EVIDENCE OF PROFESSIONAL PRACTICE

EVIDENCE OF PROFESSIONAL PRACTICE Danielle Inwood 2008 Sunbury Downs Secondary College

INDEX ANALYSIS OF A SEQUENCE OF TEACHING & LEARNING: Component 1: Establishing the Teaching Context Component 2: A Teaching and Learning Sequence Component 3: Detail of Two Teaching and Learning Activities Component 4: Analysis of Student Learning Component 5: A Reflection on the Planned Teaching and Learning Process COLLEGIATE CLASSROOM ACTIVITY RECORD: Component 6: The Provisional Teachers Classroom Component 7: The Mentors Classroom COMMENTARY ON PROFESSIONAL ACTIVITIES: Component 8: Record of Professional Activities Component 9: Commentary on Professional Learning from Activities

ANALYSIS OF A SEQUENCE OF TEACHING & LEARNING

Component 1: Establishing the Teaching Context Sunbury Downs is a moderately sized co-educational secondary college for students from Years 7-12. Students are not ethnically diverse with most being of Anglo origin. Our students come to the College with English as their main language. While the students are orally literate, many struggle with complex forms of written English. A moderate proportion of the parent group have attained a tertiary level of education. The biggest step I have needed to take is to develop the units of work without a detailed curriculum framework. This is currently occurring on a school level which aims to complete a unit of work for each subject/year level by the end of the year. I have gained some previous work from experienced teachers and with newly developed projects have formed a unit of work. This unit of work has been shared between other teachers but is not definitive in each class. Teaching Science to two Year 9 classes as a graduate teacher has given me the opportunity to change work programs that have not worked effectively and trial other programs. The analysis of this teaching and learning sequence comes from my 9A class of 21 students. The class represents a wide range of learning needs. There are five students that would understand guidelines and tasks and work with minimal supervision. One of these students is diagnosed with Aspergers Syndrome and has a teacher aide assigned to one class per week. Around 9 students represent challenges in the classroom as they are disengaged or have literacy issues that do not receive support. The remaining students prefer to stay under the radar than excel themselves in class. The task when working with 9A would be to ensure that activities cater for all students, providing extension activities for more able students and adjusting work to enable more support and behaviour management for the less able students. The class is very chatty and there has been an increase in the bullying behaviour of some students. Consequently, the learning environment needs to become safe where students behave appropriately both in class work and practical sessions. The physical learning environment is also challenging. The majority of these classes are in a small laboratory classroom with limited room for movement. I have been displaying students work around the laboratory in order to increase their effort and presentation of work. It also gives them a sense of ownership or connectedness to the room (and science too). We also have one class a week in a computer room.

Component 2: A Teaching and Learning Sequence Unit: The Brain & Nervous System Class: Year 9 At the end of this 5 week unit students should have an understanding on how the nervous system and brain work. They should be able to explain components such as a motor & sensory neurone, reflex action, locations and names of brain parts as well has the texture and feeling of this internal organ. They should be able to compare these organs between animals such as human and sheep. They will build skills in researching, practical report writing, dissecting, model building and ICT. The prior knowledge and/or skill that the students needed were: • How to write up practical reports • How to research using the library and internet • No prior knowledge was required for information on the nervous system and brain. The teaching and learning activities that enabled the students to engage with and achieve their learning aims included ICT activities, the immersion activity, sheep brain dissection, a video, model building, poster making, experiments. To assist students with literacy difficulties a glossary was made. For students with behavioural issues I chose their dissecting partners to avoid issues of safety. Having the laboratory technician assist during this lesson also minimised issues. The science rooms were used during dissections and ICT rooms during research lessons. The lessons were planned around the timetabled rooms.

The research activity enabled me to move around to individual students and monitor their student learning. It enabled them to develop ideas in the concept before applying their knowledge to dissections. This unit of work engaged students and this enabled me to move around the class and monitor the students and the work they were doing. They were able to explore throughout the unit in different areas of research and dissections. I constantly used questions to monitor student learning and help explain the topic. I used a video to introduce concepts, build on their understanding and help explain the topic. Dissections allowed students to elaborate on the information they researched and apply their new knowledge. Through a variety of assessment tasks I was able to evaluate and monitor student learning. Students performance in this section of the unit was assessed according to: • Completion of tasks and organization of workbooks • Research assignment and experiment booklet • Referencing for the research assignment • Class discussions • Practical report on sheep brain dissection • Group work during the dissection

Unit Plan

Reference 1: Concept Cartoon 1. The concept cartoon was to introduce the topic and discover students prior knowledge. They worked individually to identify their thoughts and opinions then discussed these within the class.

Reference 2: Homework Task 2. The homework sheet was developed to cater for the different students and learning requirements. Yet it would also enable them to increase their complexity of thinking. It followed Bloom’s Taxonomy & Multiple Intelligence Frameworks. Students were required to hand one homework task in each Tuesday. A work record was also given to allow students to record their work.

Reference 3: Research Assignment 3. This nervous system research assignment was a booklet that would allow students to research the nervous system at their own level rather than the old style chalk-&-talk. They would be allowed 2 weeks to work on and complete the research task. Included in the assignment were short experiments that would apply concepts they were learning about (i.e. reflex actions). An assessment matrix was given at the start of the year and it was explain that students should follow these for their marks. The assessment on the booklet aligned with the assessment matrix previously given. A glossary also provided the students with literacy needs to clarify terms used. There was also an additional research project for those who showed advanced knowledge or had an interest on the topic.

Reference 4: Internet Activity 4. The internet activity enable students to reflect on their learning about the nervous system and build on that knowledge by seeing the different nerve regions and complexity of nerves. It also enabled more ICT learning.

Reference 5: Internet Activity 5. The practical began with students being able to use microscopes to see sections of nerves and brain components. During this time students were also asked to build models of nerves. This provided an opportunity for group work and reflection on the nerves before moving on to the brain.

Reference 6: Brain Power Video 6. The brain power video gave students a visual representation of how nerves work and an example of a nerve being fired. This is something they would not have been able to see during an experiment. The video provided reflection on nerves as well as how nerves tie into the next topic – the brain.

Reference 7: Brain Immersion & Quiz 7. These activities were used to introduce the brain and how it can be compared with different objects. It would help them think about these things in response to the dissection. It also allowed students who did not want to be involved in the dissection to understand the brain without necessarily dissecting it.

Reference 8: Sheep Brain Dissection 8. The sheep brain dissection was used to further engage the students. It would also be used as an assessment task. It enabled them to see and feel what they have learnt and also enable higher order thinking.

ACTIVITY 1: Research Assignment Following the concept cartoon the research assignment (Reference 3) was given. Students received a booklet containing the research assignment and other assessment tasks. Students were told there would be 8 lessons in which they would have to research the topic. The final product would be the development of a pamphlet as well as complete the experiments in the booklet. Additional work included the Multiple Sclerosis assignment. A library session was booked to enable them access to research materials including books, computers and newspapers. I supervised and guided them to websites and books, using a lot of time to also manage student behaviour. This assignment was designed to provide students with student based learning. It was hoped that by the end of the activity the students would have achieved more knowledge than by teacher based learning. This task also provided an opportunity for students to build on ICT and research skills. Students were instructed to finish the assignment for homework. ACTIVITY 2: Sheep Brain Dissection The sheep brain dissection was also an assessment task (Reference 8). We went through the dissection method and the lab technician was introduced and present during the lesson. Students were sent to lab tables where they were assigned partners. This was because there were many with possible behavioural issues that needed to be controlled and less tempted to do the wrong thing if away from the other students. The final product would be a detailed practical report including sketches of the brain and answers to questions. They would be given two additional lessons to research answers to the discussion questions and type up their report if preferred. I supervised and guided them to names and areas of the brain and also promoted self learning. Alternative online dissections were provided to those students who felt uncomfortable with this prac. This dissection was designed to provide students with a hands on dissection to extend their knowledge and develop higher order thinking. It would provide an opportunity to summarise their learning in a practical sense. Component 3: Detail of Two Teaching and Learning Activities

PROFILE: Student A Student A is a high achiever who is highly capable across all subject areas. He has been diagnosed with Aspergers Syndrome. He works excellently independently and regularly asks questions to confirm his understanding of the topic, tasks and outcomes required. He prefers highly structured tasks in which he knows what he is required to complete in the lesson. He becomes stressed if required to define his own end product. He works well with peers but is easily frustrated by students who are less engaged than him. He also has a competitive nature but prefers to avoid competitions in which he becomes very stressed. Specific learning goals for Student A were: To develop his research and practical writing skills in science. To extend his research and processing skills. To develop his skills in dissection and group work with peers. To develop his interpersonal skills to deal with stressful situations. PROFILE: Student B Student B presents with significant behavioural difficulties. He has issues outside of school and has been expelled from a previous school. There is also an issue with his inconsistent attendance and organisation. He shows he is able to comprehend the work however lacks the appropriate effort and initiation. As a result, work is often not fully completed and submission of work is inconsistent. He does not complete homework. His behaviour can deteriorate quickly if he remains unsettled, unfocused and unengaged. His commitment to work occurs in spurts and he is often distracted by anything and everything. Specific learning goals for Student A were: To develop his research and practical writing skills in science. To complete assessment tasks and hand them in. To improve on his behaviour in the class room Component 4: Analysis of Student Learning

Annotated Work Samples – Student A Student A completed this task with minimal assistance. He understood the aim of the task quickly and was able to apply himself to complete the work satisfactorily. He successfully described terms and processes in his own words showing a clear understanding of the concepts. His work is neat and organised so that information is easily followed (i.e. contents page). Research Pamphlet

Annotated Work Samples – Student A Sheep Brain Dissection Student A produced an excellent example of a Prac Report on the Sheep Brain Dissection. He shows a clear understanding and ability to elaborate on his knowledge learnt during the Research Pamphlet and apply his new knowledge and skills.

Annotated Work Samples – Student B Student B has successfully produced a pamphlet on the nervous system. The dotted lines indicate work completed before being prompted. He showed little understanding of the tasks aim and constantly required prompting. However he rarely produces completed works and this was an achievement for this student. Unfortunately he doesn’t describe the terms in his own words and this would limit his understanding of concepts. I was however happy to receive a completed task from this student. Research Pamphlet

Annotated Work Samples – Student B Student B was unfortunately away during the Sheep Brain Dissection. However, was present during a Kidney Dissection which followed the Sheep Brain Unit and as a result I have chosen to add this as his work sample. Again Student B produced a prac report with little effort however by receiving another completed task this was an achievement in itself. He has managed to improve from the start of the year by including an aim and method and over the year will attempt to improve this so it includes all titles (results, discussion, conclusion). Student B clearly requires constant support in order to complete tasks. Kidney Dissection

Component 5: A Reflection on the Planned Teaching and Learning Process • Most students were engaged throughout the unit: using ICT, Dissections and Videos catered well for the different types of learners in the class. • The quality of research, discussions and group work during dissections improved from that at the beginning of the year. • The homework task sheet worked well as a modified work for one student who was presented with severe learning difficulties. • Students skills have developed in terms of researching and producing sound pieces of work. • By the end of the unit most students were able to attempt and apply some knowledge of their research project to their dissections and evaluation tasks (quizzes, tests and work sheets). • Student A was able to use my time effectively asking questions when needed. • Student B was given feedback in Term 1 about how to improve on his report writing skills. He previously produced reports without titles. This was one improvement made in this report. Student B was also able to complete tasks which has been a problem throughout the year. Plus Minus • Student B required constant supervision in order to complete tasks. • Although Student B produced the work it used a lot of time supervising him. I am worried that the time spent with Student B will impact on my time spent with other students trying to work. • I also need to observe more students that are staying under the radar. • The concept cartoon was not used effectively. Students tried to say their opinions over the top of other students. Next time I will allow only one student to discuss their view by holding “the microphone”. • The library was not accessible this term and as a result had to replace these with computer rooms. • Many students were too reliant on their text book for all the answers and did no additional research. In the next unit, this will be discussed and their aim will be to include other resources. • Many students copied information word-for-word from their resources. In the next unit, this will be discussed and their aim will be to answer questions in their own words. • Their bibliography skills also need to be developed in the next unit.

The Quality Learning Correlation Chart Interesting On completion of the unit I asked the students from the Year 9 class to complete a ‘Quality Learning Correlation Chart’. This enabled me to see what they thought they learnt and how engaging it was for them. It was good to see that majority believed they “learnt quite a bit and liked it”. It tells me there is still room for improvement in my ability to provide engaging lessons and this is something I will continue to work on. I hope that by attending more PDs my ability to engage students will improve.

Letters to the teacher Interesting On completion of the unit I also asked the students to write a letter to me. In the letter I asked them to comment on: • How they enjoyed the topic • How much do they enjoy science • What things did they like doing this term • What things would they like to do in future lessons • What needs to be improved • Am I treating them fairly I explained to them that they could be honest and that I wouldn’t take offence to anything they would write. As a result it gave me insight into their thoughts on the topic. The letters follow on. Overall, most of the students found parts of the topic interesting. They enjoyed learning about their body and how it works. I learnt from these letters that some students I thought were engaged weren’t. To improve on this I have involved them in the curriculum of the next topic where they get to choose what the want to learn. I also took away that some students who were misbehaving in class knew they were and understood their punishment and didn’t hold negative feelings. However, some students thought I was unfairly picking them out. From this it has made me more careful in who I choose to address when a group is talking. Instead of blaming one of the group I should use other behaviour modifications such as seating plans, modified work or discussing it with individual students away from their peers. By writing the letters I feel the student are able to express their feelings and ideas to the teacher. They may not get opportunities on a regular basis to do this and it allows them to express feelings and be anonymous if they want.

Letters to the teacher Letters

COLLEGIATE CLASSROOM ACTIVITY RECORD What worked well in this teaching and learning activity to progress student learning? What did not work as well as expected? What would you do differently given the opportunity to repeat the activity? What have you learnt about your own teaching practice or about the students? Is there any professional learning you would like to pursue as a result of this reflection?

Component 6: The Provisional Teachers Classroom (1) Discussion prior to activity Teachers Involved: Michael Lynch Date: 30/07/08

Discussion following the activity

Component 6: The Provisional Teachers Classroom (2) Discussion prior to activity Teachers Involved: Anina Alexander Date: 18/09/08

Component 7: The Mentors Classroom (1) Discussion prior to activity Teachers Involved: Anina Alexander Date: 08/09/08

Component 7: The Mentors Classroom (2) Discussion prior to activity Teachers Involved: SB, JG Date: August 6th, 2008. Session 2

COMMENTARY ON PROFESSIONAL ACTIVITIES:

Component 8: Record of Professional Activities Code- Nature of the professional activities • External to the school • Undertaken on the initiative of the teacher • Within the school with an external presenter • Within the school in collaboration with other colleagues * Commentary on these professional activities.

Component 9: Commentary on Professional Learning from Activities

EVIDENCE OF PROFESSIONAL PRACTICE