Professional Learning Journal TRB Template | TRB #: 23231
Teachers Registration Board
Change
Moving fromofProvisional
Progressing from Provisional to Full Registration
Record of Professional Learning and Development – Professional Learning Journal (PLJ) Template
Brief description of: Activity undertaken & who
provided (please note date/s of activity) and your
Application of learnings
Kath Murdoch- Inquiry learning: the whats, the hows
and the whys.
Full day on Wednesday the 25th of May 2018.
This Professional Learning was focussed around
implementing the inquiry cycle into my classroom. My
new learnings centred on how the inquiry cycle can help
planning for learning that engages the curiosity and need
of all the learners in the classroom. Following this
Professional Learning, I planned an inquiry unit of work
using our school-wide template which catered to my
student’s needs and interests and was structured around
Kath Murdoch’s Inquiry Cycle: Tuning In, Finding Out,
Sorting Out and Going Further.
I then evaluated the effectiveness the tuning in phase
and impact on student learning.
1
1 Changing Registration Category process TRB Tasmania – PLJ Template201218
Registration
to FullCategory
Registration
Related Standards or Descriptors at
the Proficient stage
1.1
Use teaching strategies based on
knowledge of students’ physical,
social and intellectual development
and characteristics to improve
student learning.
1.3 Design and implement teaching
strategies that are responsive to the
learning strengths and needs of
students from diverse linguistic,
cultural, religious and socioeconomic
backgrounds.
3.2
Plan and implement well-structured
learning and teaching programs or
lesson sequences that engage
students and promote learning.
6.2
Participate in learning to update
knowledge and practice, targeted to
professional needs and school and/or
Teachers
Registrationof Tasmania
Board
Tasmania
Self-reflection & Annotation
In recent years, one of Bowen Road Primary School’s priorities
has been upskilling teachers in Inquiry Learning, with a focus on
teachings and education from Kath Murdoch. This priority was in
our school improvement plan for 2018 and has been an ongoing
priority in 2020. As a beginning teacher, I had limited knowledge
of the inquiry cycle. I was keen to update my knowledge and
practices to reflect learning acquired during the Kath Murdoch
PL. I put this as one of my 2018 Professional Development Plan
(PDP) goals. My main PDP focus was to use split-screen learning
intentions in my classroom. During the Kath Murdoch PL, I learnt
that creating a split-screen learning intention reminds both the
students and the teacher that we are continually focusing on
learning to learn while we are learning about a concept or
exploring a question. Research shows that student outcomes
improve when they are focused on the learning that takes place
through doing (Hattie, 2012). Following on from this learning, I
created my split-screen learning intentions using PowerPoint. I
would share these with students using the screen in my
classroom. One set of split-screen learning intentions I created
was concerning a narrative writing unit. As my students had not
yet been exposed to the language of the learner assets, I used
the verbs from Kath Murdoch’s text The Power of Inquiry to help
in the creation of my intentions. To analyse the impact on
student outcomes, I asked students to share feedback with me
2
system priorities.
7.4 Participate in professional and
community networks and forums to
broaden knowledge and improve
practice
2 Changing Registration Category process TRB Tasmania – PLJ Template201218
Professional Learning Journal TRB Template | TRB #: 23231
how they thought the split-screen learning intentions had
improved their skills and understandings. The results showed me
that the inclusion of split-screen learning intentions in my
teaching had significantly improved students ability to
understand the purpose of each lesson. They were able to
articulate how it impacted on their learning which improved the
outcomes of their final assessment task. Attached is an example
of student work after the use of split-screen learning intentions.
After attending the PL, I undertook a classroom Inquiry focusing
on the compelling question “How and why does technology
change?” During the tuning in phase of this inquiry, I introduced
memory cases that I had on loan from the Tasmanian Museum
and Art Gallery (TMAG). We had a kitchen memory case and a
shed memory case. These cases contained artefacts from the
past. The aim of introducing them was to promote students
wonderings and questions. During the Kath Murdoch PL I learnt
that a strategy to foster wondering and thinking in your students
is to be a curious person in front of them. This allows them to see
the process of thinking and wondering. This gives them skills to
become curious about things too. To analyse the impact this
strategy would have on my students questioning and curiosity
skills, before the session, I made anecdotal notes on the
questions students asked before my modelling.
I began the session by pulling out one artefact from the case. I
turned it over and examined in front of the students and then
modelled asking questions to share my curiosity. I asked the
following questions:
I wonder who owned this artefact?
I wonder how they used it?
I wonder if it was hard to use?
Can it be used in the present for the same purpose?
After sharing my wonderings with the children, I then
encouraged them to explore the artefacts themselves. I recorded
their questions and compared these with the anecdotal notes I
 3
Working it Out with Xris Readon
2 pm- 4.30 pm on Tuesday the 28th of August 2018.
2 pm-4 pm on Tuesday the 26th of October 2018>
This professional learning opportunity enabled me to
deepen my understanding of LGBTIQ+ people and how
these understandings can be applied to my classroom
practice.
Following the PL, I made adjustments to my verbal and
non-verbal communication when interacting with my
students and colleagues. I did this to ensure that all my
students were provided with positive, inclusive support
and interactions in the classroom and school
environment.
3 Changing Registration Category process TRB Tasmania – PLJ Template201218
 4.1 Establish and implement inclusive
and positive interactions to engage
and support all students in classroom
activities.
7.1 Meet codes of ethics and conduct
established by regulatory authorities,
systems and schools.
7.2 Understand the implications of
and comply with relevant legislative,
administrative, organisational and
professional requirements, policies
Professional Learning Journal TRB Template | TRB #: 23231
had taken beforehand. I found they were more able to ask
questions, rather than offer statements after my modelling. Their
questions were more open-ended as opposed to closed. This had
a significant impact on student learning as they were more
invested and excited to find out about the artefacts; they wanted
to start discovering answers for themselves rather than seeking
clarification and knowledge from me. This is important for
student outcomes. Students who are engaged in active learning
retain and deeply understand knowledge and skills. They can
then apply them to a range of contexts which fosters their ability
to be lifelong learners (Martin, 2020). The nature of inquiry
learning and promoting students to engage in learning through
the lens of curiosity and wonder allows students of all
socioeconomic and cultural backgrounds, including Indigenous
Australian students to access the curriculum. Every student can
question and wonder at different levels. At my school, a
percentage of children have English as an additional language or
come from Indigenous backgrounds. Using artefacts as a gateway
to the curriculum enables them to interact with objects, some
objects reflecting their own cultures and heritages such as the
ochre rock and the beads from Nepal.
It is a professional requirement of teachers to develop their
knowledge, practice and professional engagement by
implementing new learning into their pedagogy to have an
impact on student learning and outcomes. During the PL Working
it Out, I learnt about using respectful and inclusive language,
which includes checking with the person about how they identify
and the pronouns they use for themselves. By doing this, I am
creating a safe classroom space, built on the foundations of
inclusive and positive interactions, supporting all learners to feel
comfortable and safe. The PL encouraged us to introduce
ourselves to our students and colleagues in the following way:
“Hi! My name is Miss Clark. I identify with the pronouns she and
her”
 4
Aboriginal and Torres Strait Islander Education with
Dewayne Everettsmith- Tasmanian Aboriginal Centre
3 pm-4.30 pm Thursday the 9th of May 2019
This professional learning opportunity provided me with
a deeper understanding of Tasmanian Aboriginal history.
It gave me the confidence and skills to implement this in
teaching and learning within the classroom context.
Following the PL, I engaged students in a serious of
learning opportunities to deepen their understanding of
Aboriginal and Torres Strait Islander practice, traditions
and ways of being and how they are still relevant in the
4 Changing Registration Category process TRB Tasmania – PLJ Template201218
and processes.
1.4- Design and implement effective
teaching strategies that are
responsive to the local community
and cultural setting, linguistic
background and histories of
Aboriginal and Torres Strait Islander
students.
2.4- Provide opportunities for
students to develop an understanding
of and respect for Aboriginal and
Torres Strait Islander histories,
Professional Learning Journal TRB Template | TRB #: 23231
This invites students to share then the pronouns they identify
with.
Another strategy I became aware of and implemented into my
practice was not asking a student to do things by referring to
them as boys and girls. For example, instead of saying “Boys over
here, girls over here” I now make sure I use non-gender-specific
instructions in the classroom such as “Those with black sneakers
over here, those with white socks over here”.
Using inclusive language as a teacher is an essential part of
complying with the Code of Professional Ethics for the Teaching
Profession in Tasmania. In particular, it allowed me to honour the
principals of respect and empathy. I do this by not making
judgments or assumptions about my students, instead of letting
them share their ways of being, feeling and understanding
themselves. This has enabled me to build relationships based on
mutual respect and be open-minded, responding
compassionately to all those whom I come across in my
profession. This foundation of respect and compassion also
reflects the objects of the Education Act (2016), maximising the
child’s educational potential. This is achieved through respectful
and reciprocal relationships of mutual respect and
understanding.
As a teacher, I am always cautious about teaching Indigenous
perspectives as I do not have a solid foundation of knowledge in
this area. As a result, I am not a confident teacher in this area.
Identifying this as a personal area for development, I felt like my
children were missing out on crucial learning opportunities
related to Indigenous perspectives. This was an area in which
student learning needs were identified. I was advised by a
colleague teacher on our HASS curriculum team that this PL
would give me the foundation and structure I needed to feel
confident about teaching in this area. During the PL with
Dewayne (a Tasmanina Aboriginal), we were taught a Tasmanian
Aboriginal song in palawa kani. He indicated the importance of
 5
present day. cultures and languages.
6.1: Use the Australian Professional
Standards for Teachers and advice
from colleagues to identify and plan
professional learning needs.
6.4 Undertake professional learning
programs designed to address
identified student learning needs.
5 Changing Registration Category process TRB Tasmania – PLJ Template201218
Professional Learning Journal TRB Template | TRB #: 23231
keeping the language moving through generations as it helps
Tasmanians and Aboriginal community members build strong
connections to Aboriginal cultural heritage and Aboriginal land.
As a result of this learning, I decided to teach my class the palawa
kani song. This allowed students opportunities to understand
and respect Aboriginal and Torres Strait Islander histories,
cultures and languages through class discussions on why learning
this song might be essential for both Tasmanian Aboriginals and
other Tasmanians. Students were able to share their ideas and
engage in thoughtful conversations about why history is
important and why we need to preserve it.
In order to support futhur learning, I orgnised an excursion to the
Sustainability Centere where we worked with a Tasmanian
Aboriginal to learn about traditional food that was found in the
Tasmanian bush that Aboriginal people would eat. At the centre
we discussed how learning about the culture and histories of
Aboriginal people can help us in the reconcillaion process and
why we need to be respectful and culturally aware when
discussing these issues. Students feedback indicated that they
liked to hear the stories and perspectives of a Tasmanian
Aboriginal because it helped them understand from their
perspective. Coming back this learning was futher supported by a
school assembly for National Reconciliation Week where
students sung the palawa kani song and Dewayne spoke to the
school about the importance of reconciliation and the
importance of remembering and celebrating our shared history.