Assignment 3 – Report of Clinical Supervision Cycles 3 and 4 Web view1Assignment 3 – Report of Clinical Supervision Cycles 3 ... a traditional filing cabinet or concertina. ...

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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4

ASSIGNMENT 3 – REPORT OF SUPERVISION CYCLES 3 AND 4

3231VTA – CORE VOCATIONAL TEACHING

CONVENOR: DR. IAN JAMES

SUBMITTED BY: DAVID MARTIN

STUDENT #2636349

[email protected]

DATE SUBMITTED: 22 MAY 2008

David Martin 3231VTAStudent #2636349 Core Vocational Teaching

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This assignment will report on the third and forth documented supervision cycles by analysing

classroom activities, questioning technique, mentor conferences against known teaching

theories. Firstly a description of the setting will be given and then the critical analyses of the

cycles. Future development plans will be outlined and finally a summative reflection given.

Also included are appendixes containing the supervision reports, summative reports and notes

pertaining to the included teaching resource CD.

DESCRIPTION

The second set of supervision cycles involved further lessons with the same group as the first

supervision cycles. It was done in a vocational education setting with a range of students, from

high school age through to mature age students with a range of previous vocational and

educational backgrounds. I was teaching sessions 15 and 16 of a thirty session cluster of four

competencies, use business technology, produce simple word processed documents and

perform office skills, often grouped together as “the computing cluster.”


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CRITICAL ANALYSIS

The post teaching conference from the first and second supervision cycles highlighted mostly

positive aspects of my teaching strategies that I continue to implement. While only four cycles

have been reported on, supervision has been done for four hours each week for ten weeks with

moderation taking place regularly.

These discussions started with some brief feedback about the lesson observation and

classroom interactions. Almost always positive, Joseph offered ideas on the class handouts

being used and asked questions of the study guide that showed possible flaws or problems,

including the modification of some assessment. The first set of supervision cycles also enabled

reflection on teaching strategies that can be used to improve lesson design and the

effectiveness of delivery.

After reviewing the first set of supervision cycles and teaching strategy literature I carefully

reviewed and rewrote the lesson plans (see appendix 5). Doing this helped me focus on

important components of the lesson. In some cases, planning needs to be done for different

ability in the class (Marsh, 2000, p. 88) and while this is not done explicitly in the lesson plan I

do try to choose a pace that will suit as many people as possible.

The classes I teach are practical classes and should include a diverse range of activities that

are student focuses and are more likely to produce second order thinking (Stevenson &

McKavanagh, 1993, p. 95). However, I think that many of my teaching activities and those that

the students undertake are still based on first order cognitive holding power. Most of my

activities based around demonstrating and telling while students are generally following

instructions and relying on the teacher for the checking of results (Stevenson & McKavanagh,


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1993, p. 95). A shift in my delivery style of planning will be required to move some activities into

problems that students can solve and ways of introducing self assessment.

Particular care was taken with the sequencing and possible questioning techniques that could

be used. These questions involved students more, offering real life examples of how learning

outcomes were related to vocation. However, upon reflection it is still a didactic strategy, one

where there is limited teacher-student interaction except for occasional questioning to clarify

material. (Sternberg & Spear-Werling, 1996, p. 37). I tended to overpower the student input too

quickly, pre-empting a student centred discussion and sharing of pre existing knowledge.

I set out to teach to this class for the entire duration of the subject, not just for the supervision

cycles. This enabled me to set a classroom environment from the start that encouraged

productive workflow and opened communication between myself and the students. It is

important to help create a positive and supportive environment where learning is worthwhile and

rewarding (Barry & King, 1998, p. 29) which I do in a number of ways. Firstly, by ensuring that

questions are answered in a positive way that encourages confidence and self-esteem.

Secondly, by the use of scaffolding to assist individual or sub-groups of the class that also

allows different pacing for different students.

While some techniques require work, I am confident that my teaching practice is based on solid

theories that help create a supportive and active learning environment that allows all students to

participate in meaningful and worthwhile ways. Observations made by Joseph confirmed that

these strategies are working and gave ideas of where improvement can be made.


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FUTURE DEVELOPMENT PLANS

An area that still needs development for my teaching is the effective use of questioning in the

classroom. This will involve more pre-planning of appropriate questions and taking note of what

works and what doesn’t.

The current training packages also specify that simulated environments should be used in

vocational education, which is not currently done to a great extent with the competencies I

teach. By creating activities that provide more interaction between students similar to what is

found in an office workplace would benefit them a great deal.

The post teaching conference raised the issue that while innovation shown with the electronic

study guide and interactive tutorials is impressive, an issue can be the time it takes to create

and maintain such a system. Solutions could include using experts in blended delivery units or

linking to external tutorials available through learning networks or other web based providers.

When using computer based tutorials it is a lot of work involved, while the current versions are

interactive, they do not test the students knowledge, they are simply fancy demonstrations.

While I am able to make judgements based on observations of students, I would also like to

build both computer based and self assessment into the video tutorials. This idea was

discussed and supported in post teaching conference.

Using established theory as basis for practice is the starting point of a continuous cycle of

practice, reflection and experimentation to continually evolve and improve my teaching over

time.


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SUMMATIVE REFLECTION

Over the duration of the observation and supervision cycles I have been able to analyse

experienced teachers in action as well as my own practice. This process has extended my view

of the reflection cycles, which in many ways I was already involved in by striving to improve my

“teaching product.” The strategies used in the classroom are as much, if not more of the product

then the teaching aids, preparation and documentation that go along with the job of being a

teacher.

Classroom management is sometimes a challenge as a beginner teacher, and it is important to

be able to choose and adapt a variety of strategies (Marsh, 2000, p. 163). I try to plan on-task

activities that engage students for as much of the lesson as possible, but there with such a

variety of students off-task behaviour is inevitable. The challenge then becomes ensuring that

off-task behaviour does not turn disruptive. Techniques I use include specific instructions,

continual movement around the class, especially where problem students were sitting.

I think that there is too much demonstrating and that my overall style is still teacher based, the

activities need to become more student centred. One way of doing this is to use small groups

within the classroom, though this should only be done if it helps achieve learning outcomes,

there is sufficient time and all resources are available for each group (Marsh, 2000, p. 96).

Whole class instruction is still effective, but can lead to boredom unless visual aids, occasional

student activity and involvement and questions are used (Marsh, 2000, p. 102). Variety seems

to be a key component in keeping attention levels, as well as keeping the work challenging

while keeping to the learning outcomes.

As the day to day running of the classroom becomes more routine reflection will start to focus

on the why of teaching and the philosophies that go along with this question. This was evident


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in some of the post teacher conferences which included union shop talk, reflection on institute

policy on teaching and the changes over time that Joseph has seen in 25 years of teaching

service.

Expert teachers have a wide range of strategies and skills to draw upon in the classroom and

adapt them to the situation at hand. I have observed some new practices, and tried using

questioning and group work during the course with mixed success. The continuing reflection

process will find ways to make these ideas work within my own style and become integrated into

the classroom. A gain from the supervision cycle is that I now place a higher value on

moderation and discussion with expert teachers.


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LIST OF REFERENCES

Barry, K., & King, L. (1998). Beginning Teaching and Beyond (2nd ed.). Tuggerah: Social

Science Press.

Marsh, C. (2000). Handbook for beginning teachers (2nd ed.). Frenchs Forest: Pearson

Education.

Sternberg, R. J., & Spear-Werling, L. (1996). Goal 2: Understadning teaching strategies to

enhance thinking. Teaching For Thinking , 35-54.

Stevenson, J., & McKavanagh, C. (1993). Practice 10, Theory 5. An examination of the depth of

learning . SET, No 1, Item 4.


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APPENDIX 1 – TEACHERS RESOURCE MANUAL

Included on the “Teachers Resource CD” is all of the material that I have used over 3 years of

teaching. As a beginner teacher, the pre-planning resources I was given included a set of

delivery plans, assessment descriptions, textbook and examples of two or three assessment

checklists and all developments have been stored electronically since then. Using an electronic

filing system has many advantages over a traditional filing cabinet or concertina. Firstly the

amount of information that can be stored is dramatically increased, and there is no need to have

just samples. With modern technology everything can be filed for future reference. However a

good backup system is required to ensure that no data is lost over time or through accidental

erasure.

TO ACCESS THE MOST RECENT STUDY GUIDE:

1. Put the CD in the drive

2. If an autostart window appears choose View folders, go to step 4

3. If the autostart window does not appear:

a. Click on The Start Button,

b. Click on My Computer

c. Double Click on the CD Drive that should show TeachingResource

4. Double click on 2008 Computing Study Guide

5. Double click on index.htm

Hyperlinks are then used to navigate to the different sections, including delivery and individual

lesson planes, assessment items and checklists and video tutorials and other class handouts.


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VERSION HISTORY

The customised delivery plan and an assessment matrix are included in the 2005 folder. This

matrix is based around the activities and tasks outlined in the delivery plan, but not the learning

outcomes. Also included are the completed textbook files which I completed by using the

student text book. Doing this gave me answers to many questions that students had in class.

In 2006 lesson plans were written for each session, outlining resources and what activities

students should complete to remain on target to completing the course. While the students

were still working through self-paced, this was a major step for me in analysing what was being

done and how it compared to desired learning outcomes. Hyperlinks were also added to the

2006 delivery plans, making use of the electronic media.

At the end of 2006 I was determined to change my resource structure and started researching

blended learning principles and platforms. The online system currently in use appeared to be a

somewhat outdated system and there were known issues with the large file downloads. I had

also been developing video tutorials which were quite large file sizes, so this made the TAFE

system too hard to use. By using an existing government web page template and layouts of

common forms (delivery plan, unit overview) I created my electronic study guide. This guide is

not designed to be used online, but as a classroom resource that can be used over the local

area network or copied to CD.

The latest changes include using an Institute template, allows access to marking checklists and

criteria assessment marking criteria sheets that align with learning outcomes, rather than a list

of activities. Each lesson has been planned using class session records, which I am now careful

to add and modify during or after a lesson. These will be scanned and used as a journal for

further reflection and updates on the next version.


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APPENDIX 2: SUMMATIVE EVALUATION


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APPENDIX 3: LESSON FEEDBACK FORMS


Started promptly, described lesson objectives and linked the topics and assessment to previous classes and activities.

Students keen and comfortable with the relocation process.

David was well prepared with Classroom resources, utilised electronic study guide, data projector, and scanner. The curriculum was linked extremely well to AQTF requirements and the skills required in a business environment.

Prepared…Data show, remote, whiteboard, computer room, scanner, internet connection. Located students away from their distracting computers to explain in detail important aspects of demonstration and assessment for the job related cover letter, web searching and scanning.

A good demonstration, excellent explanation and discussion of underpinning knowledge/skill requirements. This involved students, allowed relevant questions by David and students, and gave David the opportunity to see if students understood what was expected. It also focused students away from their own computers.

Well done, with individual clarification of issues raised by students. David proactively addressed research issues/problems that students might encounter for the days activities and future job search activities. Eg. if a web address was not given in the job advertisement then yellowpages.com.au may provide the necessary information.

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Relevant, best practice and workplace efficiency linkage, logical and flowing structure with industry and teaching knowledge clearly displayed. Excellent clarity and appropriate level which kept students focussed the whole class…well done for this group of young students.

Good overview of the Assessment requirements and logical integration of a stimulating practical activity to enhance student understanding.

Well done…good linkage to future activities and sessions within the delivery.

Good, clear progression with Session Plan and appropriate timing. Also see relevant comments in the Communication/Climate section.

Well done.

Good, accepted practices continually demonstrated.

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Excellent teacher punctuality, minor student lateness, excellent in all other aspects.

David observed student progress well during their practice; he advised where necessary and managed the variety of student pace through both the scanning and cover letter components. In particular the management of the queue to the scanner was handled well with prompting of participation when necessary. In another example in response to a student question, good class discussion of the advantages of scanning was initiated. ie. less paper copies, ease of archiving.

David is well organised and links classroom activities to industry best practice in an excellent manner.

Well done…. The only minor comment not mentioned previously would be that the use of the traditional “Dear Sir/Madam” could be replaced by the more modern alternative of “Dear Sir/Ms” because of the context that “Madam” now has.

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Started promptly, described lesson objectives and linked the topics and assessment to previous classes and activities. Good recount of previous topics and the specifics of the assessment items being completed during this session.

Being close to vacation time, students were the most distracted of all observations. David settled the students well to commence the class. Four (4) late arrivals were handled extremely well with specific instructions to turn on their computers and commence speed and accuracy practice. Their initial intention was the have a chat with other classmates. Student distraction continued throughout the class with David having to work hard to keep students on track. This he achieved well by continual movement around the class and by keeping assistance focussed and brief.

David was well prepared with Classroom resources, utilised electronic study guide in relation to speed and accuracy and portfolio assessment. Data projector utilised well for Tables and Mail Merge demonstration in the second session.

Prepared well, both physical resources and handouts for speed and accuracy. Organised well for second session task demonstrations.

A good demonstration, excellent explanation and discussion of underpinning knowledge/skill requirements. Some students were confused over components of the instructions for the speed and accuracy test eg. double spacing of paragraphs. The demonstration of both “tables” and “Mail Merge” was excellent.Well done, with individual clarification of issues raised by students. During the demonstration of tables and mail merge specific issues of concern were demonstrated again to give clarity to all. With David’s classroom manner, students feel comfortable to ask questions and have him assist when and where necessary.

Relevant, best practice and workplace efficiency linkage, logical and flowing structure with industry and teaching knowledge clearly displayed. Good throughout the class but excellent in regard to Mail Merge demonstration and student question regarding “merge fields”….. all aspects of tone, pace and emphasis. Feedback more specific with some students. eg Tracey needed additional assistance with commas and bibliography.

Planned assessment implemented well.

Well done…good linkage to future activities and sessions within the delivery. Good classroom management at the end of class to keep focus.

Good, clear progression with Session Plan and appropriate timing.

Well done.

Good, accepted practices continually demonstrated.

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Well done…as previously mentioned students were distracted more than usual. A particular outburst of Madison was handled professionally with a clear and assertive directive to “concentrate on your activities, please”. Good management at the end of class.David observed student progress well during the class; he advised where necessary and managed the variety of student pace. Extremely tolerant of student non-focus showing experienced classroom management to achieve lesson objectives.

David is well organised and links classroom activities to industry best practice in an excellent manner.

The use of autocorrect spelling and grammar functions in the Speed and Accuracy test should be a topic for moderation with other teachers. Instructions for Speed and Accuracy test improved by using written as well as verbal instructions (eg. PowerPoint or a handout).

Overall, well done…objectives achieved, effective and professional classroom management demonstrated.

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APPENDIX 4: RECORD OF TEACHING HOURS


Total of 32 hrs supervised

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APPENDIX 5

Introduction

This lesson links to previously taught word processing and letter writing activities. Time will be

provided this lesson for students to produce a part of their final assessment portfolio, a cover

letter to a specific job advertisement.

Lesson Objectives

Given a computer with a word processer and internet connection, students are to write out a

draft copy of a letter of application to an advertised job in the allocated lesson time.

The student will need to find a job advertisement and evaluate it, is the job suitable for them?

The student will analyse the job criteria and address any special requirements in the cover

letter.

Students are given a sample cover letter and will write out a letter of application using

appropriate formatting and writing style.

Content Selection and Sequence

Full Demonstration of process using whiteboard projector

Demonstrate existing links to job search sites

Demonstrate search techniques on job search sites

Demonstrate and explain existing job search sites and techniques

Questions and group discussion on suitable job categories and search


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Students to find suitable job using job search sites

Demonstrate analysis of job description, criteria and special requirements

Demonstrate and explain analysis and “what if’s” of job descriptions, criteria and special

requirements. E.g. what if I don’t have the qualification they ask for, what if there is no name to

address is to.

Questions on job descriptions, criteria and special requirements

Students to highlight special features of their job advertisement.

Demonstrate require letter writing style and layout.

Demonstrate and explain where to get more resources on letter writing styles and layouts

Questions and group discussion on style and layouts

Students to create cover letter of application based on selected job advertisement.

Teaching Aids

Career Quiz activity – an interactive game/quiz giving students background information on

training and on-the-job terminology.

Cover letter writing guide – A clear writing guide giving general information, writing tips and an

explicit example of a completed letter with appropriate style and formatting.

Internet links to popular job search sites

Internet links to other letter writing and job related materials

Teaching Strategies

Demonstration, explanations, group discussions


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Some of the strategies I am building on are questioning techniques that involve more of the

group. This strategy can help with the analysis of the learners pre-existing levels of expertise

and knowledge.

By including as many of positive teaching behaviours in my lessons

Questioning Techniques

What attracts you to a job advertisement?

What can you do to make your letter stand out from the crowd?

Assessment

Informal assessment during question time and pre-writing activities allow the teacher to gauge

student knowledge of topics covered.

The submission of the letter is the formal assessment for the lesson. It will demonstrate that the

student is able to write a job application letter in a suitable style and format, that covers all of the

criteria and special requirements of a job advertisement.

Summary

This lesson has shown that the integration of previous lesson material has allowed students the

find and analyse information from the internet and use this information to create a business style

letter in a designated timeframe.


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