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Musson, Jamie, 18240467

EDP223Professional Studies and Planning for Teaching

Assessment Task 3: ePortfolio

Jamie Musson, 18240467


Contents:

1.0 Section 1: Teacher identity 1

2.0 Section 2: Lesson planning 2

2.1 Part A: Lesson introduction tips 2

Tip 1: Relate to previous lesson 2

Tip 2: Use a variety of resources 3

Tip 3: Pitch at students’ age and ability level 3

Tip 4: Use audio-visual materials 4

Tip 5: Display a collection of materials 4

2.2 Part B: Lesson closure key points 5

Key point 1: Be brief, relevant and not repetitive 5

Key point 2: Draw together the main concept 5

2.3 Part C: Graphic organisers 6

Story Map 6

Vocabulary study 7

3-2-1 7

2.4 Part D: Group work 8

2.5 Part E: Assessment for and of learning 10

2.6 Part F: Planning for teaching 11

3.0 References 15

4.0 Appendix A: Literacy – Adjectives lesson 2 17

5.0 Appendix B: Science – Now and then lesson 19

6.0 Appendix C: Mathematics – Rounding to 100 lesson 21

7.0 Appendix D: Literacy – Adjectives lesson 1 23


1.0 Section 1: Teacher identity

During these last two weeks of working with an established teacher in an excellent 1/2 class

has encouraged and confirmed my ambition to be a teacher. When I started studying

education my personal philosophy of teaching focussed on seeing the students improve

academically and become excited about their improvement. Throughout studying, and

especially over the last two weeks, my personal philosophy of teaching has developed and

changed dramatically. Teaching is more than the students developing academically, but also

socially, emotionally, and religiously. I see teaching as a means for helping and encouraging

a new generation of people, people who know our history and therefore can develop a better

future for us all. A generation of acceptance, equality, integrity, responsibility, a generation

of problem solvers and ‘doers’.

I believe teachers who are to be effective in scaffolding a new generation should exhibit

personal and professional attributes. Teachers should have knowledge of teaching and the

content they are teaching, knowledge of how to teach, and love and enjoy teaching (Whitton,

Barker, Nosworthy, Humphries & Sinclair, 2016). I would also add that teachers need to

display honesty and integrity and have the ability to establish understanding and caring

relationships with their colleagues and more importantly their students. Teachers need to

know what they need to teach and what way it is best taught, in order to pass on the

information to their students in the most explicit and effective manner. Teachers also need to

enjoy and be motivated to teach and develop relationships with students, as this will

encourage the students to enjoy and be motivated to learn.

I believe the ability to motivate students to learn, so they are engaged in the learning is also

an attribute of an effective teacher. Teachers are important in promoting engaged

participation of students, as when teachers are supportive, encouraging and show interest in

each individual student, the students are more motivated to work and engage in their work

(Whitton et al., 2016). Students who feel supported and encouraged to do their best will be

more motivated and engaged in their work than students who are not encouraged. Students

are also motivated when the learning environment enhances adaptive student behaviour,

emotions and cognitions (Whitton et al., 2016). Teachers can foster this environment by

catering for different needs, interests, and backgrounds.

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I also agree with the philosophy of inclusive education. All students should be valued,

accepted, respected and have the opportunity to learn in a mainstream class where they are

encouraged to develop to their fullest potential in relation to their own specific needs.

However, I think that a small portion of students – perhaps students diagnosed as having a

severe disability – will benefit from a segregated special school or classes. I believe that

teachers need to express high expectations for all students and embrace each student’s ‘funds

of knowledge' (Ewing, 2013; Thomson, 2002). Through embracing the diversity of interests

and needs of each student the teacher is not only negotiating curriculum to engage each

student, but also opening a wealth of diverse learning opportunities for all students.

My personal philosophy for teaching has developed over the duration of my study and now

encompasses the personal and professional attitudes of the teacher, engaging and motivating

students, and catering for diversity. Teachers need to know what and how to teach, enjoy

teaching, and work towards developing understanding and caring teacher-students

relationships. These teacher-student relationships and adaptive learning environments

encourage students’ motivation and engagement. Finally, all students should have the

opportunity to attend a mainstream education which facilitates acceptance and respect and

encourages students to develop to their fullest potential. I can see how greatly my personal

philosophy of teaching has developed and I look forward to building and establishing my

personal philosophy of teaching in my further studies and through my professional

placements. Word count: 634

2.0 Section 2: Lesson planning

2.1 Part A: Lesson introduction tips

Each lesson planned and implemented into the classroom requires an introduction.

Introductions should involve the learners and engage them in the learning experience

(Whitton et al., 2016). There is no set criteria for introductions as all lessons must be

flexible. However, below are five tips for lesson introductions that prove to be effective,

along with examples of lessons implemented through the duration of the two week

professional placement.

Tip 1: An effective lesson introduction relates to a previous lesson, presentation,

excursion or prior knowledge (Whitton et al., 2016). This not only re-caps the students’

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knowledge on the topic, but also helps them to assimilate the new information into their

existing knowledge and schemes. Introducing the lesson by leading the students to recall the

previous lesson, can also be useful as a small formative assessment. Evaluating the

information the students acquired to determine if more focus needs to be placed on the

concepts instead of moving on to develop the concept.

Appendix A is the second lesson in a unit of two lessons on practicing and developing

identification and implementation of adjectives. The introduction of this lesson includes the

teacher leading the students in a discussion about the previous lesson, including what the

information text was about, what adjectives where found in the text and what adjectives they

used to describe the seashells. This revision of the prior lesson engaged the students and

encouraged them to participate and recall their learning. This also provides the teacher with

the information needed to determine short-term further learning for the students.

Tip 2: The use of a variety of resources engages students, making for an effective lesson

introduction (Whitton et al., 2016). Resources which have the students looking, listening and

contributing their ideas into the lesson are fun, interesting, engaging and motivate the

students in their learning. Resources may be familiar to students and therefore help them to

assimilate the new information they learn, or resources may be unfamiliar and require

students to create a new scheme.

Appendix B shows a science lesson on how animals develop, specifically, how humans

develop. To introduce this lesson, a poster was presented to the class with each students’

baby photo. Students were required to guess who was who and explain what features were the

same or different. The students had lots of fun with this activity and were engaged and

contributing their thoughts and opinions in the lesson, which made this introduction an

effective start to the lesson.

Tip 3: For a lesson introduction to be effective it must be suited to the students’ age and

ability level (Whitton et al., 2016). If the lesson introduction is too easy and below the

students’ age level, the students will be bored and disengage from the lesson. If the lesson is

too difficult and above the students’ ability level the students will become confused and give

up on trying to understand the lesson. It is important that the lesson introduction is within the

students’ zone of proximal development, so the activity challenges the students, but is

accomplishable and understandable with the teacher’s assistance.

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Appendix C is a mathematics lesson plan focussing on rounding numbers to the nearest

hundred. While the lesson plan itself is suitable for the students’ ability level, the

implementation, was not. When implementing the lesson, examples were given on rounding

numbers to the nearest ten, to revise the students prior knowledge. When these were

answered quickly and confidently, rounding to the hundreds was approached. The students

were not ready for this extension, and the lesson went downhill from there. This lesson

introduction is an example of what not to do as students became confused and unengaged,

resulting in an ineffective lesson introduction.

Tip 4: The use of audio-visual material to engage students in the lesson is an effective

lesson introduction (Whitton et al., 2016). A few examples of Audio-visual materials include

films, recordings, images and a reading of a children’s book. These materials are a great way

to calm, engage and focus students on the lesson. Often students come into the classroom

after a break excited, hyperactive and talkative. Getting students to listen to an audio

soundtrack, children’s book or look at a variety of images will calm the students down and

engage the students in the lesson, demonstrating classroom etiquette.

As an introduction to the lesson shown in Appendix C ‘Centipede’s 100 shoes’ by Tony Ross

was read to and discussed with the students. This book engaged the students, was interesting

to the students, calmed the students down so they were displaying classroom behaviours and

related to hundreds. Although this children’s book was simple, it proved to be an important

and beneficial material in making the lesson introduction effective.

Tip 5: Setting up a display of material or objects for students to explore will also

contribute to making an introduction effective (Whitton et al., 2016). A display of material

provides opportunity for teachers to introduce unusual and new material and encourages

students to explore, observe and touch the material provided. Displays can include examples

that relate to the topic, but also non-examples. Providing non-examples will encourage

further discussion and inferences as to why the object or material is displayed and if it truly

belongs or not.

In Appendix D, the first literacy lesson exploring adjectives in a unit of 2 lessons, a display of

shells were used to encourage students to describe the shape, colour, texture, and interesting

features of the shell. Students were excited and engaged in exploring the different shells,

shaking them, holding them to their ear and sharing what they found with their friends. Using

seashells sparked the students’ interest in the lesson, and even more so when they were

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allowed to touch and explore the seashells. Therefore, this lesson was very effective due to

the display of materials provided for students to explore.

These five tips to creating effective lesson introductions are flexible and adaptable to any

different context. These tips will assist in involving students and engaging them in the

learning experience provided in lesson introductions.

2.2 Part B: Lesson closure key points

Just as every lesson planned and implemented into the classroom needs an introduction, they

also need a conclusion. Whitton et al. (2016) explained that “[a] lesson should not just fade

into oblivion… rather students should be aware the lesson is over” (p. 148). It is important

that the closure of the lesson is explicit, relevant, and involves the students. Lesson closures

can vary greatly, and will still end the lesson effectively. Below are two key points about

lesson closures which can make the difference between an effective or an ineffective lesson

closure.

Key point 1: A lesson closure should be brief, relevant and not repetitive (Whitton et al.,

2016). This can be achieved by having only some of the students display or discuss their

work with the rest of the class. Sharing students’ work will be brief depending on how many

students are selected to share their work, it will be relevant as students will be discussing

their understanding of the lesson, and it will most likely not be repetitive as each student will

have their own opinion and focus within the concept. Having some students display their

work will also benefit the students’ confidence and self-esteem, as well as summarise the key

points of the lesson for the students who may not have finished on time.

The closure in the lesson shown in Appendix A has the students sharing their riddles

with the rest of the group. The students loved this activity as they quizzed their friends on the

object they had found. Students were keen to participate in describing the object using

adjectives and were excited about tricking the students in their group with their riddles.

Sharing riddles was brief, it used adjectives, and no two students’ were the same so it was not

repetitive, making for an effective lesson closure.

Key point 2: A lesson closure should also draw together the main concept of concepts

raised in the lesson (Whitton et al., 2016). Concluding the lesson in this way solidifies the

main concept for the children and ensures they remember what was most important from the

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lesson and not just a side note of information. One way to do this is to have students

participate in a game that prompts them to apply what they just learned. Using a game to

conclude a lesson involves, engages and excites the students in the lesson, therefore,

contributing to an effective lesson closure.

The lesson in Appendix C on rounding numbers to the nearest hundred closed with the use of

a game. The students played ‘Maths Tips’, an inside tips game adaptable to suit various

different mathematical concepts. In this case, students had to solve rounding numbers to the

nearest hundred (or ten for students with lower ability levels) which drew together the main

concept of the lesson and also provided the teacher with the opportunity to individually assess

students’ capability in rounding numbers to the nearest hundred. Maths Tips involved the

students and solidified the main concepts of the lesson, effectively closing the lesson.

These key points will assist in planning and implementing an explicit, and relevant lesson

closure that involves the students.

2.3 Part C: Graphic organisers

Graphic organisers are a visual cue to assist with organising information. Graphic organisers

can be used in the classroom to help students organise the plethora of information they are

learning (Whitton et al., 2016). There are numerous different types and styles of graphic

organisers which can assist with organising many different concepts and information. Three

examples of graphic organisers suitable to use in the classroom include a story map,

Vocabulary study and 3-2-1.

Story Map: A story map is a graphic organiser that organises narrative texts. Story maps

can be implemented in a whole class activity where the class discusses each section of the

text and the teacher scaffolds and scribes the students’ responses, in small groups or pairs

where the students discuss and complete the story map, or individually where each student

completes their own story map.

There are two main uses for a story map. The first is to use as a comprehension strategy

where students read a narrative then fill out the story map which will assist them in writing a

summary of the text. The second is to use the story map to assist students in writing their own

narrative, students will plan their narrative using the story map, making writing their story

easier. Story maps can also assist students in understanding and solving a mathematics word

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problem as shown in Figure 1. Story maps can and

are easily and effectively implemented into the

classroom.

Vocabulary Study: The vocabulary study is a

graphic organiser which assists students in

organising information about individual words.

This is useful when students come across an

unfamiliar word. The graphic organiser allows

students to explore the meaning, synonyms and

antonyms, parts of speech, context, prefix, suffix

and the root of new words, as shown in Figure 2. This helps

students to develop their vocabulary, spelling, reading and

writing.

The vocabulary study could be used in various ways in the

classroom. It can be implemented as a class, in which the

class discusses and the teacher prompts and scribes. It could

be implemented in a group or pair work, encouraging

students to work together and research new words. Lastly,

vocabulary study could be completed individually where

each child selects an unknown or unfamiliar word to research

and learn. Vocabulary study is an effective graphic organiser

as it involves the students, organises facts about new and

unfamiliar words and develops students’ vocabulary,

spelling, reading and writing.

3-2-1: 3-2-1 is a graphic organiser, created by Lori

Rosenberg (2012), and can be implemented into any subject or content in the classroom and

can be modified to suit various students’ ability levels. 3-2-1 prompts students to write three

things they learned, two things they found interesting, and one question they have about the

topic, as shown in Figure 3. Students can use 3-2-1 to organise new information they have

learned from literacy, science, humanities and social sciences, the arts, technologies, health

and physical education, and even mathematics.

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Figure 2: Vocabulary Study example


3-2-1, just like the other two graphic organisers explored

above, can be implemented into the classroom through

whole class participation, group and pair work, or to

complete individually. 3-2-1 gets the students recapping

and personalising the information they learned from the

lesson and is easy and understandable, therefore, an

effective graphic organiser for classrooms.

These graphic organisers are only three of the plethora of

graphic organisers available. Graphic organisers as a

whole, are interesting and helpful to students in

organising the new information and applying it in the

classroom. Word count: 582

2.4 Part D: Group work

Identifying which students work well together, and which students do not work well

together, will assist in forming effective groups. Grouping students who are friends may

benefit or disrupt group work. Friends may be willing to participate because they are

grouped together and therefore, effectively work as a group (Whitton et al, 2016). Although,

friends may also become too social and distract each other from the task, working

ineffectively as a group (Whitton et al., 20160. On the other hand, students who are not

friends may be challenged to work effectively, and be extended in their work, or students

may not understand or respect each other making working together difficult (Whitton et al.,

2016). A Teacher needs to identify which students work well together so in planning, the

teacher can accommodate this and organise students that will work effectively in the group.

In order to assure students will produce effective group work the teacher must decide the

number of students required to effectively complete the task. Whitton et al., (2016) described

that “[g]roups of three, four and five [students] are successful” (p. 196). Groups with three to

five students typically work well together as every student has the opportunity to contribute,

while still supporting each other and developing socially and academically. Three to five

students in a group is also beneficial as students do not have the opportunity to ‘split off’ and

start their own conversation unrelated to the group task.

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Figure 3: 3-2-1 example


There are, however, exceptions to three to five students being successful for group work.

Certain activities may require more or less students in a group. For example, a play activity

may require six to ten students, or a small research activity may be most effective with only

two students working on it. Teachers need to be aware of the activity and how many students

would be effective to complete it, and decide the number of students that effectively work

together as a group.

Teachers will also need to decide which type of group will produce the most effective group

work for each particular activity. Students can be grouped in various forms of groups which

include:

Ability

Cross-ability

Friendship

Interest

Student-selected

The decision on what type of group the students are grouped in will contribute to the

effectiveness of the group work. For example, grouping the students in cross-ability groups

will develop student awareness of other’s needs and develop individual strengths, but may

not challenge some students or encourage students to support each other (Whitton et al.,

2016). Each type of group will assist the students in a different way, and selecting an

appropriate group style for certain activities will ensure effective group work.

Teachers must also decide whether the groups used in the classroom will be permanent or

impermanent. Whitton (2016) described this decision should be made depending on the needs

of the learners, and the content and processes being learnt. Generally, students will be

grouped in ability groups for both mathematics and English, which will vary. These groups

are for the most part permanent, but do change if students’ ability changes exceedingly above

or below their fellow group members’. In this way, permanent groups may negatively affect

group work and students whose ability develop differently from group members (Whitton et

al., 2016). Permanent groups do not vary or provide students with a range of different

learning strategies, people and opinions. Although permanent groups would be familiar and

routine for students, providing a safe and enjoyable group for students who are anxious or

have Attention Deficit/Hyperactivity Disorder [AD/HD]. Impermanent groups offer no

predictability or routine for students who have AD/HD, but offer a variety of learning styles,

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Cross-age

Eclectic/random

Pairs

Whole class (Whitton et al., 2016).


people, strengths and weaknesses. Whether groups are permanent or impermanent will

facilitate the preparedness and willingness of student’s participation and the variety of

learning the students experience. Therefore, it is important for the teacher to decide whether

groups will be permanent of impermanent. Word count: 660

2.5 Part E: Assessment for and of learning

Assessment for learning, or formative assessment, is an ongoing assessment which should be

a part of every lesson in the classroom. Formative assessment is a diagnostic assessment

which provides feedback on the progress of student learning (Cornish & Garner, 2009). This

feedback is used by teachers as well as students to improve their learning and teaching

methods. Students are provided with feedback on how they are working with the content,

processes and products in the lesson. Students reflect and are either motivated to keep

learning by the positive feedback, or are assisted to adjust their learning strategies in order to

improve their learning (Brady & Kennedy, 2005; Whitton et al., 2016). Teachers can use the

feedback provided by formative assessment to confirm the effectiveness of current teaching

strategies, or to adjust their instruction and develop new, more effective ways of teaching

(Brady & Kennedy, 2005; Whitton et al., 2016). Therefore, the purpose of assessment for

learning is to adjust and improve student and teacher processes to improve student learning.

Formative assessment can be conducted by the teacher, students assessing each other, or

students assessing themselves. Teachers can be formatively assessing students through

informal observation, assessing students’ worksheets, class work, and homework, and by

listening to students participation in discussions (particularly student’s questions and

comments) (Whitton et al., 2016). Students can formatively assess each other’s or assess

their own work in various ways, much like the teacher. For example, students can proof read

and assess a student’s report before the report is submitted for summative assessment. There

is a multitude of different ways students and the teacher can formatively assess student

learning in the classroom and it is up to the teachers to identify the most effective tool for the

current activity and the students in the class.

Assessment of learning, or summative assessment is a process which takes place at the end

of a unit of work or subject. The information gained from a summative assessment

“indicated the extent to which expected learning outcomes have been achieved” (Brady &

Kennedy, 2005, p. 4). This information usually related to the Australian Curriculum or state

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syllabus outcomes and is reported to the students and their parents. Whitton et al. (2016)

listed that assessment of learning incorporated the content taught in the particular unit,

students’ interactions with the content, processes of learning, final product produced by the

students and the teacher’s performance.

As summative assessment takes place at the conclusion of the unit or topic of work, there are

various tools teachers may use to assess students’ learning and knowledge. Teachers may use

formal tests (standardised or non-standardised), end of topic/unit projects, student

presentations and any end-of-unit submissions to take a summative assessment of student’s

knowledge (Whitton et al., 2016). These tools for summative assessment are only a few

examples. Teachers must select an appropriate tool for summative assessments depending on

the students and the content being assessed. Word count: 485

2.6 Part F: Planning for teaching

When planning for teaching, it is imperative the teachers knows who she or he will be

teaching. Three things teachers must know about the students in their class to effectively

plan for teaching are the stages of development, learning styles and needs of each individual

child. These three aspects are discussed below.

Teachers must know each students’ stage of development to effectively plan for teaching.

Stages of development are theories created to provide the ‘typical’ behaviour and thinking in

the cognitive, moral, physical and social domains (Whitton et al., 2016). These stages of

development are not concrete and exactly the same for each child. For instance, students

progress and demonstrate characteristics from a series of stages at the same time, and

students develop through these stages at different paces (McDevitt, Ormrod, Cupit, Chandler

& Aloa, 2013; Whitton et al., 2016). There is also evidence to suggest that cultures and

educational contexts lead students through different stages of development due to what they,

as a culture or educational context, define as the most important characteristics for adults

(McDevitt et al., 2013). Due to the differentiation that these stages hold for each student, no

two students are the same.

As no two students are the same in the way they develop, teachers must know each

individual students’ stage of development to effectively plan for teaching. McDevitt et al.

(2013) described that children are taught most effectively when the teacher understands the

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typical behaviour and thinking of each stage, but are sensitive to students’ individual

variations from these behaviours and can effectively plan teaching that is inclusive of all

students’ abilities. In other words, teachers need to create developmentally appropriate

experiences and learning for all students in their class. To do this, the teacher must know and

understand each students’ stage of cognitive, moral, physical and social development and

their variations from these typical behaviours and thinking.

The second student characteristic teachers need to know when planning for teaching is each

individual students’ learning styles. Stenberg created a theory called ‘styles of mental self-

government’ which comprises 13 styles of learning organised in five different categories

shown below:

1. Functions:

a. Legislative – student prefers creating and imagination

b. Executive – student prefers rules and standards

c. Judicial – student prefers evaluating, comparing and contrasting

2. Forms:

d. Monarchic – student prefers to focus on one task at a time

e. Hierarchic – student prefers to focus on multiple tasks and assigns each

importance and a time limit

f. Oligarchic – student prefers to focus on multiple tasks and assigns each equal

importance

g. Anarchic – student prefers random unstructured learning

3. Levels:

h. Global – student prefers looking at the big picture before exploring the

details

i. Local – student prefers exploring the details before looking at the big picture

4. Scope:

j. Internal – student prefers working independently

k. External – student prefers working collaboratively

5. Leaning:

l. Liberal – student prefers to work out solutions to problems themselves

m. Conservative – student prefers to follow an established procedure to solve

problems (Whitton et al., 2016).

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Most students have one preferred learning style within each of the five categories and these

learning styles are not ‘good’ or ‘bad’. However, the application of the learning style can be

effective or ineffective (Whitton et al., 2016). Student whose learning styles align with the

teaching style will benefit and learning will be easier than student whose learning styles differ

from the teaching style.

Teachers who know the learning styles of each student can cater for the learning styles in

their planning for teaching. Due to the variety of leaning styles that may be present in the

classroom, it is unreasonable to suggest that teachers need to differentiate their lesson for

each student in this way. Rather, teachers need to implement a variety of strategies to ensure

each student’s learning style is addressed (Whitton et al., 2016). Addressing students learning

styles will enhance the effectiveness of teaching, enhance student motivation, improve

academic achievement and encourage school attendance (Whitton et al., 2016). Students will

find more enjoyment in activities that complement their learning styles, therefore, engaging

and learning effectively. Identification of learning styles will also help teachers to understand

how students learn best and why students may be having trouble with learning. Teachers need

to know students’ learning styles when planning for teaching so they can diversify their

instruction so each student can learn and demonstrate their strengths.

The final student factor that is important for teachers to know when planning for teaching is

students’ needs. Students may have cognitive, physical, or social needs which will most

likely affect the educators planning for teaching. This may include physical and cognitive

disabilities, social difficulties and language difficulties. The Australian Professional

Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL],

2014). Required teachers to “[e]stablish and implement inclusive and positive interactions to

engage and support all students in classroom activities” (standard 4, paragraph 2). This

includes appropriately modifying the classroom environment, teaching methods, and in

certain cases modifying the curriculum and learning goals to ensure all students are fully

involved in the classroom and learning. Forman (2014) explained some students may require

individual plans (for example, an individual education plan [IEP]), and other students may

require various levels of personal assistance. In order to effectively plan for teaching and

provide appropriate differentiation and learning conditions teachers must know and

understand the needs of all the students in their class.

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Teachers who know students’ stage of development, learning styles and needs will be able to

accommodate for these diversities with their teaching and effectively plan for learning in the

classroom. Word count: 929

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3.0 References

Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian

professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-

professional-standards-for-teachers/standards/list

Brady, L., & Kennedy, K. (2005). Celebrating student achievement: assessing and reporting

(2nd ed.). Frenchs Forest, N.S.W.: Pearson Education Australia.

Cornish, L., & Garner, J. (2009). Promoting student learning (2nd ed.). Frenchs Forest,

N.S.W.: Pearson Education Australia.

Croak, A. (2012). Vocabulary study. Retrieved from http://tipsandtricksteacher.blogspot.

com.au/2012/08/upper-elementary-middle-school-reading.html

Ewing, R. (2013) Curriculum and assessment. Melbourne: Oxford University Press. (pp. 73-

100). Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?

url=dc60269731.pdf&copyright=1

Foreman, P. (2014). Introducing inclusion in education. In Foreman, P., & Arthur-Kelly, M.,

Inclusion in action (4th ed., pp. 2-46). South Melbourne, VIC: Cengage Learning

Australia.

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child

development and education. Frenchs Forest, N.S.W.: Pearson Education Australia.

Rosenberg, L. (2012). 3-2-1 Reading strategy. Retrieved from

http://teachingwithloveandlaughter.blogspot.com.au/2012/05/ocean-unit-activities-

freebie-and.html

Thomson, P (2002). Schooling the Rustbelt Kids: Making the Difference in Changing Times.

Sydney: Allen & Unwin

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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

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4.0 Appendix A: Literacy – Adjectives lesson 2

LITERACY: ADJECTIVES/RIDDLE – THE SEED THAT WEARS A LIFE JACKET

Day & date: Thursday 4th June Session: 1 Lesson: 2 of 2

Curriculum area & ContentContent descriptions from the AC + specific content.

English K-10: Stage 1 - Objective D: Expressing themselves

Responds to and composes a range of texts about familiar aspects of the world and their own experiences - EN1-11D

ObjectivesOnly 1 – 3 to cover in a lesson. Make sure that your planned assessment will help you determine if these objectives have been met.

By the end of this lesson, students will be able to:

Students will be able to identify adjectives in the text. Create a riddle using adjectives to describe a familiar object chosen from

their own experiences.

Overall duration (time) 40 minutes

Student prior knowledgeAssumed or expected – refer to the AC content descriptions.

Lesson 1 of 2: Students have already read the text, and know what it is about. They have identified some of the adjectives in the text and created their own adjectives to describe a shell.

Materials & Resources Other than what you would expect students to have and you to have access to.

‘The seed that wears a life jacket’ by Sue Gibbison Worksheet 2: The seed that wears a life jacket: let’s make a riddle. Coloured pencils Literacy books

Introduction (5 – 10 min)One engaging and motivating activity related to what is going to be taught.

5 minutes: In the same group from lesson 1, ask students to recap what happened in ‘The seed that wears a life jacket’ by Sue Gibbison, and what was learned in the previous lesson. Remind the students about adjectives and what they are.

Introduce the following activity. Instruct students that as they read the text they need to stop and write the adjectives used in the text in their literacy books.

Body (20 – 30 min)Include separate activities and teaching strategies with time allocations for each.What key questions are you planning on asking?What explicit teaching are you going to do?How will the class grouping change?

10 minutes: Students will read text one paragraph at a time, focussing on emphasis and pausing at the full stops. When students identify an adjective they are to stop and write the adjective in their literacy book.

15 minutes: Students will receive Worksheet 2 which they need to work through quietly and individually. Teacher will scaffold student’s adjectives and extend their thinking.

Conclusion (5 – 10 min)How will you provide an authentic opportunity for the students to reflect on their learning?

10 minutes: One by one, students will read their riddle to the group, the group will demonstrate good listening and thinking skills and try to guess what the student’s riddle is about.

ModificationsBehaviour management /

If child become disruptive, warn students about behaviour, if behaviour continues, move the child to sit beside them, away from the previous distraction.

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differentiation strategiesAllowing more simple, or expecting more complex adjectives depending on ability.If students finish early they need to write three facts they learned from the information text in their literacy books in sentence format.

Separate Lachlan and Matthew*, seat Matthew closer to teacher to keep him on track with the work.

Assessment of student learningThis must be closely related to your objectives. Formative or summative? How will the data be used?

Assessment of learning: Assess students understanding of adjectives by their identification of them in the text. Assess student’s application and use of adjectives through assessing the student’s riddle. Assess student punctuation and spelling in workbook and worksheet and provide feedback to students.

EvaluationList some questions that will scaffold you to reflect on the effectiveness of the lesson.

Evaluating myself as the teacher: Was the language I used within the student’s age-appropriate

understanding? Did I encourage, scaffold and provide feedback for each student? Did I provide enough time for each activity to be completed? How could I improve this lesson for the future?

Evaluating the curriculum: Did the curriculum and text suit the student’s abilities? Did the worksheet fit the text, learning outcome, and student’s abilities? Did this lesson follow on smoothly from the previous lesson? Did the intended learning occur?

*These names are aliases to protect the students’ confidentiality

5.0 Appendix B: Science – Now and then lesson

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SCIENCE: NOW AND THEN

Day & date: Friday 6th August Session: 4


Science K-10: Stage 1: Describe external features, changes in and growth of living things ST1-10LW


By the end of this lesson, students will be able to: Compare their similarities and differences of their features from when they

were a baby to now. Draw themselves now and when they were young, expressing their

different features



Science K-10: Stage 1: Identifies the basic needs of living things Ste-8NE

Students have been exploring meal worms and life cycles of animals


photos of students and teachers when they were younger Length and weight of students when they were a baby Length and weight of students Mirror Now and then worksheet


10 minutes: 1. Display students’ baby photos. Choose one photo at a time and ask students to

identify who they think it is. Discuss with students how they think they can identify each person. Ask questions such as:

a. In what ways do you think that each person is the same as when they were young?

b. In what ways do you think that each person is different now?2. Show students the photos of other staff members and ask them to try to

identify the people in the photos. Discuss the fact that the photos were taken several years ago. Ask students how they think they can tell who the staff members are. Discuss how the staff members have changed and how they are the same in the photos


30 minutes1. Introduce ‘Now and then’ Worksheet

a. Explain that students will be looking closely at their own face and that of their baby photo. Students will be comparing their features from when they were a baby to their features now to look for what is the same and what is different. Ask students what they think ‘features’ means.

b. Ask students for their ideas about why there would be similarities and differences from the time they were babies and now and record brainstorm responses

c. Explain that students will draw their features and label them.d. Demonstrate how to complete the worksheet (I do)e. Students complete worksheet.

Conclusion (5 – 10 min)How will you provide an authentic

Ask students questions such as:a. Which features were similar between your baby photo and your face

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opportunity for the students to reflect on their learning?

now?b. Which features were different?c. Why do you think you have different features?d. What features will change when you get older?e. Do you think you will ever stop growing? When? Why?f. Why was your birth length recorded and not height?

ModificationsBehaviour management / differentiation strategies

Only select students in class discussion who are sitting with their legs crossed and not shouting out.

If students are disrupting the lesson, give students warning about behaviour, if behaviour continues move student.


Assessment for learning: Observe students’ contribution and ideas in class discussion Mark students’ worksheets for spelling and grammar



understanding? Was my explanation easy to understand, or was it wordy and confusing? Did I encourage, scaffold and provide feedback for each student? Did I provide enough time for the activity to be completed? How could I improve this lesson for the future? How was my behaviour management?

Evaluating the curriculum: Did the curriculum and suit the student’s abilities? Did the task fit the, learning outcome, and student’s abilities? Did the intended learning occur?

6.0 Appendix C: Mathematics – Rounding to 100 lesson

MATHEMATICS: ROUNDING TO 100

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Day & date: Thursday 11th August Session: 4


Mathematics K–10 - Stage 1 - Number and Algebra applies place value, informally, to count, order, read and represent two- and three-digit numbers MA1-4NA

Group, partition and rearrange collections of up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

round numbers to the nearest hundred


By the end of this lesson, students will be able to: Round numbers to the nearest hundred



Mathematics K–10 - Stage 1 - Number and Algebra Students apply place value, informally, to count, order, read and represent two- and three-digit numbers MA1-4NA


‘Centipedes 100 shoes’ by Tony Ross Dice Maths book/whiteboard Rounding hundred chart (Visual reminder)


10 minutes: Sit students on the floor at the front of the classroom. Read ‘Centipedes 100 shoes’ to the students. Ensure students are seated properly, quiet and demonstrating classroom etiquette. Shortly discuss book after completion.


10 minutesTeacher will introduce lesson and the rounding hundreds chart. If the number is smaller than 50 in the tens, than the number is round down to the hundred. If the number is larger than 50 in the tens, the number needs to be round up to the next hundred. For example, 376: 76 is greater than 50, therefore round up to 400 516: 16 is smaller than 50, therefore round down to 500Teacher will demonstrate activity to students, displaying the concept and the proper layout in the workbook. 15 minutes:Students will roll 3 dice and create a number. Student will say and write number in workbook. Student will then round the number to the nearest hundred and write new number in workbook in the proper layout. Students will repeat until the time runs out.

Conclusion (5 – 10 min)How will you provide an authentic opportunity for the students to reflect on their learning?

10 minutes: Play Maths Tips with the students: Students are required to stand around the room, call students names randomly and depending on students’ ability write a two digit or three digit number on the board for the students to round. If students answer correctly, they are allowed to

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take a step and try to tip their classmates. If students are incorrect, prompt their response, if student cannot answer question students sit down and are out. Students who are tipped by their classmates are out and have to sit down.

ModificationsBehaviour management / differentiation strategies

Students with higher ability level may be able to use 4 digit numbers, although still rounding to closest 100. Students with lower ability level rounding to 10.

Students who misbehave are warned to change behaviour, it behaviour persists, students will be moved to a different spot, if behaviour still persists students will be removed from the activity and will watch.


Assessment for learning: Students’ knowledge of rounding and estimation will be assessed through

their participation and used to determine the extent of further rounding and estimation lessons.

Students’ workbooks will be observed during lesson, teacher will encourage students or scaffold students if work is incorrect.

Assess students understanding of rounding numbers through maths tips.



understanding? Was my explanation easy to understand, or was it wordy and confusing? Did I encourage, scaffold and provide feedback for each student? Did I provide enough time for each activity to be completed? How could I improve this lesson for the future? Could I improve my behaviour management?

Evaluating the curriculum: Did the curriculum and text suit the student’s abilities? Did the task fit the text, learning outcome, and student’s abilities? Did the intended learning occur?

7.0 Appendix D: Literacy – Adjectives lesson 1

LITERACY: ADJECTIVES – THE SEED THAT WEARS A LIFE JACKET

Day & date: Wednesday 3rd June Session: 1 Lesson: 1 of 2

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English K-10: Stage 1 - Objective D: Expressing themselves

Responds to and composes a range of texts about familiar aspects of the world and their own experiences - EN1-11D


By the end of this lesson, students will be able to: Read ‘The seed that wears a life jacket’, discuss and summarise the

information text. Identify the adjectives used to describe the mangrove seed. Describe a given object they are unfamiliar with using adjectives

they are familiar with. (cone shaped shell)



Students have previously learned what adjectives are, and can provide examples.


‘The seed that wears a life jacket’ by Sue Gibbison Worksheet 1: The seed that wears a life jacket. Coloured pencils Assortment of shells


5 minutes:In small ability groups of 5/6 students, show students a display of different seashells. Encourage students to touch, feel, and explore the seashells. Discuss with the students adjectives they could use to describe one or two of the seashells. Use this to revise with the students what adjective are.

Introduce the text. Encourage students to be listening for the adjectives used in the story.


15 minutes: Students will read around the circle, reading one – two paragraph each. Teacher will guide reading.

5 minutes: The group will discuss the main points of the information text, collaborate on how Ben described the seed & mangroves, and discuss what they learned and liked about the information text.

15 minutes: Children will work quietly to complete the worksheet, teacher will scaffold students to extend their thinking and answers.

Conclusion (5 – 10 min)How will you provide an authentic opportunity for the students to reflect on their

If students finish early teacher will ask each child to share one adjective from their worksheet describing their shell.

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learning? ModificationsBehaviour management / differentiation strategies

If child become disruptive, warn students about behaviour, if behaviour persists move the child to sit beside them, away from the previous distraction.

If students are acting inappropriate with the shell, confiscate shell off child, child will be allowed to look but not touch to complete work.

Allowing more simple, or expecting more complex adjectives depending on ability.


Assessment for learning: Assess students reading level through observation. Taking note of words they found difficult, and their fluency. Observe student participation and discussion to determine their comprehension of the text. Determine students’ ideas and completion of the worksheet to either provide positive feedback, or encourage the student to write more.

Assessment of learning: Mark the students responses on the worksheet, including their comprehension of text, the complexity of the adjectives students use to describe their shell, grammar and spelling.



understanding? Did I encourage, scaffold and provide feedback for each student? Did I provide enough time for the activity to be completed? How could I improve this lesson for the future?

Evaluating the curriculum: Did the curriculum and text suit the student’s abilities? Did the worksheet fit the text, learning outcome, and student’s

abilities? Did the intended learning occur?

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