are consistent with curriculum statements and frameworks and assessment structures commonly used in schools.

• monitor and record student learning, providing appropriate feedback to students on their progress and how to improve, and for reporting to parents.

Demonstration of standard may include: Learning activities that are planned and structured to provide for meaningful learning. Activities that are related to learning goals. Activities and resources that are appropriate for the engagement and developmental stages of

students within the group. Assessment strategies that are relevant to the level of individual student understanding and skill

development. Assessment activities selected that allow for evaluation of student learning and provide

meaningful feedback to students.



Capacity to monitor and assess student learning data and to use this data to inform teaching for improved students learning.

Professional Challenge 4: How do I thoroughly plan and assess for effective teaching

Word/Phrase


Descriptor


Practice


action)

Proof of Practice


Student Reflection

Student reflection provides a direct opinion from the ‘consumer’. Teachers are first and foremost, providers of information for students. By receiving feedback from the students, teachers are able to adjust and enhance their teaching styles to best suit the students.

At the completion of a lesson, I asked the students to discuss the lesson. I asked the students, which aspects of the lesson they enjoyed, found informative and interesting, and the aspect that they did not find appealing. By acquiring this understanding, as a teacher, I am able to incorporate more interesting and informative activities to ensure student learning.

Development of lesson plans

Lesson plans are never set in stone, but can be adjusted and adapted to conform to the requirements of the lesson. They work as effective outline or plan of what one intends to complete within the lesson. Development can be implemented through means of ‘tried and tested’ teaching. Plan an activity; does it work, should I use it again? Regularly in teaching, activities can be reused and recycled. So by making note of any changes and adjustments, one can progressively better the original activity.

At the beginning of each lesson, I provided my mentor teacher with a copy of the lesson plan. As the lesson progressed, my mentor teacher would make notes on the plan, which we discussed at the end of the lesson. This was extremely beneficial if the same lesson plan was to be used with another class. The new modifications often made for a smoother running second lesson.

Development of a unit

Goal based learning. Establishment of required course content and the means by which it can be communicated. Sequencing lessons and activities to achieve a desired result.

The development of a unit can often be a working progress. By incorporating tasks which require multiple intelligences, I, as the teacher, can observe and assess the adequate time durations required. This knowledge can assist in future unit development.

Diagnostic assessment “What did we do last lesson?” is an effective question to ask at the

At the beginning on each Italian lesson, with advice from my mentor teacher, I

beginning of each new lesson. This question not only allows students to link lessons, but also gives them a sense of continuity and flow. It is important for students to see consistency and progress throughout a unit for their own personal learning.

ask the students to provide me with a variety of sentences using the grammar rules learnt in the previous lesson. This refreshes the students’ memories and is also an effective way of building and elaborating on the previous topic, rather than starting randomly in the lesson. This activity also gives me an idea of which students fully understood the previous lesson, and which students are not confident with the topic. It also provides me with an indication of whether I will need to go over any past notes.


Funds of knowledge

PROFESSIONAL PRACTICE 5. Graduating Teachers create and maintain safe and challenging learning environments.

Classroom activities and interactions promote student interest and active participation by most students.

The teacher manages classroom materials, resources and procedures to ensure:

• the safety and engagement of students in learning activities;

• learning is accessible to all students; and that there are clear expectations for student conduct.

Within the context of a course of pre-service teacher education which provides at least 45 days of supervised professional practice, graduating teachers will …• establish clear

expectations of behaviour for a safe learning environment for all students including learning environments utilised outside school environments

• model exemplary behaviour for co-operative learning and positive interaction with others

• be aware of and can use a range of strategies to establish a positive and inclusive learning environment where all students can learn and are challenged

• manage the materials, resources and physical space of the classroom to ensure a safe and challenging environment for learning

• work within the legal and ethical framework expected of all teachers and maintain appropriate professional relationships with students

• work co - operatively and purposefully with colleagues and other professionals who share responsibility for the learning and welfare of their students

Demonstration of standard may include:

A positive learning environment that is promoted and worked toward by the teacher and students.

Learning activities that capture student interest and engage active participation by students. Teacher expectations for student learning that are made clear. Monitoring of student behaviour that is timely and appropriate. Resources, materials and activities that are managed to ensure the engagement and safety of

students. Activities that are designed to capture student interest. Encouragement of active participation in learning. The graduate teachers capacity to provide clear instructions to students.



Capacity to monitor and assess student learning data and to use this data to inform teaching for improved students learning.

Professional Challenge 5: How do I create and maintain learning environments that are safe and challenging?

Word/Phrase


Descriptor


Practice


action)

Proof of Practice


Scaffolding

‘Support for learning and problem-solving. The support could be clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner.’ (Woolfolk & Margetts 2009b)

A year 7 Italian class were asked to describe their own facial features in sentence form. The students were initially scaffolded with the text book content but for this specific activity I provided the students with a listing of the different part of the face, adjectives to describe the facial features and the conjugation of the verb ‘avere’ meaning ‘to have’. The three parts of speech were to be selected to create sentences describing their facial features. The scaffolding was present in providing students with vocabulary with which they may not have been completely confident.

For small tasks that are to be completed in a lesson (general and appropriate to all lessons and subjects) I provide students with a step by step outline of the task requirements. Possible accompanied with an example, so the students are completely confident with the requirements of the task.

Multiple Intelligences

“Howard Gardner’s theory of multiple intelligences proposes that there are several kinds of intelligences, and that they may be affected by culture, biology, and other factors.” (Woolfolks & Margetts 2009a)


Inclusive Learning Environment

‘What makes teachers true educators is their knowledge, appreciation, and respect of students’ differences.’ (Willis 2007)

PROFESSIONAL PRACTICE 6. Graduating Teachers use a range of teaching practices and resources to engage students in effective learning.

The graduating teacher provides and manages learning opportunities for students to explore ideas and emerging understandings and to develop skills. The teaching and learning strategies are varied and supported by resources and activities are related to the learning goals.

Within the context of a course of pre-service teacher education which provides at least 45 days of supervised professional practice, graduating teachers will …• understand and

employ strategies for building effective relationships with students, parents and colleagues.

• model curiosity and enthusiasm for learning and are aware of strategies to make the content they teach accessible and relevant.

• create opportunities for students to explore ideas and emerging understandings and to develop skills.

• use a range of teaching approaches which foster independent and cooperative learning, cater for different learning needs and respond flexibly to the dynamics of the classroom.

• access and use a range of teaching and learning resources and technologies to support student learning.

• use effective oral, written and electronic communication skills to communicate with students, their parents and colleagues.

Demonstration of standard may include: Explanations and instructions that are clear, accurate and timely. The teacher using discussion and questioning techniques that draw out understandings and

guide student exploration of ideas. The provision of opportunities to develop and practise skills. A variety of activities used to provide meaningful learning opportunities for the range of

students within the group. Strategies used to provide accessible learning opportunities for the range of students within the

group. The use of activities and strategies that aim for deeper understanding of key concepts and/or

skills over time. The use of a range of resources.


Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

Professional Challenge 6: What range of teaching practices and resources do I use to promote effective learning and how do I use them?

Word/Phrase


Descriptor


Practice


action)

Proof of Practice


ICT and Interactive Whiteboards

They make it easy for teachers to enhance presentation content by easily integrating a wide range of material into a lesson, such

as a picture from the internet, a graph from a spreadsheet or text from a Microsoft Word file, in addition to student and teacher

annotations on these objects. (Resourcing the Curriculum, department of Education 2012)

I incorporated ICT into the lessons in a variety of ways. I used the ICT of power point presentations to depict imagery in a ‘lecture’ style approach to a lesson. One in particular, the power point slides depicted Italian scenes and environments, which I described to the students, allowing them to make their own notes. The other I ran as a historical lecture. This presentation incorporated imagery, songs, film clips and text. The multi-faceted approach to ICT learning maintained student interest by tapping into students various preferred learning styles.

Student teaching Student teaching, in terms of having students teach specific topics or sub-topics, is an effective way of developing responsibility amongst the students. This task is effective form of summative assessment and can also be used as formative assessment.

After having taught a unit of work, I asked the students to break up into small groups of 3 to 4 students. Each group selected a sub-topic from the unit and were required to research (using ICT) further into that sub-topic and then teach it back to the class in greater detail. By asking the students to complete this task, I was able to get an understanding of which students felt more competent with the subject. Which students feel more confident with public speaking? Who used their time with ICT effectively to compile either sound research, or put their finding into some form of multimedia presentation? The students also found it effective and entertaining learning from their classmates as well as

taking on a greater role in their personal learning.

Out of school learning

Excursions and immersion are effective pedagogical processes in an effort to engage student learning. They are extremely useful for kinaesthetic and visual learners who benefit greatly from environmental learning.

A year 9 Economics class had scheduled an excursion to the Dandenong market (I was attending as an observing student teacher). Whilst at the market, students were required to go to a variety of vendors and assess prices, location, competition, advertising etc. The students were required to take notes and make comparisons when back in the classroom. This first hand research required students assess a vendor as a whole and analyse various aspects which may or may not affect trade. It is often easier to research these types of factors, through first-hand experience rather than through primary and secondary sources.

Dependent / Independent learning

Various tasks can be implemented into a lesson with the intention that it is to be completed individually or in a pair or group. The effectiveness of this method of learning can be specific to each individual.


Interactive whiteboard

They make it easy for teachers to enhance presentation content by easily integrating a wide range of material into a lesson, such

as a picture from the internet, a graph from a spreadsheet or text from a Microsoft Word file, in addition to student and teacher

annotations on these objects. (Resourcing the Curriculum, department of Education 2012)

Although I have used the interactive whiteboard, it will only be with time that I advance my skills and understanding of the full benefits of this modern technology.

PROFESSIONAL ENGAGEMENT 7.Graduating teachers reflect on, evaluate and improve their professional knowledge and practice.

The teacher reflects on the extent to which their knowledge, planning and teaching practices have contributed to the learning of their students. They use the experience to make decisions about their future practice and undertake professional learning to support their professional practice.

Within the context of professional studies, graduating teachers will …• recognize the

value of regularly reflecting on their professional knowledge and practice, and develop strategies for reflection individually and collectively

• be aware of their own strengths, preferences and needs as a learner, and can identify areas for development as an emerging practitioner and member of the profession

• engage in discussion of contemporary issues and research in education

• demonstrate a commitment to continuing professional learning and employ effective strategies to develop their knowledge and refine their professional practice

• understand the structures and skills which underpin collegiate practice and demonstrate a capacity to work collaboratively within the profession

Demonstration of standard may include: Reflections on classroom activities highlighting activities and resources that could be refined or

reconsidered. Reflections on classroom activities that identify areas of knowledge or practice that need further

development. Reflections on the learning sequence demonstrating a capacity to plan for changes and

improvements for future practice. Reflections on the learning sequence showing insight into the effectiveness of planned

strategies and activities for student learning. Reflective comments shows a willingness to engage in discussion of how to build an effective

learning environment. Showing a capacity and willingness to engage in and plan for continuing professional learning. Showing a capacity to evaluate the extent to which professional activities contribute to their

professional knowledge and practice. Resources and/or technologies used that are appropriate for the group and for learning the

concepts or content.



Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice

Professional Challenge 7: How do I use reflection and evaluation to improve my professional knowledge and practice?

Word/Phrase


Descriptor


Practice


action)

Proof of Practice


Mentor EvaluationFeedback and mentor evaluation is a great way to assess and develop your competency in the classroom. Someone in a professional position is able to acknowledge good work, but can also provide constructive criticism for activities or procedures that may not have been quite so successful. Their knowledge is also a wonderful resource for better your skills.

At the beginning of each lesson, I provide my mentor teacher with a copy of my lesson plan. As I teach, my mentor makes notes, suggestions and constructive criticism on aspects of the lesson on which I can improve. At the end of each lesson, I meet with my mentor to discuss their notes. After this discuss, I take on board their suggestions and try to implement them into my following classes.

Adapting lesson plans

Changing or altering an activity or lesson plan based on notes made by your supervising or mentor teacher.

Throughout my placement, it has occurred that I am able to use the same lesson plan for more than one class. In this circumstance, I will complete the first lesson, and if my mentor has made any adjustments or suggestions to the lesson plan, I then alter the original and conduct the second lesson using my mentor’s suggestions.

Observation learning

Observing and taking note of effective and engaging teaching pedagogies and implementing them into your own lessons.

During my placement, I ensure that I observe a variety of lessons and subjects. Through my observations, I take note of the multiple teaching styles, voice level, placement in the classroom, use of ICT, ZPD, questions encouraging critical thinking, etc. By taking note of effective teaching, I am able to implement them into my own lessons.

Prior and Post revision and reflection

Critically proof reading through lesson plans prior and post lesson to ensure

Proof reading lesson plan prior to use, adding and removing aspects of the

that you are completely informed and confident with the direction of the lesson and lesson content.

plan

Personal reflection

Reviewing past and/or completed lessons, and devising methods of improvement or adaption according to constructive criticism or personal criticism.

Reading over mentor’s notes and implementing suggestions and constructive criticism


Ensuring that lesson goals are met at the completion of the lesson.

PROFESSIONAL ENGAGEMENT 8. Graduating teachers are active members of their profession.

The teacher works productively with other teachers and contributes to team and whole staff activities. They interact constructively with other professionals and parents/guardians.The teacher fulfils his or her professional responsibilities.

Within the context of professional studies, graduating teachers will …• be aware of

the ways teachers typically engage with their profession, and demonstrate a capacity to so themselves

• demonstrate a capacity to contribute to a professional learning community, school or wider community (eg by engagement with a professional teaching body)

• understand the social, political and ethical dimensions of education and within that framework can articulate a vision or philosophy of the role of a teacher and of their work specifically

• understand the professional behaviour and ethical conduct expected of a teacher and demonstrate attitudes which would support professional behaviour

• be aware of stakeholders, industrial structures, career opportunities, and regulatory requirements which impact on their profession

• be aware of common administrative and professional duties and expectations of teachers, and can fulfil these competently

Demonstration of standard may include: Classroom activities demonstrating a capacity to work productively with other teachers. The Analysis of Teaching and Learning showing an understanding of the philosophy, ethos or

priorities of the school community and the influence of these on the teaching and learning process within the school setting.

The sequence of learning showing a capacity to engage with and use resources from the wider school community, parents/guardians and/or the community at large to enhance students’ learning of key concepts.

Reflections on the learning sequence that demonstrate a capacity to contribute to improvements for future practice, at a team or program level.

Showing a capacity and willingness to engage in and reflect on a range of collegiate and professional activities, both within and outside of the school.

Showing a capacity to evaluate collegiate and professional activities.



Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice

Professional Challenge 8: How do I actively contribute to my profession?

Word/Phrase


Descriptor


Practice


Proof of Practice

(Evidence to support

action) practice claim)

PracticumThe practice and learning which comes from time spent in a school environment. The opportunity to put in to practice, your knowledge

Through observation and teaching at a placement school. Active involvement in a learning environment.

Evidence in my placement reports which state the number of practicum days I have completed.

Discussion Keeping the lines of communication open between myself and other teachers, as well as between myself and other student teachers. Acknowledgement or different surroundings and implementation of various experiences can be useful in creating a more profound teaching style.

With other teachers, student teachers

Reflection

Reviewing past experiences and advices and becoming aware of how they can be used in bettering your personal teaching style.

On practicum

Extra-curricular involvement

Educational experiences which occur outside of the schooling system which contribute to the development of your teaching abilities.

I regularly work as a tutor for Italian students. Teaching individual students teaches me methods of explanation which I can use with large class groups.

I keep in contact with past mentor teachers, who have kept me up to date with the LOTE faculty and possible job offers that may be appearing.

I strongly participate in the Dante Alighieri Society of Melbourne (An Italian learning society dedicated to providing Italian students with extra studying resources) This society is a prominent organisation which is involved with many Italian studying primary and secondary schools.

Awareness of the current education system

Keeping up to date with the current education system, nationally and globally, as well as any future plans for the education system.

By keeping up to date with the National Curriculum, I maintain an awareness of the education system in which I will be working.


References:

Australian Curriculum, Assessment and Reporting Authority 2011, Australian Curriculum, Australian Curriculum, Assessment and Reporting Authority, retrieved 5 March 2012, http://www.acara.edu.au/curriculum.html

Department of Education 2012, TechLearn Briefing, Interactive Whiteboards in Education¸ Department of Education, retrieved 10 March 2012, http://www.jisc.ac.uk/uploaded_documents/interactivewhiteboards.pdf

Marsh, C 2008, Becoming a teacher: knowledge, skills and issues, 4th edn, Pearson Education, Frenchs Forest, NSW.

Moll, LC, Armanti C, Neff, D & Gonzalez, N 1992, ‘Funds of Knowledge for teaching: using a qualitative approach to connect homes and classrooms’ Theory into practice, vol. 31, no. 2, pp. 132-141

Tomlinson & McTighe 2006, Integrating Differentiated Instruction and understanding by design, Connecting Content and Kids, Association for Supervision and Curriculum Development (ASCD) , Alexandria

Victorian Curriculum and Assessment Authority 2009, Overview of the Victorian essential learning standards, Victorian Currciulum and Assessment Authority, retrieved 5 March 2012, http://vels.vcaa.vic.edu.au/overview/index.html.

Willis, J 2007, Brain-friendly Strategies for the inclusive classroom; insights from a neurologist and classroom teacher, Success for all students in inclusive classes, Alexandria, VA, p. 11

Woolfolks, A & margetts, K 2007a, Constructivism and social constructivism’, in J Gillies & R Deighton (eds), Understanding learners, 2nd edn, Pearson Australia, Frenches Forest, NSW, p. 54

http://vels.vcaa.vic.edu.au/overview/index.html

http://www.jisc.ac.uk/uploaded_documents/interactivewhiteboards.pdf

http://www.acara.edu.au/curriculum.html

Woolfolks, A & margetts, K 2007b, ‘Intelligence, multiple intelligences and learning styles’, in J Gillies & R Deighton (eds), Understanding learners, 2nd edn, Pearson Australia, Frenchs Forest, NSW, p. 204

Woollard, J 2010, Psychology for the Classroom: Behaviourism, 1st edn, Routledge, Taylor & Francis e-library.

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