Samantha Wagstaff: Professional Learning Portfolio

 Element 1

Teachers know their subject content and how to teach that content to their students

I believe a teacher should provide well-informed, meaningful and challenging learning experience through engaging tasks that cross the curriculum. ‘From a Piagetian perspective, there is considerable merit in developing themes in which a number of different content areas are combined and integrated’ (McInerney & McInerney, 2006, p.51). I believe that a classroom tasks need to provide a context for learning relevant to the curriculum outcomes, as well as extend students to think broadly on the topic content. I believe that the use of technology is integral to the learning of the students in the developing world. Fleer and Jane recognise that ‘computers provide a powerful tool for achieving information storage, retrieval and communication’ (2004, p.49). I believe it does, however, need to be monitored for appropriate searches for information.

I have read and applied the K-6 syllabi to create units and individual lesson plans that are based on relevant curriculum outcomes. Throughout 3 years of practicum I have written and taught lessons across all KLAs, including COGS units of work that incorporate a number of the KLAs in a lesson sequence (Evidence A). These lessons enabled students to link ideas and present knowledge through a variety of mediums. The final report from my co-operating teacher supported this (Evidence B).

COGS Unit – British Colonisation [Stage 2]

Lesson Focus – To observe the colonisation process of new countries, specifically Australia. To use artistic forms, specifically drawing and painting, to represent understanding of historical objects and events.

Links with previous/current learning (context and prior knowledge) –

-          Links to current HSIE theme of British colonisation

-          Previous lessons and understanding on the beginnings of colonisation

-          Experience with watercolours

Outcomes –

VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.

VAS2.2 Uses the forms to suggest the qualities of subject matter.

VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible.

VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences.

Lesson Focus –To develop an understanding of the different perspectives about British colonisation – from the British point of view and the Aboriginal point of view. To express these perspectives in a discussion, coming to an opinion on the topic.

Links with previous/current learning (context and prior knowledge) –

-          Previous lessons and background on British colonisation

-          Familiarity with writing a discussion

Outcomes –

WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences.

Lesson Focus – To engage students with the image and background of a convict at the time of the First Fleet, through development of a description of a convict.

Links with previous/current learning (context and prior knowledge) –

-          Previous lessons on the arrival of the First Fleet, including British and Aboriginal perspectives

-          Experience with writing descriptions

Outcomes –

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences.

WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the key learning areas.

Lesson Focus – To develop an understanding of sequencing events in order by constructing a personal timeline, as well as application of learning for British colonisation with the construction of a timeline of events.

Links with previous/current learning (context and prior knowledge) –

-          An understanding of the sequencing of events – they go in order of occurrence

-          Ability to draw on some memories or recall personal events

Outcomes –

MS2.5 Reads and records time in one-minute intervals and makes comparisons between time units

WMS2.3 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas (Communicating)

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences.

Lesson Focus – To use the convict descriptions previously written to create an image of the convict. This will develop skills in artmaking in the form of drawing and colouring, and focusing on the subject matter of people.

Links with previous/current learning (context and prior knowledge) –

-          Using assigned convict name and previously written description

-          Experience with sketching people and using colour such as crayons and watercolours

Outcomes –

VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.

VAS2.2 Uses the forms to suggest the qualities of subject matter.

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences.

Evidence B - 2007 Final Report Comment

I have also used a variety of ICT resources when teaching, as well as students using these resources in their learning experiences. I feel confident in using a number of ICT resources, including computers and Microsoft Office programs such as Excel and Publisher and projectors. In one classroom I was able to use a projector to show PowerPoint slides and interact with on board. In another classroom the students used classroom laptop computers to research and publish information (Evidence C). 

Evidence C - Photos of me using ICT in teaching

I will develop my knowledge and application of further ICT resources, particularly the Interactive Whiteboard, which I will use more effectively, rather than as a simple projector screen. I will also develop more specific units of work that challenge students, broaden their knowledge and allow them to learn in a variety of ways.

I need to seek advice from current teachers and trial new methods of using the Interactive Whiteboard effectively to support and develop learning. I can do this by reading such publications as the EDCompass Newsletter, which covers topics about SMART technologies. I also need to research topic content more broadly in order to provide a well-informed and challenging learning experience, by using the school library and the internet to research topics I will teach on practicum.