My Experience

Evidence 2: Differentiated Lesson Plan & Feedback

This differentiated lesson plan was developed and taught during my first professional experience, for a class of 27 Year 11 students. These students were hardworking, with minimal behavioural challenges. However, there were a range of literacy levels within the class, and many students in the class spoke another language at home. These considerations affected how I differentiated the lesson. The accompanying feedback was supplied by my supervising teacher following the completion of this lesson.

The lesson plan presented here provided a base for a successful lesson, thanks to the ways it catered for diverse student needs in the classroom. In planning and executing it, I learnt how to teach in a way that allowed students to address Stage 6 syllabus outcomes at a range of levels (2.1), and incorporate ICT that would expand students’ understanding of the concepts studied (2.6). Asking questions using the levels of Bloom’s Taxonomy allowed all students to engage in discussions and activities (4.1). I also incorporated literacy strategies, such as building vocabulary (2.5). In planning for multiple directions within the lesson plan, I was able to alter the lesson based on the assessment of students’ prior knowledge (5.1).

A classroom fostering supportive and safe learning (Standard 5) was established through differentiated questioning and collaborative activities. A broad and developed knowledge of concepts surrounding film texts (Standard 2) allowed me to create a flexible lesson plan that would respond to student needs, based on assessing their prior knowledge and competence with new concepts (Standard 5). In the feedback provided, my supervising teacher suggested the lesson was “inclusive” and that “learning outcomes were addressed effectively”.

Through planning and teaching lessons such as this one, I have learned just how useful differentiated planning can be for engaging all students. Through providing a range of tasks that differ in complexity and medium, I can enable all students to access the content of the English Syllabus.

Evidence 3: Report on Student Achievement

This report was written for publication in a school newsletter during my first professional experience. The school newsletter was published twice a term, and aimed to highlight student achievements and inform about important matters. It was emailed to the parents and wider school community.

In order to write this report, I needed to consider the purpose of the school newsletter and the implications my report could have on particular stakeholders within and beyond the school. The report needed to be a positive but accurate account of student achievement. To write the report, I consulted with other teachers and administrators within the school, gathering contextual information surrounding the English faculty. I also researched past newsletters for examples of a report scaffold.

The process of writing this report led me to engage professionally with colleagues (7.1). The publication of the report also led to engagement with parents and the wider school community (7.4). Through this process I learned about the relationships between teachers and stakeholders beyond the staffroom. Professional engagement is an important aspect of being a teacher, and in writing this report I came to learn about the processes and policies involved with a school’s place in society.

Evidence 1: Unit Overview/Rationale

I developed this unit overview/rationale as part of a larger academic project in May 2014. The unit was designed for a comprehensive Year 8 class, which might include gifted students as well as students with intellectual disabilities. Differing literacy levels were expected, as well as students who might speak English as an additional language.

In order to design the unit, I needed to think about the needs of a diverse class and develop a concept and program that would engage all students (Standard 3.1), while addressing key objectives of the Stage 4 English Syllabus in New South Wales (2.1). I also considered the different cultural backgrounds that might be present in the class (1.3), and sought to design a unit where student differences are valued.

The unit overview/rationale I have provided here caters for a classroom of diverse students. I found that presenting a range of texts surrounding “placemaking” caters for multiple strengths, while a scope of assessment tasks allows students to incorporate their own interests. I discovered that all literacy levels are engaged if a program such as this encourages students to choose a progression of tasks suited to their personal needs (3.2). I found an ICT program that could assist students in “placemaking” using pictures as well as words (3.4).

Through this unit overview/rationale I have learned how to plan for effective teaching and learning (Standard 3), as well as coming to understand how a diverse range of students learn (Standard 1). These skills will help me design future units and lessons, as well as make me a more flexible teacher within the classroom, responding to student needs using a library of resources.

Here are some samples of my teaching practice, accompanied by reflections on how this practice meets the Australian Professional Standards for Teachers.

All Standards referenced come from AITSL's Australian Professional Standards for Teachers:

Australian Institute for Teaching and School Leadership. (2010). Australian Professional Standards for Teachers. Melbourne, Australia: Author.

Ruby Mahoney