Annotation

docx

School

Western Sydney University *

*We aren’t endorsed by this school

Course

102082

Subject

Communications

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by meenaaltaie3

Evidence 1: Year 9 Algebra Lesson Plan Descriptors: 1.3.2: Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 2.1.2: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities. 3.1.2: Set explicit, challenging and achievable learning goals for all students. Annotation: This lesson plan was created for Year 9 students Stage 5.1/5.2 to introduce the topic ‘Algebra’. Throughout the lesson, I implemented various activities that would enable students to revise their knowledge on algebra. In order to create an effective lesson, I have considered the individual needs of all students, including students from diverse linguistic, cultural and socioeconomic backgrounds. More than half the students in the class are from a low-SES background and speak another language at home. In order to accommodate the diversity of the students in this class, I implemented activities that would strengthen the students’ literacy skills in algebra. In the activity ‘Coding the text’, students were asked to code the underlined words with the designated symbols for ‘know’, ‘new content’ or ‘don’t understand’. Through this activity, students could relate to their prior learning while building up their understanding of each term. It is also an effective formative assessment tool, as I can observe each student individually and cater to each students’ linguistic needs. (1.3.2) This lesson plan demonstrates my ability to devise a unit of work that can effectively deliver content as well as engage students in meaningful learning experience. I have structured my lesson plan based on the ‘Super Six’ reading strategies that is used in GRC Peakhurst while following the NESA syllabuses. The topic of the lesson addresses the Stage 5.2 Mathematics syllabus dot point ‘expand algebraic expressions’ while revising on the outcome of the Stage 4 Mathematics ‘communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols’. In order for students to successfully apply the distributive law with real-life application, they were required to visualise the problem from the written text in ‘Using images’ activity. Through this activity, students can practise expanding algebraic expressions while enhancing their learning by connecting to their personal experience. (2.1.2) At the beginning of the lesson, I established my expectations and learning intentions of the lesson. I explained the topic and the activities involved. At the end of the lesson, I asked the students what they learnt in class and the effectiveness of each activity. After gathering the feedback, I evaluated the success of my lesson by checking whether the students have achieved the outcomes intended. By doing so, I was able to accurately make judgements on students’ learning progress in order to effectively plan the next lesson that caters specifically to the class. (3.1.2)

Evidence 2: Modified Year 8 Test Descriptors: 1.6.2: Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements. 5.1.2: Develop, select and use informal, diagnostic, formative and summative assessment strategies to address student learning. 5.2.2: Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals. Annotation: This piece of evidence highlights my ability to design and implement a summative assessment task that addresses the appropriate learning outcomes and caters to the learning of students with a disability. The modified year 8 test is designed for students undertaking the Life Skills Mathematics Course and the content has been modified to align with Life Skills outcomes. When designing the modified examination, I considered the student’s learning ability as well as the outcomes that can be achieved by the students. In this sample of student work, I assess the student’s achievement of the outcome ‘Responds to and uses mathematical language to demonstrate understanding (MALS-1WM) through the ‘Fill in the blanks’ task. To assess their ability in ‘Operating with fractions, decimals or percentages in everyday contexts’ (MALS-9NA), I included problem solving questions such as finding percentage loss and price of a pre-GST item. (1.6.2) This sample of student work demonstrates my ability to develop and apply summative assessment strategies that address student learning. Prior to designing the modified examination, I analysed and made additional contributions to the Student’s Adjustment Survey used for Nationally Consistent Collection of Data (NCCD) and devised different strategies that would assist students to successfully complete their assessment. The student’s previous teacher have indicated that they require simplified language in exam and diagrams to visualise the questions. Therefore, the questions I developed were split up into smaller sections and hints and diagrams are provided. (5.1.2) When assessing students’ work, I would provide effective and appropriate feedback to students regarding their learning goals. For this piece of evidence, I have provided the solutions to the questions that the student attempted incorrectly. I also included the appropriate formulas and visual representation so that the student could reflect on their mistakes after the examination. These comments would enable the student to improve in specific learning areas so that the same errors would not be repeated in the future. (5.2.2)

Evidence 3: Behaviour Management Strategies Descriptors: 4.1.2: Establish and implement inclusive and positive interactions to engage and support all students in classroom activities. 4.3.2: Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully. 4.4.2: Ensure students’ wellbeing and safety within school by implementing school and/or system, curriculum and legislative requirements. 7.3.2: Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing. Annotation: The incident entries and parent contact entry demonstrate my ability to resolve issues of behaviour management in the classroom. Students at GRC Peakhurst are expected to comply with the school values of ‘Respect, Responsibility and Excellence’. When students choose not to follow these expectations, there are consequences in place, such as phone calls home and reflection time during recess, lunch and/or afterschool. The ‘Merit Award’ is used to implement positive interactions with the students in classroom activities. Students are encouraged and rewarded for compliance, positive attitude and task completion, which also reinforces the school values of ‘Respect, Responsibility and Excellence’. By rewarding students for positive behaviour and diligence, I was able to minimise behavioural issues and promote an engaging classroom environment. (4.1.2) The evidence portrays my fair judgement towards the students who were continuously misbehaving in the classroom. In the first entry, I explained to the student in detail about why he needed to attend his reflection at lunch. I informed him of our school expectations and that he was not complying with my instruction and disrupting the learning of others in the classroom. When the student refused to attend his reflection, I notified him again of my expectations and requested promptly that he catch up on his reflection. (4.3.2) In the second incident entry, the students involved were jeopardising their safety, as well as the safety of other students in the classroom. To ensure the safety of all students, I asked the two students involved to see me outside the classroom. In the classroom, I reiterated my expectations to all students that there would be consequences for any non-compliance, reminding everyone of the reflection process. Outside the classroom, I spoke with the students involved and issued them with reflections during lunch. (4.4.2) The parent contact entry demonstrates my professionalism in maintaining and establishing a collaborative relationship with parents/carers regarding the student’s behaviour. By contacting the parents, I was able to address my concerns about the student’s learning progress and his continued misbehaviour. There was a mutual understanding about the school expectations that all students need to comply with to ensure the safety of everyone. I remained respectful and understanding of concerns raised throughout the conversation, working closely with parents for a successful resolution. (7.3.2)

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Evidence 4: Samples of student work in a Desmos lesson Descriptors: 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. 3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning. 4.5.2: Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. Annotation: This evidence shows how I incorporated the use of Desmos (a graphing calculator tool used to explore graphs and functions) as an ICT resource to help Year 9 students revise the topic of ‘Linear Relationships’. I created this lesson for students to reinforce their knowledge on linear relationships, as well as addressing any misconceptions they have about the topic. For one of the tasks, I asked the class to identify the correct rule for a given graph. Students were given two options and, once they chose their answer, had to also provide the reasoning for their choice. By asking the students to explain their answer, I could observe the understanding of each student, as well as provide feedback to students whose answers were incorrect. This activity proved to be an effective communication tool for students who are timid and do not often contribute verbally in class. After gathering all the responses, I read aloud the ones I found to be the most accurate so that students could make comparisons with their answers. (2.6.2) In the last task, students were required to sketch the graphs of different parabolas and discuss the effects of having different constants and coefficients for the variables. Students were engaged in their learning as they learnt how to enter the given equations to create different graphs. They were also able to discuss how having different coefficient values can change the parabolas drastically in terms of shapes and size. This task helped students understand the relationship between a rule and its graph. (3.4.2) Before the students could access Desmos, I reminded everyone to only use their first names for the task as others could see their names and responses. I also explicitly instructed students to use appropriate language when responding and warned them of the consequences if they chose to do otherwise. I used the teacher portal on Desmos to track students’ progress, as well as to check whether students were using their ICT resources effectively and responsibly. (4.5.2)

Evidence 5: Lesson Observation Notes Descriptors: 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement. 3.5.2: Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. Annotation: Throughout the year, I participated in a School Action Learning Team (SALT) where I met with other colleagues to discuss the different strategies to implement throughout the school. The focus of our SALT meetings was to improve the literacy skills of students by implementing the ‘Super Six’ comprehension strategies in the classroom across the KLAs. In order to evaluate the effectiveness of the ‘Super Six’ strategies, our committee devised a plan to have lesson observations where the strategies are implemented. As the result, I was paired with a member of our committee to observe my lesson. To prepare for this lesson, I firstly identified the strategies that would be appropriate and effective. The three strategies that I implemented were ‘Connect’, ‘Clarify’ and ‘Visualise’. My objectives of this lesson were for students to make connections with their previous learning, familiarise themselves with the terminology used and visualise real-life applications from the topic. (2.5.2) I reflected on the effectiveness of each strategy by filling out the SALT Literacy Lesson Observation at the end of the lesson. I was able to engage students in their learning and promote a positive learning environment through verbal and non-verbal communication. Students actively participated in each activity which was reflected through students’ works and verbal responses. (3.5.2) After the observation, my SALT partner gave me constructive feedback on the lesson and listed the literacy learning goals achieved by the students. Through the lesson observation, I was able to improve on my teaching practice and have a better insight on how to effectively improve students’ literacy in mathematics. (6.3.2)

Evidence 6: Professional Learning (Introduction to Autism) Descriptors: 1.1.2: Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning. 6.4.2: Undertake professional learning programs designed to address identified student learning needs. 7.2.2: Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes. Annotation: The Introduction to Autism course by Positive Partnerships aims to raise awareness and understanding of autism by exploring different characteristics associated with autism and providing different approaches and teaching strategies. This course demonstrates various teaching strategies that would allow students on the spectrum to enhance their learning experience. The course highlights the need to consider a student’s medical model and social model of disability when creating a unit of work. The medical model depicts the student’s physical and medical needs while the social model focuses on removing the barriers from society that would obstruct student learning. By considering these two models, I can differentiate my lessons according to an individual’s learning needs while creating a safe learning environment where all students can feel supported and achieve their learning goals. (1.1.2) The completion of the course ‘Introduction to Autism’ outlines how I undertook a professional learning program designed to address identified student learning needs. I was able to further my knowledge on the characteristics of students with autism and their different ways of learning. In the chapter ‘Characteristics of Autism’, I have learnt that there are five main areas of autism: communication, social skills, behaviour, sensory and learning styles. The characteristics within these areas are different with every student. Upon completing the course, I identified that in order to outline different strategies to support students on the spectrum, I needed to evaluate students individually by identifying their unique traits across the five areas. (6.4.2) Upon completing this course, I demonstrated my understanding and compliance of relevant legislative, administrative, organisational and professional requirements of the teaching profession. I was able to broaden my knowledge and continuously improve my professional practice. This course outlined effective strategies to engage students with autism for a successful inclusive education, such as the Universal Design for Learning template and strength-based learning. By implementing these strategies in my teaching practice, the students would have equal opportunities to succeed. (7.2.2)

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Evidence 7: Sample of Student School Report Descriptors: 5.4.2: Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. 7.3.2: Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing. Annotation: The sample student report demonstrates my ability to assess student learning based on their summative assessment results and formative assessment observations throughout the first semester. This evidence also highlights my ability to reflect and improve on professional practice through constructive feedback. According to the school policy, parents/carers are provided with a report, detailing their child’s academic progress and achievement of the syllabus outcomes. The report is written based on an individual’s assessment results, as well as the teacher’s observation in the classroom. I was able to outline the student’s performance in their assessments by ticking the appropriate level (Outstanding, High, Sound, Basic, Limited and Not Applicable) to each topic covered in the ‘Course Learning Outcomes’ section. The ‘Personal Learning Profile’ section of the report reflects my observation of the student in the classroom through formative assessment. Based on the student assessment data, I constructed the comments to provide students with strategies to further assist their progress in mathematics. (5.4.2) Before finalising the report, I submitted it to my Head Teacher, who provided me with suggestions for further improvement. Through this process, I was able to improve my professional knowledge in assessing, commenting on student learning and providing feedback to assist with further progress. (6.3.2) The evidence highlights my ability to effectively communicate with students and their parents/carers in a professional manner. The comment section of the report provides constructive feedback to students on how they can achieve their learning outcomes. It outlines different strategies to help students improve in the next semester, such as reviewing a certain topic that an individual is struggling with, seeking assistance from the teacher more often and preparing more thoroughly for assessment tasks. These strategies help parents/carers to be more involved in their children’s learning and allow them to support their children in specific learning areas. (7.3.2)

Annotation

Related Documents