EDF 5809 ASSESSMENT TASK 3

A summary of my overall portfolio in progress

Lachlan Lean

AITSL – Professional Standards for Teachers1) Know students and how they learn

As part of EDF 5808 - Fostering student engagement in education; we were tasked with researching 10

learner types and providing engagement strategies for each

type.

AITSL – Professional Standards for Teachers1) Know students and how they learn

In completing this assessment I researched the current theories and explained how I could then use these to create engaging activities for students. This has greatly enhanced my

knowledge and understanding in this area; thereby meeting

standard 1.3 and 1.5 requirements.

1.5 Demonstrate knowledgeand understanding ofstrategies fordifferentiating teachingto meet the specificlearning needs ofstudents across the fullrange of abilities

1.3 Demonstrate knowledgeof teaching strategiesthat are responsive tothe learning strengthsand needs of studentsfrom diverse linguistic,cultural, religious andsocioeconomicbackgrounds.

AITSL – Professional Standards for Teachers2) Know the content and how to teach it

Year 11 Accounting Student Feedback

Mary Mackillop Mentor Comments

Feedback from both my mentor and students

during my first placement reinforced my

belief that I had the content knowledge to become a successful

teacher.

AITSL – Professional Standards for Teachers2) Know the content and how to teach it

2.6 Implement teachingstrategies for using ICTto expand curriculumlearning opportunitiesfor students

I recognise the importance of using ICT in the classroom and

have successfully implemented this during many classes. I am also continually looking for new ways ICT can

be incorporated into my classroom to improve my

students learning experience.

“According to research conducted by numerous researchers including Carroll(2011) And Krause, Bochner, Duchesne, andMcMaugh (2010), one of the most substantive and pervasive effects of technology on learning is an increase in children’s engagement. Studies conducted by Vardy et al.(2007), Couse and Chen (2010) and Wallace(2008) all showed a significant increase in children’s motivation and engagement withDigital learning tasks”(Carabot 2013) as cited in (Carabot 2014)

ACCOUNTING UNIT 1

An introduction to Excel for VCE

Accounting Unit 1 students

Using Excel to prepare cash journals

Download the Seoud’s Suit Hire (Excercse 7.14 – Excel template). Save this file into your Excel folder. Open the file.

At the bottom of the page are a number of tabs, as shown below:

This feature of Excel makes it possible for one file to hold all journals, graphs and reports relating to one business.

You will now use functions in Excel to complete the totals. Click on the cell where the total for the Bank column will go. In the top menu bar, click on the Formulas tab, then click on the AutoSum tool.

The cell will then look like the following:

AITSL – Professional Standards for Teachers3) Plan for and implement effective teaching and

learning

Throughout my practicum I put together 85 individual lessons

plans; with clear lesson aims and student knowledge and skill

learning outcomes. In putting these plans together I was

constantly referring to theorists such a Bloom to stretch all

students. Blooms Taxonomy

3.1 Set learning goals that provide achievablechallenges for studentsof varying abilities andcharacteristics.

AITSL – Professional Standards for Teachers3) Plan for and implement effective teaching and

learning

3.3 Include a range ofteaching strategies.3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Through my studies and practicum I developed

engaging Teaching and Learning

strategies“While we use all of our

senses to take in information, we each

seem to have preferences in how we learn best. In order to help all students learn, we need to teach to as

many of these preferences as

possible.”(Cuaresma, 2008) as cited in (Gilakjanji, 2012) page105

1.

5.

4.

2.

3.

AITSL – Professional Standards for Teachers4) Create and maintain supportive and safe

learning environmentsManaging challenging behaviour was a challenge for me during practicum. However in modelling teacher as reflector and researcher; I continually

sought out new techniques that could be adopted to successfully manage challenging

student behaviour. I was very proud to significantly improve in this are as highlighted by

my practicum reports.

4.3 Demonstrate knowledgeof practical approachesto manage challengingbehaviour.

Mary Mackillop Catholic College – 1st Round

Leongatha SC – 2nd Round

AITSL – Professional Standards for Teachers4) Create and maintain supportive and safe

learning environments“The overriding message that I took from Bill Rogers is to recognise explicitly that behaviour is about emotions and associated traits: confidence, self esteem, peer relationships, group acceptance, empathy, belonging, resilience, .. and all the opposites. Crucially, this is for the teacher and the students. There is just no excuse for an angry outburst that has no resolution; for forcing a child into an emotional corner through power or using sarcasm to humiliate. We are the adults. BUT –we are human and we sometimes fail to manage. Sometimes, things go wrong and as teachers we put ourselves on the line emotionally all day. No other job is like that – where you risk being burned by a teenager just because you ask them to do some work. So, Bill Rogers urges us to acknowledge our emotions – and, for me, this helped hugely (Sherrington, 2013).”

I found the Bill Rogers Videos and

texts provided significant

assistance in helping my behaviour

management skills.

I agree wholeheartedly with this quote

AITSL – Professional Standards for Teachers5) Assess, provide feedback and report on

student learning

• Assessment of learning (summative) – “gathering evidence of student learning to make judgements about students achievement of objectives, goals and standards.”

• Assessment for learning (formative) – “ drawing inferences about student progress from observations and work samples to inform your future teaching”.

• Assessment as learning (self reflection) – “requiring students to reflect on and monitor their progress to inform their future learning and your teaching”. (Churchill, 2011) p. 215.

During my practicum I continually used a variety of assessment strategies

to assess student learning. The information was invaluable in helping

modify my teaching approach.

(Pham, 2014)

AITSL – Professional Standards for Teachers5) Assess, provide feedback and report on

student learning

Examples of some of my assessments strategies include:

Formative Games as

quiz’sSummativ

e TestsIn putting these

assessments together I was again trying to use

Bloom’s Taxonomy to test students abilities across

the full spectrum of learning levels.

Formative Exit Polls

Peer Assessment 5.1 Demonstrate

understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approachesto assess student learning.

Student Self Reflection

AITSL – Professional Standards for Teachers5) Assess, provide feedback and report on

student learningThe Power of Feedback: “To

be effective, feedback needs to be clear,

purposeful, meaningful, and compatible with student’s

prior knowledge and to provide logical connections (Hattie & Timberley, 2007)

p. 104.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

A key learning from my practicum was the importance of using constant and timely feedback allowing students to

monitor their own learning. I observed a colleague marking and recording

students work almost every afternoon after class. When asked the importance of this he advised “To ensure I know I’m teaching effectively, the students are

aware of their learning and I can report to colleagues and parents if and when required”. I attempted to model this

behaviour and found it beneficial for my teaching. As a consequence I am

confident of demonstrating the graduate standards under this criteria.

Reports on student achievement

AITSL – Professional Standards for Teachers6) Engage in professional learning

It is only through discussing and sharing with colleagues and my own continual learning that I will become a better teacher. During placement it was invaluable to receive mentor

feedback after each lesson. It allowed me to be aware of areas of

my teaching that I could then improve. The tone of my voice was a great example, I was not aware that I was always talking loudly. Therefore I constantly worked on

changing my tone during my lessons. This allowed me to better

engage with students during class.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Colleague Feedback

AITSL – Professional Standards for Teachers6) Engage in professional learningDuring my short journey to becoming a

teacher this year I have engaged in professional development both during

practicum and through University. I’m also a member of the VCTA (Victorian Commercial Teachers Association) and will be attending

their annual conference in November. Therefore I believe I meet both the graduate

and proficient levels of this standard.

6.2 Understand the relevant and appropriate sourcesof professional learningfor teachers.

Cybersmart PD PoLT PD

AITSL – Professional Standards for Teachers7) Engage professionally with colleagues,

parents/carers and the community

I believe my 15 years working as a professional has given me the experience and confidence to appropriately deal with people from all levels of an organisation. During practicum both schools graded me an ‘excellent’ in relation to the question “engage professionally, respectfully and

ethically with colleagues and other members of the institution”.

7.4 Understand the role of external professionals and community representatives inbroadening teachers’professional knowledgeand practice.

AITSL – Professional Standards for Teachers7) Engage professionally with colleagues,

parents/carers and the community

I have reviewed the VIT professional code of conduct and appreciate the importance of

complying with this code.

6.2 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession..

As a preservice teacher I believe I maintained these standards however

also question how much I was actually tested in this area.

Therefore I have reviewed a number of potential scenarios and

determined my likely responses. This has prepared me for what may occur

during my teaching.

1.4 Teachers maintain objectivity in their relationships with studentsSocial networking sites are the major forum through which teenagers communicate. Is it appropriate for teachers to accept students as ‘friends’, or former students as ‘friends’?I do not believe this would be appropriate, as teachers should maintain professional relationships with the students.

Example of scenario and response

Reference: Carabot, K. (2014). - Lecture 4 Engaging through popular culture and technology,

EDF 5808 Fostering student engagement in Education, Monash University, Clayton, Victoria.

Churchill, R. (2011). Teaching: making a difference. Milton, Qld, John Wiley and Sons 1st Edition

Gilakjanji, A. P. (2012, February 1). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104-113. doi:10.5296/jse.v2i1.1007

Hattie, J., Timperley, H. (2007): The power of feedback, Review of Education Research; Mar 2007; 77; 1; p 81-112. DOI: 10.3102/003465430298487

Pham, T. (2014). - Lecture 4 Theory and practice of teaching and learning, EDF 5807 Theory and practice of learning and Teaching, Monash University, Clayton, Victoria.

Sherrington, Tom (2013). Behaviour Management: A Bill Rogers Top 10. Retrieved from http://headguruteacher.com/2013/01/06/behaviour-management-a-bill-rogers-top-10/