Teaching Portfolio
Alison MacGillivray
Standard 3: Plan for and implement effective teaching and learning
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Providing my students with the opportunity to succeed at their work regardless of their ability level was vital in building their confidence and determination. When students feel as though they are underachieving, their self worth diminishes along with their interest. Throughout my pre-service placement I regularly created learning exercises that covered three ability levels while still being challenging for my students. Example 3.1_1 shows the same mathematic exercise with varying sets of numbers to accommodate for all students.
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Students participated in a weekly writing activity in which they were introduced to the mechanics of writing. This lesson was presented to the class as a whole, with the same instruction and direction given to everyone. After the initial explanation of the task, students then began their work, with the competent writers beginning on their own and those that needed extra support being guided in small groups or individually. The quantity of writing expected from each student also varied depending on his or her ability level. [evidence 3.1_2]
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
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I was able to plan a unit of work based on recycling and caring for our earth, by first gaining information on what the students already knew. As I began my pre-service placement during term three, I was unsure of what the students had learnt prior to my starting, so incorporating a brainstorming session into my first lesson plan was essential in order to establish the depth of their knowledge and how I should proceed. Evidence 3.2_1 shows the overview of the unit of work.
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During my pre-service placement I was fortunate to attend a Professional Development day hosted by international dyslexia expert Mr Neil Mackay. The strategy of “traffic lights” was introduced as a visual means for students to show their understanding of a topic or subject. They work by allowing each student to show the teacher their level of understanding, either green; the student understands completely, amber; they have a partial understanding, or red; little to no understanding. This teaching strategy is something that I would certainly incorporate into my everyday teaching as it allows educators to immediately see each student’s level of understanding and act on it accordingly. Evidence 3.2_2 shows an initial design that I could use in my future teaching.
3.3 Use teaching strategies
Include a range of teaching strategies.
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Utilising a diverse range of teaching strategies can create a learning environment that supports all learning styles. Planning a successful sequence of learning should incorporate documented work for student’s workbooks, kinaesthetic learning opportunities and verbal discussions. I believe giving students the chance to see it, hear it and do it, encompasses a range of learning abilities and styles that optimises their education. Evidence 3.3_1 shows a sequence of Mathematic lessons that incorporates individual sheet work, small group activities and hands on activities.
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During one of my pre-service placements my mentor teacher gave me a sheet of information called “Eight ways of Teaching” [evidence 3.3_2]. It outlines “Gardner’s” theory of Multiple Intelligences and offers examples of teaching activities and materials to support each intelligence, as well as instructional strategies. While the information is a little out-dated, I found it very useful in increasing my knowledge of teaching strategies that can implemented in the classroom to support diverse learning.
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Integrating the use of additional resources into learning experiences allows students to master a range of different approaches to achieving the required outcome. Prior to the student’s lesson on report writing, they created a Venn diagram to establish the differences and similarities between frogs and turtles. A computing lesson was planned in which the students were guided through the process of creating their diagram in Microsoft Publisher and sorting images from the schools shared drive into the appropriate parts of their diagram. [evidence 3.4_1]
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Interactive white boards (IWB) are a common fixture in most classrooms nowadays and provide teachers with a resource that offers multiple learning experiences for their students. In my final pre-service placement alone I have utilised the IWB for teaching the Jolly Phonics program, playing video clips for guided mindfulness, background music during silent working times, handwriting lessons, interactive slides that are student led every morning and marking the roll. There are multiple ways in which IWB’s can engage students and when integrated appropriately into lesson planning can add an exciting and valuable aspect to every learning experience. [evidence 3,4_2]
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Gaining the immediate attention of students its imperative for not only giving instruction but also for the safety and wellbeing of the students. One of the most effective strategies I have used for gaining the attention of a large group is with my experience in the Scout Association. As a member of a scout amateur theatre show that includes a cast of 110 youth and an additional 60 plus volunteers, it can be a daunting task to gain the attention of everyone in a quick and efficient manner, however the strategy that is used is simply for the ‘leader’ to put their hand in the air. This is an easily recognisable symbol to stop and remain silent. As soon as the rest of the cast and crew notice this, they follow suit and raise their hands silently. It is inspiring to see almost 170 people silenced in a matter of moments without a word being spoken. Evidence 3.5_1 is a section of an assignment discussing our experience with non-verbal communication.
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Quite often things don’t go to plan, however this allows us to rethink what we are trying to achieve and use a different strategy. Evidence 3.5_2 is a copy of an email and an excerpt from my reflective journal that illustrates the use of an email when things didn’t quiet work out. My class were attempting to make Balloon Rockets during their science lesson, however there was an issue with most of them not being able to inflate their balloons. Frustration and disappointment followed and the class was stopped early, which is when my mentor teacher opened a discussion with the students on how we could fix the problem. The solution was to email a year 6 class asking for their help the following day.
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During my pre-service placement I took every opportunity available to reflect on my lessons and discuss alternative methods to improve my teaching. My mentor teachers were all very supportive and offered advice towards aspects of both the content of my lesson plans and the delivery of them and I was extremely grateful for their knowledge and experience. Quite often it was simply accepting that things don’t always go to plan and that mistakes are made and can be learnt from. [evidence 3.6_1]
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Receiving feedback from students is just as vital as receiving it from mentors and other staff. Throughout my final pre-service placement I experimented with playing background music throughout certain lessons to establish if it would improve student engagement. While my observations were quite positive, the feedback I received from the students was even more so. The majority of students found the music calming and enjoyable and commented that it helped them concentrate on their work more. Evidence 3.6_2 shows one of the responses from my Student Survey on music in the classroom.
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3.7 Engage parents/ carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
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Parents feel valued and involved when they are included in their child’s education. An activity during my pre-service placement involved the students taking home a questionnaire about Past and Present toys. They were asked to complete the task with their parents, grandparents or caregivers and bring the results back into school. We discussed the findings as a class and many of the students commented on how much fun it was talking with their parents about the toys they used to play with. [evidence 3.7_1]
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Being involved in the Learning Journey Day while on pre-service placement was a valuable experience in how to successfully involve parents or caregivers in their child’s education. Parents were invited to book a time to visit the classroom either before or after school. The students had a selection of their workbooks on their desks, and were able to show their parents/caregivers the work they had done. Parents were given a small worksheet to fill in which also included some leading questions they could ask their child in regards to their work. It was a wonderful opportunity to also engage with the parents in a relaxed atmosphere. [evidence 3.7_2]
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AITSL Standards
Professional Practice
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student 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.
