Noongar Seasons

EDN550 Topic 1:
Know yourself, reflective teaching and Acknowledgement Makuru (June - July)
• Coldest and wettest time of the year
Djilba (August - September)
• Massive explosion of flowers
communication of Country • Waterways fill, people could move around
countryside easily – plentiful food sources
• Transition time of weather
• As weather warms up start seeing
• Animals start pairing up ready for breeding newborn animals
Dr Helen Dempsey season – large influx of Mali (Black Swan) • Birds nesting – swooping of koolbardi
• Blue and purple flowers start to appear
Kaya • End of this season start seeing white flowers
(magpie), djidi-djidi (willy wag tail) and
chuck-a-luck (wattlebirds)
of weeping peppermint • Temperatures rise as the season
Wandjoo progresses and balgas (grass trees) start
to emerge

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 APST for this week
Teaching Team Becoming a teacher and teacher identity
Standard Graduate descriptor

Unit Coordinator 2.4 Understand and respect Aboriginal and Before university • Alsup (2006) argues that teacher identity is
Torres Strait Islander people to promote Understand and respect Aboriginal and Torres Strait Islander people to promote inherently linked to personal identity and is also
reconciliation between Indigenous and non- reconciliation between Indigenous and non-Indigenous Australians
• Dr Helen Dempsey Indigenous Australians influenced by the cultural and societal expectations
Office: Room 450.3.020 that other have of teachers.
Phone: 9360 6263 3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support • Lortie (1975) suggests that pre-service teachers
student engagement.
Email: h.dempsey@murdoch.edu.au enter university with a sense of the type of teacher
they do or do not want to become, based on their
own schooling experiences.
• Liana Luyt Demonstrate an understanding of the role of the Australian Professional
6.1 Identify and plan professional learning needs
Standards • Experiences as a student, as an EA, as a
Email: Liana.Luyt2@murdoch.edu.au for Teachers in identifying professional learning needs. parent

6.2 Engage in professional learning and improve

Understand the relevant and appropriate sources of professional learning for
practice
teachers.

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 During your studies
• You will have additional experiences
throughout your pre-service journey at:
• Workshops
• Discussion with others
• In schools during placements
• Observing your mentor teachers
• Media coverage
As a pre-service teacher you learn more about
what it means to be a teacher as you reflect on
your university and professional experiences
(Graham & Phelps, 2003; Maaranen et al.,
2008)
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What the research says The effect of Quality Teaching
Percentage of Achievement Variance
• A European study on defining teacher quality, comparing formal
documents on teacher certification in nine European countries,
showed that in each country, teacher quality is defined in a specific
This Photo by Unknown Author is > 30%
licensed under CC BY
way and by means of different competencies (Snoek et al., 2009). Teachers
There were three qualities found in common in all nine countries:
“To reverse decline in school standards, focus on Students
teacher training,” says gov • (1) teaching effectively;
Minister for Education and Youth, Alan Tudge MP, has
made the following op-ed statement public: • (2) working together with others within and outside the school
Home
context; and Peers
Schools Principal
• (3) reflection and professional development.
• Other aspects of teacher quality varied depending on the country and
their specific societal requirements for teachers. (cited in Bakx et al, ~5-10% ~5-10% ~50%
2015)
This Photo by Unknown Author is
licensed under CC BY
John Hattie ( 2003, 2007)
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 Ongoing expectations of high standards The Australian Professional Standards
Teachers’ work for Teachers
for teachers https://www.aitsl.edu.au/teach/standards
Typical weekly estimate of how many hours teachers spend on Primary Secondary
school-related activities Average hours Average These are a public statement of what constitutes teacher quality.
hours • We now exist within a ‘culture of evidence’ (Allen & White, 2022, p. 25)
Teaching of students in school (either whole class or in groups) 23.8 19.6 They define the work of teachers and make explicit the elements of high-quality, effective
• There are several government policies which have been designed to improve and teaching in 21st century schools that will improve educational outcomes for students.
Working as an individual on planning work or preparing lessons 11.4 11.9
(including marking students’ work)
check on the quality of teachers and in particular pre-service teachers.
• LANTITE – you must pass these external assessments in order to graduate with a teaching degree The Standards do this by providing a framework which makes clear the:
Administrative duties either in school or out of school (including school 4.7 7.0 • KNOWLEDGE (Standard 1 and Standard 2)
• AITSL – developed Australian Professional Standards for Teachers
administrative duties, paperwork and other clerical duties you undertake • PRACTICE (Standard 3, Standard 4 and Standard 5)
in your job as teacher
• TPA – to check quality of teachers prior to graduation
• ENGAGEMENT (Standard 6 and Standard 7)
Working collaboratively with colleagues, including planning, assessing 3.5 3.9
and mentoring required across teachers’ careers.
Engaging professional with parents/carers and the community 2.0 2.0
Engaging with performance and development plans 1.8 2.0 They:
• inform the development of professional learning goals,
Other 4.9 6.4 • provide a framework by which teachers can judge the success of their learning
TOTAL 52.1 52.8 • assist self-reflection and self-assessment. (p.2)
Allen & White (2022), page 20

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 (Quality)Teaching Performance EXPERIENCE + REFLECTION= GROWTH
Ongoing Professional Learning
Assessment (EDN499) Reflection is about turning experience into learning

• You will notice on your course plan that along with your final professional
experience you need to complete your QTPA.
• Each of your units is preparing you for this capstone unit and this is high stakes
as you only have two opportunities to pass that unit, otherwise you can not
graduate as a teacher.
• This degree is all part of your professional learning however, you should always
be thinking about the following and not just rely on professional learning provided
by the school or feedback from your mentor teacher.
• 6.1 Identify and plan professional learning needs
• 6.2 Engage in professional learning to improve practice
• 6.3 Engage with colleagues and improve practice
• 6.4 Apply professional learning and improve student learning

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 Why is it important for you to become a
Reflective Practitioner?
The ability to critically reflect on and evaluate the success or otherwise
of your teaching becomes essential as you are increasingly accountable
and responsible for the quality of learning within your classroom.
The most potent indicator of professional learning is reflective practice
(Dyson, Plunkett & McCluskey, 2018, p147)
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What does this mean?
Reflective – to think deeply and thoughtfully.
To capture, record, explore, or make sense of
an event – in this case a teaching moment or an
idea.
Reflective practice for teachers allows you to
develop the quality of learning – reflective
practice takes the form of critical thinking to
develop a questioning attitude.
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Becoming a Critically Reflective Teacher
A deeper consideration:
• recognizing and appreciating difference and diversity from a number of angles (for example race, ethnicity,
gender, class, culture, religion, disability, age) and how these factors impact on learning and teaching
• challenging and dealing with the taken for granted assumptions about teaching, learning, learners, and the
learning environment
• identifying and negotiating how power operates in an always contested learning and teaching context
• nurturing, facilitating and enabling a learning and teaching environment which challenges students to think
critically and morally about a variety of issues
http://sydney.edu.au/education_social_work/groupwork/docs/Reflection.pdf
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 Reflective Writing
Descriptive writing : Describes events/actions, but makes no attempt to provide
reasons or justifications. Reports on literature.
Descriptive reflection: Describes but also attempts to provide reasons or
justifications for events/actions. Recognises multiple factors and perspectives.
Dialogic reflection: Ability to step back from events/actions and consider
alternative explanations. Attempts to provide rationales and critiques.
Critical reflection: Awareness that events/actions are located in and influenced
by multiple historical and socio-political contexts
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Reflection as part of your Assessment 1
• For your first assignment you will be writing a critical reflection of your experiences
of education as a starting point to developing your own understanding of your
position on education and teaching and learning.
• You also need to write about why you have chosen this time to decide to become
a teacher.
• It is a critical reflection and therefore is not a description of your experiences but a
time for your to consider your experiences within the historical, social and political
beliefs of the time.
• I have provided some examples under the echo recordings ‘Assignment 1’.
• Read the marking rubric carefully
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Assessment as part of Assessment 2
• You will have 4 microteaching experiences
• 1) 10 minutes teaching anything
• 2) 10 minutes teaching lesson related to the curriculum
• 3) SimLab experience – modified microteaching 2
• 4) 20 minutes teaching experience including an assessment
• Assessment 2 are critical reflections on your microteaching experiences
• 2a) critical reflection on microteaching 1 and 2
• 2b) critical reflection on microteaching 3 and 4
• Each reflection has different topics to cover so you need to refer to the marking key to
plan your reflection
• You also have to include lesson plans
• 2a – lesson plan for microteaching 2
• 2b – lesson plan for microteaching 4
• You have to include a SAO+
• Situation that did not work well (eg from lesson 1)
• Action – what action will you take to improve
• Outcome – during lesson (eg lesson 2) what was the outcome of your new approach?
• + - what is the next goal?
 Reflection as part of your Assessment Pre-service teacher
3 workbook
Why study communication interactions in a school
• You will create a unit workbook
Planning Assessment
skills in an education course? Specialist
University
lecturer Care-givers
teachers
• This is for Assessment 3. Parents
School
• You should record your understanding of the 8 Understanding Teaching “…the teaching-learning process is essentially a communication event.” secretary
topics this week Indigenous Aboriginal and From: Groundwater-Smith et al (2015)
• Each week your add your notes, ideas, questions histories, cultures Torres Strait
etc to your Workbook. and languages Islander students
“ In educational environments it is happening Other class
• At the end of week 10 your write your critical all of the time and at a frenetic pace.”
Relief Pre- teachers
teachers
reflection on the 8 topics assessment 3. service
From: Groundwater-Smith et al (2011)
• There are 8 key reflection topics each worth 5%: Inclusion and
EALD strategies
teacher
Diversity Pre-service
“There are as many as 1000 interpersonal interactions between teachers and students per Other pre- Coordinator
day” service
teachers
In a study by Jackson, cited in Robinson & Robinson (1987, pp102)
Administrative APST: 3.5, 4.2
Role and
and Mentor Canteen staff
responsibilities of https://www.aitsl.edu.au/teach/standards teacher
organizational Children School
Teachers support
policies officers

Groundwater-Smith, Ewing & Le Cornu, 2015, pp 237)

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 Communication is complex Aim of effective communication Listening

Attending:
It is a process: Receiver receives the message the way • Open stance, relaxed, facing speaker
the sender intended • Be aware of cultural etiquette
• Involves sender and receiver eg not looking directly into eyes
• Many variables - power, status, expectations, This Photo by Unknown Author is licensed under CC BY Responding:
cultural issues etc
• Let speaker know they have been heard and understood
• Messages are conveyed and interpreted in different
ways. Clarifying:
• Genuinely attempt to show that the message has been
This Photo by Unknow n Author is licensed under CC BY
received, eg give feedback, clarify, paraphrase, reflect
Groundwater-Smith, Ewing & Le Cornu, (2015) pp242 - 248

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 Speaking – non-verbal Speaking – verbal
PARALINGUISTIC ELEMENTS
communication communication
What are some examples? Voice
The Tenor
• Match verbal with non-verbal skills of the
Volume
• Be clear and concise Voice
Kinesics (body movements),
• Practice communication skills POWER PITCH
Proxemics (personal space)
e.g. Explain well, use simulations, pictures, diagrams etc
Paralanguage (voice volume, tone and pitch) The Throwing
• Show respect and acceptance and build positive relationships*
Rhythmic PROSODY your voice
• Avoid ‘road blocks’ (Rhythm)
PROJECTION
intonation to make it
• How you dress also sends a message – follow dress code • - blaming, judging, criticising, preaching, ordering, labeling, threatening, being sarcastic,
understandable
patronizing and contradicting interactions of the voice
but not alienate the students and do not make
assumptions about others due to the way they dress • Be assertive not aggressive PAUSE PACE
(students and parents)
* see Groundwater-Smith et al (2015 pp 249-254) * see Groundwater-Smith et al (2015 pp 254-256) Short
The speed
pauses in
of
the flow of
Delivery
the delivery

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 Asking Questions
Questioning Types of Questions
Ensure you have students’ attention

Logical sequence

“Questioning is a skill that engages people in verbal Ask one question at a time
interactions.”
Groundwater-Smith (2011, pp 229) Pause to give thinking time

A safe environment is essential

Convergent Divergent
or closed or open Evaluative
Redirect questions to develop understanding
“Questions and questioning may be the most powerful questions questions
technologies of all” Add/confirm information
McKenzie, J. (2005, pp15)
Be encouraging

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 Convergent (Closed)/Low order Divergent (Open)/High order Evaluative

- Confirm understanding - Develop thoughts, interest and • Encourages consideration of

- Build confidence challenge advantages and disadvantages
- Revert to in some situations for - Often used early or later in lesson • Facilitates further concept
quieter or lower level students - Encourages conversation development
- Often 1 or 2 word answers - Eg How can we use our knowledge of • Eg What sequence of questions best
differing types of questions to facilitate enhances student learning?
- Often early in the lesson
student learning?
- Eg What is a Low Order Question?

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 Making learning visible Writing Objectives – Blooms Taxonomy

Convergent…Why did Little Red Riding Hood want to • If students know what they are going to be learning about (learning intentions or
visit her Grandma? What made Little Red Riding Hood
feel that there was something strange About learning objectives) and what you are looking for in a lesson (success criteria)
Grandma? then they know what to expect.
• This is communicating to the students what you are expecting.
Divergent…What do you think would have happened
if Little Red Riding Hood had arrived at Grandma’s • We use Blooms verbs to write learning objectives.
before the wolf?
• We start with
• By the end of the lesson students will be able to ….
Evaluating…Did the woodcutter have the right to kill • We then use an action verb (see Blooms) to indicate what they are going to do.
the wolf? Do two wrongs make a right?... Do you
consider Little Red Riding Hood’s mother to be
irresponsible – letting her young daughter walk
through the woods alone?

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 Over to You
Remember
Effective communication helps with developing
effective relationships with students.
Questions that are well conceived/constructed
can result in enhanced learning…
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Assessment 1 - Plan for your essay
• Thinking back over your experiences in schools as a student, worker
or parent list some key incidences that have influenced your: Thank you
• Decision to become a teacher
• Have provided ideas of the teacher you would like to be – or the
teacher you do not want to be
• Remember to check the marking key before submitting
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