Resources and References

References

AITSL- Teacher Standards. (2017). Retrieved from https://www.aitsl.edu.au/teach/standards

Bentley-Williams, R. (2016). Collaboration. Lecture, Strathfield, NSW.

Bloom, B. (2001). A Taxonomy For Learning, Teaching, And Assessing. New York: Longman.

Demystifying Medicine. (2017). Walk In My Shoes: ADHD [Video]. Retrieved from https://www.youtube.com/watch?v=FE0pYsmmego

Fee, G., & Stuart, D. (2014). How to Read The Bible For All Its Worth (4th ed.). Michigan: Zondervan.

Iconfinder. (2019). [Image]. Retrieved from http://Cross

Integrating ICT Capability. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/integrating-ict-capability

Laws, C. (2017). Assessment- Gathering Data. Lecture, Strathfield, NSW.

Murph Events. (2018). Daniel Mangabat [Image]. Retrieved from https://www.facebook.com/murphevents/photos/a.1971672939582564/1971682646248260/?type=3&theater

National Safe Schools Framework. (2010). Retrieved from https://studentwellbeinghub.edu.au/docs/default-source/nationalsafeschoolsframework-pdf.pdf?sfvrsn=0

Reading Horizons. (2014). Dyslexia From A Student’s Perspective [Video]. Retrieved from https://www.youtube.com/watch?v=ti8JvwaCs4g

Reasonable Adjustment. (2017). Retrieved from https://ll4a.schoolzineplus.com/reasonable-adjustment

Sustainability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/

Teachings in Education. (2017). Purpose of Assessments: The Why? [Video]. Retrieved from https://www.youtube.com/watch?v=JHZsz_j_z7A

Zilm, T. (2012). Australia’s three-Dimensional Curriculum -. Retrieved from http://www.educationmattersmag.com.au/australias-three-dimensional-curriculum/

Integration of Teaching Standard, General Capability And Cross-Curriculum Priority

Teaching Standard: Standard 2- Know The Content And How To Teach It. (“AITSL- Teacher Standards”, 2017).

General Capability: Have a strong ethical understanding, and can reason, investigate, evaluate and reflect. (Zilm, 2012).

Cross-Curriculum Priority: Sustainability. (Zilm, 2012).

Evidence:

The general capability listed is evident within the lesson plan above as the topic is focused on the influence of social media on today’s society. Given the great power and influence that social media has on society, it is an ethical issue that is highly debated and argued over. Furthermore, the activity I’ve designed encourages students to conduct research on both the positive and negative impacts various forms of social media has had on people, with statistics and quotes from academic resources to support and justify their conclusions. Stemming from this activity, I could pose a reflection question to students evaluate both sides of the argument and determine just how much damage social media brings or how many great contributions it has made to our world. The lesson’s task helps students to utilise a wide range of cognitive abilities that include reasoning, reflective practice, while also trying to obtain a thorough understanding of the matter at hand.

This flows straight into the cross-curriculum priority of sustainability, specifically the second concept where both teachers and students “enables a diversity of world views on ecosystems, values, and social justice to be discussed and recognised when determining individual and community actions for sustainability”. (“Sustainability”, n.d.). With learning and education of the various worldviews held around social media and its effects, students and teachers alike come up with ideas to further improve the use and efficiency of social media for future generations as well as coming up with ways to better combat the issues we face using social media, forming policies and regulations to protect society from harm against any misuse or misconduct. (“Sustainability”, n.d.).

 

Standard 7- Engage Professionally With Colleagues, Parents/Carers And The Community

Overview:

The seventh and final graduate standard has teachers aiming to meet both professional ethics and responsibilities while also adhering to legislative, administrative and organisational requirements of the school and government. It is integral for teachers to also be able to interact and collaborate with parents, carers, teaching networks, and extended communities. With the weeks of practicum experience, I’ve gained, I have found myself in engagement with not only my supervising teacher but even working with teachers outside my faculty area and observing parent/teacher interviews to see how teachers conduct themselves with parents.

Focus Areas: Standard 7- Engage Professionally With Colleagues, Parents/Carers And The Community (“AITSL- Teacher Standards”, 2017).

1.) 7.2- Comply with legislative, administrative and organisational requirements. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. (“AITSL- Teacher Standards”, 2017).

2.) 7.4- Engage with professional teaching networks and broader communities. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. (“AITSL- Teacher Standards”, 2017).

Evidence:

1.)

2.)

Annotations:

1.) The contract I signed is my commitment to professional conduct throughout the duration of my practicum. I was to comply with the following fitness to teach statements and guidelines to meet with the legislative, administrative and organisational requirements of both the school and university (7.2).

2.) My supervising teacher commented on my final report with regards to my professional engagement with both teachers and parents. The comment states that I had participated in both collaborative meetings with teachers in my faculty for auditing units of work and observing interactions shared at parent/teacher interviews (7.4).

Critical Reflections:

7.2: The third element of the National Safe Schools Framework concerns itself around “policies and procedures” (“National Safe Schools Framework”, 2010, Pg 6). My signing of the document above meant I was to uphold all values and principles outlined by both ACU’s Office of Professional Experience and Xavier College including conducting myself professionally at all times, exercising a duty of care to all students on school grounds, adhering to workplace health and safety standards and maintaining privacy and confidentiality with personal details/matters concerning both teachers and students. Mandatory documents such as Working With Children Check and Anaphylaxis Certification were essential for the practical experience.

7.4: In my engagement with teacher collaboration, I learned that it can lead to a number of benefits including a greater learning environment, a sense of empowerment, improved levels of communication and listening skills and the opening to varying perspectives and opinions to consider. (Bentley-Williams, 2016). As well as this, I was able to see how teachers would professionally engage with parents/carers in addressing the learning needs of a student, how to utilise student data and results to justify statements of a student’s current grade and level of achievement. More importantly, I witnessed teachers working with parents on a plan of how a student can improve and do better for the rest of the year and onwards.

Standard 5- Assess, Provide Feedback And Report on Student Learning

Overview:

The fifth graduate standard revolves around teachers being able to accurately assess student learning and provide critical feedback on assessments. Along with this, teachers are expected to interpret data provided by students, make valid and reliable comparisons and report back on a student’s achievement and abilities in learning. One of my early practicum experiences granted me a chance to annotate, mark and give feedback to students in regards to an assessment with short answer questions.

Focus Areas: Standard 5- Assess, Provide Feedback And Report on Student Learning (“AITSL- Teacher Standards”, 2017).

1.) 5.1- Assessing student’s learning. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. (“AITSL- Teacher Standards”, 2017).

2.) 5.2- provide feedback to students on their learning. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. (“AITSL- Teacher Standards”, 2017).

Evidence:

1.)

Annotation:

1.) The following assessment rubric I designed for a university assignment was to assess Hannah’s achievement in a lesson that had been differentiated and adjusted in accordance with her learning difficulties (5.1) along with an additional text box allowing me to provide Hannah with more specific feedback addressing her strengths and areas of that require further improvement for future reference (5.2).

Critical Reflection:

5.1: The assessment rubric I created is heavily influenced by the SMART outcomes model for planning assessments for students with specific learning needs. The outcomes created had to be “specific, measurable, achievable, relevant and time-defined” (Laws, 2017). The way I’ve structured the rubric focuses on what Hannah has achieved, rather than putting her down with low marks and making her feel as though she’s done badly. The rubric has also been altered in a way that Hannah would view this more as a learning tool rather than a formal assessment that she feels great pressure in having to get high marks.

5.2: My form of feedback through a textbox grants me the freedom to be explicit in my address to Hannah’s work, being specific in what she did really well and improvements to work towards so she can do better in her next assessment. Assessment feedback is integral for me as a teacher, to demonstrate that I can accurately communicate points that identify a student’s current standing of achievement and being able to formulate a plan of action to encourage a student to aim for better, looking to constantly develop their skills and abilities as a learner across the board (Laws, 2017).

Standard 4- Create And Maintain Supportive And Safe Learning Environments

Overview:

The fourth graduate standard is primarily intent on encouragement of student participation in the classroom, as well as management of classroom activities and student behaviour throughout each class. Teachers are to always keep in mind the safety of students including the safe and appropriate use of ICT in the classroom. At times, students may become restless and disruptive, requiring me to utilise a number of different strategies in order to manage the whole class’ behaviour.

Focus Areas: Standard 4- Create And Maintain Supportive And Safe Learning Environments (“AITSL- Teacher Standards”, 2017).

1.) 4.1- Support student participation. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Identify strategies to support inclusive student participation and engagement in classroom activities. (“AITSL- Teacher Standards”, 2017).

2.) 4.4- Maintain student safety. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. (“AITSL- Teacher Standards”, 2017).

Evidence:

1.)

Annotation:

1.) The following paper was issued by the Tertiary Supervisor on my performance from my most recent practicum, specifying that within my learning activities in class, I encourage all my students to work to the best of their ability (4.1) as well as showing great care and concern for students and building supportive relationships with them (4.4).

Critical Reflection:

4.1: With my overarching encouragement for all students to engage in learning, this directly coincides with one of the guiding principles of the National Safe Schools Framework that teachers are to “encourage the active participation of all school community members”. (“National Safe Schools Framework”, 2010, Pg 3). In adherence to this principle, I develop and maintain a safe school environment which highly values diversity. (“National Safe Schools Framework”, 2010). This also leads to increased and strengthened self-efficacy within students to actively seek success and strive to achieve for greatness. On top of this, students feel more confident in their abilities and moreover have a positive mindset and sense of wellbeing.

4.4: As mentioned by my tertiary supervisor, I’ve displayed needs to show my care to students in my class and ensure students are okay during lessons correlate with the seventh element of the National Safe Schools Framework “A student wellbeing …” (“National Safe Schools Framework”, 2010, Pg 4). Checking on a student’s wellbeing is crucial in determining whether students are in the right mindset to learn and if they are not, it’s my responsibility as a teacher to make sure the student receives the appropriate professional advice needed to help overcome whatever form of adversity they may be facing at the given time.

 

 

Standard 3- Plan For And Implement Effective Teaching And Learning

Overview:

The third graduate standard requires teachers to be able to establish learning goals in each class and structure well-planned learning sequences that involve a number of effective teaching strategies and various resources that are relevant and useful. Not only is it necessary for teachers to involve strong communication while teaching in class, but teachers must also be able to involve parents and carers in their children’s learning processes. When concluding units of learning, teachers must be able to evaluate and develop better learning programs to further improve the craft of teaching. Within each lesson, I attempt to incorporate a variety of different resources for students to learn from including videos, diagrams, websites, and books.

Focus Areas: Standard 3- Plan For And Implement Effective Teaching And Learning (“AITSL- Teacher Standards”, 2017).

1.) 3.4- Select and use resources. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. (“AITSL- Teacher Standards”, 2017).

2.) 3.5- Use effective classroom communication. (“AITSL- Teacher Standards”, 2017).

Graduate Level-  Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Evidence:

1.)

Annotation:

1.) The picture above is a comment provided by my supervising teacher from my most recent practical experience about my achievement in utilising a variety of resources within my classes (3.4). His comment also makes mention of both my development and achievement to engage students across the range of abilities, supporting and encouraging students to learn during class time (3.5).

Critical Reflection:

3.4: As witnessed and observed by supervising teacher, I used a number of resources to prompt learning from comprehension tasks that required students to understand and analyse new information through bible scripture analysis tasks. Again, the integration of ICT resources such as the internet, technological devices, software programs allows for learning to be shared on a digital platform. Learning games such as Kahoot stimulated thinking skills from Bloom’s Taxonomy with recalling and remembering key points of class content being covered in class. (Blooms, 2001). The use of all these valuable resources is targeted to accommodate all learning needs and desires to be fulfilled.

3.5: For student participation and engagement to be achieved, it required effective forms of communication including verbal and non-verbal strategies to be evoked. (AITSL, 2017). Though not specifically outlined, points I constantly kept in mind in order to gain and maintain student engagement included constant eye contact, which subtly conveyed the attention of each student, the volume and tone of my voice, ensuring students could hear me and that I sounded genuinely interested in the class content I was teaching to them and giving out clear and detailed instructions that effectively guided students in the right direction of the lesson.

 

Standard 2- Know The Content And How to Teach it

Overview:

The second graduate standard looks at the extensive knowledge teachers have about their key learning areas and the way they organise and structure the content being learned. Teachers are also required to utilise the curriculum, assessment, and reporting in their teaching while also incorporating the use of ICT technologies and strategies to include literacy and numeracy components. Teachers are to demonstrate knowledge that leads to respect and understanding towards Aboriginal and Torres Strait Islanders, in the hopes of encouraging reconciliation between all people. Throughout all my practical experiences, each school placed heavy emphasis on the use of various ICT to expand and broaden student’s learning and understanding of class content being taught.

Focus Areas: Standard 2- Know The Content And How to Teach it (“AITSL- Teacher Standards”, 2017).

1.) 2.3- Curriculum, assessment and reporting. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. (“AITSL- Teacher Standards”, 2017).

2.) 2.6- Information and Communication Technology (ICT). (“AITSL- Teacher Standards”, 2017).

Graduate Level- Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. (“AITSL- Teacher Standards”, 2017).

Evidence:

1.)

Annotation:

1.) The following photo is a lesson plan scaffold developed for a Year 10 Religion class derives from a unit of work which outlines in detail for what they’ll be doing in that lesson, how long they are to spend on each section and what they should have achieved by the end (2.3). The red box states the various ICT components involved in that particular lesson (2.6).

Critical Reflection:

2.3: An integral part of the assessment involves the establishment of learning goals and a means of which to track the progression of a student’s achievement (Laws, 2017). In picking apart the unit of work, I was able to create a lesson plan that established the learning goal of having students determine the positive and negative impacts of social media on society in the form of an infographic poster, with statistics and quotes as evidence to support their claims. With the final product presented, I’d be able to grade each student’s work and identify whether or not the student has met the desired outcomes of the task at hand.

2.6: As shown in the lesson plan above, I incorporated various forms of ICT in both learning and teaching processes. The varying uses of ICT ranged from the gathering of different resources including textual, visual and audio to the presentation of information using infographic software to show their findings in a professional manner. In doing so, I aimed for students to exercise their critical and creative skills, develop their skills in research and organisation, encourage their use of reflective practice and having them engaged in an open, collaborative setting that promotes social interaction and learning with other students. (“Integrating ICT Capability”, n.d.).

Standard 1- Know Students And How They Learn

Overview:

The first graduate standard focuses on the teacher’s abilities to identify the key characteristics of each student in the classroom and consider factors that influence their learning. It also refers to the teacher’s abilities in being able to implement a range differentiated tasks that cater to the learning needs of all students in the class, regardless of backgrounds in religion, socio-economic status, culture or disabilities, the classroom is a place of inclusiveness. During my last practicum, I spent a lot of time in classrooms with students who had a variety of different disabilities. Along with a team of supervising teachers, I had learned a number of different strategies to have students engage in learning activities as well as strategies for behaviour management.

Focus Areas: Standard 1- Know Students And How They Learn (“AITSL- Teacher Standards”, 2017).

1.) 1.1- Physical, social and intellectual development and characteristics of students. (“AITSL- Teacher Standards”, 2017).

Graduate Level- Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. (“AITSL- Teacher Standards”, 2017).

2.) 1.5- Differentiate teaching to meet the specific learning needs of students across the full range of abilities. (“AITSL- Teacher Standards”, 2017).

Graduate Level-  “Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities”. (“AITSL- Teacher Standards”, 2017).

Evidence:

1.)

Part A: Context of The Case Study Student- Hannah

Hannah is a thirteen-year-old girl in Year 7 at St Mary’s College, Penrith. Her cultural heritage is of Aboriginal descent and has a great interest and talent for music. Hannah has also been diagnosed with some learning difficulties including Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD), as well as being extremely shy. She has a couple of close friends at school, is considered a good student by her teachers but has been found to be very quiet and reserved in class and has a good upbringing with her parents, however, they seem to hold very high aspirations and expectations of Hannah.

2.)

Adjustments

-Allocate Hannah one friend in her group while the other two are students who are always focused in class.   -Allocated times for movement break.   -Pre-planned role of scriptwriter and narrator for the play.   -Summary sheet of key scenes for each of the five significant events in Jesus’ life.

Annotations:

1.) The first piece of evidence comes from a university assignment that required me to conduct a full diagnosis of Hannah, accounting and identifying key features that would affect her learning as a student. As outlined in the focus area of 1.1, I have identified her physical, social and intellectual characteristics as a student which include having an Aboriginal heritage, being very shy and having learning difficulties of Dyslexia and ADHD.

2.) The table above is a series of adjustments made specifically for Hannah, forming a differentiated task that she can fully engage with the class content. Here, I have implemented a number of strategies such as movement breaks and working with one close friend to meet her particular learning needs of ADHD in accordance with focus area 1.5.

Critical Reflection:

1.1: In the completion of this case study, I feel that it is essential for assessing each student and getting to understand who they are as a person. With the identification of Hannah’s learning difficulties, I was able to research the effects of Dyslexia on a student’s learning which include struggles with reading, requires long periods of time to fully comprehend and process information and difficulties with writing. (Reading Horizons, 2014). Her ADHD can also have a strong impact on Hannah’s learning with the need to constantly be moving and can be easily distracted are important factors to consider when teaching. (Demystifying Medicine, 2017).

1.5: With my implementation of adjustments to the class lesson plan, it has allowed me to develop a practice in differentiation in my teaching and for inclusive learning. (Reasonable Adjustment, 2017). In doing so, this grants Hannah the extra assistance and support she requires, so that she too may also achieve the learning standards that are expected of her given year. These differentiated adjustments also allow me the ability to showcase Hannah’s knowledge and understanding of that given lesson in a different format but still provides valid evidence of her meeting the learning demands of the syllabus.

 

Rationale

Upon self-reflection of my own skills and abilities, I believe I require further improvement in the area of forming assessments as well as development in assessment marking and feedback. Ways in which I can improve on these areas of assessment would be visiting the NESA website and reviewing assessment marking guidelines for my subject area and marking assessments with another more experienced teacher.

With engagement in these exercises, it would assist me in formulating ideas for assessments with different questions I can ask of students, as well as giving clear indications of what to look for when marking student assessments and giving them critical feedback for improvement in future assessments. Students receiving feedback will, in turn, benefit them with their own self-reflection on why they received the mark that they did.  Consulting with an experienced professional is also helpful in clarifying any doubts or concerns with student’s marks through assessment moderation, which allows for fair, valid and reliable results to be determined while also increasing confidence in assessment marking.

The following video highlights the significance of assessments for both teacher and student development.

(Teachings in Education, 2017).

Educational Philosophy

As a teacher highly passionate about Religion, my main goal for students is to help them develop a better understanding of themselves and help in establishing their identity through means of exploration in both their personal and spiritual lives. I’d want my students to get to know God better, creating and maintaining a strong relationship as well as forming a strong foundation in their faith and beliefs. I would like to immerse students into the key practices of the Church, providing a living experience of being present with God and allowing for deep reflection on what it means to live out the words and actions of Christ.

I also aim to equip my students with the tools needed to decipher and interpret God’s word with models such as the “Three Worlds” (Fee and Stuart, 2014), offering the students a number of different perspectives to consider and analyse meanings behind God’s wisdom. In doing this, I would hope that students are able to take all this knowledge and apply it in their everyday lives in being able to make good moral choices, making them outstanding citizens that uphold all that is right and just.

 

(Iconfinder, 2019).