Teaching Portfolio
Alison MacGillivray
Standard 2. Know the content and how to teach it
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In order for me to fully understand the concepts I was teaching for my unit of work, I undertook further research on what the students had already learnt and the types of activities they had previously engaged in, as well as the key learning areas for the topic. After discussing the possible outcomes of the lessons with my mentor teacher, I was able to provide a unit of work that was well informed, due to my further research, and engaging as it introduced new learning techniques to the students. Teaching strategies that were applied throughout the unit incorporated the use of small group work with interactive instruction focusing on brainstorming and open discussions and guided practice where students were later encouraged to work independently. [evidence 2.1_1]
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Planning a mini unit of work on capacity, it became very aware to me that the most effective way to teach my students was going to be through a very tactile approach. I wanted them to learn the concepts of full and empty and the capacities in-between as stated in the Australian Curriculum (link to ac), but wasn’t satisfied with any sheet based work, they needed to practice pouring and making visual connections to the vocabulary we were teaching them. Most importantly though I wanted them to celebrate their own successes as they negotiated the water to the correct levels. What followed was a weeks worth of engaging maths lessons that utilised outdoor spaces, hands on activities, lots of water and lots of fun learning. [evidence 2.1_2]
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To create a unit of work on recycling I first planned a learning journey based on Blooms Revised Taxonomy and pedagogical framework incorporating the Five Dimensions of Learning. Each lesson introduced a new aspect of the unit, while also reflecting on what they had learnt from the previous lesson. The purpose of organising the unit into a learning journey was to ensure the flow of the lessons and content, while following a pedagogical framework that focuses on explicit teaching and engaging the students in higher order thinking. [evidence 2.2_1]
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During my ten week pre-service placement, I created an overall weekly planner that was then broken down into weekly subject planners. This ensured that I created an effective teaching sequence that covered the descriptors in each learning area, and easily showed the different teaching strategies that were being used. [evidence 2.2_2]
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Following the Australian Curriculum, I planned a unit of work covering the content descriptors in Measurement and Geometry; using units of measurement (ACMMG006). The students were required to first make predictions about which container held more and then participate in hands on experimenting. The final outcome for the students was to be assessed on whether they could correctly fill cups to varying levels and then order them according to their capacity. During the unit I was able to photograph students engaging in experiments, and assess their individual knowledge and understanding. [evidence 2.3_1]
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Designing a lesson plan around the Humanities and Social Sciences sub strand Geography, I was able to create a lesson plan that introduced my students to the Knowledge and Understanding strand (ACHASSK016). This allowed them to explore the fact that their school is located on traditional Kaurna land and gain an understanding of why it is so important to Indigenous people. [evidence 2.3_2]
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Knowledge, understanding and respect are gained through experience and education, and while my experience may be limited as a graduate teacher, I have endeavoured to enrich my education further for teaching Indigenous students. Evidence 2.4_1 is a teachers guide to literacy education for Indigenous and non-Indigenous students, covering education from an Indigenous perspective with activities and relevant cultural information. While this resource is extremely valuable in literacy education, it is designed to enhance the educator’s own knowledge, understanding and values.
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Our duty as educators is to not only teach our students the academic requirements to become successful contributors to society, but perhaps more importantly, it is to instil values and beliefs that will have them creating a society that is inclusive, compassionate and supportive of cultural diversity. [evidence 2.4_2]
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The use of a big book for shared reading became a successful teaching strategy that I included in the planning of my weekly literacy units. Big books provided my students with the opportunity to clearly see the words in the book as it was being read to them. It allowed me to focus on explicitly teaching one aspect of literacy to my students each day such as rhyme, expression or punctuation. Students were encouraged each day to participate in reading the repetitive text within the story and by Friday they were able to collectively read the book unassisted. The use of repetition and an explicit focus on one book a week sets the students up for success in their literacy learning. [evidence 2.5_1]
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During my pre-service placement in a year 1 class, I was introduced to the Origo Education Mathematics program, Stepping Stones. This program was accessed daily and formed the basis of the students mathematical education. Origo Stepping Stones incorporates a variety of teaching strategies including digital interactive learning, printed work and hands-on activities. The lessons work alongside the Australian Curriculum with modules having a direct link to each content descriptor [evidence 2.5_2] The lessons can be utilised and used as they appear in the program, or they be a starting point for educators in planning a unique learning experience.
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Each week a new set of sight words were introduced to my Year 1 students and they were required to write them in their English book and complete a task based on these words. During my pre-service placement I incorporated our weekly computer lesson with one of my English lesson plans. The students were asked to type, as opposed to hand write, their weekly words. They were required to follow a series of steps to complete their computer task, which was utilised later in the week to produce a three dimensional house to display their words. I found this task very successful as it incorporated a variety of learning strategies and opportunities for the students. [evidence 2.6_1]
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I was fortunate enough during one of my pre-service placements to be in a composite year 1 & 2 class that had four computers in their classroom. A roster system was established which allowed each student “free” time on a computer once a week. The students were welcome to choose from the various literacy or maths games on each computer and because of this, were very efficient in accessing everything themselves. The additional time granted to each student enabled them to explore the processes of logging in and out and becoming familiar with all aspects of the computer, including the use of the class printer [evidence 2.6_2]
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AITSL Standards
Professional Knowledge
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
