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Rachael-Lyn Anderson EDFE11038 Assessment 3
Rachael-Lyn Anderson EDFE11038 Assessment 3
Rachael-Lyn Anderson
12143136
Bachelor of Education (Secondary)
Susan McKee
Reflection…….pg.25-26
Reference list…….pg.27
PROFILING
At Mount Morgan State High School, I taught Year 9 and Year 7 History with my mentor and supervising teacher. The year 7 History class will
be the focus class for this assignment. There are 17 students in the Year 7 History class. My mentor teacher and I have been teaching this class
for 3 weeks as the class's regular and lead teacher is on mandatory leave. Thus, my mentor teacher and I do not know the students, and we would
like to. The class comprises diverse and enthusiastic students, from students with learning needs to students from interstate. I have built a rapport
with some of the students during my placement as I would visit them during lunch breaks.
The topic of the lesson sequence is Significant beliefs, values and practices in Ancient Egypt. The first lesson plan is skill-based, with the
students learning how to analyse the origin, purpose and perspective on secondary sources on the internet with information on Egyptian beliefs
in the afterlife. The second lesson plan is content-based and is on the Ancient Egyptian process of Mummification.
YEAR 7 HISTORY
Students Learning Style and Learner Interests/Strengths/Weaknesses Academics Socialisation
Environment
Code G Style Environment Interests Strengths Weaknesses Englis Math HAS Behaviour Frien
e h s S ds
n
d
er
BA M Kinaesthetic One on One Likes playing: Performs well in Lack of confidence D D D Often gets JE, JR
NRL/Footy, HPE in is writing. distracted
swimming, Below but tries to
Assassians average in most do his best.
Creed, myths academic areas.
DB F Visual and One on One Likes playing Academically. B B C Self- MG
(Upper 2 Auditory NRL/Footy, motivated
bands) Soccer, crafts. learner.
Confident
learner.
CB M Visual and One on one Likes Colouring Creative ASD. ICP for English D C D Easily KY
(ASD) Auditory in. Video games. and Maths. distracted
Teacher helper Disengages and by peers.
distracts easily, Craves
lacks motivation teacher
attention
and always
wants help.
Needs
motivation
to have a
go.
BD M Visual One on one Drawing, Motivation to ASD-Below average D D D Self- TL, BO
(ASD) writing, reading learn in academic areas. motivated
learner.
JE M Auditory One on one Skateboarding, Academically. Strong in all A B B Occasionall HP
(Upper 2 social academic areas. y off track
Bands) Distracted easily, and
Bored/Disengages distracted
with his
friends but
generally a
self-
motivated
learner.
Disrupts the
class by
calling out
and being
out-of-seat.
SG F Visual and One on one Minecraft. Creative ASD, get distracted New student, no Self GW,
Auditory Drawing, anime easily, daydreams previous academic motivated CS
history available. learner.
MG F Visual and Small group Reading, Academically, Strong in all B B B Self DB,
Auditory singing, being oral discussions, academic areas. motivated
with her family Quiet and shy learner.
Lacks
confidence
TL M Visual and Small group Video games, Motivation to ASD. Average C D C Self- BO,
(ASD) Kinaesthetic one on one Horrible learn performance in motivated
Histories. English and learner.
History, myths, History. Below Confident
legends average in Math. learner.
Participates
in activities
and group
work well.
JM F Kinaesthetic One on One Dancing, Discussion, ASD. Average C D C Often JR
(ASD) singing, Home writing performance in displays
and Away (Soap English and attention
opera tv show) History. Below seeking
average in Math. behaviour.
Has peer-issues Can get
distracted
by peers in
class time.
Shows up
late to class
and calls
out.
BO M Visual and Small Singing, Motivation to Hearing loss, D D D Self- TL,
auditory group/one on dancing, learn hearing aid. Below motivated GW,
one drawing. average in English, learner. SG
Math and History.
CP M Visual and One on One- Likes playing Motivation to ADHD. Below E E E Self- KY, CB
Kinaesthetic support from video learn average in motivated
teacher aide games, academic areas learner.
specifically due to high Needs
Minecraft. absentee. Often support
teacher helper. has a teacher aide from
helping him and teacher
scribing for him. aide.
HP M Kinaesthetic One on one Likes helping ADHD, ODD. Below D D D Easily CS
–moves others and average in English, distracted.
around, playing games Math and History. Often
walking that involve displays
movement. attention
seeking
behaviour.
Disrupts
the class.
Seeks
attentions
from peers.
Craves
teacher
attention.
Tries to do
his best.
JR F Auditory Small group Netball, Home Speaking, writing, ADHD, hearing C C C Often gets AS,
(ASD) and Away (Soap discussion. loss, mental health. distracted JM
opera tv show) Average in English, but tries to
Math and History. do her best.
Shows up
late to class
and pulls
equipment
apart.
CS M Visual Small group Likes Nerf and Writing Below average in D C C Self- GW,
laser tag. English, Math and motivated
History. Lacks learner.
confidence.
AS F Visual Small group Likes Social Writing Disengages due to D D D Self- JR,
media. peers. Below motivated
average in English, learner.
Maths and History. Sometimes
calls out in
class.
GW F Visual and Small group Likes drawing Writing Below average in E E D Self- SG, CS
Kinaesthetic and singing. English, Math and motivated
History. Lacks learner.
confidence.
KY M Visual and One on one Likes playing Motivation to SLP. Works with a D D D Tries to be JE
(SLP- SEP Kinaesthetic with support video games on learn teacher aide. self-
Support) the Below average in motivated
PlayStation4. English, Math and and also
History. tries to do
his best.
Lesson plan 1
Prior knowledge of learners (What do they already know about this concept/topic/skill?)
Beliefs
Source analysis-origin, purpose, perspective.
Sources-primary and secondary
Links to Curriculum (identify relevant Strands and Content Descriptors – these may be
provided by the class teacher)
Significant beliefs, values and practices of the ancient Egyptians, (ACDSEH033)
Investigating significant beliefs associated with death and funerary customs; belief in an
afterlife.
Identify the origin and purpose of primary and secondary sources (ACHHS209 )
Warmup:
Students are to write what they belief happens when
someone dies?
2. Lesson Body (Teaching the content through specific strategies)
Timing What you will do (your teaching steps)
Today Year 7, we are learning about the Ancient Egypt What strategies are you
using to teach the
beliefs about the afterlife. We are also going to be content?
identifying the origin, purpose and point of view of sources What are your key
on the internet. prompts?
What questions will you
ask?
Go through Ancient Egypt Afterlife Beliefs PowerPoint. How will you check for
understanding/learning
?
Go over source analysis. 'Analysing sources slide in PPT'
I will show you how to look for the origin, and determine
the purpose and point of view and perspective of the
source.
Lesson Reflection
What worked well or was successful? (The What)
I successfully used verbal and non verbal communication strategies to gain the Year 7
students' attentions, for example; 3-2-1 (verbal) and hands on head(non-verbal). An Warm up
was used to activate their prior knowledge and as an insight to get to know the students.
Time and behaviour management could be improved. The organisation of resources using ICT
skills did not work well. The clarification of instructions were not clear. The explicit teaching
and activities did not work well.
These problems occurred due to lack of confidence in time and behaviour management, and
lack of skills in ICT. The clarification of instructions were not clear due to time management.
The explicit teaching and learning activities did not work well due to time management,
therefore, 4 out of 17 students attempted the activities.
What does this mean for your teaching practice and decision-making next time? (The What
Next)
For my teaching practice and decision-making next time, I need manage my time and
behaviour by investigating and determining my teaching style and by using strategies from the
Essential Skills for Classroom Management. When clarifying instructions, I need to present
them in a clear and firm voice with simple sentences, thus students of all learning abilities can
understand and apply. If something does not go accordingly to the lesson plan and problems
arise, I need to be capable of adjusting the lesson while staying calm and maintaining
students' attention and engagement.
After the lesson, Jess Rutherford and I reflected on the lesson together and provided verbal
feedback. Jess and I discussed different strategies to use to balance responding to student
questions/comments with lesson progress, settle disruptive/unsettled students, time and
behaviour management. Jess and I also discussed the different forms of formative
task/assessments I can apply to my future lessons. During our reflection, Jess and I further
discussed about the learning intent for my follow-up lesson as the skill based learning intent
was unsuccessful and ineffective.
TEACHER OBSERVATIONS LESSON PLAN 1
Analysing Sources Worksheet for Lesson Plan 1
Was it to:
• influence people?
• sell something?
• inform the reader?
• tell their version of events?
ORIGIN
Think about:
• occupation
• position in society
• religious background.
POINT OF VIEW
These work samples are gathered from 2 low level students. This is due to the time
management of the activities.
Lesson plan 2
Prior knowledge of learners (What do they already know about this concept/topic/skill?)
Afterlife-death, heaven, hell
Beliefs-reincarnation, souls, spirit animals
Links to Curriculum (identify relevant Strands and Content Descriptors – these may be
provided by the class teacher)
Significant beliefs, values and practices of the ancient Egyptians with particular emphasis on
death and funerary customs (ACDSEH033).
Investigating significant beliefs associated with death and funerary practices emphasis on the
techniques of Mummification.
Key Resources
Interactive Whiteboard (IWB)
Notebooks/diaries.
Worksheet.
Prepared PowerPoint (Attached to this assignment)
1. Lesson Introduction (introduce the topic and engage the learners)
Timing What you will do (your teaching steps)
Students are lined up quietly in 2 lines. Students doing What are your expectations
for the lesson?
the right thing will be rewarded with gotchas. What is your hook to engage
the learners?
Students are to get their notebooks, diaries and What are your key prompts?
What questions will you
equipment out. ask?
Books put to the sides of the room and students are to How will you check for
seat in the desired seating plan. understanding/learning?
Roll marked.
Bookwork procedure:
Learning Intent:
To identify and explain the processes involved in
Mummification
Success Criteria:
Understand the different processes in the
mummification process.
Lesson Reflection
What worked well or was successful? (The What)
I successfully used verbal and non verbal communication strategies to gain the Year 7
students' attentions, for example; 3-2-1 (verbal) and waiting and scanning, as well as hands on
head(non-verbal). 'Put your hands up if you have finished the Learning Intentions (LI)I', I used
this as an indicator for students who have finished writing the Learning Intentions (students
with hands raised) and for students who has not finished writing the Learning Intentions
(students writing). An Warm-up was used as an insight for myself to know the students
learning styles. I successfully and effectively used clear directions, with eye-contact, hand
gestures and a firm and loud voice. I was able to redirect students while maintaining
engagement. I also successfully used positive facial expressions when explaining information
and when showing interests in a student's response.
Time management, the linking of the learning intent (skill or content) with the lesson content,
and providing help to the students. The second and final activities could be improved.
For my teaching practice and decision-making next time, I need to make links between the
Learning Intent (Skill or content based) with the lesson content. I also need to have a try at
the activities I planned and created so I can understand the time length of the activities and
indicate if the activities link with the learning intent and learning goals.
After the lesson, Jess Rutherford and I reflected on the lesson together and provided verbal
feedback. Based on Jess's feedback on the Classroom Observation below, we discussed
ways to ensure students get the help required for the activity without being given the
answers through the help.
TEACHER OBSERVATIONS LESSON PLAN 2
Messages in a Jar
WRITE the internal organs name in the correct and corresponding Canopic Jar.
Imagine you are an ancient Egyptian who has been able to smuggle a message into one of the
Pharaoh's canopic jars. You are to WRITE the mummification process for people in the future.
Hello person of the future, my name is Achillas. I help to make mummies. Mummies are dead bodies
that are wrapped and preserved for the afterlife. Now I will tell you how to make a mummy...
First,
Then,
This work sample is by an Autistic low- level student. This student needed continuous
prompting to complete the work.
Reflection
1. How did you sequence the instructional steps in your lessons to support students' understanding and
demonstration of the intended learning goals?
The instructional steps in my lessons were sequenced using explicit instruction (Archer and Hughes, 2011)
and the I do; We do, You Do strategy (Marzano, et. al., 2009). The Modelling /I do step in was used to
provide and state the Learning Intents[LI] and Success Criteria[SC] (Archer and Hughes, 2011), describe
the content and skill with prior learning, explain the new concept or skill, and lead the class through a
practice example one step at a time (Churchill, et. al., 2019). For learners to demonstrate the LI, SC, and
their understanding of the content in the guided practice/ the We do step, multiple scaffolding levels
(Archer and Hughes, 2011) and strategies were used. After both lessons, students worked independently
through a formative assessment task, which provided an overall assessment of whether the students
could demonstrate the LI, SC, and understanding of the content.
2. What strategies did you use to check for understanding? Did these strategies provide you with
enough information to know whether the learning goals had been met?
In the first lesson, the strategies to check for understanding were worksheets about historical inquiry
processes of secondary sources and a paragraph writing task. The intention of the process of historical
inquiry in this lesson was for students to develop skills such as critically analysing and interpreting
sources; consider context; and explaining different perspectives (AC, n.d).
This strategy did not provide enough information to know whether the students met the intended
learning goals as there were problems with time and behaviour management and technical issues with
ICT. In the follow-up lesson, the strategies were adjusted for learners to "Explain the processes of
Ancient Egypt's Mummification" (Lesson Plan 2) and to show their understandings of the content without
producing large amounts of written work (Hyde, 2017), through a variety of activities.
This strategy provided enough information to know whether the students met the intended learning
goals.
3. What evidence do the work samples show of student learning and achievement?
The work samples from the first lesson do not show student learning and achievement due to poor time
management and misleading information. For the formative assessment, only 2 low-level students
attempted this task. The first work sample from the follow-up lesson shows evidence of student learning
and achievement as the high-level student explained: "The processes of Ancient Egypt's Mummification"
(Lesson Plan 2). To provide an assessment of the ability and knowledge, the students had learnt
(Churchill, et.al., 2019) during the lesson, this formative assessment required the high-level student to
use prior knowledge. The second work sample shows limited evidence of student learning and
achievement as the student did not meet the learning goals. To complete the formative assessment task,
this student used the visual chronological order worksheet and assistance from the teacher aid as the
student experiences learning difficulties [APST Standard 1.1 and Standard 6.1 as citied in AITSL,2018).
4. How did you use the assessment information from the first lesson to plan for the follow-up lesson in
the sequence?
The formative assessments in both lessons are expository forms of writing, where students are to explain
something. The formative assessment in the first lesson was specific to help students develop logical
reasoning lines, supporting arguments with examples and judging their own levels of understanding
(Willis, 2006, as citied Killen, 2015, p.338). This task did not assess the students' understanding of the
lesson's skill and content due to multiple problems. During the lesson evaluation, my supervising teacher
and I discussed that the learning intent for the follow-up lesson should focus on either a skill or a
concept, as the first lesson was skill and concept based, thus being unsuccessful and ineffective. The
formative assessment in the follow-up lesson was engaging, at an age-appropriate level (Killen, 2015) and
designed for students of all learning abilities. Although all students were assigned the same task, low-
level students were provided visual stimulus and assistance from the teacher aide (APST Standard 1.1 as
citied in AITSL,2018).
5. What have you learned about teaching and the impact on student success?
During my time on placement, I have learned that every teacher has their own individual and different
teaching styles that they use to guide and build on professional knowledge and bring into the classroom
(Frost, 2012). Teachers adapt their practices and plan their lessons to cater and meet the individual
learning needs, interests, and styles for the students in the class, providing differentiation, scaffolding
learning, responding to the strengths and needs in order to reach their full potential (Mohamed et al.,
2017; APST 1.1 in ATSIL, n.d). All of these contributes to student success. Effective teachers use evidence
of student learning, knowledge of individual student learning profiles, relationship with their students,
and rewards/reinforcers to adjust for individuals so that all students experience challenge, success, and
improved learning. During placement, I did not experience student success.
References
Archer, A. L., & Hughes, C. A. (2010). Explicit instruction : Effective and efficient teaching.
ProQuest Ebook Central https://ebookcentral.proquest.com.
Australian Curriculum [AC]. (n.d) F-10 Curriculum; Humanities and Social Sciences;
History. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/
history/rationale/
Australian Institute for Teaching and School Leadership [AITSL]. (2018) Australian
Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards
Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., … Vick, M. (Eds.).
(2019). Teaching: Making a Difference (3rd ed.). Milton, Queensland: John Wiley & Sons
Australia, Ltd.
Frost, D. (2012). From professional development to system change: Teacher leadership and
innovation. Professional Development in Education, 38(2), 205-227.
https://doi.org/10.1080/19415257.2012.657861
Hyde, Marvyn, et al. Diversity, Inclusion and Engagement 3e, Oxford University Press, 2017.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/cqu/detail.action?
docID=5199514.
Killen, Roy. Effective Teaching Strategies : Lessons from Research and Practice, Cengage,
2015. ProQuest Ebook Central, pg.315-316
http://ebookcentral.proquest.com/lib/cqu/detail.action?docID=5215440.
Marzano, Robert J.. Dimensions of Learning Teacher's Manual, (2nd Ed), Association for
Supervision & Curriculum Development, 2009. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/cqu/detail.action?docID=698905.
Mohamed, Z., Valcke, M. & De Wever, B. (2017). Are they ready to teach? Student teachers'
readiess for the job with reference to teacher competence frameworks, Journal of Education
for Teaching, 43(2), 151-170. doi: 10.1080/02607476.2016.1257509