Kirby Goodey

Bachelor of Science (Biomedical Science)

Bachelor of Teaching (Primary & Secondary)

Deakin University

My portfolio was created following the Victorian Institute of

Teaching Standards of Professional Development

Professional Knowledge

I know how students learn &

how to teach them

I know the content I teach

I know my students

Professional Practice

I plan & assess for effective

learning

I create & maintain a safe &

challenging environment

I use a range of practices &

resources to engage

students

Professional Engagement

I reflect upon, evaluate and

improve my professional

knowledge & practice

I’m an active member of the

teaching profession

About Me

My Skills ICT

Proficient in PowerPoint, Word, Excel,

Photoshop and the WWW

Sports Coaching

Previously worked for Kelly Sports,

helped coach numerous sports teams

at Deakin University

Organisation

Very motivated with attention to detail

Commitment to

Social Issues Environmental Sustainability

The need to reduce our ‘eco-footprint’,

demonstrating and teaching

sustainability both in and outside the

classroom

Embracing Diversity

Including gender, race, religion,

sexuality and ethnicity

My Interests Netball

Play socially with friends &

represented Deakin University at a

national level

Volleyball

Represented Victoria at

junior level & Deakin University at

national level both indoor & beach

Music

Enthusiast across a variety of

genres

Cooking

Creating meals with an abundance of

flavours and excitement

About Me

My Education Deakin University

Bachelor of Science (Biomedical Science) (03-06)

• Anatomy & Physiology, Biochemistry, Molecular Basis of Disease,

Developmental Biology, Genetics, Microorganisms and Disease

Bachelor of Teaching (Primary & Secondary) (07-08)

Majoring in Biology & Science

• Environmental Science, Curriculum Assessment & Reporting, Student

Wellbeing, VCE Biology Curriculum Study, Numeracy & Literacy Across the

Curriculum

• Involved heavily in University Sport, Representing Deakin at University

Games from 2004-2007 as a player and administrator • 2007 Mid Year Ball Committee Member • Created Deakin Uni Netball Club, 2007

My Education Wangaratta High School (97-02)

Deputy Head Girl Prefect

Junior, Intermediate & Senior House

Captain

Student Representative Council

Member

Form Captain

Represented WHS in basketball,

netball, volleyball, football, soccer,

athletics, tennis, lawn bowls

Twice winner of Sports Woman of the

Year

English, Maths Methods, Chemistry,

Biology, Health & Human

Development, Physical Education

My Teaching Philosophy

I believe that students learn best via hands-on access to resources, and via engaging, challenging, real world experiences and activities. These activities must be

relevant to them, taught using a constructivist approach, which provides them with the opportunity to construct their own understandings from their experiences in

collaboration with teacher assistance. This position I hold is supported by Yager (1991), who states that “learning outcomes do not depend on what the teacher

presents. Rather, they are an interactive result of what information is encountered and how the student processes it based on perceived notion and existing personal

knowledge.”

When I enter the classroom to teach, I work quickly to create an environment that is caring and engaging, that supports students to take calculated risks, and is

focused on knowledge construction rather than knowledge transmission.

Many of the learning tasks that I set for students are approached with and authenticity aspect to them, based on actual real world activities that students may have

already engaged in, or have some prior understanding of the concepts. It’s from this that I aim to integrate information communication technologies that the students

are likely to use if they were attempting such a task in a real life situation. This allows the task to be as authentic as possible.

One of my goals is for students to have a sense of ownership over the work that they do in the classroom, whilst having accountability and responsibility for managing

their own learning during self-directed inquiry units of work.

I am aware that teaching and learning are hard to define, and there’s no right or wrong way in which we approach both. This leads me to take into account students

different learning styles, and address these in correlation to my teaching style.

During my placements, I have observed, and come to the understanding that teaching is not about standing in front of a group of students, and setting them a task. It’s

about taking the same journey as the students, supporting all learners as they take on new and challenging tasks, achieving success as they do so. As students undergo

these tasks, I wander around the room, immersing myself with the conversations they are engaging in, challenging them to extend on their knowledge and asking

questions that require clear understanding on their behalf.

Integration of subjects such as literacy, numeracy and the increasingly important understanding of environmental education are vital for our students to become well

rounded members of society. Literacy and numeracy are both widely found within the Science key learning area, and students must be aware of this, and that they’re

not only for the English or Mathematics classes. My aim for my future student’s, is that they are able to identify these important components when they are

undergoing authentic tasks, that we utilize such skills every day.

My role as a professional is to support the students in my class and in my school to further develop their knowledge base, their life skills including interpersonal skills,

and to better understand the constantly changing world around them.

It also involves being a respected member of the local community, utilising the support that community groups offer, and offering support back to the community.

Being a part of a school community requires you to be a member of a team. I aim to assist other staff within the school with curriculum area they may need assistance

with, as well as not being afraid to ask for assistance when I may also require it.

Teaching Practicums

Primary

Blackburn Primary School, Blackburn

2007, 15 Days—Louise Tribolet

Wangaratta West Primary School, Wangaratta

2007, 15 Days—Christine Clapham

Chatham Primary School, Surrey Hills

2007, 15 Days—Tim Clarke

Secondary

Mount Waverley Secondary College, Mount

Waverley (Senior Campus)

2008, 15 Days—Lily Papadopoulos

Methodist Ladies College, Kew

2008, 15 Days—Jenny Wilson & Tom Curtis

Mount Waverley Secondary College, Mount

Waverley (Junior Campus)

2008, 15 Days—Peter Craig

• Observed and taught Grade 1/2

• Prepared and taught lessons on literacy, numeracy

and integrated studies focusing on ‘Waste’

• Helped prepare for and attended School Open

Night

• Attended Hawker Brownlow Education Teachers

at Work Conference: How the Gifted Brain Learns,

From Survival to Success: Essential Strategies for

New Teachers Parts 1 & 2

• Attended CERES Community Environment Park as

a part of unit on ‘Waste’.

• Observed and taught Grade 4

• Developed lessons for Numeracy, Literacy, Personal

Learning, Science and Visual Arts

• Assisted with gymnastics and bike education

programs

• Participated in yard duty, staff meetings, unit

planning and PD evenings

• The class had done little science previous to my

arrival, so I was able to use my science background

to really stimulate and intrigue students about the

area, particularly using the strategy of

‘Predict –Observe-Explain’ and Primary

Connections

• Observed and taught Grade 2

• Developed lessons for Numeracy, Literacy, Integrated

Studies (Minibeasts)

• Redeveloped the weekly program

• Participated in yard duty, staff meetings, whole school

values planning meeting

• Observed and taught Year 10 Science and Year 11 Biology

• Planned and delivered lessons on Genetics and revision on Plants

• Attended staff meetings and Curriculum Planning Day

• Participated in a ‘Habits of Mind’ PD session

• Administered and corrected year 10 Chemistry tests

• Observed and taught Year 8 Biology,

Year 10 Applied Science and Year 11

Biology

• Planned and delivered lessons on Fo-

rensics, Body Systems & Dynamic Eco-

systems

• Attended staff meetings and excursions

• Conducted numerous practical classes,

including dissection pracs with both

years 8 & 11

• Developed 3 week unit on Forensics,

including summative assessment

• Integrated ICT into most lessons taught

via PowerPoint Presentations and

interactive websites

• Observed and taught Year 7 &

8 Science

• Planned and delivered lessons

on Forces and Astronomy

• Attended staff meetings and

yard duty

• Assisted in planning new unit

on Astronomy

• Integrated ICT into most les-

sons via PowerPoint

Presentations and Podcasts

• Administered and corrected

multiple assessments

including tests, posters and

practicals

• Used Excel worksheet to

monitor students test results

and common responses

Professional Knowledge I know how students learn & how to teach them

As a teacher, I aim to develop lessons and activities that cater for a range of student learning styles

Blooms Taxonomy Blooms Taxonomy aims to develop

student skills by ‘thinking through’

particular topis. The levels include:

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

Gardners MI Lessons should be presented in nu-

merous formats to engage and stimu-

late student learning, and to cater for

those with different learning styles.

This can be achieved by integrating

ICT, using role plays, artistic activities

and excursions just to name a few.

Learning Styles Auditory

Students learn via listening

• Discussions, talking things

through, listening to other people.

• Group work and discussion based

lessons suit best

Tactile/Kinaesthetic

Learn via doing, touching and moving

• Hands on approach, active explora-

tion

• Practical and authentic tasks are

well suited to this learner

Visual

Learn via observations and seeing

• Visual displays, images, diagrams,

videos, handouts

• Tasks that include visual stimuli

are best suited

Professional Knowledge I know the content I teach

Having completed a Bachelor of Science degree, I believe I have a sound knowledge base for the content I must teach my students. I am

also familiar with VELS and incorporate the standards into my lesson planning and assessment.

VE:LS

The Victorian Essential Learning

Standards dictate the level that

students from Prep to year 10 should

be attaining in their schooling.

Professional Knowledge I know my students

Developing good relationships with your students is an important aspect of education. If you are able to relate to students they are

more likely to respect you as a teacher. This in turn benefits the students learning.

Professional Practice I plan & assess for effective learning

Planning and assessing for student learning is an essential component of teaching, and must be well developed so students can benefit

Planning To ensure the lesson runs smoothly, I

research the content I will be teaching

so I have a broad understanding, and

can tackle any questions that may

come my way.

I also plan to have numerous activities

that draw upon different learning

styles and abilities, so that all students

are working efficiently, and different

formats of lesson that integrate other

key learning areas and media.

Assessment Of Learning

A summative form of assessment that

allows teachers to monitor student

progress

As Learning

Students and teachers set goals and

evaluate their learning through dia-

logue, self and peer assessment

For Learning

Allows teachers to see where a learner

is, compare it to where they should be

and discuss this with the student with

effective questioning and giving

feedback.

Professional Practice I use a range of practices & resources to engage students

Learning is most effective when students are stimulated and engaged, and to achieve this, multiple resources and approaches should be

used

Teaching

Strategies Think Pair Share

Students are given a topic to discuss

and brainstorm this onto a given tem-

plate, then discuss their thoughts with

a partner, and then as a whole group.

KWL Chart

Allows students to recall what they

Know, what they Want to know, and

once the topic has been taught, what

they Learnt.

A to Z

At the beginning of the topic, students

list what they already know and asso-

ciated words of the content with let-

ters of the alphabet

Teaching Strategies Cooperative Learning

Students form small groups and work together so all students are included in a task

that has been clearly defined. This strategy improves achievement and also has social

benefits for students.

ICT

As 21st century teachers, we must cater for the advances in technology available to us

and implement these into our lessons. I aim to achieve this by including the following

into my lessons: WWW, projectors, PowerPoint presentations, DVD’s, Email, web page

development, podcasts, interactive whiteboards and overhead projections.

Peer Teaching

Students benefit from independent practice, and have the opportunity to reflect.

Professional Practice I create & maintain safe & challenging learning environments

It’s important to challenge students to go beyond their expected level of achievement and reach their maximum potential.

Inquiry Based

Learning Inquiry based activities challenge

students by presenting them with

problems to solve rather than facts to

remember. This approach is vital to

students understanding the structures

and concepts of the subject. They also

have an active role in their learning as

they are the ones who are deciding

what they want to learn about.

Assessment Of Learning

A summative form of assessment that

allows teachers to monitor student

progress

As Learning

Students and teachers set goals and

evaluate their learning through dia-

logue, self and peer assessment

For Learning

Allows teachers to see where a learner

is, compare it to where they should be

and discuss this with the student with

effective questioning and giving

feedback.

The screen dumps above are from a web page I

created based on an inquiry unit for VELS level 5,

surrounding the unit on Body Systems. The web-

p a g e c a n b e f o u n d a t

h tt p : / / i n q u i r y u n i t . go o g l e p a ge s . c o m /

jonahcastleincident

Professional Practice I create & maintain safe & challenging learning environments

It’s important to challenge students to go beyond their expected level of achievement and reach their maximum potential.

Classroom Management My philosophies regarding classroom management largely stem from observations on my placements. As a graduate teacher, I’m

aware that my beliefs and practices within classroom management will obviously change as I gain experience and consistency in

the classroom.

I believe behaviour both positive and negative can be controlled through a consistent outline of consequences and reinforcements.

Classroom management should revolve around positive reinforcement wherever possible, rather than highlighting negative

behaviour. As teachers, we must be consistent and follow through with any and all warnings and disciplinary actions against

misbehaviour, otherwise students will become inconsistent learners and believe they will not be punished for such bad behaviour.

Students should be passed down some control over punishments and behaviour guidelines. They can take these more seriously, as

they have set them together as a group, and will in turn respect the values they have created.

For junior and middle school students, a ‘contract’ that is negotiated within the class and signed by both student and teacher will

allow rules and guidelines, consequences and punishments to be clearly outlined.

Obviously as students progress through year levels, the degree of classroom management and subsequent consequences must be

flexible. That is, students in early years will have a tightly controlled classroom, so students work effectively in order to develop

fundamental learning skills. Whereas students in upper high school will have a more liberated class environment, as the onus on

learning has been put in their hands, with us merely as a facilitator.

The key word to successful classroom management is CONSISTENCY. I must be assertive, swift and consistent when dealing with

unacceptable behaviour.

Professional Engagement I reflect on, evaluate & improve my professional knowledge & practice

Reflection is an important component of the teaching profession, allowing us to improve and build on past experiences

Reflection I am constantly reflecting on my lessons so that I can

improve my teaching skills, and determine aspects of

the lesson that worked well, and those that didn’t. Re-

flection helps me:

• Record experiences

• Develop my teaching in ways that enhance student

learning

• Increase my ability to reflect and be objective to my

lessons

• Enhance professional practice or the professional

in self practice

Professional Engagement I am an active member of the teaching profession

Being a teacher is more than directing students—its interaction and engagement with the wider community and professional associa-

tions that build upon our character. As a science teacher, I would like to also contribute my sporting interest into the school community

School • Staff Meetings

• Home-group and Whole School Assemblies

• Yard Duty

• Unit planning

• Year Level Meetings

• Parent Teacher Interviews

• School Excursions

• Professional Development Days

• Open Days/Nights

University • Lectures

• Tutorials

• Practicals

• Group Meetings

• Seminars

• Ball Committees

• University Sport Team Manager and

Participant

• Open Days

Thank you for taking the time to view my portfolio.

Please contact me via email or phone if you have any further

questions

Kirby Goodey

kgoo@deakin.edu.au

0413685448