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Identify strategies to support inclusive
student participation and engagement in classroom activities.

During my professional practice I continued to work on ways to engage all students in the class, particularly those that were more reserved and reluctant to participate in whole class discussion. Having one on one discussions during individual or paired actives during lessons was one strategy that saw greater engagement, ignited the interest of students on the subject matter and allowed me to gauge levels of understanding of the quieter students. The attached supervisor's feedback from one of my lessons is an example of where this worked

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Supervisor comments - prof. prac. lesson 20 October 2017

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3.2 - Plan, structure and sequence learning programs

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3.2 - Plan, structure and sequence learning programs

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Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

As part of my first professional practice placement at Dickson College in 2017 I developed plans and led several lessons for both year 11 and biology classes including developing the content for the year 12 ecology subject which was the first cohort to undertake this unit. Comments from my supervisor on my performance in these lesson is attached.

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Supervisor comments - prof. prac. lessons at Dickson College

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2.6 - Information and Communication Technology (ICT)

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2.6 - Information and Communication Technology (ICT)

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Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Task 3 for EDFD546 was to submit a video clip that synthesised constructivist approaches to learning and teaching through the use of ICT enabled learning resources. The related assessment feedback stated "You have chosen very relevant and engaging ICT tools. Your review of each ICT tool was comprehensive and insightful. You have made very insightful suggestions about ways that the tools could be used as effective learning resources".

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Hall EDFD546 assessment 3 criteria sheet

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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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Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

From 2008 to 2017 I was living and working in the Torres Strait in the area of Natural Resource Management. As part of my work I developed many positive professional and personal relationships and worked very closely with Torres Strait Communities and key indigenous stakeholders. From this experience I have developed a deep understanding of the history, culture and languages of Aboriginal and Torres Strait Islander people of the region.

In addition, Assignment 2B from EDFD546 included the attached essay that discussed strategies for catering for the needs of students from diverse backgrounds, including students from Aboriginal and Torres Strait Islander backgrounds.

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Part B - Teaching and learning issues_SHALL

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2.2 - Content selection and organisation 

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2.2 - Content selection and organisation 

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Organise content into an effective learning and teaching sequence.

Task 1 of EDFD 548 was to develop a sequence learning activities. In relation to my lesson plan the attached assessment feedback stated "The lesson sequence is well

organised. The content,

objectives, curriculum links

and prior knowledge are

clearly identified".

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2.2 Assignment 1 feedback & grade - EDFD548

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Standard 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

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Standard 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

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Demonstration of a sound knowledge of content and processes is a key component of meeting the requirements of for the practicum placement.

In the interim report for my first professional practice placement at Dickson College in 2017 I was deemed to have met this particular requirement by my supervisor who commented: "Plans effective lessons with a variety of delivery modes and learning tasks. Lessons are content focussed, as appropriate for college level".

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2.1 Interim report - Profession Practice 2017_Dickson College