Standard 1

APST 1: Know the students and how they learn

Focus Area 1.1: Physical, social and intellectual development and characteristics of students

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

My Interpretation: Use teaching strategies to support student engagement and assist in the physical, social and intellectual developments of students and their learning.

How I Integrated the Standard: As teachers, we have come to understand that knowing how our students learn helps develop positive educational outcomes. By introducing strategies I have listed below, I have support student learning by building their physical, social and intellectual development. As I had a number of students with learning difficulties, I made a list of strategies I incorporated into my teaching to enhance their engagement within a classroom. I recognized that students responded positively to online quizzes such as Kahoots which I included within my teaching.

Focus Area 1.1.pdf

List of Modifications for Differentiated Teaching Strategies

The list above focuses on modifications and differentiated teaching strategies I had incorporated into my Year 8 and 10 classes. To strategize ways of supporting students on adjusted learning plans, I made a list of these possible teaching strategies to focus on areas I needed to develop. Through the integration of these strategies, I was able to increase engagement within classrooms which aided in reducing disruptions. These strategies work to support the physical, social and intellectual development of students. For example, acknowledging students effort in their work helps them build confidence when attempting assignments and supports their social developments. Strategies such as scaffolding and visual teaching methods aids in intellectual and physical development.

Standard 1.1.2.pdf

End of Term Kahoots

During my final days with my students for Term 2 and Term 3, I decided that each class would get to play Kahoot quizzes. I had designed the quizes around the units I was teaching at the time. I thought it would be a great way to engage students, summarise what we had learnt for the term and to build their social and intellectual development. When teaching them throughout the term I had realized the students really enjoyed online quizzes where they could either compete or work with their classmates to complete the task. I found that toward the end of each term students were often unmotivated with their subjects and these Kahoots were a way to their boost morale and could reflect on their own achievement.

Vineetha was always well prepared for her lessons. She planned them thoroughly and specified clear objectives. A range of learning activities were conducted, designed to achieve the set lesson objectives and she was careful to incorporate variety into her lessons through the use of different teaching styles, activities and resources. She ensured that she was familiar with all demonstrations and practicals prior to undertaking them in class showing the students that science can be innovative and novel.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 1.2: Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

My Interpretation: Develop an understanding of the different ways student learn through observations and research and incorporate the strategies into teaching practices.

How I Integrated the Standard: During my practicum, I was always willing to look for ways to improve my teaching practices. I was open to feedback from my mentors and university liaison to help me with this process. Whilst developing a strong relationship with the students, I observed the different ways my students effectively learn in a classroom and employed these strategies. I looked at incorporating High Impact Teaching Strategies as those outlined in HITS (Department of Education and Training) within my classroom to support student engagement, achievement and wellbeing such as setting goals, structuring lessons, worked examples and using differentiated teaching which is evidenced below.

Standard 1.2.pdf

Mentor Feedback

Attached above is feedback from my mentor during a Year 11 class. In my lessons, I always express the lesson aims and activities for the lesson. In the lesson, I negotiated timings for activities and presentations as Lesson 1 school assembly ran over time. I used lesson starters such as doing a Q&A session about concepts learnt in the previous class. I set a small but quick activity at the start of the class which required students to research ways disease transmission occurs to engage students. I structured my lesson to small-group discussions on spread and transmission of infectious diseases. In the lesson, I returned their Multicellular Organisms test and provided verbal feedback which students could use to improve on in their future tests. Feedback helps redirect student action to better align effort and activity with a clear outcome that leads to achieving a learning goal.

combinepdf (3).pdf

University Liaison Comments with Reflections and Improvements

As mentioned, I was always looking for ways to improve my teaching practices. Attached above is my lesson plan, feedback from my university liaison when observing a lesson with my improvements. In my lesson plan for the class, I was introducing the summative task: Body Systems Board Game. This assessment task was also differentiated for my students with learning difficulties. This was to ensure inclusion of all learners by extending the knowledge and skills of every student in every class, regardless of their starting point. The feedback from my liaison included using the whiteboard to clearly communicate the learning goals of the lessons instead of doing it verbally. By using the whiteboard, students are constantly reminded what a successful lesson is and will align their efforts to support this. After reflecting on the lesson, I ensure in the next class that I wrote down the learning goals on the whiteboard for the students to see which can be seen in the document.

Vineetha taught a number of units during her practicum and these were planned in consultation with her mentors and the appropriate curriculum documents. This demonstrated her ability to work sequentially through a number of linked units, recognising and building on the student’s prior knowledge. Vineetha was able to do this in a variety of subject areas and year levels. She was keen to discuss her lesson plans with her mentors and valued any advice or input that they offered with regards to improving her lessons. She was eager to incorporate any feedback into her lesson in order to improve her teaching.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

My interpretation: Understand the various teaching strategies needed to assist the learning and wellbeing of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

How I Integrated the Standard: Blackfriars Priory School is a multicultural school with students from a variety of backgrounds and socio-economic levels. Within my classrooms, I had a students from Afghanistan and of Aboriginal and Torres Strait Islander backgrounds. I utilised a variety of teaching strategies to assist in their learning and wellbeing as outlined below. I also involved myself in Homework Club which I attended weekly where had the chance to work with with students on Individual Education Plans, EAL students and refugee students. During Parent-Teacher interviews, I used translators to converse with non-English speaking parents.

Notes on Year 8 EAL Student.pdf

Strategies to Support EAL Students

To assist one of my year 8 EAL students, I researched different strategies to support EAL students within a classroom. This particular student was also suspected of having a auditory processing disorder. Hence, I found strategies to improve my teaching practices and make a significant difference to the achievement s of a student with APD in the classroom. I ensured I spoke clearly and did not use complicated language when interacting with him. I gave him a chance to try and convey his ideas verbally and encouraged him to use drawings/pictures to get his message across.

PTI.pdf

Engaging with EAL Students and their Parents

Attached above is the Parent-Teacher Interview document used for the Term 3 Learning Conversations with parents. The document outlines a record of parents who have booked to a meeting with my mentor and I. It also includes a summary of comments I wrote down for each student to be communicated to the parents. When conversing with EAL students and their parents, I used a translator to assist this process. I gave appropriate feedback and outlined areas where the student excels in and areas where he could improve. I always started with positive feedback whilst using simple and straightforward language. I was aware of always being appropriate in my language as to be respectful to their culture.

Vineetha volunteered her time at the school's Homework Club in the library after school. This involved Vineetha forming relationships with a wider variety of students outside of her regular classes. She helped a number of students understand assessment requirements and assisted them to meet deadlines. Students who attend Homework Club are generally those who need adjustments to their work and are on Individual Education Plans, those students who have English as an Additional Language, those who have organisational difficulties and struggle to meet deadlines and quite a few students from refugee backgrounds. Her assistance was very much appreciated by the staff.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

My Interpretation: Develop an understanding of the effects of culture, cultural identity and linguistic background which impacts the learning and wellbeing of Aboriginal and Torres Strait Islander students.

How I Integrated the Standard: During my practicum, I tried to incorporate different ways to motivate and support the learning of Aboriginal and Torres Strait Islander students. My mentor and I would regularly send emails to my year 11 student's parents as he was falling behind in classes and not submitting assignments. When he did come to class, I would offer some one-on-one time to help him with his practical or update him on content to the best of my ability. TO identify gaps in my knowledge I involved myself in the professional learning course Yourstoryyourjourney. This course aims to help teachers form relationships and partnerships with communities and parents to achieve better educational outcomes for all Aboriginal and Torres Strait Islander students.

Vineetha Vijayan - Pro-activity Responses.pdf

Reflections on yOURSTORY

As a way to improve my teaching practices and support Aboriginal and Torres Strait Islander students, I sought resources to understand how their cultural identity affects their learning. I reflected on my knowledge of Aboriginal and Torres Strait Islander culture to identify the gaps in my knowledge as evidenced in the document. I found that I needed to work on my current understanding of Aboriginal and Torres Strait Islander culture to be able to effectively support my students. In the reflections, I mention resources that I currently use to promote understanding of Aboriginal and Torres Strait Islander culture within the classroom such as terminology and science resources are from Flinders University and the Narragunnawali Reconciliation in education sites. I have also outlined the areas where I need to improve on such as how I influence the different spheres especially when it comes to community-teacher-parent relationships.

Standard 1.4.1.pdf

Pastoral Care Email to Parents

Attached above an email sent to the parents of my Year 11SACE Stage 1 Biology student. He regularly missed school and was behind on his lessons. He was past the due date on his practical report and we were worried about him. Hence, I offered to help him with his report in the library either during lunch or after school. He ended up finishing the practical report successfully. During classes, I would offer one-on-one time to guide him in his report and keep him updated with content as he was missing quite a bit of it.

Focus area 1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

My Interpretation: Design lessons and activities that accommodate a diverse range of abilities within a classroom through differentiated teaching strategies.

How I Integrated the Standard: During my practicum, I encountered students with a range of abilities and had different learning needs. I first established a positive relationship with my students that allowed me to identify their individual needs and better gauge their ability. I used a range of formal and informal assessments such as activity or reports obtained from Education Perfect and Gizmos to adjust my lessons to better suit the ability of students in my classroom. I modified tasks for individual students who would struggle with big tasks, negotiate due dates and provide alternative ways to submit work. I ensured I had extension questions prepared for advanced students as seen with the Gizmo below so they did not get bored of class work and remained constantly challenged.

Standard 1.5.pdf

Adjusted Assessments for Year 8 and Year 10

Attached are the adjusted assessment tasks I designed for my Year 8 students with Learning Enrichment. I had sought advice from Learning Enrichment as this assessment was complicated as they had to design their own board game. I incorporated their feedback when adjusting their tasks. I assigned students their own body system to research to take pressure of choosing one themselves. I reduced the number of mandatory questions they had to include in the board game. However, I still included challenging learning goals for them to achieve. They had to research certain aspects of their assigned body system to develop questions about medical advancements and occupations.

Standard 1.5.2.pdf

Gizmos for Year 8 and 11

As part of my lessons, I have integrated Gizmos which are STEM-based simulations. Attached are examples of the Gizmos I have assigned to my Year 8 and Year 11 SACE Stage 1 Biology classes. I have 3 students on adjusted learning plans in Year 8 and no students on adjusted plans in Year 11. For my Year 8 class, I differentiate content to accommodate inclusion of all students of different abilities. If I find a Gizmo too challenging, I will allocate certain sections for them to attempt. If students would like to challenge themselves, I always encouraged them to attempt the other sections. For my Year 11 class, I've included STEM cases which are interactive explorations in which students have to solve real-world problem as a STEM professional.

Vineetha developed an understanding of different learners as the practicum progressed. She was able to display a pleasing ability to identify the different needs of students in her care, while always maintaining a mature and professional approach to the teacher student relationship.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 1.6: Strategies to support full participation of students with disability

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

My Interpretation: Develop teaching strategies to aid engagement and learning of students with disability.

How I Integrated the Standard: As a teacher, I am aware of my legal obligations in supporting students with learning disabilities to ensure their compliance with the Disability Discrimination Act (DDA). I ensured to make reasonable adjustments to ensure students with learning disabilities can access education on the same basis as their peers. I differentiated all assessment tasks as needed for the Year 8 and 10 classes. Along with that, I helped create a differentiated Cells and Living Systems Booklet for one of my Year 8 students as shown below. I provided a scaffolded practical report template to my Year 10 students who had learning difficulties to use when writing their reports.

Standard 1.6.pdf

Differentiated Year 8 Booklet

The document above is the differentiated Cells and Living System booklet designed for my Year 8 student. Student is given access the powerpoint presentations on his laptop during lessons which aligns to the booklet. Notetaking is well scaffolded. Student was given a booklet which has all notes sheets, questions, worksheets and formatives practicals in it for the whole topic. This is to help with organisation and reduce loss of papers. Notes consist of scaffolded sentences requiring students to follow along with the powerpoint presentation and fill in the blanks, label diagrams etc. This allows them to keep up with the work while ensuring they get all the information. I also included word searches and glossary of key terms.

Motion down an Incline Plane Scaffolded report (2).pdf

Scaffolded Practical Report Template

Writing a practical report can be a daunting tasks for students with a learning disability. Practical reports largely follow a structure which requires students to determine or write an aim, hypothesis, method, results, method and conclusion. Eventhough the report has a basic structure, its content will vary between practicals. Hence, to take the stress off students, I have created a practical report template for them to use. Attached above is a scaffolded practical report template for my Year 10 students who had learning disabilities which breaks down the content each student needs to cover. It is designed to guide them when writing their practical report and gives them a clear direction of what to include.

Inclusivity within her planning was evident and with experience it will develop further.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

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