Standard 3

APST 3: Plan for and implement effective teaching and learning

Focus area 3.1: Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

My interpretation: Creating and communicating challenging learning goals for students of different abilities that allows them to demonstrate success in learning.

How I Integrated the Standard: Throughout my time at Blackfriars, I created tasks with challenging learning goals such as incorporating extension questions and adjusted assessments to meet the varying abilities in a classroom. With each of these assessments, I ensured that the learning intentions were clearly communicated to the students. I strived to challenge students to extend their knowledge by incorporating extension questions that would require them to do research or apply their prior knowledge to solve real-life problems. For students on adjusted learning plans, I designed lessons that were scaffolded and not overtly challenging as to not cause anxiety and frustration.

Standard 3.1.pdf

Body Systems Board Game Assessment

The attachment above is an example of an assessment I set with challenging learning goals. Students were tasked with making a board game about a body system of their choice. They were allowed to design the board game according to their creativity. However, they also needed to integrate a minimum number of questions about a specific criteria (highlighted in yellow). This would require them to do some research to create the questions. While the whole class was given a basic structure to follow, each student was the opportunity to apply their own creativity to the board game. I was able to provide challenging learning goals for students on adjusted learning plans as they also had to integrate the same criteria with support.

Standard 3.1.pdf

Extension Questions in SACE Stage 1 Chemistry practical and Homework Booklets.

For the pH practical activity, prior knowledge about pH was first assess to see what student knew. They were then given three different methods to measure pH qualitatively and determine which method was the most accurate. An extension question was included where they were given an unknown solution and had to determine its pH. In their weekly formative homework booklets, extension question are also included to extend their knowledge .

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 Abbot and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 3.2: Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

My interpretation: Produce unit and lessons plans from knowledge of student learning to effectively relay content that will aid student achievement.

How I Integrated the Standard: Using unit plans from my mentors, curriculum documents and a variety of resources, I had created unit plans for my Year 8, Year 10 and Year 11 (chemistry) classes. When teaching in Term 1 and Term 2, I noted that my students positively responded to activities and practicals. Hence, I included a range of activities (motion cards) and practicals (the great balloon challenge) to motivate my students.

Standard 3.2.1.pdf

Year 10 Forces and Motion Rough Unit Plan

This is an example of a rough unit plan that I used to plan learning sequences for Term 3 (not Term 2 - mistake in document). This allowed me to work sequentially and adjust activities, practicals and homework based on student learning weekly. This made it easy for me to adjust planning in case of events (Sports Day, St. Dominic's Day) or according to my mentor feedback.

University Liaison Comments and Feedback

During the placement, my university liaison had observed on of my classes for Year 8 Science. Attached are the comments and feedback he had written for me. Based on his feedback, I had shown evidence of strong planning and integration of knowledge as I created my own PowerPoint slides and a booklet to accompany the slides. Students could take notes in the booklet which was structured around the slides. This was effective for student learning as they were not overwhelmed with information and was not stressed about note-taking as they could access on SEQTA at their own time.

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. Vineetha was also good at adjusting the sequence and flow of these lessons due to the numerous interruptions to classes that is school life (eg. immunisations, excursions, camps).

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

Focus area 3.3: Use teaching strategies

Include a range of teaching strategies.

My interpretation: Use a wide variety of teaching styles to enhance delivery methods to build and enhance student skills.

How I Integrated the Standard:

Having a range of teaching strategies helps teachers focus on the development of knowledge, understandings and skills that will assist students to engage in the content and will support and extend students' learning . Inquiry-based learning is a great way for students to build their observational skills whereas scaffolding allows students to be pushed out of the comfort zone by building confidence. In my lessons, a common strategy I used was class-discussions which involved students coming up with their own ideas. My classes enjoyed the student-teacher interaction and were always excited to provide their opinion about a topic even if they did not have any knowledge about it.

Standard 3.3.pdf

Constructivist approach - Year 11 SACE Stage 1 Infectious Diseases

I applied a Constructivist approach to my teaching where students play an active role in constructing their own learning instead of passively receiving information from me. In the attachment above, my year 11 SACE Stage 1 Biology students were learning about disease transmission and how quickly/easily a disease can spread. Instead of me lecturing them about it, I designed a practical that simulates disease transmission. I posed as Patient 0 and 'infected' their water samples. They were given a table and had to record anyone they exchanged their solution with (simulates coming into contact with different people). From this, they had to determine Patient 0. I also made the link to how contact tracing is carried out. Students were able to trace the origin of the 'infection' back to me successfully. using the tools and information they were given.

Standard 3.3.pdf

Vygotsky's Zone of Proximal Development - Heavy Scaffolding in Year 10 Motion Practical

When teaching at Blackfriars, I also incorporated Vygotsky's Zone of Proximal Development Theories into my lessons and assessments. This was a particularly challenging assessment as the concepts were difficult to grasp and it had complex calculations A large number of students in my Year 10 class struggled with mathematics. Hence, I applied Vygotsky's theory of we move students from where they are comfortable but not increasing their development, to the space where it's a bit beyond them but with guidance, they can be challenged into development. Scaffolding their practical allowed my students to be pushed out of their comfort zone whilst learning new concepts and reducing cognitive load.

Real-life Application of Knowledge

I strived to show my students the real-world application of the concepts they were taught. After learning to calculate speed using distance and time, I had showed them videos of Usain Bolt and Shelly Ann Fraser (the fastest man and woman in the world). They were tasked with calculating the speed at which they were running by observing how long they took to run 100 metres. Some of them made the connection of how this method is used to calculate the speed of athletes in competitions.

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 Abbot and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 3.4 : Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

My interpretation: Incorporate different forms of teaching resources such ICT in learning to promote engagement amongst students.

How I Integrated the Standard: In my teaching, I sought to obtain different resources to better engage my students during lessons. I included simulations, interactives and YouTube Videos into my Powerpoints to supplement my lessons and make them more interesting. I attended a Masterclass on ICT integration to help further my knowledge and capabilities to incorporate immersive technologies within a classroom.

Standard 3.4 - Simulations.pdf

Simulations and Interactives in Powerpoints

Simulations and interactives motivate students by keeping them actively engaged in the learning process through requiring that problem solving and decision making skills be used. I used interactives from thephysicsclassroom to provide a visual aid of concepts that were difficult to understand. Simulations from PhetColorado were great for science lessons as it allowed students to understand the atomic structures of different elements and how it changes their position on a Periodic Table.

Standard 3.4.pdf

YouTube Videos

Along with simulations, educational YouTube videos were included within my powerpoints. These videos efficient source of ready-made content that can be leveraged to increase student engagement and quickly explain concepts. I tried to show videos that were less than 6 minutes long as after that students stop paying attention. I tried to include videos that were also relevant to them. For example, I showed them a video on the amount of bacteria that grows on their phone without regular cleaning.

Standard 3.5.2.pdf

ICT Masterclass

I attended a workshop led by Dr. Walter Barbieri from the University of Adelaide on Immersive Technologies in the Classroom. The masterclass talked about examples of immersive technologies, history of their use, evaluating the effectiveness of these tools by exploring research and exploring tools for immersive technology. The focus of the masterclass was on secondary school hence it was relevant to my teaching. Apps such as AR Makr, Jig Workshop and Honogo have the ability to bring immersive technologies into the classroom.

Focus area 3.5: Use effective classroom communication

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

My interpretation: Using a variety of communication methods with students to support student understanding and learning in classes.

How I Integrated the Standard: Throughout the practicum, I utilised a range of verbal and non-verbal communication strategies to engage students in my classroom. I used verbal communication to give direction instruction and used student named to reduce disruption. Non-verbal cues such as body language and eye-contact was used to redirect student learning. I would also write learning goals on the whiteboard for most lessons so students had a clear idea of my expectations of them.

vin 2nd lesson observation.pdf

Mentor Feedback

Attached above is feedback from my mentor at Blackfriars. Based on her feedback, I had a good use of voice and I used students names to reduce class noise. I also used use non-verbal cues such as body language and eye-contact to redirect student learning. I ensured that I was confident when dealing with students especially those who were disruptive. I used verbal direction to give direct instruction to students.

Learning Goals Displayed on Whiteboard

During the start of each lesson, I ensure I made the learning goals of the lesson clear either by writing it on the board or verbally communicating it to the students. Hence, for each lesson students are aware of what they are meant to be achieving in a successful lesson. This was done to have more clarity with instructions so students are not confused of their expectation when they come into class.

Focus area 3.6: Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

My interpretation: Reflecting on teaching to reassess teaching strategies and improve teaching practices such as content delivery and lesson plans to enhance student learning.

How I Integrated the Standard: During my practicum, I formed professional relationships with the staff at Blackfriars Priory School and with my mentor to share my resources and discuss my lesson plans and teaching style. I always sought to receive feedback for my lessons or new ways to deliver content and activities to continually improve and refine my teaching practices. Wherever possible, I welcomed feedback from my students to identify teaching methods that were effective and those that were not. I attended Science meetings involves planning practicals and summative assessments in a team approach.

Standard 3.6.pdf

Reflecting on Lessons

On my 4-week placement, I had to teach Year 10 Genetics. This involved them doing many exercises and worksheets regarding punnet squares. For the first lesson about Punnet Squares, I had left them to do the worksheet on their own as I thought this would instill independant learning. However, as the concept was still new to them, they did not engage with the learning. They became disruptive due to its difficulty. Reflecting on the lesson, I had decided we would discuss these questions one at a time and step by step during the next class. I used a few questions to show them the order in which I broke the question down stepwise and then allowed them to workout the questions on the whiteboard.

combinepdf (4).pdf

Science Meeting to Edit Education Perfect Lessons

During my time at Blackfriars, I attended science faculty meetings. One of the meetings involved editing and customizing Education perfect lessons to suits the ability of different students in the classroom. I learnt that you could even make your own smart lesson on EP or edit existing lessons to be easier/harder. When assigning Education Perfect units to students as homework or classwork, one of the most common complaints were that the content was either too hard to not related to the curriculum. This was a good way to ensure the inclusion of all students regardless of the level of ability.

Focus area 3.7: Engage parents/carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process.

My interpretation: Utilising a variety of strategies to provide opportunities for parents/carers to include themselves in student learning.

How I Integrated the Standard: As I did not have access to SEQTA due to Blackfriars Privacy Policy, I had limited opportunities to engage with parents/carers. I communicated with them through SEQTA messages, emails and I even attended Parent-Teacher Interviews. I tried to convey positive feedback and keep parents updated with their child's progress.

Standard 3.7.1.pdf

SEQTA Messages

Above is an example of SEQTA messages regarding assignment feedback. The feedback outlines areas that the students was successfully achieved and struggled with. These messages are posted for parents to review to ensure that they are updated on their child's progress for different assessments. I would write this feedback and relay it to my mentor to be uploaded onto SEQTA.

PTI.pdf

Parent-Teacher Interviews

During my final week at Blackfriars, I attended the Parent-teacher interviews. Eventhough my mentor teacher led the interviews, I was still able to provide feedback to parents about their child's progress. I took notes about their progress before hand so I could give some comparisons of how they were doing at the start of the term versus the end of the term.

Vineetha also used the Learner Management System to keep parents informed of late submission of work and also to inform parents of unsatisfactory achievement in class and assessments. Vineetha attended Parent teacher interview night and showed her effective communication skills with parents and students, and the formation of positive relationships between both parents and students. She was able to manage confidential information and conflict in sensitive and ethical ways talking to students with behavioural issues, separating the behaviour of the student from the individual and being able to communicate that it was a choice student makes rather than a personal characteristic.

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

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