assessment 3 portfolio - web viewit is often a combination of both and therefore teachers must find...

Fry_Nathan_17861650_Assessment_3

Nathan Fry 17861650

Assessment 3 Portfolio

EDP223 Professional Studies and Planning for Teaching


ContentsSection 1: Teacher Identity....................................................................................................................2

Section 2: Lesson Planning....................................................................................................................4

Part A.................................................................................................................................................4

Part B.................................................................................................................................................5

Part C.................................................................................................................................................5

Part D.................................................................................................................................................6

Part E.................................................................................................................................................8

Part F.................................................................................................................................................9

References...........................................................................................................................................11

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Section 1: Teacher IdentityI believe a teacher needs to be a lifelong learner in a world that is developing exponentially

across all aspects of life. Teaching is a lifestyle, therefore an effective teacher requires a set

of cognitive, personal and social attributes that are developed every day in both the

classroom and at home. Additionally, a teacher must be able to adapt to every student,

regardless of their background or educational needs, and improve their lives in some way.

Furthermore, a teacher must provide each individual student with the fundamental tools

necessary for them to reach their potential and be successful in their own way, that is,

students must be taught how to learn, rather than what to learn.

I believe the need to adapt ones’ knowledge, be motivated to learn, and exercise self-

discipline, are qualities that an effective teacher must possess in order to provide the best

educational experience for their students. Additionally, based on evidence, Woolfolk and

Margetts (2010, p.463) identify three personal characteristics of effective teachers;

knowledge, clarity and warmth, factors I believe influence the teacher-student relationship.

If a teacher possesses sound knowledge of a subject, they are able to present and

communicate their knowledge to their students, answer students’ questions, and

understand difficulties that students may have with a subject. In addition, if knowledge of a

subject is presented with clarity and thorough explanation, students will learn more. Finally,

if a teacher displays warmth and enthusiasm, students tend to reflect this attitude and in

turn are more attentive and involved in their learning.

I believe understanding the relationship between motivation and engagement and how it

applies to students is a crucial aspect of education. Students who are engaged in their

learning are often motivated to learn, whether it is through intrinsic motivation or extrinsic

motivation. Are students intrinsically motivated because the activity itself is rewarding or

extrinsically motivated by the grade or potential punishment they may receive? It is often a

combination of both and therefore teachers must find a balance between nurturing intrinsic

motivation whilst ensuring extrinsic motivation supports students’ learning (Woolfolk &

Margetts, 2010, p.380). If a student is unmotivated to learn, it is my responsibility as a

teacher to assess what factors, whether behavioural, emotional or cognitive, are

contributing to their lack of motivation. It is then a matter of implementing evidence based

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individualised motivational strategies that engage a student in their learning. Such strategies

may focus on how to engage a student through personal performance, mastery or social

goals (Whitton, Barker, Nosworthy, Humphries, & Sinclair, 2016, p.235), however I believe

student engagement is primarily developed through the teacher-student relationship. A

strong teacher-student relationship is developed in a positive learning environment where

the teacher shows a genuine interest in their students’ learning and wellbeing. Whitton et

al. (2016, p.237) identifies how a strong teacher-student relationship motivates students to

work, perform to the best of their ability, develop self-regulatory strategies, and improve

behaviour which results in an increased interest in their learning. Once students are

engaged with their learning the next challenge is maintaining engagement, this can best be

achieved by keeping students on task. Teachers must be aware at all times what each

student is doing in the classroom, ready to prevent any disruptions or problems from

arising. Also, teachers must be able to maintain students’ focus by providing opportunities

for all students to have input in class discussions and activities. Finally, effective time

management of the classroom will decrease disruptions and down time, maintaining

student engaging in their learning.

Classrooms are becoming more diverse with students coming from a range of socio-

economic, cultural and ethnic backgrounds, or having a disability or educational need. It is

my ethical responsibility to not only cater for these differences, but embrace what each

student brings to the classroom. How I provide the diverse educational needs required by

my students must be based on researched evidence and not intuition. Furthermore, I must

acknowledge that “students are educated in classrooms that reflect a diversity of students,

families and community members” (Dempsey & Arthur-Kelly, 2007, p.145) when

differentiating the curriculum in order to optimize the learning opportunities of my

students. Finally, I must possess the knowledge and ability to implement strategies that

promote inclusion of students with intellectual, physical or learning disabilities in my

classroom.

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Section 2: Lesson PlanningPart ALesson introductions set the foundation on whether a lesson will be successful or unsuccessful. The

lesson introduction must excite the students as this is a critical point in which the teacher either

engages the students or has to fight for their attention for the rest of the lesson. Five tips for

successful lesson introductions include;

Make the content relatable to the students’ real life (Foreman, 2011, p.503). When teaching

a lesson targeted towards the Science Understanding-Biological sciences area of the

Australian Curriculum, the teacher can introduce the idea by asking which students have

pets. The class can then discuss their different animals, their requirements, their features

and how to group animals based on such features. This activity will create a connection

between students’ lives and scientific content, thus fostering engagement and a better

learning experience.

Think aloud questioning. If the class were to read a text, for example Shaun Tan’s Rules of

Summer, a teacher could start the lesson by asking questions about the book; who wrote

the book, why did they write the book, based off the cover what or who will the book be

about, when was the book written? This method of questioning plays an important part in

the process of self-monitoring, it engages students in the text and dramatically develops

their reading comprehension skills (Cameron, 2009).

Tell a story. When investigating or elaborating on the exploration of Australia by Captain

James Cook, the teacher could read his journal entries that are on the National Library of

Australian website. Reading the journal entries gives students a firsthand account of his

encounters with Aboriginal people when they landed in Botany Bay. This method of

introduction will engage students and develop their historical understanding through the

concepts of sources, perspectives, empathy and significance.

Bring in objects that are related to the content (Whitton et al., 2016, p.147). When

introducing the concept of capacities in mathematics, the teacher could start the lesson by

bringing in and comparing various sized containers that students would have around the

home. The class could compare the capacities visually and discuss the reasons for some

containers having a greater capacity than others. This activity is engaging and makes the

connection between theory and the real world.

Use audio-visual resources (Whitton et al., 2016, p.148). Introducing a lesson by playing a

song or video is a great way to get students excited and engaged. Watching a short video

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that explores inside the human body takes students on an impossible field trip. Exploring the

circulatory system through video develops a strong foundation of the concept before

moving onto the theory and investigation elements of the lesson. Furthermore, using a video

to introduce a concept provides visual learners with a better educational experience.

Part BLesson closures are just as important to a students’ learning as the lesson itself, it is a cognitive

process that each student should go through in order to wrap up their knowledge of content. Lesson

closures should achieve two objectives: they gauge student learning and they signify the lesson is

over.

At the end of a lesson, the teacher should have a general idea if the lesson content was

communicated effectively. This is an opportunity to assess students’ learning through formative

assessment, one such method is the use of exit slips. Exit slips require students to answer a question

on the lesson content before leaving class, such questions should either; document their learning,

emphasise the process of learning, evaluate the lesson, or be used to shape further lessons.

Lesson closures should become routine, in that the student will realise the lesson is not over until it

happens. One element of lesson closures should be assessment based whilst the other should be

housekeeping based. At the end of every lesson students should be expected to clear their desks,

chairs in or on their tables and rubbish off the ground, only then may students leave at the direction

of the teacher. This routine is not only meant to be a closure of the lesson but also to develop the

students’ sense of pride and respect of their educational environment.

Part CTrello is a web-based collaborative project management tool that organises projects onto a virtual

corkboard where the user can see what’s being worked on, who is working on what, and the

progress of a project. Trello’s cross platform accessibility means teachers and students can use it on

any device in addition to being a freemium service, that is, basic features are available when the user

signs up. Trello is suitable for lesson planning and class activities as projects are broken down into

user friendly task lists which can be

broken down into individual tasks.

Trello allows students to organise

thoughts, share information and

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monitor the process of a project, in effect creating a digital classroom that the teacher can assess at

all times.

Prezi is a web-based presentation program that allows the user to communicate ideas effectively

through visual storytelling and conversational presenting. The user simply chooses a template from

the hundreds available and adds their content; pictures, videos or text. Once created, the

presentation is saved to the users account so it can accessed on any computer or device.

Prezi is an effective presentation tool that students can use to create simple yet professional

presentations. In addition, the program is free to sign up making it accessible to socio-economic

disadvantaged students. Furthermore,

presentations can be worked on in the

classroom and at home without the risk of

losing thumb-drives. Finally, students can

work collaboratively on creating

presentations in real time regardless of

where they are in the world.

Piktochart is web-based, easy to use infographic maker. Once a

student registers, they have access to a range of templates in which

they can start adding charts, graphs, icons, photos, and videos using

simple drag and drop tools. A student can create an infographic,

poster, or report depending on the lesson requirements or target

audience. Piktochart is a great alternative to the traditional method of

poster making which is often time consuming as students are often

cutting out pictures and pasting information on sheets of cardboard.

Piktochart is quick, easy to use and the end result is an effective and

engaging visual display of information that they can share online,

print off to display in class, or aid them in presenting information.

Part DOrganising students into large or small groups is a fundamental aspect of teaching. In order to

maximise the learning outcomes of students, teachers will constantly change grouping based off

their knowledge of their students, the learning context, the lesson content, and their individual

teaching preference. Four protocols factor into the planning of how effective group work is

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achieved; the composition of a group, group dynamics, group formation, and the content of the

lesson.

When forming groups, a teacher must realise that “the composition of groups affects how students

learn, how they feel about themselves, and how they relate to each other” (Whitton et al., 2016,

p.196). Therefore, the teacher must be aware of the positive and negative variables associated with

the various ways to group students. Teachers must take into consideration the size of the group, if

there are too many in a group, the chances of a student missing out become greater. Furthermore,

students’ ability, confidence, age, social circle, interest, and characteristics must be considered when

forming groups in order to maximise cohesiveness and learning whilst discouraging negative learning

experiences.

What will be the group dynamics if I put these students together? Whitton et al. (2016, p.198)

examine the issues a teacher must take into consideration when assessing group dynamics;

communication, respect, and leadership. Through informal monitoring of student behaviour, the

teacher should be aware of their students’ communication skills and how they respond to each

other. Do they respect one another’s opinions or knowledge of content? In order to achieve the best

results in group tasks the whole group must have respect for knowledge, each other, and the

learning environment. Additionally, will one student assign themselves as the leader and take all

creative control, restricting the other students learning? These questions must be answered when

determining the best grouping strategy for any given task.

Prior to commencing group work, a teacher must consider the formation of groups and how that

applies to the classroom. Is the formation of groups conducive to the physical layout of the

classroom and are students accustomed to moving around the classroom? Assessing the physical

layout of the classroom and establishing group practices are key areas a teacher must consider

before commencing group work.

Finally, the composition and formation of groups is entirely dependent on the intended lesson

content. Therefore, a teacher must assess which type of task students are expected to undertake in

order to maximise their learning of the content. Fisher (2005, p.99) outlines three distinct tasks that

apply to the majority of group work; interpretive discussion, problem-solving tasks, or production

tasks. The teacher then must apply the grouping strategy that complements the task that applies to

the lesson content, resulting in an effective group lesson.

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Part EAssessment is undertaken by a teacher to diagnose learning, grade students, predict achievements,

motivate students and diagnose teaching (Marsh, 2010). The use of assessment in education is often

classified into two areas; assessment for learning and assessment of learning.

Assessment for learning, often referred to as formative assessment, is part of the learning process

where teachers use evidence of students’ knowledge and understanding to inform their teaching.

Informal monitoring of students’ achievement is invaluable to a teacher in adjusting their

instructional procedures, it is therefore an essential requirement for a teacher to be aware of the

many methods available to gain evidence of student learning. Some tools a teacher may use include;

oral feedback, feedback through marking, peer and self-assessment, and the formative use of

summative tests (Gardner & Gardner, 2012). When providing feedback, a teacher should ask

questions that explore student understanding and encourage meaningful answers, in addition to

provide comments instead of marks for written work. Furthermore, when students peer or self-mark

their work they develop their meta-cognitive thinking skills whilst informing the teacher if more time

is needed on a topic (Black, Harrison & Lee, 2004, p.11). Using summative tests through formative

assessment gives teachers an idea of what students understand, whilst providing a strategy for

students to reflect, develop and focus their learning onto specific areas.

Assessment of learning, also known as summative assessment, is using evidence of student learning

to assess achievement against curriculum based outcomes and standards. Summative assessment is

the final goal in the educational process, it provides a summary of accomplishment and is used for

the reporting process (Woolfolk & Margetts, 2010, p.542). Summative assessment should not simply

ask students to regurgitate information to demonstrate their learning, rather the methods used

should be practice orientated. The traditional methods of summative assessment; exams, reports

and essays, receive criticism as they are merely samples of performance at a particular time (Harlen,

2007), however are still valid forms of assessment if used appropriately. The emerging methods of

summative assessment; posters, portfolios, reviews, case studies, and reflective observations, are

becoming increasingly popular as they provide a more comprehensive observation of students’

learning as they are part of, and reflect, the learning process. These methods of authentic

summative assessment require the teacher to diagnose what level of achievement students reach

against set outcomes and standards, a practice that is dependent on professional teaching.

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Part F“Know your students and how they learn” (http://www.aitsl.edu.au/) is the first Australian

Professional Standard for Teachers outlined by the Australian Institute for Teaching and School

Leadership. Knowledge of your students and how they learn can be categorised into three key areas;

students’ stage of development, students’ learning style, and students’ personal interests.

Being aware of a child’s stage of development, either cognitive or socio-emotional, has an

undeniable influence on how a teacher plans for their students’ learning. Whether a teacher applies

the cognitive development theories of Jean Piaget or Lev Vygotsky to their students, they must

understand how it effects the planning and teaching process. Do they apply the principles of Piaget’s

theory and utilise concrete materials in the early years, open classrooms to encourage individualised

and stage appropriate projects, learning activities that create cognitive disequilibrium, or allow

students to work at their own pace (Marsh, 2010)? Or do they agree with Vygotsky’s sociocultural

theory and scaffold students’ learning, provide opportunities for students to engage in authentic

activities, promote self-regulation, present challenging tasks within the zone of proximal

development, or assess students’ abilities under a variety of conditions (McDevitt & Ormrod, 2002)?

Regardless of the theoretical approach teachers use in the classroom, the planning phase must take

into consideration the cognitive developmental stage of their students in order to deliver best

teaching practice. Furthermore, understanding a student’s stage of socio-emotional development

has an impact on the planning phase of teaching. Erik Erikson’s stages of psychosocial development,

in particular, the development of industry in school aged children, can influence the practices

undertaken in the classroom. Industry is the relationship between perseverance and the pleasure

achieved from completing a job (Woolfolk & Margetts, 2010), consequently, it is crucial that teachers

ensure students have opportunities to set and work towards realistic goals, encourage

independence, and support discouraged students in order to develop industry. In addition, self-

esteem affects student behaviour in the classroom, therefore a teacher must consider how it may

impact on the student’s learning. Encouraging self-esteem in the classroom can be achieved by

creating a physical and psychological safe environment, making standards of evaluation clear, model

appropriate methods of self-criticism, perseverance, and self-reward, avoid competition, or

encouraging students to take responsibility of their reactions and responses to an event (Woolfolk &

Margetts, 2010, p.83).

No two students are the same, therefore a teacher should of comprehensive knowledge of each

student’s learning style in order to maximise their learning opportunities. As there are different ways

of knowing and learning, students may prefer working individually whilst others may benefit from

group work, a student may struggle working on multiple projects at a time whereas another may

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prefer it. A classroom with multiple learning styles will create an atmosphere that is more creative

whilst students gain an understanding and value other student’s capabilities and interests (Marsh,

2010, p. 253). Additionally, a teacher can benefit from being aware of a student’s learning style as

they can; differentiate between individuals, understand how students learn and why they fail at

learning, program for varying abilities, develop student motivation and self-esteem, improve

academic achievement, and encourage school attendance (Whitton et al. 2016). The challenge for a

teacher often lies in assessing students learning styles as there seems to be contention in the validity

of instruments used to determine learning styles (Marsh, 2010, p.198; Whitton et al, 2016, p.231;

Woolfolk & Margetts, 2010, p.148). Despite the method used to determine a student’s learning style,

a teacher may adapt their own teaching style in order to maximise a student’s learning potential,

“knowing students’ learning style, we can organise a classroom to respond to their individual needs”

(Hendry et al., 2005). Alternatively, students can be taught to adapt their learning styles as the

reality of schooling is that not all teachers will cater for their learning preferences. If a student can

adapt their learning style they are more likely to succeed in any class, regardless of the teacher

(Whitton et al. 2016, p.233). As there are different ways of knowing and different ways of learning,

teachers must cater for all learning styles in order to maximise learning opportunities for their

students.

Using students’ interests in classroom activities will promote interest and engagement, Carl Sagan,

an astronomer, cosmologist and scientist said “I believe that in every person is a kind of circuit which

resonates to intellectual discovery—and the idea is to make that resonance work” (2006).

Incorporating students’ interests into the curriculum can be rewarding as it will promote

engagement in a topic, therefore improve the learning experience and result in better academic

outcomes. Dempsey and Arthur Kelly (2007) identify steps to consider when incorporating students’

interests in the curriculum; identify emerging ideas and themes in children conversations, talk with

interested others to explore possibilities, provide opportunities that promote further investigation,

and reflect on experiences and how they may link with future curriculum activities. Another aspect

of knowing students’ interests is it gives an opportunity to develop the teacher-student relationship.

Talking to students’ about their pets, sports they play or books they read creates a positive

classroom environment, and as a result, a better learning experience. When planning for teaching,

understanding students’ interests is invaluable, they can be incorporated into the curriculum to

engage students in their learning, used to build rapport, and shape a positive social learning

environment.

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ReferencesBlack, P., Harrison, C., & Lee, C. (2004). Working inside the black box: Assessment for learning in the

classroom. London, UK: Granada Learning.

Cameron, S. (2009). Teaching reading Comprehension Strategies. Rosedale, AK: Pearson.

Dempsey, I., & Arthur-Kelly, M. (2007). Maximising learning outcomes in diverse classrooms. South

Melbourne, VIC: Cengage Learning Australia.

Fisher, R. (2005). Teaching children to learn (2nd ed.). Cheltenham, UK: Nelson Thornes.

Gardner, J. N., & Gardner, J. (2012). Assessment and learning (2nd ed.). London, UK: Sage

Publications.

Harlen, W. (2007). Assessment of learning. London, UK: Sage.

Hendry, G. D., Heinrich, P., Lyon, P. M., Barratt, A. L., Simpson, J. M., Hyde, S. J., … Mgaieth, S. (2005).

Helping students understand their learning styles: Effects on study self efficacy, preference ‐for group work, and group climate. Educational Psychology, 25(4), 395-407. DOI:

10.1080/01443410500041706

Marsh, C. (2010). Becoming a Teacher: Knowledge, Skills, Issues (5th ed.). Frenchs Forest, NSW:

Pearson Australia.

McDevitt, T. M., & Ormrod, J. E. (2002). Child Development and Education. Columbus, OH: Merrill

Prentice Hall.

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Sagan, C. (2006). Conversations with Carl Sagan. Jackson, Miss: University Press of Mississippi.

Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016). Learning for Teaching:

Teaching for Learning. (3rd ed.). South Melbourne, VIC: Cengage Learning Australia.

Woolfolk, A., & Margetts, K. (2010). Educational Psychology. (2nd ed.). Frenchs Forest, NSW: Pearson

Australia.

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