Teaching Performance Assessment

MASTER OF TEACHING (SECONDARY)

Aleksandra Pavlovic
17460460
 Case Study Report
Name: Aleksandra Pavlovic Content
Name of school: St. Johns Park High Case Study Report
School
Situational Analysis:
Address of school: Mimosa Rd,  Professional Goals
Greenfield Park, NSW, 2176  Overview of Participants

Phone number: (02) 9610 8035 Key Classroom Event 1:

 Lesson Plan 1
School Principal: Effie Niarchos  Pre-lesson Discussion 1
 Lesson 1 Observation Feedback
Mentor Teacher: Margrete Ilia  Post Lesson Discussion 1

Key Classroom Event 2:

 Lesson Plan 2
 Pre-lesson Discussion 2
 Lesson 1 Observation Feedback
 Post Lesson Discussion 2

Key Classroom Event 3:

 Lesson Plan 3
 Pre-lesson Discussion 3
 Lesson 1 Observation Feedback
 Post Lesson Discussion 3

Summary of Impact

Supporting Appendices
 Appendix 1: Consent forms
 Appendix 2: Student A work sample –
brainstorm and answers to questions
 Appendix 3: Student A work sample –
quote analysis
 Appendix 4: Student A work sample –
questions and answers on racism
 Appendix 5: Student B work sample –
culture worksheet
 Appendix 6: Student B work sample –
culture brainstorm
 Appendix 7: Student B work sample –
racism worksheet
 Appendix 8: Student B work sample –
answers to culture questions
 Appendix 9: Student A work sample –
answers about culture
  Appendix 10: Student A work sample –
quote analysis
 Appendix 11: Student A work sample –
extension activity
 Appendix 12: Student A work sample –
extension activity
 Appendix 13: Student A, B and C final
assessment task marks

Final report from mentor teacher

Attendance register

References

Situational Analysis
Community:
St. Johns Park is a suburb in Sydney, which is part of the Greater Western Sydney region.
It is also part of the local government area of the City of Fairfield. The estimated resident
population according to the 2016 Census is 6119, with the median age of 41. 39.3% of
people were born in Australia, with most common countries being born from Vietnam
(17.5%), Cambodia (5.7%), Iraq (5.2%) and Croatia (3.7%). Aboriginal and/or Torres Strait
Islander people made up 0.8% of the population. The majority of people in this area
speak another language other than English, with Vietnamese, Cantonese, Croatian and
Assyrian being the most common.

School:
St. Johns Park High School is a government-funded co-educational school that is located
in south-western Sydney. They accept students from diverse backgrounds and learning
abilities. Many students from this school identify as EAL/D and the school has specific
classes dedicated to those students to enhance their learning opportunities. St. Johns
Park High School also includes support unit students who have special learning needs.
The school has approximately 800 students enrolled.

Classroom:
7R is a high performance English class, which consists of 28 students. This class includes a
handful of students who are simply placed in this class due to their high performance in
other subjects. Majority of these students’ parents were born overseas and therefore
these students can speak and/or understand a language other than English. 7R has a
selected seating plan, but not for behavioural concerns.

What does this information mean?

 Community:
There is a diverse range of many different cultures and backgrounds within the St. Johns
Park area, which means that St. Johns Park High School is strongly multicultural. Many
students have only been in a school a setting in Australia, not their home country. This
means that teachers in this school must embrace multiculturalism and be inclusive to all
cultures, religions and beliefs. The school also embeds Aboriginal and Torres Strait
Islander histories and cultures into their lessons, despite having only 0.8% of the
community identifying as Aboriginal and Torres Strait Islander. The community is very
accepting of others who have left their country due to unfortunate events.

School:
St. Johns Park High school is a co-educational school. The school consists of all students
from diverse backgrounds. It is greatly known for students who have originated from
overseas, and St. Johns Park High School has made effort for these students to feel
welcomed in an environment they may have never experienced. The school is dedicated
to making all students for that matter to feel comfortable at all times.

Classroom – 7R:
This class is based on challenging these students’ critical and creative learning. 7R is a
high-performance English class, with a handful of students who are simply placed in this
class due to their high performance in other subjects. These handfuls of students are
slightly disengaged because they do not understand all the English language conventions.
These students have mild behavioural issues and prefer to work individually. However,
majority of the class are always engaged and are willing to speak in class discussions and
debates. Some of the students in this class, also needs extension activities to keep them
engaged.

The diverse range of learning needs within the classroom environment ensures that
differentiation of learning materials will be vital for students to develop academically.
Familiarisation with school and class disciplinary procedures will additionally aid my
teaching procedures by enabling a firmer control of class misbehaviour that can
consequently promote a healthy and positive classroom environment with a strong focus
on academic development. Before taking over the class, learning from how their regular
teacher controls behaviour and guides learning procedures can be important for
understanding the ways in which students learn best.

Professional Goals
Goal Ongoing Evaluation and Reflection
Behaviour management Date: 23.10.20 – year 7
Reflection: Students behaviour was
Strategies: Ensure that expectations for extremely good. Students were aware that I
behaviour must be heavily explained. This is was on professional practice and were
to ensure that all students are behaving interested to know about me; therefore I
appropriately. I must therefore remind said if their behaviour were exceptional, I
students, that even though I am not their would allow 5 minutes at the end of the
regular teacher, they must still treat me with
respect and do not misbehave. If need be, I
will notify the head teacher that a student/s
have misbehaved and consequences will be
made.
There are many strategies that can help with
behaviour management within the
classroom. Explaining the learning intentions
before every lesson provides students with a
routine and how the lesson is planned out.
This will also give insight to students for what
the content of the lesson is. However,
positive reinforcement for good behaviour
must be recognised for those who behave
correctly. This can minimise student
misbehaviour and influence others to behave
correctly.
lesson to ask me appropriate questions to
get to know me. This gave students the
motivation to behave correctly in class and
was attentive to contributing to lesson
questions and discussions. However, I also
made sure I set the tone with students that
I expect that good behaviour is evident
throughout the next 6 weeks.
This lesson I did take a phone off a student.
I took the phone for the remainder of the
lesson and before I gave the phone back, I
made sure I told this student that this
behaviour was inappropriate.
Date: 27.10.20 – year 7
Reflection: Students were actively engaged
within the lesson and the lesson content,
however few disruptions did occur. The
disruptions were dealt with in a stern
manner, as I asked a few students to
quieten down during group work. These
students continued to disrupt the rest of
the class, which therefore resulted in me
moving students into different seats.
Despite this small disruption, the lesson
and its content still went on as planned. A
small conversation was given to these
students individually after class to notify
them that their behaviour was
inappropriate.
The same student who I had taken their
phone from them in a previous lesson, was
on his phone again. However, this lesson I
did not take his phone from him, as I
thought I would give him a chance. I did tell
this student to put the phone away
multiple times. I should have taken the
phone from this student.
Date: 3.11.20 – year 7
Reflection: Students were well behaved, as
this was a lesson, they had class time to
work on their assessment task. Students
had the opportunity to ask me questions
about their assessment task, and to see if

Students to annotate quotes from a play
Strategies: Students were provided with an
example of how to complete their upcoming
assessment task. The assessment tasks ask
students to annotate a page from a graphic
novel, and to also analyse why certain images
were used to convey meaning to the reader,
from the author’s perspective.
There were many lessons that were
scaffolded for students to annotate, and a lot needed extra time of sentence structuring
of revision was done in class. However, most
students did not understand how to annotate
or write an analysis
Therefore, the lessons leading up to their
assessment I had to revisit techniques and
analysing quotes.
they were doing it correctly.
Date: 23.10.20 – year 7
Reflection: This lesson focused on how to
include the analysis of the language
techniques into a TEAL paragraph.
Students had knowledge of how to
annotate quotes and how to construct a
TEAL paragraph, however have not
completed it with a play. Students did have
the right idea of how to do so, however
lacked simple sentence structure. This
lesson indicated to me that the students
and paragraph building.
Date: 27.10.20 – year 7
Reflection: This lesson focused on
paragraph building using the TEAL format.
Since students did not quite understand
how to construct a TEAL paragraph, I
decided to do one as a class. As students
shared their ideas with me, I wrote it on the
board, which then formed a paragraph.
Students were then asked to complete a
worksheet to annotate some quotes from
the play and construct a TEAL paragraph on
their own. Student still struggled a bit with
writing the paragraph but it was better than
the previous lesson.
The discussion focused on more language
techniques that may be used for annotating
quotes. In the discussion, students revised
the techniques they know and used a sheet
they had previously received from their
regular teacher. Techniques were also
written on the board to help with the
worksheet they were given.
Date: 3.11.20 – year 7
Reflection: This lesson focused on students
putting their knowledge of analysing quotes
for their assessment task. Most students
understood what was asked of their
assessment task and did not need help.
However, very few students needed extra
help provided to them in order to actually
 start working on it.
All students to participate and contribute to Date: 23.10.20 – year 7
class activities and discussions Reflection: Students were all a bit hesitant
to speak during class discussions, but I think
Strategies: In all lessons, students are this was because it was my first lesson with
encouraged to contribute to all class them. From my observation days, I know
discussions. In many of my classes, there are this class is capable of having good class
a lot of students who are simply just quieter discussions. It was a bit difficult for me to
than others. Although I know (from walking have all student contribute because I do
around the room and checking their books) not know all their names yet. I know it
they are capable of contributing in class would be a lot easier once I know their
discussions or giving me answers. In my names for those who do not speak often to
lessons I make sure I communicate with the ask them to communicate their ideas.
students that I have expectations that
everyone contributes in class, and that it is Date: 27.10.20 – year 7
unfair for the students who always Reflection: The same students were
contribute. contributing to the discussion. Students
were asked to work in pairs to complete a
By learning students’ names, I found it easier worksheet. A handful of students preferred
to ‘put them on the spot’ in order for them to to work alone however still completed the
share their idea, even if it may be wrong. By work. When going through the answers as a
doing so, I have been able to let these class, the same students answered the
students know they are on the right track on questions, however this time around I
their work and what they’re doing is correct. remembered the names of those who do
not contribute as often. I did choose these
I had also used the think, pair, share activity students, to share their ideas. To my
in order to enhance student participation in surprise these students did share their
lessons. As I walked around the room, it was ideas, and were not wrong.
nice to hear students discussing certain
topics with their peers. After this activity I Date: 3.11.20 – year 7
brought the students back together as a Reflection: Students in this lesson did not
class, and I had noticed students felt more really participate in any class discussion, as
comfortable talking to others first, and then this lesson focused on using class time to
to share their ideas with the class. work on their assessment task.

Case Study Report

Overview of Case Study Participants
Student A – emergent Student B – standard Student C – above average

This student is a 14-year-old This student is a 14-year-old This student is a 14-year-old

male student from Western female student from female from Western
Sydney who speaks fluent Western Sydney who speaks Sydney, who speaks fluent
English. This student does not fluent English. This student English. This student does
identify as Aboriginal and/or does not identify as not identify as Aboriginal
Torres Strait Islander. He is
not diagnosed with any
physical or mental health
problems. This student has a
low attention span in class
and is mostly disengaged
because he simply does not
understand the content. He
lacks understanding in English
language conventions, as he
struggles with spelling and
sentence structure. This
student has told me he sleeps
very late and is always tired in
class. This student prefers to
work individually, despite
being seated next to his
friends. This student has low
interpersonal/social skills and
takes him a while to engage
with other students around
him. In all lessons, this
student prefers individual
help from myself, only if I
approach him, rather than
working together in groups. In
order for this student to
achieve lesson outcomes, a
broken down version of the
instructions given to the
whole class is provided for
him. This student understands
better when a completed
example is provided to him.
Despite this, this student is
always happy to share his
ideas and is not shy to do so.
Some of the time his class
contributions do not link with
the lesson topic, but realises
himself that he is off track.
This is due to the fact that he
does not understand English
language conventions and
topics.
Aboriginal and/or Torres
Strait Islander. She is not
diagnosed with any physical
or mental health problems.
This student is hesitant to
contribute to class
discussions, however
prefers to share her ideas
with myself (not in front of
the class). This student has
an average understanding
of the English language
conventions and can
demonstrate critical
thinking. However needs
some help to deepen her
thinking instead of stating
the obvious. This student
has demonstrated to
understand lesson content,
but does require some
additional help. This student
is quite timid, and therefore
prefers to work individually,
rather than collaboratively.
This student is quite slow at
completing her work, but
does the work correctly. She
prefers an example to be
shown to her first, before
she starts any class work. In
order to enhance her critical
and creative thinking, this
student must engage in
further questioning to look
at certain aspects of the
content in different
perspectives.
and/or Torres Strait
Islander. She is not
diagnosed with any physical
or mental health problems.
This student is always
engaged within lessons and
is always willing to
contribute to class
discussions. This student
presents excellent
behaviour in class. This
student has a high
understanding on English
language conventions and
has excellent writing skills.
He is able to work in a group
and independently. In order
for this student to not feel
disengaged in the lesson,
extension activities were
provided. Extension
activities were catered to
this students’ learning
needs by challenging their
critical and creative
thinking.
 Lesson Plan 1
Topic area: ‘Honey spot’ the play Stage of learner: 4 Date: 23.10.20
Theme of culture seen in the play Class: 7R
Time: Period 3 Number of students: Preparation: culture
Duration: 75 minutes 28 worksheet
Outcomes Assessment Students learn Students learn to
about
EN4-1A responds to Formative: The way in which Communicate
and composes texts Assess student Indigenous culture is through group work
for understanding, knowledge of portrayed in society and listening to other
interpretation, culture that is and in the play students’ ideas.
critical analysis, evident in ‘Honey ‘Honey Spot’.
imaginative Spot’ Students will also Think critically and
expression and appreciate different creatively by
pleasure Assess students’ cultures and how analyzing techniques
ability to analyse experiences and used in quotes from
EN4-3B uses and quotes from the histories are the play ‘Honey Spot’.
describes language chosen text ‘Honey communicated in
forms, features and Spot’ society.
structures of texts
appropriate to a
range of purposes,
audiences and
contexts

EN4-8D identifies,
considers and
appreciates cultural
expression in texts

Time Teaching and learning actions Resources

5 mins Students to enter classroom and unpack their  Whiteboard
English book, pencil case and ‘Honey Spot’ play  Whiteboard marker

Teacher to mark the roll

Phone to be put away in bags

Learning intentions:
Teacher to explain to the class what the lesson
will consist of > culture theme in ‘Honey Spot’

Teacher to explain to students why we are

 learning about culture, specifically in ‘Honey
Spot’
10 mins Class discussion about culture  Whiteboard
 Whiteboard marker
Teacher to start discussion about culture

Questions to ask:
 What is culture?
 What’s an example of culture?
 What cultures are presented in the play
‘Honey Spot’?
 How do the characters in ‘Honey Spot’
embrace culture?

Teacher to share their own culture

Brainstorm activity
Teacher to ask the class what words do you
think of when you hear the word ‘culture’?

Teacher to write responses on the board

Students are to copy down what is written on

the board into their books
10 mins Think, pair, share activity
Teacher to ask students to pair up with
someone next to them to talk about their
culture

Questions that need to be asked to their

partner:
 What is your culture?
 What do you think defines culture?
 Why is it important to you?
 What do you like about your culture?
 What is interesting about your culture?
 Does your culture have any rules that
other cultures might not have?

Teacher to write questions on the board as a

reminder

Teacher to share their own experience with

culture > in my culture if I touch my mum’s head
it is a sign of disrespect (anyone older than me)

Come back as a class and share what you and

 your partner have talked about

Questions to ask:
 Was there anything that was said that
shocked you?
 Was there anything that was said that
you already knew?
 Was there anything that was said that
you didn’t know?
30 mins Teacher to hand out worksheet about culture to  ‘Honey Spot’
the class culture worksheet

Teacher to go through what the worksheet is

asking them to do:
 Students are to annotate quotes from
‘Honey Spot’ using language techniques
 Students are then to construct a TEAL
paragraph bringing the ideas together

Teacher to go through first quote as a class as

an example

Teacher to go through what is a TEAL paragraph

as a reminder (even though students have
completed this in previous lessons)

T = topic sentence
E = evidence
A = analysis
L = link

While students are working, teacher to walk

around the classroom to monitor student
progress on worksheet

Collaborative learning: students to work on this

worksheet in pairs or small groups
20 mins Teacher to go through the answers as a class  Whiteboard
 Whiteboard marker
Teacher to make sure to write answers on the
board

Teacher to ask students what they wrote for

each question

Student to copy down answers in their book if

they have something different. If answers are
 somewhat similar students do not need to copy
the answers in their book

5 mins Teacher to ask students to pack up

Stand behind chairs

Clean any rubbish from the floor

Pre-lesson discussion 1
Completed by teacher education student and mentor teacher
Teacher education student: Aleksandra Pavlovic
Mentor teacher: Margrete Ilia
Date: 23.10.20
Standard Discussion
Know your students and 7R is a stage 4 high performance class. This class has a high
how they learn number of Asian and Caucasian students, with few students
who identify as Middle Eastern. There are no students who
identify as Indigenous. Students are in seating plans (horse
shoe shape), not for behavioural issues, but to make it easier
for myself to know their names when they had started year 7.
The class has a willingness to learn, with a fair amount of
students who like to contribute to class discussions. They have
a high interest in pop culture, such as YouTube stars, Tik Tok
stars and Instagram influencers.
Know the content and This unit focuses on critically analysing a play called ‘Honey
how to teach it Spot’, written by Jack Davis. Analysis will be done through
understanding the conventions of a play and how language
techniques create meaning. It also includes how some of the
themes are also a reflection of society today, and how it can
affect individuals positively and negatively.
Plan for an implement We are creating appropriate scaffolds in order to allow
effective teaching and students to think critically while analysing ‘Honey Spot’. We are
learning also monitoring the students’ previous knowledge on language
techniques and how to effectively enhance this. This will be
done by going through the first quote on the worksheet as a
class and elaborating on those techniques, into a TEAL
paragraph. This will enable students to have the ability to
explain the effects of these techniques in the play.

EN5-2A – Effectively uses and critically assesses a wide range of

processes, skills, strategies and knowledge for responding to
and composing a wide range of texts in different media and
technologies.

EN5-3B – Selects and uses language forms, features and

 structures of texts appropriate to a range of purposes,
audiences and contexts, describing and explaining their effects
on meaning
Create and maintain a This class follows instructions extremely well, with very few
supportive and safe interruptions during the lesson. Students are to know and
learning environment understand the learning intentions for each lesson. This class
performs excellently when the structure of the lesson is
communicated. Behavioural expectations are communicated to
minimise class disruptions. Positive reinforcement is also
continuously reiterated to students when exceptional work is
being completed. When students do slightly misbehave,
disciplinary actions take place and students understand their
actions are not appropriate.
Know your students and Students were asked to annotate quotes from the play ‘Honey
how they learn Spot’ and define various techniques. 7R is a high-performance
class, therefore a lot of extension activities were completed for
students when work was completed early. However, an
example of how to correctly annotate quotes must be
presented to the class in order to ensure students understand
the concept of annotating. Student A has low interpersonal
skills and prefers to work alone, rather than with other
students. This student was comfortable to approach me when
they needed help, and this was how I was able to connect with
this student. Since student A also struggles with basic English
conventions, a lot of the lesson content will be simplified into
dot points. This also means that when worksheets are handed
out to the class, student A will be asked to highlight the
‘important’ words in the questions on the worksheet.

Student B is a standard student who needs stimulus questions

to deepen her critical thinking. This student does not
contribute to class discussion, but prefers to share her ideas
with the teacher individually. In order to get student B to
participate in class discussions, building a rapport with her to
develop confidence to contribute is needed. This will give
student B the feeling of support that is needed in her learning
environment. Therefore, making student B to feel included in
such class activities, by stating her name, can encourage her to
participate more.

Student C is quite the opposite of both student A and B.

Student C needs extension activities in order to keep engaged
and requires these extension activities to challenge their critical
thinking.
Plan for an implement The lesson will combine elements of independent and
effective teaching and collaborative work to discuss the theme culture, in the play
learning ‘Honey Spot’. 7R enjoy having class discussions, therefore a
 class discussion provides students to contribute their ideas and
for those who do not, to listen. Questions must be asked to the
class during these discussions to enhance their critical and
creative thinking. This will provide students with the
opportunity to hear their ideas come to light through
discussion, and a chance to listen to other opinions and ideas.
Assess, provide feedback Allowing myself to walk around the room, while students talk
and report on student about their culture, will allow me to gain information about
learning students’ background. This will also allow me to contribute my
opinion or ideas of something I may have heard during my walk
around the room.
Class discussions, questioning and answering, allows for
formative assessment on knowledge about their on culture and
the content of the unit, ‘Honey Spot’. Furthermore, my mentor
teacher will provide information on my progress with teaching
strategies, and/or what can be done adjust them. This will be
done in the post-lesson discussion.

Lesson 1 Observation Feedback

Completed by mentor teacher: Margrete Ilia
Agreed focus area:
 Theme culture evident in the play ‘Honey Spot’
 Students work collaboratively
 Behaviour management – all students to be focused and engaged in the lesson

What did the student teacher say/do? - feedback

 Effective lining up of students prior to walking them into the classroom – you
explained instructions before they walked in and what was expected from them >
“please unpack your books, Honey Spot plays and pencil cases”
 Effective use of recapping last lesson
 I like your use of questioning and the way you allow students to make meaningful
connections on their learning > “what’s a tradition that’s part of your culture?”
 Great rapport with students even though it’s one of the very few lessons you’ve had
 with them
 Great use of teaching strategies = group work and pair work
 Great use of student monitoring = walking around the room and asking questions
 Great establishment of classroom rules > “please raise your hand if you…”
 You remember students’ names so well, well done! Great way to establish rapport
with them
Feedback:
 Ensure that all students are listening to you when you are talking = take a moment,
pause and wait for them to face the front
 With year 7’s, write the learning intentions on the board – this establishes routine
for the `class, and it allows them to understand their learning objectives for the
lesson
 Try to write all students’ ideas on the board when facilitating class discussions. This
gives students the chance to write down ideas that they have not thought of
 In class discussions, try to say a student’s name so they can share their idea. This
allows for other students to speak and not only the same students speaking
What did the students say/do?
 Students were eager to share their stories about their culture, despite only having
you a few times – this is great!
 It was really good to see some students who are quite quiet to speak about their
culture. This means you got everyone involved.
 Students did talk a little too much when they were supposed to – pause them and
redirect the attention on you
 Some students did get distracted with other things. It was good to see that you
picked up on them and let them know it was inappropriate
 I’m glad you took A***’s phone, as he was using it during class time – I like the fact
that when you gave his phone back to him you made sure he knew it was
inappropriate > “just because I am not Miss Ilia, does not mean you can have your
phone out. I don’t want to see it again.”
 Some students did not participate in class discussions, but I did tell you this from the
beginning. Hopefully it gets better down the track.

Post lesson 1 Discussion

Piece of evidence Connections
(Graduate teaching standards; best practice; research based
methodologies)
Lesson plan 1 Students in 7R enjoy discussing about topics in class and this is
how these students learn. 1.2 understand how students learn.

Culture discussion As students put their hands up to share their ideas, I am also
asking questions to further enhance their knowledge on culture by
including topics they may have interest in and also including the
play ‘Honey Spot’. I am also listening to the responses students
share to assess their learning and have an idea of their prior
knowledge 1.2 understand how students learn and 5.1 assess
student learning.

Think, Pair, Share 7R as a class, includes students who identify as Asian, Caucasian
and Middle Eastern. Since this class is quite multicultural, I decided
to ask students to speak to the person next to them (or near) and
find out about their culture. I used this to make sure all students
feel included within the class, specifically student A and B 4.1
support student participation. I was also walking around the
classroom to gain more insight on student backgrounds and build
Analysing quotes in personal connections with them 1.5 differentiate teaching to
‘Honey Spot’ meet the specific learning needs of students across a full range of
abilities and 3.3 use teaching strategies. This part of my lesson
connects with the Zone of Proximal Development theory by Lev
Vygotsky. The theory refers to how a student learns when they are
provided with help from someone who masters a skill, in
comparison to when they do not have help provided (De León,
Appendices 2012). By having students close in proximity to those who master a
Appendix 1: skill, such as discussion, creates an environment that will increase
Student A work motivation to participate in class discussions more often (De León,
sample 2012). When I was walking around the room, it was nice to hear
that students were participating in discussions with fellow peers
but did not mention any ideas during whole class discussions.
Appendix 3: However, once students came back as a class after the think, pair,
Student A work share activity, more students shared their ideas.
sample
Students are given a sheet which consists of quotes from the play.
3.4 select and use resource. These quotes are specific to show
Appendix 5: students how culture in conveyed in the play. I decided to work
Student B work through the first quote as a class, and let students tell me what
sample techniques were found. All ideas were written on the board, and
students were to copy it into their books. This will also give me an
idea on how much knowledge the class has on English techniques
Appendix 6: 3.5 use effective classroom communication and 5.1 assess
Student B work student learning. We then continued to write an analysis on the
sample quote. By doing this, it allowed student A to have a guidance in
what to do for the worksheet 3.3 use teaching strategies. Student
A always needs an example done first, before they attempt to do it
Appendix 8: individually. This will also give student B to have the confidence
 Student B work that they are on the right track with this assessment task, as they
sample always question their work 3.3 use teaching strategies. By
providing an example-based learning to students, it can provide
Appendix 9: Student C “students with a written around of how a problem should be or
work sample can be solved (Van Gog & Rummel, 2010). I wanted to model an
example for students A and B, and according to Van Gog and
Appendix 11: Student Rummel (2010), modelling examples give students the
C work sample “opportunity to observe an adult performing the task.”

By providing students with a step-by-step guide on how to analyse

quotes, it allows students to enhance “their problem-solving skills”
and develop their cognitive load (Paas & Sweller, 2012).

During the class I did have to remove a mobile phone from a

student. This student was using it when it was not needed in class.
I gave this student a chance to put it away the first two times I
spoke to him, however the third time I saw the mobile phone I
decided to take the phone from this student for the remainder of
this lesson. According to Finn and Ledbetter (2013), mobile phones
“can be a distraction, rather than a learning tool”. Mobile phones
can “sometimes interfere with student learning” and therefore
some teachers “discourage or limit using phones in the classroom
(Finn & Ledbetter, 2013).
Next steps and suggested strategies
The following lesson will touch base on culture and introduce the
new topic of racism. Students will analyse connection between
culture and racism evident in the play. From the discussion and the
think, pair, share activity, I will be able to enable another class
discussion if anyone has ever experienced racism due to their
culture, appearance or beliefs. Students will share their stories (if
comfortable to do so) and as a class we will talk about how
negative connotations can impact individuals. We will also talk
about how some individuals are racist because they may not be
educated about another culture, which is highlight in the play
through specific characters.

A more scaffolded approach for student A may be needed for next

lesson as he was struggling to understand basic concepts of English
techniques.

Lesson Plan 2
Topic area: ‘Honey spot’ the play Stage of learner: 4 Date: 27.10.20
Theme of racism seen in the play Class: 7R
Time: Period 2 Number of students: Preparation: racism
Duration: 75 minutes 28 worksheet
Outcomes Assessment Students learn Students learn to
about
EN4-1A responds to Formative: How racism is Communicate
and composes texts Assess student evident in Australian through speaking,
for understanding, knowledge of racism society and the listening, reading,
interpretation, that is evident in effect is has on the writing, viewing and
critical analysis, ‘Honey Spot’ Indigenous representing
imaginative community.
expression and Assess students’ Understand the
pleasure ability to analyse How racism is effects racism can
quotes from the conveys in the play have on individuals
EN4-3B uses and chosen text ‘Honey by particular
describes language Spot’ characters
forms, features and
structures of texts How to annotate
appropriate to a and analyse quotes
range of purposes, in ‘Honey Spot’
audiences and
contexts Learn about the
concept of racism
EN4-5C thinks towards both the
imaginatively, Indigenous
creatively, community and the
interpretively and Anglo-Saxon
critically about community
information, ideas
and arguments to
respond to and
compose texts
Time Teaching and learning actions Resources
5 mins Students to enter classroom and unpack their  Whiteboard
English book, pencil case and ‘Honey Spot’ play  Whiteboard marker

Teacher to mark the roll

Phones to be put away in bags

Learning intentions:
Teacher to explain to the class what this lesson
will consist of = Racism in ‘Honey Spot’

Teacher will write the learning intentions on the

board for students to be aware of what is
expected

Teacher to explain to students why we are

learning about racism, specifically in ‘Honey
Spot’
15 mins Quick re cap of last lesson > class discussion =  Whiteboard
culture  Whiteboard marker

Questions to ask:
 What is culture?
 What are a few examples of culture?
 Where is culture seen in the play ‘Honey
Spot’?
Introduce todays topic with a question

Ask the question: can people be racist towards

your culture?
 How? Give an example
 Have you ever been racist to someone?
Even as a joke
 Has anyone been racist towards you for
your culture, appearance or beliefs?

Think, pair, share:

Teacher to tell students to talk with the people
around them about racism – if they have
experienced any racism before, you’ve been
racist towards someone else (even as a joke
maybe), or you have seen it firsthand with your
own eyes or in a movie/tv show.

Teacher to ask students to talk about:

 What was the situation?
 How did it make you feel?
 What you wish could have happened
instead?
 How do you tell someone to not be
racist?

After a few minutes, teacher to come back as a

class and encourages students to share their
experience with racism (only if they feel
comfortable to do so)

Teacher to share their own stories about racist

encounters they’ve had

Connecting back to ‘Honey Spot’ – Questions to

ask:
 Where is racism seen in the play?
 How does it make William feel?
 How does it make Tim feel?
  How does it make the Ranger feel?

Brainstorm activity & class discussion

Ask students what is racism?

Once answered, teacher to write the answer on

the. Board

Ask students to copy down definition into their

books
30 mins Teacher to hand out worksheet about racism to  Racism worksheet
the class

Teacher to go through what the worksheet is

asking them to do:
 Students are to annotate quotes from
‘Honey Spot’ using language techniques
 Students are then to construct a TEAL
paragraph bringing the ideas together

Teacher to go through what is a TEAL paragraph

as a reminder (even though students have
completed this in previous lessons)

T = topic sentence
E = evidence
A = analysis
L = link

Teacher to go through first quote as a class as

an example

While students are working, teacher to walk

around the classroom to monitor student
progress on worksheet

Collaborative learning: students to work on this

worksheet in pairs
20 mins Teacher to go through the answers as a class  Whiteboard
 Whiteboard marker
Teacher to make sure to write answers on the
board

Teacher to ask students what they wrote for

each question

Student to copy down answers in their book if

 they have something different. If answers are
somewhat similar students do not need to copy
the answers in their book

5 mins Teacher to ask students to pack up

Stand behind chairs

Clean any rubbish from the floor

Pre-lesson discussion 2
Completed by teacher education student and mentor teacher
Teacher education student: Aleksandra Pavlovic
Mentor teacher: Margrete Ilia
Date: 27.10.20
Standard Discussion
Know your students and 7R is a stage 4 high performance class. This class has a high
how they learn number of Asian and Caucasian students, with few students
who identify as Middle Eastern. There are no students who
identify as Indigenous. Students are in seating plans (horse
shoe shape), not for behavioural issues, but to make it easier
for myself to know their names when they had started year 7.
The class has a willingness to learn, with a fair amount of
students who like to contribute to class discussions. They have
a high interest in pop culture, such as YouTube stars, Tik Tok
stars and Instagram influencers.
Know the content and This unit focuses on critically analysing a play called ‘Honey
how to teach it Spot’, written by Jack Davis. Analysis will be done through
understanding the conventions of a play and how language
techniques create meaning. It also includes how some of the
themes are also a reflection of society today, and how it can
affect individuals positively and negatively.
Plan for an implement Students are to build on their knowledge on language
effective teaching and techniques. The lesson intention is for students to understand
learning the negative effects racism can have on individuals, specifically
those who identify as Indigenous. Students will discuss
examples of racism in the current media through class
discussion. Students will use the examples to understand
racism concepts in the chosen text ‘Honey’ Spot’.

EN4-1A – responds to and composes texts for understanding,

interpretation, critical analysis, imaginative expression and
pleasure

EN4-3B – uses and describes language forms, features and

structure of texts appropriate to a range of purposes,
 audiences and context
Create and maintain a This class follows instructions extremely well, with very few
supportive and safe interruptions during the lesson. Students are to know and
learning environment understand the learning intentions for each lesson. This class
performs excellently when the structure of the lesson is
communicated. Behavioural expectations are communicated to
minimise class disruptions. Positive reinforcement is also
continuously reiterated to students when exceptional work is
being completed. When students do slightly misbehave,
disciplinary actions take place and students understand their
actions are not appropriate.

Know your students and Students were asked to annotate quotes from the play ‘Honey
how they learn Spot’ and define various techniques. 7R is a high-performance
class, therefore a lot of extension activities were completed for
students when work was completed early. However, an
example of how to correctly annotate quotes must be
presented to the class in order to ensure students understand
the concept of annotating.

In this lesson students are to have a discussion about what

examples they can think of that has occurred on the news
recently. Since this class enjoys speaking about contemporary
issues, the black lives matter movement is expected to be
brought up as a topic of discussion. This therefore can give
myself the opportunity to connect with their opinions and
thoughts about the recent matter.

Student A, who has low interpersonal skills, may struggle in

class discussions, however, is well aware of the mainstream
media that is occurring. This may be an opportunity to include
student A in more class discussions and to express their ideas.
Student A will need to have their work simplified. Student A
will have the autonomy to work individually and/or
collaboratively.

Student B needs questioning to deepen their critical thinking

and must be given the opportunity to contribute to class
discussions. Directly asking student B a question during class
discussions can help with their confidence. The class discussion
will be about current issues; therefore, it will be easier for this
student to contribute this lesson.

Student C has extension work to challenge their critical

thinking. If student A has completed their work, student A will
find other quotes that connect to racism within the play and
analyse them in their books.
Plan for an implement Students are to analyse quotes from the play ‘Honey Spot’,
effective teaching and which display racism. An example must be provided to students
learning prior to them starting the worksheet collaboratively. This class
enjoys doing work as a class, as well as individually or in pairs.
Therefore, this will be effective for their learning. The class
discussion about current examples of racism will encourage
students to demonstrate their understanding of racism and its
effect on individuals worldwide and in the play.
Assess, provide feedback I must pay attention to what examples of racism are being
and report on student discussed amongst the students. This will allow me to gain
learning information about students’ thoughts on racism and its effect
on individuals.

Class discussions, questioning and answering, allows for

formative assessment on knowledge about them on culture
and the content of the unit, ‘Honey Spot’. Furthermore, my
mentor teacher will provide information on my progress with
teaching strategies, and/or what can be done adjust them. This
will be done in the post-lesson discussion.

Lesson 2 Observation Feedback

Completed by mentor teacher: Margrete Ilia
Agreed focus area:
 Theme of racism evident in the play ‘Honey Spot’
 Students to work collaboratively
 Behaviour management – all students to be focused and engaged in the lesson
 Encourage all students to participate in class discussions
 Connect topic with last lessons topic
What did the student teacher say/do?
 You lined up the students effectively and you told them instructions before
entering. I like how you re-told them the instructions as they were re-organising the
room from a previous class with a different teacher.
 Excellent way of connecting culture and racism > “can people be racist towards
culture?” This was a great way for students to recap last lesson.
 You wrote the learning intentions on the board. Well done!
 Great use of teaching strategies – allowing students to talk about racist encounters.
This is good to help students be aware of what is happening in the world.
 Good to see your questioning was also a way for students to self reflect > “Have you
ever been racist to someone, even if it was a joke?” Great way to enhance critical
thinking
 Great way to include all students in class discussion by naming specific students to
share their ideas > “S**** what about you, have you ever witnessed or experienced
racism?”
 Great use of questioning and connecting to the play – “Where is racism in the play?,
How does it make William, Tim and the Ranger feel?”
 You wrote down all students’ ideas on the board. This is great.
  Great teaching strategy by doing the first quote on the board as an example for
students
 Good to see you walk around the room as the students were talking about their
experiences. I like how you had the time to stay and listen to some of the stories as
well
 It was good to see that you remembered that the students had a test a few days ago
and you asked them how they went. This establishes great rapport with them.
Feedback:
 You did well when trying to get students to focus back on you, however, make sure
all pens are down. You can even say “pens down, face the front” and wait until all
students have done this before speaking
 Try and be a bit firmer with students and their mobile phones. State the
consequence if you see the phone again. I like to say they will be doing textbook
work for the rest of the lesson outside or having 10 minutes of recess or lunch time
with me
What did the students say/do?
 Great to see students share their stories about racism
 Not all students participated in the class discussion – same people shared their
stories with the class
 A*** was distracted on his phone again and you told him multiple times to put it
away. Take it away if you have to
 Students put their hands up every time they wanted to speak
 Students copied down the brainstorm as you were writing it
 Students shared their answers with the class – even though it was the same
students sharing
 Some students wrote the answers from the board, even though they had done it
correctly – good to see

Post lesson 2 Discussion

Piece of evidence Connections
(Graduate teaching standards; best practice; research based
methodologies)
Lesson plan 2 Students in 7R enjoy discussing about topics in class and this is
how these students learn. This particular discussion however, I
was able to receive an insight on the students’ experiences they
have had with racism 1.2 understand how students learn.

As students put their hands up to share their ideas, I am taking a

Racism discussion mental note of who has felt some type of racism. I am also asking
the students how it made them feel 1.2 understand how
students learn. By listening to their experiences, I have also made
students connect with the play, by asking them “where is racism
seen in the play, how did it make William, Tim and the Ranger
feel?” These questions can help students relate to the play,
especially those who have felt some sort of racism. By listening to
their responses I will able to assess their learning and know they
 understand the context of the play 5.1 assess student learning.
Think, Pair, Share
By adding the think, pair, share activity, it enabled students to
fully share their experiences with their peers about racism. Many
students had something to share, as I walked around the room.
Majority of the stories involved racism to do with covid-19,
George Floyd and stories they have seen in movies or television
shows. This part of my lesson connects with the Zone of Proximal
Development theory by Lev Vygotsky. The theory refers to how a
student learns when they are provided with help from someone
who masters a skill, in comparison to when they do not have help
Analysing quotes in provided (De León, 2012). By having students close in proximity
‘Honey Spot’ to those who master a skill, such as discussion, creates an
environment that will increase motivation to participate in class
discussions more often (De León, 2012). When I was walking
around the room, it was nice to hear that students were
participating in discussions with fellow peers but did not mention
any ideas during whole class discussions. However, once students
Appendices came back as a class after the think, pair, share activity, more
Appendix 4: students shared their ideas.
Student A work
sample 7R as a class, includes students who identify as Asian, Caucasian
and Middle Eastern. Since this class is quite multicultural, I
decided to ask students about racial experiences. I made sure this
Appendix 7: was included in my lesson to make sure all students felt included,
Student B work specifically student A and B. By listening to conversations in
sample previous lessons, I know most students have dealt with some sort
of racism, which is why I wanted to include it this lesson 1.5
differentiate teaching to meet the specific learning needs of
students across a full range of abilities, 3.3 use teaching
Appendix 10: strategies and 4.1 support student participation.
Student C work
sample Students are given a sheet, which consists of quotes from the
play, 3.4 select and use resource. These quotes are specific to
show students how racism in conveyed in the play. I decided to
Appendix 12: work through the first quote as a class, and let students tell me
Student C work what techniques were evident. This is because I know from
sample previous lessons this class works better with an example first 1.2
understand how students learn. Student A works best when an
example is shown to them first, as he wants to know how to do it
correctly. By doing an example with the class first, he will not feel
as isolated if I do it with him individually 1.2 understand how
students learn. This will also give student B to have the
confidence that they are on the right track with this assessment
task, as they always question their work 3.3 use teaching
strategies.
All ideas for the first example were written on the board, and
students were to copy it into their books. This will also give me an
indication on how much knowledge the class has on English
techniques 3.3 use teaching strategies, 3.5 use effective
classroom communication and 5.1 assess student learning. We
then continued to write an analysis on the quote. By doing this, it
allowed student A to have a guidance in what to do for the
worksheet 3.3 use teaching strategies. This will also give student
B to have the confidence that they are on the right track with this
assessment task, as they always question their work 3.3 use
teaching strategies. By providing an example-based learning to
students, it can provide “students with a written around of how a
problem should be or can be solved (Van Gog & Rummel, 2010). I
wanted to model an example for students A and B, and according
to Van Gog and Rummel (2010), modelling examples give
students the “opportunity to observe an adult performing the
task.”

By providing students with a step-by-step guide on how to

analyse quotes, it allows students to enhance “their problem-
solving skills” and develop their cognitive load (Paas & Sweller,
2012).

Once the first quote was completed as a class, I had to remind

students what a TEAL paragraph consists of. I know from previous
lessons, students have been exposed to it, however I know
student A and B may struggle 1.2 understand how students learn
and 3.3 use teaching strategies. I asked the class what each letter
of TEAL meant and to give a quick example of what to include in
each sentence, by using the first quote. As students gave their
example on what to write in the TEAL paragraph for the first
quote, I wrote it down on the board for all students to copy. This
is used as a guide to help the class, specifically student A on how
to construct a TEAL paragraph 1.2 understand how students
learn.

Majority of students in 7R did not complete the worksheet,

however student C did. I had therefore asked student C to find a
quote on her own that’s he could analyse with techniques and
write a TEAL paragraph. This was done in order for student C to
not feel disengaged in the class because she had finished the
work before her peers.
Next steps and suggested strategies
The following lesson will touch base on the theme of racism and
help students construct their book review assessment task.
Students will be guided on what must be included in their
assessment task and will have time to work on it in class time.
 From previous lessons I will be able to acknowledge which
particular students need help in this category. Student A will
receive a scaffold on their Google documents to help them write
it in class and at home. This lesson will also give students the
chance for me to go over what they have written.

Lesson Plan 3
Topic area: Assessment preparation Stage of learner: 4 Date: 3.11.20
Class: 7R
Time: Period 4 Number of students: 28 Preparation: Assessment handout
75 minutes
Outcomes Assessment Students learn Students learn to
about
EN4-1A responds to Formative: How to write a book Head start on their
and composes texts Assessment report assessment task
for understanding, preparation
interpretation, Chance for students
critical analysis, to ask any questions
imaginative about it
expression and
pleasure

EN4-3B uses and

describes language
forms, features and
structures of texts
appropriate to a
range of purposes,
audiences and
contexts
Time Teaching and learning actions Resources
5 mins Students to enter classroom and unpack their  Whiteboard
English book, pencil case and ‘Honey Spot’ play  Whiteboard marker

Teacher to mark the roll

Phones to be put away in bags

Learning intentions:
Assessment task preparation

Teacher will write the learning intentions on the

board for students to be aware of what is
expected
10 mins Teacher to go through what is expected of this  Whiteboard
lesson:  Whiteboard marker
 Students to work on their book report  Laptops
assessment task – own laptops allowed
 No phones allowed – if something other
than their assessment tasks are seen,
consequences must be put in place
 Get laptops for students who do not
have their own from staff room
 Remind students of last lesson: ask
students, what is included in a book
report?
1. Introduction
2. Plot summary
3. Character analysis
4. Theme analysis
5. Recommendation

Teacher to write down what is included in a

book report on the board to remind students

*However students should already have their

assessment notification on what to write in a
book report from last lesson

Ask students if there are any further questions

that they may need answered
55 mins Students to work on their book report  Laptops
assessment – individually
 Students can use their own laptops if they have
brought it to class

Teacher to make sure that is anything other

than their assessment tasks are being done,
consequences will be issued

If need be, teacher can stop assessment work to

explain something majority of students do not
understand > e.g. if they do not know how to
write a recommendation, do it as a class:
 If this is the case, teacher to brainstorm
words that may be used in a
recommendation
 Teacher to ask students for sentences to
write recommendation on the board
 Students to write the example on the
board
Teacher to walk around the classroom to
monitor student progress

Teacher to make sure students are on task

If students become too loud, teacher to remind

noise level must be lowered
5 mins Teacher to ask students to pack up

Own laptops and school laptops to be put away

Stand behind chairs

Clean any rubbish from the floor

Pre-lesson discussion 3
Completed by teacher education student and mentor teacher
Teacher education student: Aleksandra Pavlovic
Mentor teacher: Margrete Ilia
Date: 3.11.20
Standard Discussion
Know your students and 7R is a stage 4 high performance class. This class has a high
how they learn number of Asian and Caucasian students, with few students
who identify as Middle Eastern. There are no students who
identify as Indigenous. Students are in seating plans (horse
shoe shape), not for behavioural issues, but to make it easier
for myself to know their names when they had started year 7.
The class has a willingness to learn, with a fair amount of
 students who like to contribute to class discussions. They have
a high interest in pop culture, such as YouTube stars, Tik Tok
stars and Instagram influencers.
Know the content and This unit focuses on critically analysing a play called ‘Honey
how to teach it Spot’, written by Jack Davis. Analysis will be done through
understanding the conventions of a play and how language
techniques create meaning. It also includes how some of the
themes are also a reflection of society today, and how it can
affect individuals positively and negatively.
This lesson, students will be allowed to work on their
assessment task.

Plan for an implement Students are implementing their knowledge and analysis of
effective teaching and ‘Honey Spot’ into a book report. This book report will showcase
learning how well they analyse one character and one theme of the
play. Last lesson, students were provided with a detailed
scaffold worksheet to help construct a book report. Students
will use this sheet this lesson.

EN4-1A – responds to and composes texts for understanding,

interpretation, critical analysis, imaginative expression and
pleasure

EN4-3B – uses and describes language forms, features and

structure of texts appropriate to a range of purposes,
audiences and context
Create and maintain a This class follows instructions extremely well, with very few
supportive and safe interruptions during the lesson. Students are to know and
learning environment understand the learning intentions for each lesson. This class
performs excellently when the structure of the lesson is
communicated. Behavioural expectations are communicated to
minimise class disruptions. Positive reinforcement is also
continuously reiterated to students when exceptional work is
being completed. When students do slightly misbehave,
disciplinary actions take place and students understand their
actions are not appropriate.
Know your students and As this assessment task can be worked on in class time, this
how they learn gives student A and B a chance to ask the teacher any
questions on the task. Student A will most likely be extremely
reliant on the scaffold worksheet. This student must be
monitored during the lesson because he can easily become
disengaged. Student B prefers to speak to the teacher
individually, therefore a regular check on student B must occur
in the lesson. Student A is capable to start the book report
without the detailed scaffold, however will always ask to proof
read their work.
Plan for an implement This lesson is to allow students to work on their assessment
effective teaching and task while the teacher is in the room. This will give students a
learning peace of mind if they are on the right track with their book
report. From previous lessons students would have has access
on how to write a book report. Student A has access to a
detailed scaffold on what must be included in a book report.
Students are not to be distracted with anything other than
their assessment task. If students are not working on it,
students will be given consequences.
Assess, provide feedback I must walk around the classroom to monitor students, and
and report on student make sure they do not become distracted. Students will ask for
learning my opinion on their work, and as a teacher I must give them
feedback. However, I must not give too much information as
this is an assessment task. I must give students guidance in this
assessment task and not do the work for them.

Lesson 3 Observation Feedback

Completed by mentor teacher: Margrete Ilia
Agreed focus area:
 Students to work on their book report
 Help students with their book report – but not too much because it is their
assessment task
What did the student teacher say/do?
 Effective way of giving instructions and expectations to students > “if I see anything
other than your book report on your screen you will spend time with me at lunch
time”
 I like how during the lesson you asked students what each technique is and share an
example from the play > “what is a simile?, what does a hyperbole show?” – Great
way to keep students focused
 Great use of student monitoring – walking around room
 Excellent at giving feedback to students’ work – not telling them too much as well
because it is their assessment task
 Excellent observation on students who were not doing the right thing > “Put your
phone away otherwise you won’t be working on your assessment task, but textbook
work”
 Great work printing out a detailed scaffold for S*****
What did the students say/do?
 Students worked well during the lesson on their assessment task
 Very minimal interruptions with behaviour
  A*** was only spoken to once this lesson about his phone – an improvement
 A lot of students asked you to read over their work – great to see they were
confident with you
 Student did become loud at some points in the lesson – quietened down after you
told them to lower their voices

Post lesson 3 Discussion

Piece of evidence Connections
(Graduate teaching standards; best practice; research based
methodologies)
Lesson plan 3 Student C was absent from this lesson.

As I was away for a few days because I was quite sick, I did miss a
lesson to go through the assessment task. Therefore, this lesson I
had to monitor students as they worked on their assessment task
in class time. From last lesson, students were aware that they
were working on their assessment tasks, which is why majority of
the class brought their own laptops. Before students were
Behaviour allowed to start their assessment task, I made sure that if I find
management anything other than their assessment, consequences will be given

During the lesson, majority of students were behaving correctly

and the particular student who was told to stop being on their
phone constantly was not on their phone at all. Prior to this
lesson starting, I did have a conversation with them to let them
know that I expect they do the right thing and complete todays
tasks without their phone in their hands, as it was not needed 4.3
Appendices manage challenging behaviour.
Appendix 1:
Student A work I also heard a few students laughing and I decided to move one
sample student to a different table 4.3 manage challenging behaviour.
Once the student was moved, the lesson went slightly smoother
with less talking and noise.
Appendix 2
Student B work As I was walking around the class, all students were asking if what
sample they had written was correct. Majority of students were doing
really well, included students A and B. Student A was given a
really detailed scaffold of what must be included in their book
review. This helped student A quite a lot and he managed to plan
Appendix 3 and structure his task. I made sure, as I was walking around the
Student B work class that I would check on Student A’s progress, because he is
sample too timid to ask for help 1.1 physical, social and intellectual
development and characteristics of students, 1.2 understand
how students learn and 5.1 assess student learning.
Appendix 4
Student C work Student A was provided with a detailed scaffold of what was
sample expected for the assessment task. I told this student to tick off as
he went through what was expected. According to Rosenshine
and Meister (1992) “scaffolds are forms of support provided by
Appendix 5 the teacher to help students bridge the gap between their
Student A work current abilities and the intended goal.” I wanted student A to
sample achieve the goal of passing his final assessment task of the year.
Rosenshine and Meister (1992) also suggest that “scaffolds are
temporary and adjustable,” therefore the purpose for providing
this scaffold for student A was to gradually decrease the use of
scaffolds in lessons, for him to become proficient.

Student B worked quite slow, however understood the aspects of

what a book report consists of. Student B however, kept stating
the obvious when it came to writing her book report. I wanted
her to enhance her critical thinking therefore I decided to
question her a lot about the play and how techniques can convey
certain things. By using question prompts, student B was able to
look at situations and topics in different perspectives. According
to Byun et al. (2014), “question prompts provided by the
instructor or expert offer one of the possible scaffold strategies to
foster problem solving.” Instead of me lecturing the whole class,
Byun et al. (2014) suggest, that a teacher “would prepare
questions and provide them to students as learning aids in
problem solving”. Novice learners like student B, can “easily fail
to evaluate different perspectives” (Byun et al., 2014). 1.2
understand how students learn.
Next steps and suggested strategies
The following lesson will touch base on the theme of racism and
help students construct their book review assessment task.
Students will be guided on what must be included in their
assessment task and will have time to work on it in class time.
 From previous lessons I will be able to acknowledge which
particular students need help in this category. Student A will
receive a scaffold on their Google documents to help them write
it in class and at home. This lesson will also give students the
chance for me to go over what they have written.

Summary of Impact
Case study participants: Teacher education student: Aleksandra Pavlovic
 Student A – emergent Mentor teacher: Margrete Ilia
 Student B – standard
 Student C – above average
Discussion: Links to
graduate
standards:
During my time at St. Johns Park High School, I have observed Standard 1:
incredible changes in all three students. Each student has shown Know students
different degrees of development in their ability to analyse quotes and how they
and have a complete understanding of the play ‘Honey Spot’. learn – 1.1, 1.2,
1.3, 1.4, 1.5, 1.6
Student A has an immense amount of struggle with English
techniques and analysing quotes. From my observations lessons, I had
noticed that student A was not at the same standard as majority of Standard 2:
the class, and was always disengaged. However, this student did not Know the
hesitate to share his ideas, even though it may not connect with the content and how
topic of discussion. Student A never misbehaved but was extremely to teach it – 2.1,
timid and lacked social skills. This meant that he never asked me for 2.2, 2.3, 2.4, 2.5
help even though I knew he was struggling.

During the first recorded lesson I did an example of one quote with Standard 3: Plan
the class. This was mainly to support student A. I also did this to make for and
sure student A felt included, as his social skills are quite low. As I was implement
walking around the classroom, I made sure I approached student A effective
frequently to build a connection with him. I also endorsed questioning teaching and
him about his interests, to build a connection with him. During the learning – 3.1,
conversations I had with him, I found that student A really struggled 3.2, 3.3, 3.4, 3.5
with sentence structuring and English techniques. Despite showing
the example of how to annotate and analyse quotes, student A still
found it difficult when he had to attempt it himself. Standard 4:
Create and
Further on, student A still heavily needed examples to understand maintain
how to analyse quotes from the play. I still approached this student supportive and
frequently to gain insight of how he felt during the lesson. In order for safe learning
student A to confidently work on his assessment, I needed to provide environments –
him with a detailed scaffold on how to construct a book report. This 4.1, 4.2, 4.2, 4.4
really helped student A and it also showed through his final
assessment mark.
Standard 5:
During the last 3 weeks, I had encouraged student A to work with his Assess, provide
friends to expand his social skills. He did work better with them, as he feedback and
wrote more than he usually would and had more confidence in report on
answering questions when I asked him individually. By the end of my 6 student learning
weeks, student A developed a better understanding of English – 5.1, 5.2, 5.3,
techniques and sentence structures. This was evident in his 5.4, 5.5
assessment task, as he passed (appendix of assessment). While
conversing with their regular teacher, she has told me that student A
has made progress since I had monitored his learning. He has also Standard 7:
developed better social skills and has more interactions with his Engage
fellow classmates. professionally
with colleagues,
Student B has demonstrated a great understanding of the learning parents/carers
sequence, however needs development in some areas of English and the
techniques and English conventions. This student also does not community –
participate in class discussion and must be shown an example prior to (7.1, 7.2, 7.3)
the work. Student B will regularly complete class work, but constantly
needs encouragement to complete it a little quicker, as she is
relatively slow at doing so.

In most classes, I encouraged this student to share her ideas and

thoughts in class discussions. However, I did this after I had consulted
her about her work and that it was correct. I also made sure I did this
with other students as well so she would not think I was singling her
out. I wanted to build student B’s confidence which is why I decided
to engage her in class discussions.

This student prefers to work alone and not collaboratively, so

therefore I have had to embed a lot of collaboratively learning in
these lessons to increase class participation.

From Student B’s final assessment, it is evident that improvement has

been made prior to when I had started. In the third recorded lesson,
this student showed development in their knowledge of English
techniques. This was shown when Student B asked me to proof read
her assessment task and I had given her some feedback to enhance it.
When myself and their regular teacher had received all assessment
tasks, we were impressed by how she took what I had said to her into
consideration and this is what made her receive the mark that she did
(appendix of assessment).

Student C has extremely excelled in their learning throughout the six

weeks I have been at St. Johns Park High School. This student had a
developed knowledge of the English language conventions as well as
English techniques. Student C was an advanced learner, and therefore
sometimes needed extra work to keep her engaged within the lesson.
This student was able to transfer her knowledge into TEAL paragraphs
confidently and this showed through her final assessment task.

Within the first recorded lesson, Student C was the first student in the
class to complete the worksheet. With only a few minutes left until
the designated time for the class to complete the sheet, I had asked
student C to try and locate another quote from the play that
conveyed culture. Student C struggled to find another quote and had
found one close to the designated time for the class to finish the
sheet. However, I did ask student C to annotate and analyse the quote
verbally to me, which she did correctly.

Student C was absent from the third recorded lesson as she was
involved in a student representative excursion. Despite the fact that
this student did not have class time to work on their assessment task,
Student C received full marks (appendix assessment task).
During the course of six weeks, I have engaged professionally with Standard 6:
colleagues to help enhance my knowledge in the profession. I have Engage in
worked with other teachers, other than my mentor teacher, to professional
observe how some of the student I teach, behave in other classes. learning –
This has helped me understand different forms of teaching strategies
that I can use in the future. This also gave me knowledge of how (6.1, 6.2, 6.3)
students react to different forms of teaching methods and strategies.
Some students may need differentiated learning in one subject but
not so much in another, which I found quite interesting. By knowing
this, I was able to plan my lessons accordingly and minimise
behavioural issues.

I was also able to engage in conversations about teaching and learning

in the first years of professional teaching. I was fortunate enough to
hear about the experiences these teachers have been through. I
believe this has really informed me and enhanced my knowledge
about professional teaching. By accepting constructive feedback from
 my mentor teacher, I have been able to teach students appropriately
and improve my practice. My planning, in terms of lessons and
constructing worksheets, has also improved because of professional
conversations I have had with my mentor teacher and other teachers
within the school. I was able to find and use relevant sources to
provide for my lessons and create engaging activities for students.
Effective planning has allowed me to minimise misbehaviour,
disengagement and distractions within the classroom.

When the final assessment task for the year was completed by year 7,
9 and 10, my mentor teacher allowed me to participate in marking a
few of them. She guided me through what was considered an A, B, C,
D and E student, as well as going through the marking criteria in
detail. This was an experience that really helped me assess the three
students I had chosen to focus on. This was because I was the one
who taught these students what to include in their book report and
how to write it. By looking at students A, B and C’s assessment task,
differentiated learning is a method that must be evident in all
classrooms. Planning and implementing strategies for each student
has helped these students achieve learning goals.

Supporting Appendices
Consent forms and student work samples

Appendix 1: Parent consent forms

Student A

Student B