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2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA

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2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA

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Students in my class needed to understand the themes, symbols, and motifs of Wuthering Heights in order to authentically recreate a gap via short story. Below is a lesson plan with a KWL and lesson activities for broadening  understandings of the dominant themes.

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To organise my lessons I made sure content I was teaching could be linked specifically to the assessment task. Constructive learning goals enabled students to build knowledge about the essay task, while ensuring they had a solid structural foundation for their essay writing.

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2.3 CURRICULUM, ASSESSMENT AND REPORTING

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2.3 CURRICULUM, ASSESSMENT AND REPORTING

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The learning goal for my Year 10 English class was to know how to write a contextually gripping short story for their assessment. My lesson sequence was geared toward this goal by my use of success criteria, which included the submission of a plan and first draft for teacher feedback. Below is a student's progression from planning to draft throughout the task.

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2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATION BETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS

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2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATION BETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS

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As part of our assessment we were asked to critically examine how cultural identity impacts on the education of students from Aboriginal and Torres Strait Islander backgrounds. My response to the task is attached.

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In my lesson plans I have used group work such as the Jigsaw and Think Pair Share to cover content as well as allowing for independent written or pictographic  responses.  I have created a transferrable resource of Blooms Taxonomy for Higher Order Thinking Skills that can be used by teachers to instruct creative learning activities or provoke interesting discussions.
It is also a great tool for extending students or as an emergency back-up resource.

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3.6 EVALUATE AND IMPROVE TEACHING PROGRAMS

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3.6 EVALUATE AND IMPROVE TEACHING PROGRAMS

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Throughout my placement I took several opportunities to obtain feedback from supervising teachers who observed my lessons. I have also written a professional learning journal about my learning experience in EDFD548. Below are examples of written feedback I obtained from supervising teachers.

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Attached is the student index and seating arrangement for my Year 8 English class. The seating strategy is informed by student profiles and relates to the proximity of certain students to the teacher. Those nearest are noted in their profile for having needs in terms of engagement and ability.

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In a zoom tutorial we explored possible behaviour management strategies for a wide range of critical behaviour scenarios that we were to discuss in small groups. Below is the scenario my group were given and a reflection on our group response as it appears in my reflective practice journal.

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Critical Behaviour Scenario and Reflection 