3. Plan for and Implement Effective Teaching and Learning
My philosophy for teaching asks that:
•I will understand and address the diverse learning needs and styles of my students;
•I will engage my students in positive and worthwhile learning;
•I will be innovative in my teaching, creating stimulating lessons that address the curriculum, but which cater to various learning responses and styles;
•I will ensure that my lessons and teaching pedagogy meet the classroom dynamics – space, mood, time, and environment;
•I will relate to my individual students’ experiences, knowledge and worldviews, as much as possible;
As a part of my course, I learned the use in using tools to enhance the learning process, from the point of planning for teaching. The Learning Management Plan is a highly focused organiser, individually designed, focusing on identifying and understanding the needs of my collective students. It does this by requiring me to consider the following:
This specialised mode of planning allowed me to think about the ways in which my students learn, and how I could use these means as a way of engaging them in my lessons, in either group or individual dynamics, to allow them to learn as productively as possible for the achievement of outcomes I laid out.
** See Eg. LMP for Manunda Tce Primary Health & P.E sequence of lessons, Grade 1/2**
Reflections:
22nd April, 2013 – Day One at Westgarth Primary School
It took an entire term of turn-backs, declines and disheartening “failures” to get myself a placement in Melbourne’s north, after finally deciding to stay on here for my 10-week stint. It was a frustrating term break with no contact from schools I had contacted over the two-weeks, despite my continued emails over this time. On day one of term 2, I tried again. I called my preference school for the third time, even though they had already informed me that they are only able to take on students from a university they already have an affiliation with, to see if I could come in for a meeting with the principal or vice principal. I was, initially, asked the usual protocol of my uni – a means of “triaging” student teachers, I had worked out with experience – and told that it was not the norm for the school to take students from outside of their affiliate uni. This time I decided not to relent at the lack of confidence I felt, and insisted I had been told that a meeting would be arranged (which I had been, on previous attempts). I was put on hold and reception sought the appropriate staff to query my request. She returned to the phone and asked me back the following morning for an interview! So, that’s where I went at 9.30 on Tuesday morning.
I was told my persistence, one of the school’s values, had won me a favour and I was asked to start the following week!
Wow! A lot to take in (and a life to cancel and a diary to white-out space in) in such a small space of time. But SUCH a relief to know that I had my major placement sorted, and with only a short three-week one left to complete in a remote location (by choice) following. The end actually is starting to feel possible now!
And such a beautiful school and staff body! I have a placement with grade 3 and 4, stretching my familiar zone of comfort just a wee bit. But I am excited for the challenge, as well as the introduction to more specialised subjects of various learning areas in the time to come, as well as NAPLAN next month!
Sarah, my mentor, is excited to work with me, and feels that we will be able to team teach the class over the period. My first week will be a time to settle in and find my place, taking on what I feel comfortable with at first.
Wednesday, 24th April, Week One Placement at WPS
This is such a busy week, trying to condense as much of the week’s work as possible into just three days as the Labour Day public holiday is followed by a Staff planning day on Friday. After school I will be having my first team meeting, that is, one for the grade3/4 teachers, after having been to my first full-staff meeting on Monday.
Sarah feels confident in leaving me to take charge of lessons that she has planned for this week. I have already been asked to lead a small group working on both mathematics and literacy, and also to run “wild” with our Inquiry Topic in Endangered Animals! I have decided to start with a simple postcard activity, combining informal letter-writing with both art and science (animal habitat etc.). I will ask them to choose an endangered animal and give them a selection of facts that they need to research to include in their letter to a friend.
Monday 29th April, 2013: My First Literacy Lesson (from own plan) at WPS
My lesson plan is included below for the week literacy (reading) unit on “Summarising and Paraphrasing”. I used the format that Sarah uses with her class, having a selection of Independent Reading Groups’ tasks, which the students need to work through at their own pace and selecting in their own preferred order, but having the need to have all four tasks completed by the end of the week (allowing one day’s session per task). The Internet connection did not allow me to print articles for one of my options, and so I had to alter one of the groups to analyse a different text instead.
I learned today that it is wise to set expectations from the fore – time-frames need to be instilled, despite students being able to work at their “own pace”, including for pack-up and set-up. I need to make it clear that there is an expectation from me, as there is from Sarah in her usual lessons, that students finish their work if they are to be able to have “Golden Time” (“free time”) allocated at the end of the week.
To continue with these lessons for the remainder of the week, I will need to print off the information on the website that I had wanted students to explore as one of their texts (my intention being that they would need to be mindful that there are many distractions to avoid when reading off a website for information).
I need to remind students that it is a good idea to make summaries in dot-points first, and to then turn them into their own words from these.
With regards to student learning, I was anxious to know that my students were acquiring new knowledge (the outcome of learning), especially with respect to the series of lessons I had put together
It was essential, for me, to make the direction of learning clear, and feedback for this, I feel, has been positive. My ability to communicate to students has developed over the course of my practicum, across the school settings, but it stems from my long experience of working with young people as well.
Tash has thoroughly planned for all sessions (she has) taught. Planning has been detailed, flexible and aimed at the point of need. (Sarah Morris, Placement Mentor ETP426 at WPS)
3.1. Establish challenging learning goals – Set learning goals that provide achievable challenges for students of varying abilities and characteristics
Instructions always clear, provided scaffolding and appropriate support. (Kathy Dinoris, Manunda Tce Primary School Mentor ETP420 Practicum)
It is important not only that I am able to set goals for myself as a teacher, and for my teaching content, delivery and outcomes, but that my students can set goals for themselves and act towards achieving these. My own goal-setting can be an explicit process, showing students what I want to see from my lessons in terms of their learning. Providing continual feedback helps students to reflect on their development and to act on improving areas which may fall short of achieving their goals. My modelling of constructing and acting towards goals acts as a scaffold for students to do the same, developing skills in self-assessment by knowing what it is that their learning should demonstrate, and how they can apply their learning to manageable tasks.
When students establish their learning goals, it is important that they do so in their own words. In the grade 3/4 class, students wrote such goals on a post-it note. Their note acted as a reminder of the overarching goal they had for their current learning. However, it was important to the setting of a goal that students could see how far they had come already, seeing what they had achieved for themselves through their efforts, and knowing that continued efforts and dedication could do as much for achievement again. Therefore, each student’s post-it contained one area of pride, and other of improvement.
For myself, goals overarch my learning and teaching to learn journey. My philosophy highlights these goals, as do these Graduate Standards for Teachers. Breaking goals into smaller, more timely and achievable tasks makes them clearer and less confronting. From goals, strategies for achievement can be developed, creating gradual steps as a scaffold for their attainment. The techniques I use for my own development and progress can be modelled to my students as well.
In addition to goal-setting, teaching self-monitoring is important as well. Classroom discussions prompt students to consider their learning outcomes, and to assess where they have come from, where they are going, and where they need to be. Reminding students of where they once were in terms of their learning is a good method for evoking this sort of reflection. Videoing reading or presenting (something I used for a particular student for his reading self-analysis), or drawing out students’ past work samples, both work to achieve this. Encourage students to seek feedback if they are unsure. Feedback is a valuable process in the learning experience. It should be extended to students that this feedback can come from more than just the teacher, and that peers and family are important sources of feedback as well. Encouraging students to edit their own work and add their own annotations and corrections also helps this reflective feedback process. Have students read work to one another, or aloud to the class if more confident to do so (the latter also allowing listeners to see an example of where their work may be).
3.2. Plan, structure and sequence learning programs – Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Instructions always clear, provided scaffolding and appropriate support. (Kathy Dinoris, Mentor ETP420 Practicum)
Teaching begins with planning. Within this planning there needs to be consideration of the learners’ prior knowledge, and where they need to go forward with regards to the subject matter in consideration. Without establishing students’ current knowledge base, lessons cannot accurately cater for their learning needs.
In developing maths sequences for the grade 3/4s, pre-tests were used to establish ranked groups by current knowledge. Given the age and year-level range of these students, this was an important step prior to lesson delivery. Planning prior to this, therefore, could not be fully individualised, but could be developed as a guide for a low-, medium- and high- knowledge group before grouping was established.
Similarly, using tests such as Reading Running Records, or PROBE, enables the teacher to determine areas of need for individual students, and potentially to group students into smaller learning groups according to their similar needs.
** see photographs of PROBE testing, pre-assessment tool/s **
Following pre-testing (where I found literacy to establish this same data from general discussion prior to lesson introductions to new topics), lessons can be delivered from the point at which the students are ready to be scaffolded.
** See photographs of Math's planner as example, this planner was divided to cater to different levels of learning, which the pre-test helped to establish the groups for. I was able to group students by their abilities to then further their learning from their specific levels. **
Knowing how my students best learn is important for the unfolding of lessons. I need to let students know what they are learning and why, and establish lessons as meaningful to their individual journeys of discovery.
An example of using my knowledge to guide students’ learning can be extended from a recent PROBE test I carried out on one of my grade 4 students.
** See photograph of PROBE testing **
From the results of his test, I could see that he was lacking in the reading technique of inferencing. Inferencing involves the reader reading a text and drawing meanings from it that are not explicitly stated. They can draw upon their background knowledge and experience, clues from the text, or illustrations and captions when present. It almost resembles a detective scene in that students look for clues and guess what is happening based on these.
If more students come out of the PROBE test with similar shortfalls in interencing, I could conduct a small group (mini-) session on this strategy. Regardless of the number of students, a game of inferencing can be used to grab initial interest and get my learners to think about the process involved. An inferencing game can simply be the giving of a scenario and an outcome, without any lead up of events. Students need to “guess” what the likely lead up involved, or where the passage may be going. Examples include:
Students can use post-its to write the clues both read and sourced from their own knowledge down. The process of slowing down the thinking process is important for inferencing. From this sort of a game, students can be guided through the reading of plots, settings, titles, and inferring themes or possible scenarios from these. Developing an understanding of the main idea and what supporting details exist for this will help with inferencing, as well.
Other methods of teaching inferencing:
3.3. Use teaching strategies – Include a range of teaching strategies
Natasha used the interactive whiteboard, developing strategies used for behaviour, small group, whole class and learning (focus) groups. (Kathy Dinoris, Mentor ETP410 Practicum)
Examples of extending my teaching beyond the regular dictatorial nature, and beyond the pen-and-paper are listed. Strategies for teaching need to be wide-ranging and differentiated to cater for the whelm of learning needs, styles, subject areas and unforeseeable circumstances that can be present in any teaching environment.
Teaching strategies can promote any of the following learning avenues:
Using the grade 3/4s Term 2 Inquiry Unit on Endangered Animals as an example, in- and ex-cursions made learning exciting and engaging for all involved.
We immersed ourselves in our inquiry through a visit to the Melbourne Zoo, and incursions from various wildlife education organisations, and were able to reflect upon these experiences to find their worth for our exploration of the Endangered Animals topic. Students found the experiences a valuable source of further exploration, and of concern for the wider world around them in a more real sense.
The following exert is a reflection taken from our classroom blog following our day at the zoo. The reflection was written as a class, with students each contributing sentences or ideas they felt were of worth to share with our audience.
A Day At The Zoo 05/21/2013
10 Comments
I love the zoo. It's such a wonderful place! Today 3/4S went to the Royal Melbourne Zoo. We got to see many exciting and incredible animals, such as giraffes with towering necks, butterflies with glorious wings and birds with powerful combinations of colours. We got to see the new giraffe that came all the way from New Zealand and the new baby elephant that was born only a few months ago.
At the start of our excursion we went to the Discovery Centre. When we were there we got to touch a snake and a frog. We also got to go into a special dark enclosure that had bounding bilbies in it. Our teacher was Kat. She presented all of the information in a really clear and exciting way for our class. She was very kind and helpful.
After our visit to the Discovery Centre we split up into smaller groups so that we could discover more about the amazing animals that live at the Royal Melbourne Zoo. We enjoyed looking at the breath taking animals and we found out lots of new information.
The main reason that we went to the zoo was to learn about endangered animals. We found out that the zoo takes wonderful care of many endangered animals and they also have a number of campaigns that help people learn about what they can do to stop animals from becoming extinct. We look forward to teaching you more about all the things that you can do in your home to help our endangered fauna.
This visit was a life changing experience for us!
Teaching and engaging students takes on many different forms, and I enjoyed being able to spend my final few days placement (post my presentation to a panel of school representatives for my own assessment) taking time to, once, again, observe the teaching and relations of my colleague (my mentor) teachers with the students;
Reflection: June 21st, 2013
I LOVED Sarah’s teaching this morning! It’s been a while since I just sat back and watched her teach instead of team-teaching or taking the teaching on my own. She said the same thing afterwards, that it felt strange for her to be back up in the front without me up there! She really gripped the students with enthusiasm and excitement, bringing them back from small group work and lots of noise with discussion, to the floor where she would begin citing the beginnings of a fun literacy game and just continue to talk to the students seated in front of her until others realised that they were missing out.
3.4. Select and use resources – Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Appropriate equipment (was) sourced and used to further develop students’ skills. During health class this was (particularly) evident. (Kathy Dinoris, Mentor ETP410 Practicum)
Throughout my placements, I have selected and used a range of resources for the development of exciting and engaging lessons. I have used technology with the knowledge that students respond well to this stimulation, but also with an increasing awareness that things can go wrong with it often! The interactive whiteboards, notebooks and ipads, computers, music, and video/You-tube clips have all made an appearance in my lessons.
In my literacy sequences, I made sure that I was using language and texts appropriate to my students’ language levels. Given these were varied, I tried to select texts which challenged both lower level readers and those who were reading with greater confidence. For my students who still find reading a challenge, I found that technology use can assist their comprehension without holding them back as a result of their low reading level. For example, in the sequence of lessons for teaching students to find a “Main Idea”, texts varied from short passages to longer narratives and chapters or articles. For my lowest level reader, where reading often gets in the way of further performance, I found web-based tools for enabling students to select correct responses for main idea they could hear spoken from a text, or else read for themselves, but from a shorter passage. The “tick-the-box” and immediate response of feedback for questions answered by this student meant that she was able to self correct and move on, rather than delaying her progress by constantly seeking appraisal or correction, or even assistance with the reading part of the activity.
Rotations in both literacy and numeracy activities, following explicit instruction and modelling, as well as revision of familiar and known concepts at the beginnings and ends of lessons increase students’ capacity to listen attentively and participate more effectively in groups. Independent learning (following this explicit guidance) is important for the establishment of learning habits, which are a critical need for students as they enter the later-primary years before high school.
Reflection, later, on my lesson planning and delivery has expressed my confidence in choice of resources, having learned from my experience of having too many choices available in earlier literacy sequences (see lesson plan examples in previous Standard 2.2.
I have been collecting the resources I use as texts in literacy reading tasks, the graphics organisers I get students to trial for the flow of their ideas into a visual format, and the materials and questions I find useful for numeracy activities. I have been keeping these in folders designated to these areas.
Additionally, I have accessed a compilation of resources that have been bound for use by CRTs and am looking forward to drawing upon this is ever I should need to in the future.
Reflections, June 2013:
On Feeding Forward from Lesson Feedback:
Sarah’s feedback after my Week 6 literacy introduction – she complimented my moving around the classroom whilst children were working independently on their learning activities. This meant students were aware that I was going to see them working, and see their work, and also prevented them standing in a line behind me to have me view their work or to ask a question. She also complimented my stretching out of the discussion so that students who were not involving themselves were prompted to have a go.
Sarah liked that I was willing to go with the flow in students’ learning for literacy and numeracy sessions. Students sometimes showed eagerness to learn, and enthusiasm in the lessons, in which case it is important to go with this. It was also important to let the learners be the teachers when this willingness and eagerness was demonstrated. In numeracy, the students’ learning styles show a particular difference across the class. I found that the demonstrations and examples given by a student or two to show how a particular unit of work could be found in real life was a good way to help it make sense to students whose learning styles don’t favour mathematical/logical learning. In the case I can exemplify, students began to find examples of fractions around the classroom (where they found parts of a whole to demonstrate the visual (numerical) representation on the whiteboard), students were soon taking the lesson off on their own, ‘running’ with the excitement of just ‘getting it’!)
3.5. Use effective classroom communication – Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
Through my theory in the Effective Teaching in Diverse Classrooms unit, I developed a deeper understanding and mental resource of methods to use when facing challenging circumstances of behaviour or learning disruption.
Managing Behaviour – Using I-Messages
Using “I-Messages” to display dissatisfaction with students’ behaviour shows students, immediately, how their actions are affecting me, as a teacher, and also their peers and friends as active learners.
I-Messages exist in the following format:
When I (see/hear/find/get/etc.) … I feel …(feeling expressed) … because I (action which has had to be stopped by me as teacher).
For example:
When I hear you tapping your pencil on the table, I get distracted from teaching everyone else in the class because I know that they cannot hear me speaking. I would prefer it if you put your pencil down and listened quietly.
Negotiation
Negotiating skills can also be used for behavioural management in the classroom.
Step 1: Identify the problem
Step 2: Identify possible options
Step 3: Identify the outcomes of each choice
Step 4: Delete unacceptable choices
Step 5: Apply the agreed solution
Step 6: Identify a time for review
(Adapted from Lyons et al. 2011)
Active Listening
Active listening ensures that students know that you are listening to them and that you are genuinely concerned with what they have to say. They additionally ensure that you do understand what the student is telling you
Non-Verbal Communication
In addition to using communication strategies with knowledge and purpose, I wanted to make sure that the purpose and structure of my weekly units for teaching, as well as how they link to one another and daily life, explicit and effectively understood. This has been a daily necessity of my communication. One of my teaching philosophy objectives calls for me to do this, too – to make clear the direction of learning, allowing students to feel a strong sense of connection to the learning tasks and content, as well as their purpose for their broader lives. This increases the likelihood of effective engagement.
3.6. Evaluate and improve teaching programs – Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning
Natasha is aware of the reflection process. She understands the importance of 1-1 reflection with students as part of their learning process (Kathy Dinoris, Mentor ETP420 Practicum)
Reflections on Literacy Lessons (Feeding back for my own Reflective Planning):
Tuesday 7th / Wednesday 8th May –
Thursday, 6th June 2013
It is frustrating when trying to get ahead on planning for coming week’s literacy when students in the class (only one or two) are way ahead with their tasks than other students, and so more activities need to be planned for them first! The struggles of teacher preparedness!
My term spent with grade 3/4 allowed me to see through the teaching of the inquiry unit on Endangered Animals. This has enabled me to evaluate and improve my own teaching strategies, as well as to observe and take on those of other teachers around me.
A variety of teaching strategies were used to develop knowledge, skills, problem-solving and critical and creative thinking around our Inquiry unit. Opportunities incorporated:
** picture of teaching the blog using Interactive whiteboard **
** QR hunting - an interactive game combining technology and physical activity as well as inquiry and analysis for key information**
Consideration of the Interdisciplinary Learning through our Inquiry Unit on Endangered Animals in 3/4S (as adapted from VELS):
** Teaching and learning through our inquiry unit took on many forms. Below is a slideshow of the various outcomes of the sequence of activities and lessons delivered and participated in by 3/4S, and even extended to the other 3/4 classes (with students from our grade teaching other grades (and their teachers) how to set up their blogs, QR-code readers and coding, with new-found skills and talents! **
3.7. Engage parents/carers in the educative process – Describe a broad range of strategies for involving parents/carers in the educative process
Natasha has developed positive relationships with all stakeholders. She has a kind and considerate nature. (Kathy Dinoris, Mentor ETP420 Practicum)
During my placement I have engaged with parents in a variety of ways.
In addition I have written a letter to parents to introduce myself and ask for permission to use photos of students in my portfolio and presentation. Where permission has not been granted, I have not used the faces of my students for the submitted version.
Reflection, July 2013
It is so nice coming back to Westgarth in term 3 and having so many parents, students and my colleague teachers eager to have me back - the feeling is mutual, I can tell you! Students who have discovered that I will be helping Ricky take P.E for a few weeks take the effort to find me and tell me when they will have their P.E session with me! I feel at home in the school, in the staff room and when chatting with parents of my past grade 3/4 class, but also parents I have gotten to recognise and say hello to around the place. I have been making the effort to spend time with other classes - preps I volunteered with before placement and my grade 3/4s of last term, to let them know that they are still special to me. :)
•I will understand and address the diverse learning needs and styles of my students;
•I will engage my students in positive and worthwhile learning;
•I will be innovative in my teaching, creating stimulating lessons that address the curriculum, but which cater to various learning responses and styles;
•I will ensure that my lessons and teaching pedagogy meet the classroom dynamics – space, mood, time, and environment;
•I will relate to my individual students’ experiences, knowledge and worldviews, as much as possible;
As a part of my course, I learned the use in using tools to enhance the learning process, from the point of planning for teaching. The Learning Management Plan is a highly focused organiser, individually designed, focusing on identifying and understanding the needs of my collective students. It does this by requiring me to consider the following:
- What my students already know;
- Where they need and want to be;
- How my students best learn;
- What resources I have at my disposal;
- What will constitute the learning journey;
- What is the best context of learning;
- Who will do what?
This specialised mode of planning allowed me to think about the ways in which my students learn, and how I could use these means as a way of engaging them in my lessons, in either group or individual dynamics, to allow them to learn as productively as possible for the achievement of outcomes I laid out.
** See Eg. LMP for Manunda Tce Primary Health & P.E sequence of lessons, Grade 1/2**
Reflections:
22nd April, 2013 – Day One at Westgarth Primary School
It took an entire term of turn-backs, declines and disheartening “failures” to get myself a placement in Melbourne’s north, after finally deciding to stay on here for my 10-week stint. It was a frustrating term break with no contact from schools I had contacted over the two-weeks, despite my continued emails over this time. On day one of term 2, I tried again. I called my preference school for the third time, even though they had already informed me that they are only able to take on students from a university they already have an affiliation with, to see if I could come in for a meeting with the principal or vice principal. I was, initially, asked the usual protocol of my uni – a means of “triaging” student teachers, I had worked out with experience – and told that it was not the norm for the school to take students from outside of their affiliate uni. This time I decided not to relent at the lack of confidence I felt, and insisted I had been told that a meeting would be arranged (which I had been, on previous attempts). I was put on hold and reception sought the appropriate staff to query my request. She returned to the phone and asked me back the following morning for an interview! So, that’s where I went at 9.30 on Tuesday morning.
I was told my persistence, one of the school’s values, had won me a favour and I was asked to start the following week!
Wow! A lot to take in (and a life to cancel and a diary to white-out space in) in such a small space of time. But SUCH a relief to know that I had my major placement sorted, and with only a short three-week one left to complete in a remote location (by choice) following. The end actually is starting to feel possible now!
And such a beautiful school and staff body! I have a placement with grade 3 and 4, stretching my familiar zone of comfort just a wee bit. But I am excited for the challenge, as well as the introduction to more specialised subjects of various learning areas in the time to come, as well as NAPLAN next month!
Sarah, my mentor, is excited to work with me, and feels that we will be able to team teach the class over the period. My first week will be a time to settle in and find my place, taking on what I feel comfortable with at first.
Wednesday, 24th April, Week One Placement at WPS
This is such a busy week, trying to condense as much of the week’s work as possible into just three days as the Labour Day public holiday is followed by a Staff planning day on Friday. After school I will be having my first team meeting, that is, one for the grade3/4 teachers, after having been to my first full-staff meeting on Monday.
Sarah feels confident in leaving me to take charge of lessons that she has planned for this week. I have already been asked to lead a small group working on both mathematics and literacy, and also to run “wild” with our Inquiry Topic in Endangered Animals! I have decided to start with a simple postcard activity, combining informal letter-writing with both art and science (animal habitat etc.). I will ask them to choose an endangered animal and give them a selection of facts that they need to research to include in their letter to a friend.
Monday 29th April, 2013: My First Literacy Lesson (from own plan) at WPS
My lesson plan is included below for the week literacy (reading) unit on “Summarising and Paraphrasing”. I used the format that Sarah uses with her class, having a selection of Independent Reading Groups’ tasks, which the students need to work through at their own pace and selecting in their own preferred order, but having the need to have all four tasks completed by the end of the week (allowing one day’s session per task). The Internet connection did not allow me to print articles for one of my options, and so I had to alter one of the groups to analyse a different text instead.
I learned today that it is wise to set expectations from the fore – time-frames need to be instilled, despite students being able to work at their “own pace”, including for pack-up and set-up. I need to make it clear that there is an expectation from me, as there is from Sarah in her usual lessons, that students finish their work if they are to be able to have “Golden Time” (“free time”) allocated at the end of the week.
To continue with these lessons for the remainder of the week, I will need to print off the information on the website that I had wanted students to explore as one of their texts (my intention being that they would need to be mindful that there are many distractions to avoid when reading off a website for information).
I need to remind students that it is a good idea to make summaries in dot-points first, and to then turn them into their own words from these.
With regards to student learning, I was anxious to know that my students were acquiring new knowledge (the outcome of learning), especially with respect to the series of lessons I had put together
It was essential, for me, to make the direction of learning clear, and feedback for this, I feel, has been positive. My ability to communicate to students has developed over the course of my practicum, across the school settings, but it stems from my long experience of working with young people as well.
Tash has thoroughly planned for all sessions (she has) taught. Planning has been detailed, flexible and aimed at the point of need. (Sarah Morris, Placement Mentor ETP426 at WPS)
3.1. Establish challenging learning goals – Set learning goals that provide achievable challenges for students of varying abilities and characteristics
Instructions always clear, provided scaffolding and appropriate support. (Kathy Dinoris, Manunda Tce Primary School Mentor ETP420 Practicum)
It is important not only that I am able to set goals for myself as a teacher, and for my teaching content, delivery and outcomes, but that my students can set goals for themselves and act towards achieving these. My own goal-setting can be an explicit process, showing students what I want to see from my lessons in terms of their learning. Providing continual feedback helps students to reflect on their development and to act on improving areas which may fall short of achieving their goals. My modelling of constructing and acting towards goals acts as a scaffold for students to do the same, developing skills in self-assessment by knowing what it is that their learning should demonstrate, and how they can apply their learning to manageable tasks.
When students establish their learning goals, it is important that they do so in their own words. In the grade 3/4 class, students wrote such goals on a post-it note. Their note acted as a reminder of the overarching goal they had for their current learning. However, it was important to the setting of a goal that students could see how far they had come already, seeing what they had achieved for themselves through their efforts, and knowing that continued efforts and dedication could do as much for achievement again. Therefore, each student’s post-it contained one area of pride, and other of improvement.
For myself, goals overarch my learning and teaching to learn journey. My philosophy highlights these goals, as do these Graduate Standards for Teachers. Breaking goals into smaller, more timely and achievable tasks makes them clearer and less confronting. From goals, strategies for achievement can be developed, creating gradual steps as a scaffold for their attainment. The techniques I use for my own development and progress can be modelled to my students as well.
In addition to goal-setting, teaching self-monitoring is important as well. Classroom discussions prompt students to consider their learning outcomes, and to assess where they have come from, where they are going, and where they need to be. Reminding students of where they once were in terms of their learning is a good method for evoking this sort of reflection. Videoing reading or presenting (something I used for a particular student for his reading self-analysis), or drawing out students’ past work samples, both work to achieve this. Encourage students to seek feedback if they are unsure. Feedback is a valuable process in the learning experience. It should be extended to students that this feedback can come from more than just the teacher, and that peers and family are important sources of feedback as well. Encouraging students to edit their own work and add their own annotations and corrections also helps this reflective feedback process. Have students read work to one another, or aloud to the class if more confident to do so (the latter also allowing listeners to see an example of where their work may be).
3.2. Plan, structure and sequence learning programs – Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Instructions always clear, provided scaffolding and appropriate support. (Kathy Dinoris, Mentor ETP420 Practicum)
Teaching begins with planning. Within this planning there needs to be consideration of the learners’ prior knowledge, and where they need to go forward with regards to the subject matter in consideration. Without establishing students’ current knowledge base, lessons cannot accurately cater for their learning needs.
In developing maths sequences for the grade 3/4s, pre-tests were used to establish ranked groups by current knowledge. Given the age and year-level range of these students, this was an important step prior to lesson delivery. Planning prior to this, therefore, could not be fully individualised, but could be developed as a guide for a low-, medium- and high- knowledge group before grouping was established.
Similarly, using tests such as Reading Running Records, or PROBE, enables the teacher to determine areas of need for individual students, and potentially to group students into smaller learning groups according to their similar needs.
** see photographs of PROBE testing, pre-assessment tool/s **
Following pre-testing (where I found literacy to establish this same data from general discussion prior to lesson introductions to new topics), lessons can be delivered from the point at which the students are ready to be scaffolded.
** See photographs of Math's planner as example, this planner was divided to cater to different levels of learning, which the pre-test helped to establish the groups for. I was able to group students by their abilities to then further their learning from their specific levels. **
Knowing how my students best learn is important for the unfolding of lessons. I need to let students know what they are learning and why, and establish lessons as meaningful to their individual journeys of discovery.
An example of using my knowledge to guide students’ learning can be extended from a recent PROBE test I carried out on one of my grade 4 students.
** See photograph of PROBE testing **
From the results of his test, I could see that he was lacking in the reading technique of inferencing. Inferencing involves the reader reading a text and drawing meanings from it that are not explicitly stated. They can draw upon their background knowledge and experience, clues from the text, or illustrations and captions when present. It almost resembles a detective scene in that students look for clues and guess what is happening based on these.
If more students come out of the PROBE test with similar shortfalls in interencing, I could conduct a small group (mini-) session on this strategy. Regardless of the number of students, a game of inferencing can be used to grab initial interest and get my learners to think about the process involved. An inferencing game can simply be the giving of a scenario and an outcome, without any lead up of events. Students need to “guess” what the likely lead up involved, or where the passage may be going. Examples include:
- Bill comes home with a bag that has an EB Games store logo on it;
- Your dad frowns at you as he changes the TV channel and slumps on the couch;
- Your favourite sporting game is playing on the TV and you can hear cheering;
- It is a Summer’s day and you can hear music playing from somewhere in your neighbourhood
Students can use post-its to write the clues both read and sourced from their own knowledge down. The process of slowing down the thinking process is important for inferencing. From this sort of a game, students can be guided through the reading of plots, settings, titles, and inferring themes or possible scenarios from these. Developing an understanding of the main idea and what supporting details exist for this will help with inferencing, as well.
Other methods of teaching inferencing:
- Cherades – acting out read words
- Role play and drama – small groups acting out read scenes for one another without full story read by audience, but instead inferred from what actors portray as the main ideas and meanings
- Sharing unfamiliar objects and working out their use – using inferential thinking to consider what they could be used for
3.3. Use teaching strategies – Include a range of teaching strategies
Natasha used the interactive whiteboard, developing strategies used for behaviour, small group, whole class and learning (focus) groups. (Kathy Dinoris, Mentor ETP410 Practicum)
Examples of extending my teaching beyond the regular dictatorial nature, and beyond the pen-and-paper are listed. Strategies for teaching need to be wide-ranging and differentiated to cater for the whelm of learning needs, styles, subject areas and unforeseeable circumstances that can be present in any teaching environment.
Teaching strategies can promote any of the following learning avenues:
- Inquiry
- Responsibility
- Independence
- Connectivity
- Personal-growth
- Collaborative interaction
- Investivation
- Skills transfer
- Technology use
- Problem-solving
- Thinking
- Effective questioning
- Feeding back (and forward)
- Goal-setting
- Team-orientation
- Mentorship
- Scaffolding
Using the grade 3/4s Term 2 Inquiry Unit on Endangered Animals as an example, in- and ex-cursions made learning exciting and engaging for all involved.
We immersed ourselves in our inquiry through a visit to the Melbourne Zoo, and incursions from various wildlife education organisations, and were able to reflect upon these experiences to find their worth for our exploration of the Endangered Animals topic. Students found the experiences a valuable source of further exploration, and of concern for the wider world around them in a more real sense.
The following exert is a reflection taken from our classroom blog following our day at the zoo. The reflection was written as a class, with students each contributing sentences or ideas they felt were of worth to share with our audience.
A Day At The Zoo 05/21/2013
10 Comments
I love the zoo. It's such a wonderful place! Today 3/4S went to the Royal Melbourne Zoo. We got to see many exciting and incredible animals, such as giraffes with towering necks, butterflies with glorious wings and birds with powerful combinations of colours. We got to see the new giraffe that came all the way from New Zealand and the new baby elephant that was born only a few months ago.
At the start of our excursion we went to the Discovery Centre. When we were there we got to touch a snake and a frog. We also got to go into a special dark enclosure that had bounding bilbies in it. Our teacher was Kat. She presented all of the information in a really clear and exciting way for our class. She was very kind and helpful.
After our visit to the Discovery Centre we split up into smaller groups so that we could discover more about the amazing animals that live at the Royal Melbourne Zoo. We enjoyed looking at the breath taking animals and we found out lots of new information.
The main reason that we went to the zoo was to learn about endangered animals. We found out that the zoo takes wonderful care of many endangered animals and they also have a number of campaigns that help people learn about what they can do to stop animals from becoming extinct. We look forward to teaching you more about all the things that you can do in your home to help our endangered fauna.
This visit was a life changing experience for us!
Teaching and engaging students takes on many different forms, and I enjoyed being able to spend my final few days placement (post my presentation to a panel of school representatives for my own assessment) taking time to, once, again, observe the teaching and relations of my colleague (my mentor) teachers with the students;
Reflection: June 21st, 2013
I LOVED Sarah’s teaching this morning! It’s been a while since I just sat back and watched her teach instead of team-teaching or taking the teaching on my own. She said the same thing afterwards, that it felt strange for her to be back up in the front without me up there! She really gripped the students with enthusiasm and excitement, bringing them back from small group work and lots of noise with discussion, to the floor where she would begin citing the beginnings of a fun literacy game and just continue to talk to the students seated in front of her until others realised that they were missing out.
- The “Jenny Game” always works a treat with this age group (where the announcer thinks of something they like and something they don’t like based on components of the word – eg. One word ends with “ing” the other doesn’t, so she may announce “Jenny likes playing, but doesn’t like play time!” The students need to work out the pattern of words and begin to announce their own options until there is no one in the class who has not worked it out (only then is the answer revealed)
- “I’m having a party” game – Each student says their name and asks if they may come to the party if they bring a certain item. Their item determines teacher’s invitation as she has pre-determined connections between students’ names and the item they choose to bring – eg. Sam can bring strawberries (because both Sam and strawberries begin with the same letter) but he wouldn’t have been able to bring apples; or Dean Hogan can bring hotdogs (first letter of surname) but cannot bring just dogs.
3.4. Select and use resources – Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Appropriate equipment (was) sourced and used to further develop students’ skills. During health class this was (particularly) evident. (Kathy Dinoris, Mentor ETP410 Practicum)
Throughout my placements, I have selected and used a range of resources for the development of exciting and engaging lessons. I have used technology with the knowledge that students respond well to this stimulation, but also with an increasing awareness that things can go wrong with it often! The interactive whiteboards, notebooks and ipads, computers, music, and video/You-tube clips have all made an appearance in my lessons.
In my literacy sequences, I made sure that I was using language and texts appropriate to my students’ language levels. Given these were varied, I tried to select texts which challenged both lower level readers and those who were reading with greater confidence. For my students who still find reading a challenge, I found that technology use can assist their comprehension without holding them back as a result of their low reading level. For example, in the sequence of lessons for teaching students to find a “Main Idea”, texts varied from short passages to longer narratives and chapters or articles. For my lowest level reader, where reading often gets in the way of further performance, I found web-based tools for enabling students to select correct responses for main idea they could hear spoken from a text, or else read for themselves, but from a shorter passage. The “tick-the-box” and immediate response of feedback for questions answered by this student meant that she was able to self correct and move on, rather than delaying her progress by constantly seeking appraisal or correction, or even assistance with the reading part of the activity.
Rotations in both literacy and numeracy activities, following explicit instruction and modelling, as well as revision of familiar and known concepts at the beginnings and ends of lessons increase students’ capacity to listen attentively and participate more effectively in groups. Independent learning (following this explicit guidance) is important for the establishment of learning habits, which are a critical need for students as they enter the later-primary years before high school.
Reflection, later, on my lesson planning and delivery has expressed my confidence in choice of resources, having learned from my experience of having too many choices available in earlier literacy sequences (see lesson plan examples in previous Standard 2.2.
I have been collecting the resources I use as texts in literacy reading tasks, the graphics organisers I get students to trial for the flow of their ideas into a visual format, and the materials and questions I find useful for numeracy activities. I have been keeping these in folders designated to these areas.
Additionally, I have accessed a compilation of resources that have been bound for use by CRTs and am looking forward to drawing upon this is ever I should need to in the future.
Reflections, June 2013:
On Feeding Forward from Lesson Feedback:
Sarah’s feedback after my Week 6 literacy introduction – she complimented my moving around the classroom whilst children were working independently on their learning activities. This meant students were aware that I was going to see them working, and see their work, and also prevented them standing in a line behind me to have me view their work or to ask a question. She also complimented my stretching out of the discussion so that students who were not involving themselves were prompted to have a go.
Sarah liked that I was willing to go with the flow in students’ learning for literacy and numeracy sessions. Students sometimes showed eagerness to learn, and enthusiasm in the lessons, in which case it is important to go with this. It was also important to let the learners be the teachers when this willingness and eagerness was demonstrated. In numeracy, the students’ learning styles show a particular difference across the class. I found that the demonstrations and examples given by a student or two to show how a particular unit of work could be found in real life was a good way to help it make sense to students whose learning styles don’t favour mathematical/logical learning. In the case I can exemplify, students began to find examples of fractions around the classroom (where they found parts of a whole to demonstrate the visual (numerical) representation on the whiteboard), students were soon taking the lesson off on their own, ‘running’ with the excitement of just ‘getting it’!)
3.5. Use effective classroom communication – Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
Through my theory in the Effective Teaching in Diverse Classrooms unit, I developed a deeper understanding and mental resource of methods to use when facing challenging circumstances of behaviour or learning disruption.
Managing Behaviour – Using I-Messages
Using “I-Messages” to display dissatisfaction with students’ behaviour shows students, immediately, how their actions are affecting me, as a teacher, and also their peers and friends as active learners.
I-Messages exist in the following format:
When I (see/hear/find/get/etc.) … I feel …(feeling expressed) … because I (action which has had to be stopped by me as teacher).
For example:
When I hear you tapping your pencil on the table, I get distracted from teaching everyone else in the class because I know that they cannot hear me speaking. I would prefer it if you put your pencil down and listened quietly.
Negotiation
Negotiating skills can also be used for behavioural management in the classroom.
Step 1: Identify the problem
Step 2: Identify possible options
Step 3: Identify the outcomes of each choice
Step 4: Delete unacceptable choices
Step 5: Apply the agreed solution
Step 6: Identify a time for review
(Adapted from Lyons et al. 2011)
Active Listening
Active listening ensures that students know that you are listening to them and that you are genuinely concerned with what they have to say. They additionally ensure that you do understand what the student is telling you
- “Let me understand you correctly…”
- “You feel...because...”
- “Sounds like...”
- “It must be...when...”
Non-Verbal Communication
- Positive gestures
- Open posture
- Open positioning
- Eye contact where appropriate
- Knowledge of individual students’ response to personal proximity, physical arrangements and needs for privacy
In addition to using communication strategies with knowledge and purpose, I wanted to make sure that the purpose and structure of my weekly units for teaching, as well as how they link to one another and daily life, explicit and effectively understood. This has been a daily necessity of my communication. One of my teaching philosophy objectives calls for me to do this, too – to make clear the direction of learning, allowing students to feel a strong sense of connection to the learning tasks and content, as well as their purpose for their broader lives. This increases the likelihood of effective engagement.
3.6. Evaluate and improve teaching programs – Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning
Natasha is aware of the reflection process. She understands the importance of 1-1 reflection with students as part of their learning process (Kathy Dinoris, Mentor ETP420 Practicum)
Reflections on Literacy Lessons (Feeding back for my own Reflective Planning):
Tuesday 7th / Wednesday 8th May –
- Children are finishing up their independent activities quickly this week, but I have extension activities planned for them to go on with having allowed for this from the few who had finished up early last week;
- There is still way too much time being wasted at the beginning of a session on the setting up of video/technology – decided not to use IT next week and see how much time is saved!
- Although students self-select their independent activity, there needs to be a limit to how many students can be doing any one activity at a time, as all students doing the one activity will mean that too many are left for the IT activity on the one day (can’t have too many in this group as they will not hear the audio). Needs to be only a certain number of photocopies available for reading groups;
- photocopies of readings need to be available for students to collect for themselves from the front (ie. in folders with labels for Independent Reading Activity #); this will save my time in setting up for activity and also save time when students finish one activity and are ready to go on with the next. From next week, I will be starting to take the Guided Reading Groups with Sarah, and so this time needs to be saved, and students need to be working as independently as possible;
- Students are STILL not putting their headings and dates on work – I need this for making sure I can see what activity they are attempting to address when I collect books (as not all students seek my advice/feedback as they go) but also as a means of teaching them to show responsibility and pride in their work. I need to emphasise this need for the following activities;
Thursday, 6th June 2013
It is frustrating when trying to get ahead on planning for coming week’s literacy when students in the class (only one or two) are way ahead with their tasks than other students, and so more activities need to be planned for them first! The struggles of teacher preparedness!
My term spent with grade 3/4 allowed me to see through the teaching of the inquiry unit on Endangered Animals. This has enabled me to evaluate and improve my own teaching strategies, as well as to observe and take on those of other teachers around me.
A variety of teaching strategies were used to develop knowledge, skills, problem-solving and critical and creative thinking around our Inquiry unit. Opportunities incorporated:
- Use of web-based activities
- Interactive games – eg. QR code hunt
- Problem-solving
- Literature – reading and writing
- Art – the construction of “stuffed” endangered animal displays and the design of postcards for postage to classmates
** picture of teaching the blog using Interactive whiteboard **
** QR hunting - an interactive game combining technology and physical activity as well as inquiry and analysis for key information**
Consideration of the Interdisciplinary Learning through our Inquiry Unit on Endangered Animals in 3/4S (as adapted from VELS):
- Interpersonal Development – working in teams, to take on a variety of roles, work cooperatively, allocate tasks and develop timelines; accept responsibility for own tasks and role
- Personal Learning – develop and implement plans to complete tasks within externally imposed time frames
- Community Engagement – demonstrate understanding of the roles and responsibilities of leaders when engaging in activities; present a point of view on a current issue and include recommendations about the actions that individuals or government can take to resolve issues
- Humanities – economics – explain the need to be an informed consumer (eg. palm oil)
- Humanities – geography – identify and describe Australia’s significant natural processes and describe environmental reactions to human impact and use/misuse of resources; recommend ways of protecting environmentally sensitive areas in a sustainable way (also in our school emphasis on healthy living through sustainable movements – non-disposable lunches and non-petrol means of transport)
- Humanities – history – events and impact of European settlement (inc. focus on Aboriginal cultures and history)
- Communication – presenting – summarise and organise ideas and information logically and clearly (eg. Blog, orally, letters, promotional/campaign materials)
- Reasoning, processing and inquiring – development of own questions for investigation, collection of relevant information from a range of sources (including QR code web-search hunt), making judgements about worth of information (elaborated through research in our Literacy Reading Groups (along with fact and opinion determination); develop concepts, solve problems, and/or inform decision-making; develop reasoned arguments
- Creativity – use creative thinking strategies to generate imaginative solutions when solving problems
- Reflection, evaluation and metacognition – use broad range of thinking processes and tools, reflect on and evaluate their effectiveness; articulate thinking processes and document changes in their beliefs and ideas over time (blog offers this timeline of progress in thinking and learning)
** Teaching and learning through our inquiry unit took on many forms. Below is a slideshow of the various outcomes of the sequence of activities and lessons delivered and participated in by 3/4S, and even extended to the other 3/4 classes (with students from our grade teaching other grades (and their teachers) how to set up their blogs, QR-code readers and coding, with new-found skills and talents! **
3.7. Engage parents/carers in the educative process – Describe a broad range of strategies for involving parents/carers in the educative process
Natasha has developed positive relationships with all stakeholders. She has a kind and considerate nature. (Kathy Dinoris, Mentor ETP420 Practicum)
During my placement I have engaged with parents in a variety of ways.
- Excursion to the Melbourne Zoo.
- Before- and after-school general and specific chat
- Parent-helper involvement
- Cross-Country sports day.
- Homework book correspondence
- Classroom blog
- Teacher-parent conferences
- Parent-teacher interviews
In addition I have written a letter to parents to introduce myself and ask for permission to use photos of students in my portfolio and presentation. Where permission has not been granted, I have not used the faces of my students for the submitted version.
Reflection, July 2013
It is so nice coming back to Westgarth in term 3 and having so many parents, students and my colleague teachers eager to have me back - the feeling is mutual, I can tell you! Students who have discovered that I will be helping Ricky take P.E for a few weeks take the effort to find me and tell me when they will have their P.E session with me! I feel at home in the school, in the staff room and when chatting with parents of my past grade 3/4 class, but also parents I have gotten to recognise and say hello to around the place. I have been making the effort to spend time with other classes - preps I volunteered with before placement and my grade 3/4s of last term, to let them know that they are still special to me. :)
Images below can be clicked on to view captions, describing the subject matter of each photograph (quality varies dependent on phone-camera vs. camera-use!
Weekly Literacy Planner, unit on 'Summarising and Paraphrasing', Grade 3/4 WPS;
reading_groups_weekly_organisation_t2._w3.docx | |
File Size: | 15 kb |
File Type: | docx |