Claire Shinners
Standard 3: Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
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Over the duration of my course, I have learnt about the teaching cycle as well as being given ample opportunities to plan for and implement effective teaching and learning. Through these opportunities and experiences at placement I have developed and implemented multiple teaching strategies and engaged in the planning, structuring and sequencing of learning programs (see artefact 8). Teachers need to have specialist knowledge and skills in order to use effective teaching strategies with the aim of improving student learning and enhance student engagement (Loughran, 2014). Teachers need to implement a variety of teaching methods and resources into their teaching, especially ICT, in order to create connections to real life and provide quality educationally experiences (Lowther, Inan, Strahl & Ross, 2008).
It is also incredibly important for teachers to use effective classroom communication and evaluate their own teaching programs. I have engaged in both of these aspects of teaching during my placement experiences, using my teacher voice and teacher presence in the classroom (see artefact 10), as well as reflecting on and evaluating lessons I implemented (see artefact 11).
Standard 4: Create and maintain supportive and safe learning environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
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It has become increasing clear to me, during my studies, that safe and supportive learning environments are not only necessary for students’ academic achievement, but also for their social and emotional wellbeing. Research shows that students’ learning and wellbeing are influenced by social relations, and using strategies such as co-operative learning can foster positive peer-relationships and develop safe and supportive learning environments (Alzina and Paniello, 2017; McGrath & Nobel, 2010). Managing student safety and challenging behaviour is also addressed by Dr. Bill Rogers (2004), who states that the implementation of classroom meetings can make students feel a sense of belonging to the class, and creates a supportive and safe classroom environment.
I have worked towards creating and maintaining supportive and safe learning environments while researching my personal teaching philosophy (see artefact 16), and working with a group to develop a 10-week unit focusing on student wellbeing (see artefact 17). During my placements, I have attempted to put my knowledge into practice when managing classroom activities and managing challenging behaviours (see artefact 9 and 10), but I am still developing the skills and strategies to do so effectively. I have also used Dr. Bill Rogers work to assist in managing classroom behaviour while on placement (see artefact 18).
Standard 5: Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Assessment, feedback and reporting are essential tools within the teaching cycle. A variety of methods of assessment should be used when teaching to gain a clear understanding of student’s learning. According to Seely Flint, Kitson, Lowe and Shaw (2015), the purpose of assessment is to “support and enhance student’s learning”, and can be achieved through three different forms, formative, summative, and observational assessment. Teachers use assessment strategies and feedback as records of student engagement and achievement, and it is upon these which reports are based.
During my placement in a Grade 1 classroom I gained experience at providing informal, verbal feedback to students about their learning (see artefact 10), as well as assessing students’ learning through formal means (see artefact 15). I have also had the opportunities while at university to come to understand approaches to assessment (see artefact 13), as well as being able to interpret student data and report on student achievement (see artefacts 12 and 14).
I am still developing my ability to make consistent and comparable judgements on students learning, which I feel will be a continual process, as I become more experienced with assessment and reporting.
Evidence
Artefact 8.
EDFX316 Unit of work.
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The evidence provided is this artefact is a unit of work I planned and implemented during my placement in a Grade 1 classroom at Craigieburn South Primary School, Craigieburn in 2017.
This artefact illustrates my ability to plan, structure and sequence a unit of work, using teaching strategies (like modelling and whole class discussions), and resources (concrete materials and worksheets) to implement effective teaching and learning.
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(Focus areas 3.2, 3.3, 3.4)
Artefact 9.
EDFX315 Report
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The evidence provided is this artefact is an excerpt from the final report from my placement in a Prep classroom at St. Carlo Borromeo Primary School, Greenvale in 2016, written by the Supervising Teacher.
This passage highlights my strengths in the domain of professional practice, demonstrating my knowledge and use of strategies and resources that engage students, and to organise classroom activities.
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(Focus areas 3.4, 4.1, 4.2)
Artefact 10.
EDFX316 Report
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The evidence provided in this artefact is an excerpt from the final report from my placement in a Grade 1 classroom at Craigieburn South Primary School, Craigieburn in 2017, written by the Supervising Teacher.
This passage demonstrates my strengths in the domain of professional practice, highlighting my ability to plan lesson sequences, used a range of resources to engage students' learning, use effective verbal and non-verbal communication, implement strategies to support student participation, manage challenging behaviours, and provide appropriate feedback to students about their learning.
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(Focus areas 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 5.2)
Artefact 11.
EDFX316 Lesson plan evaluation
The evidence provided is an excerpt of a lesson I planned and implemented while on placement at Craigieburn South Primary School, Craigieburn in 2017.
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This evidence, which is the post-lesson review and evaluation of student achievement and teacher effectiveness, demonstrates my engagement in reflections on student achievement and self-evaluation of effectiveness to improve teaching.
(Focus area 3.6)
Artefact 12.
EDST261 – Science & Technology 3
The evidence provided is an excerpt of an assignment from EDST261 in 2016. This assessment task required students to work in groups to plan a unit of work consisting of 4 science lessons, and implement them in a Grade 3 classroom, and then evaluate student learning.
This evidence (sample of focus student’s work and my report on that student’s learning) demonstrates my ability to use informal and formal approaches to assess student learning.
(Focus area 5.1)
Artefact 13.
EDMA360 AT1
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The evidence provided is an excerpt of an assignment from EDMA360 in 2017. This assessment task, in part, required students to evaluate the use of interviews as forms of assessment. This evidence demonstrates my understanding of formal, and summative approaches to assess student learning.
(Focus area 5.1)
Artefact 14.
EDMA AT
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The evidence provided is an excerpt of an assignment from EDMA360: Learning and Teaching Mathematics 2, in 2017. This assessment task, in part, required students to conduct a Rational Number Interview with an upper primary student and to write a report of their answers.
This evidence demonstrates my knowledge of how to interpret data from this interview and report on students' understanding and knowledge.
(Focus area 5.4, 5.5)
Artefact 15.
EDFX316 Assessment
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The evidence provided is an excerpt of an assessment grid from a lesson plan I implemented during my placement at Craigieburn South Primary School, Craigieburn in 2017.
This evidence demonstrates my ability to assess students learning using assessment criteria and make consistent and comparable judgements.
(Focus area 5.1, 5.3)
Artefact 16.
Personal teaching philosophy
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The evidence provided is an excerpt of an assignment from EDFD462: Transition into the Profession, in 2018. This assessment task, in part, required students to develop a personal teaching philosophy.
This artefact demonstrates my knowledge and commitment to maintain students' wellbeing and safety.
(Focus area 4.4)
Artefact 17.
Wellbeing unit outline​
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The evidence provided is a sample unit outline my group created during a tutorial for EDFD462: Transition into the Profession, in 2018.
This evidence demonstrates my knowledge of planning, structuring and sequencing learning programs, maintain students' wellbeing and safety, and how to use ICT safely, responsibly and ethically.
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(Focus area 3.2, 4.4, 4.5)
Artefact 18.
​Reflection of lesson
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The evidence provided is an excerpt of an assignment from EDFD260: Teaching and Managing Learning Environments, in 2018. This assessment task, in part, required students to reflection on a lesson that I planned and implemented in a Grade 1 classroom at Craigieburn South Primary School, Craigieburn.
This evidence demonstrates my knowledge and skills in managing challenging behaviours and to support student engagement and learning.
(Focus area 4.1, 4.3)
