Evidence Set 2
This evidence set demonstrates my achievement in reaching the Australian Professional Standards for Teachers subsection: Professional Practice.
Professional Practice is made up of 3 standards:
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 5:Assess, provide feedback, and report on student learning
Context
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The teaching and learning cycle is a vital component I consistently consider within my classroom. Selecting the correct teaching and learning cycle will allow all students to stretch their thinking and optimise their learning. When I enter the classroom and plan to teach, I use the teaching and learning cycle developed by Derewianka (2016) as my guide. There are four main steps that I act in accordance with when teaching students: Building context; modelling; guided practice; independent construction. When I abide by this framework, students can go from novices to masters and flourish in their learning and development. I begin any unit or lesson by building background knowledge, before slowly relinquishing control as the students obtain skills and knowledge. This teaching framework is effective and shares similarities with many others, such as: The Gradual Release of Responsibility (Pearson & Gallagher, 1983); I do, We do, You do (Fisher and Frey, 2007); and The Zone of Proximal Development (Vygotsky, 1978). By using this popular teaching strategy, students enrich their learning and flourish in my classroom.
Action
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When I first step into a classroom, whether I am teaching a single lesson or a unit of work, I ensure that I have planned for effective learning in my classroom. I establish learning goals that are challenging for all students, and I ensure students are aware of what those goals are (Figure 19). The resources that I use in my teaching are a meticulously selected to compliment my students’ way of learning and I have even had the privilege to evaluate and provide feedback on teaching programs designed by the Department for Education (Figure 20).
Figure 19 (Above): Excerpt from the principal of a school where they highlight my ability to help students reach their learning goals. Focus Areas: 3.1; 3.2.
When I am in the classroom, I strive to use a variety of teaching strategies that ensures all students feel welcome, prepared, and engaged in their learning. I constantly communicate with the class, verbally and non-verbally, my expectations of the students which support engagement and understanding for all students (Figure 21). Additionally, I always have a schedule that I run through at the start of the day and students can observe throughout the day, so they can be prepared for each and every lesson of learning (Figure 22). Furthermore, I utilize a variety of brain-breaks (Figure 23), which improves productivity, stabilises wellbeing, and reduces disruptive behaviour when working. This allows all students to feel ready to learn throughout the day, optimises the learning time in my classroom and pushes them towards independent construction in the teaching and learning cycle.
Figure 20 (Above): E-mail from Mathematics leader at a school where I trialled a Mathematics unit plan provided by the Department for Education, where I evaluated the program and offered feedback for improvement. Focus Areas: 3.2; 3.4; 3.6; 4.2.
Figure 21 (Left): Feedback from a mentor on a lesson which shows a variety of teaching strategies and methods of communication I used to control the classroom. Focus Areas: 3.3; 3.5; 4.1; 4.2.
Figure 22 (Left): The schedule of lessons I had planned for the day ahead, which is easily observable for every student in the class and allows them to prepare for upcoming activities .Focus Areas: 3.2; 4.1; 4.2; 4.3; 4.4.
Figure 23 (Left): One of the brain-breaks I have used when I notice students need a break from direct learning, which allows students to be more productive and attentive for upcoming lessons. Focus Areas: 4.1; 4.2; 4.3; 4.4.
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I endeavour to be a teacher that is constantly providing constructive feedback for my students to help them reach their learning goals. The feedback that I give students throughout the day is an informal way to help direct them where they need to be (Figure 24). When students hand up assessments (both formative and summative), I use this as an opportunity to highlight what students did well (Figure 25) and any areas students should consider in order to fulfill their potential (Figure 26) This helps them take control of their own learning and become masters in their own right.#
Figure 24 (Above): Excerpt from a mentor teaching noting my use of constructive feedback to help all students achieve. Focus Areas: 5.1; 5.2.
Figure 25 (Above): A poster a student made alongside the comments that I had sent home for the parents/carers to read, highlighting how impressed I was with the students work Focus Areas: 3.7; 5.1; 5.2; 5.3; 5.4; 5.5.
Figure 26 (Above): Feedback I have given a student after some formative assessment on complex sentences, highlighting the errors they had made and feedback on how to overcome these errors in the future. Focus Areas: 5.1; 5.2; 5.3; 5.4; 5.5.
Results
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Basing my teaching sequence on a proven teaching and learning cycle fulfills me with confidence that the students in my classroom are learning at their readiness level. Through acknowledging challenging learning goals and dedication to using appropriate learning tools, I enable my students to learn at their readiness level (Figure 27). Additionally, having the opportunity to trial a Department for Education unit plan allows me to familiarise myself with such lesson sequences, as well as evaluate what works best for the learning in my classroom (Figure 28).
The range of teaching strategies that I use in my classroom allow for students to feel safe and ready to actively learn. The structured and predictable nature of my classroom allows all students to feel connected in my classroom. Additionally, I am confident in my ability to meet the needs of students who may need extra assistance, which re-engages them with their learning (Figure 29).
Providing students with consistent feedback directs them and their learning needs, allowing them to gradually become more independent in their learning. I am able to minimise misconceptions any of the students have when I continuously give feedback to which optimises their learning (Figure 30). The feedback that I use in my teaching, alongside my sequence planning, heavily directs the gradual release that happens throughout the course of a unit (or a lesson) which enables students to successfully showcase their learning (Figure 31).
Figure 27 (Above): Excerpt comments from a mentor who acknowledges my extensive planning and preparation for student learning that engages students and optimises learning. Focus Areas: 3.1; 3.2; 3.4.
Figure 28 (Above): Excerpt comments from a mentor who mentions my use of the Department for Education unit plan I trialled, commenting on how I used and adapted it for appropriate use in my classroom. Focus Areas: 3.1; 3.2; 3.4; 3.6.
Figure 29 (Above): Excerpt comments from a principal discussing my effective communication with students and my ability to manage potentially disruptive behaviour. Focus Areas: 3.3; 3.5; 4.1; 4.2; 4.3; 4.4.
Figure 30 (Above): Excerpt comments from a mentor teacher noting my used of constant feedback and how that helped address student misconceptions. Focus Areas: 5.1; 5.2.
Figure 31 (Below): Use of consistent feedback on formative assessments meant that a student knew what areas they needed to improve when independently constructing their final project showcasing what they had learned, which earned them a high mark. Focus Areas: 5.1; 5.2; 5.3; 5.4; 5.5.
Evaluation
The teaching and learning cycle is a fundamental component to a successful school with learners that flourish. The initial planning phase in any unit block is a predictor of learning outcomes, so it is vital that is done with care, which I do when I step inside the classroom (Figure 19; Figure 27). When the plan has been established for students and appropriate resources have been sourced (Figure 28), students thrive.
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Providing constant feedback for students is another thing that I pride myself on. I enjoy giving constant positive feedback to students who prosper (Figure 24; Figure 25), as well as constructive feedback to those who need it (Figure 26; Figure 29; Figure 30). This, along with the consideration I have for the mental wellbeing of my students (Figure 22; Figure 23). This combination I incorporate into my classroom allows students to gradually gain responsibility and become independent learners that can showcase their learning (Figure 31).
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Something I have yet done inside my classroom but am excited to do so in the future, is engage parents/carers more in the educative process. I believe students learn best when they are surrounded by people, both at school and at home, that value community-based approaches to learning. As a teacher, I only know my students inside the classroom, which is a small part of their life. If I can work more collaboratively with parents/carers, I can gain a better understanding of my students and parents/carers can be more informed on my pedagogical approaches.
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The use of ICT within my classroom, as I explored in Evidence Set 1, is important to me and my teaching. I do wish to inform students of how to use ICT safely, responsibly, and ethically. This is something I have not had the chance to do so, but do believe is vital in the modern digital age. I am, however, completing a course called ‘Numeracy and ICT’ (Figure 32) where the latter part of the course focuses on digital literacy, safety, and wellbeing. This will inform my pedagogical approaches to teach students how to be safe, responsible, and ethical when using ICT.
Figure 32 (Above): Screenshot of me enrolled in a course called ‘Numeracy and ICT’ where I am learning about how to not only teach effectively with ICT, but also how to inform students to become safe, responsible, and ethical with ICT. Focus Areas: 4.4; 4.5.
Standards
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Plan For and Implement Effective Teaching and Learning
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3.1 – Establish challenging learning goals
I have made it clear that I believe the planning stage is important to learning, and that includes establishing challenging learning goals for all students. Figure 19, Figure 27, and Figure 28 provide evidence that I am able to appropriately establish these goals for successful learning.
3.2 - Plan, structure, and sequence learning programs
Being able to plan, structure, and sequence learning is vital to my belief in the teaching and learning cycle. I have proven my ability to plan learning programs in and . Additionally, I am capable of structuring and sequencing learning programs tailored to my students for optimal learning, as seen in , and .
3.3 - Use teaching strategies
It is important to use a wide range of teaching strategies that promote positive learning in the classroom. Figure 21 and Figure 29 showcase my ability to use different strategies where appropriate to ensure both happiness and achievement within my classroom.
3.4 - Select and use resources
Selecting and using resources that are appropriate for the students in the classroom can be the difference between successful and unsuccessful learning. Figure 20, Figure 27, and Figure 28 provide evidence that I take time and effort to source the best possible resources for optimal learning.
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3.5 - Use effective classroom communication
Being able to effectively communicate in different manners inside the classroom is important to a productive learning environment. Figure 21 and Figure 29 showcase my use of effective communication, both verbally and non-verbally, to foster a positive learning environment.
3.6 - Evaluate and improve teaching programs
Evaluating and improving teaching programs is something that not many people with little experience like me have had the chance to do so. I have been fortunate enough to trial Department for Education programs, as seen in Figure 20 and Figure 28, and offer feedback which was great experience for me.
3.7 - Engage parents/carers in the educative process
I believe that the students get the best out of their learning when everyone is involved, especially the parents/carers. Although I have yet been given the opportunity to truly embrace this, Figure 25 shows that I have sent assessment comments to parents/carers to understand what their students are learning.
Create and Maintain Supportive and Safe Learning Environments
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4.1 – Support student participation
Student participation leads to student achievement, which is why I believe it is so valuable. Figure 21, Figure 22, and Figure 29 show my ability to involve all students in their learning and encourage participation. Figure 23 shows my ability to utilize brain-breaks when needed, to increase student participation in upcoming lessons.
4.2 – Manage classroom activities
As a teacher, managing classroom activities is extremely important. Figure 21, Figure 22, Figure 23, and Figure 29 all highlight my management skills to promote a productive classroom environment.
4.3 - Manage challenging behaviour
Managing student behaviour can be a tricky component as a teacher and if not done successfully, can affect the learning outcomes of a lesson. Figure 22 and Figure 23 show proactive ways I manage challenging behaviour, as prevention can be more valuable than a cure. Figure 29 highlights my ability to deal with challenging behaviour in the moment to prevent it being disruptive to all students.
4.4 - Maintain student safety
Student safety is paramount in my classroom, much like I outlined in Evidence Set 1. Using proactive strategies such as those in Figure 22 and Figure 23 promotes student wellbeing and sustains student safety. Figure 29 also showcases my ability to ensure all students in my classroom feel safe every day.
4.5 - Uce ICT safely, responsibly, and ethically
Although I love using ICT as a tool to direct my teaching, I have yet been given the chance to teach my students how to use such a valuable tool safely, responsibly, and ethically. Completing a course as seen in Figure 32 will equip me with the skills to teach my students such valuable lessons.
Assess, Provide Feedback and Report on Student Learning
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5.1 – Assess student learning
Being able to appropriately assess student learning allows you to plan future learning intensions for students and optimize their learning. Figure 24, Figure 25, Figure 26, Figure 30, and Figure 31 all show my ability to assess student learning and encourage every student to reach their learning goals.
5.2 – Provide feedback to students on their learning
Feedback is a part of teaching that can really propel students to succeed. Figure 24 and Figure 25 highlights my ability to give positive feedback that boosts the confidence of students, while Figure 26 and Figure 30 showcases constructive feedback that I offer to direct student learning. Figure 31 shows the result when feedback is done correctly.
5.3 – Make consistent and comparable judgements
Making consistent and comparable judgments of student learning is important to student learning. Figure 25, Figure 26, and Figure 31 to garner positive results.
5.4 – Interpret student data
Being able to interpret student data is a necessary skill in becoming a successful teacher. Figure 25, Figure 26, and Figure 31 all showcase my ability to interpret student data appropriately.
5.5 – Report on student achievement
Reporting on student achievement allows students to continually progress their learning and engage in lifelong learning themselves. Figure 25, Figure 26, and Figure 31 highlight the reporting I tend to do on student achievement to obtain such results.