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Component C: Demonstration of Impact

Student A- Start of learning experience Commented [DW1]: Student A and B had to read The Ice
Festival book and complete a worksheet. The questions
were read by the students then read explicitly by the
teacher.
Commented [DW2]: The activity shows that student A was
competent in placing speech marks in a piece of text,
however, student A struggled to link all of the u_e
graphemes. This highlighted that student A needed a
learning sequence specifically on the short vowel sound
changing to a long vowel sound if the word ended with an
‘e’.
Commented [DW3]: Student A was the weaker student in
the reading group. After guided reading, student A needed
help reading the questions on both pages- especially the
words ending with an ‘e’.
Commented [DW4]: This student sample did not highlight
the need for more work on connecting text with pictures to
understand unfamiliar words, but it was definitely
highlighted when both students were reading The Ice
Festival book and came across unfamiliar words.
Commented [DW5]: Although no evidence was gathered
Figure 1: annotated sample prior to the commencement of learning experience from students using whiteboards, using the segmenting and
Student A- Conclusion of learning experience blending blocks and playing the picture/spelling game, they
definitely helped keep student A and B engaged and suiting
different learning styles. This demonstrates my
understanding of APST 1.5 differentiating teaching to meet
specific learning need of students across the full range of
abilities and 2.5 Literacy and numeracy strategies.

Commented [DW6]: The final work sample at the end of


the learning experience highlighted the learning of the
letter-sound relationships with words ending with ‘e’. One
at a time, student A and B read out loud the story spotter
and circled the words with the correct graphemes.

Next time I would record students either with an iPad or


phone to get an oral sample of their reading and
pronunciation of the words.

Commented [DW7]: The formative assessment after each


lesson (spelling revision) allowed me to individually and
immediately give feedback to both students. They could ask
questions as to why it is spelt the way it is and how to spell
it correctly next time. This demonstrates my understanding
of APST 5.1 provide feedback to students on their learning.
Commented [DW8]: Student A responded well to the
learning experience. Having the spelling revision at the start
Figure 2: Annotated sample at the conclusion of the learning
and end of each lesson allowed students to spell and
experience
s pronounce the words out loud and discuss the rule/s when
a word ends with an ‘e’.
Component C: Demonstration of Impact

Student B- Start of learning experience


Commented [DW9]: Note: a big challenge with student B
was his diagnosis with autism. It was the first time I have
worked one on one with a child with autism. He was a smart
boy but had no autonomy skills when working
independently. I had to provide explicit goals every lesson
and check on him every 5-10 minutes. This demonstrates
my understanding of APST 1.6 Strategies to support full
participation of students with disabilities.
Commented [DW10]: Students had to read The Ice Festival
book and then complete the worksheet. The questions were
read by the students then read explicitly by the teacher.
Student B needed constant help linking the grapheme u_e
together. The words that are ticked in Q.2, student B could
complete with help. But all the other u_e words, student B
could not blend or segment.
Commented [DW11]: Note: this worksheet was completed
coincide with the frequency word checklist- listed in
component B.

Figure 3: annotated sample prior to commencement of learning experience


Student B- Conclusion of learning experience

Commented [DW12]: Student B was able to read the text


and circle most of the correct graphemes but still got stuck
on a few unfamiliar words. Even though student B needed
help saying “crime”, he knew that the ‘i’ would be the long
sounding vowel because the word ended with a ‘e’.
Commented [DW13]: As a result of the teaching sequence,
student B read more fluently especially texts containing high
frequency words and words that contained ‘e’ at the end of
a word, creating the long vowel sound.
Commented [DW14]: Although I did get student A and B to
complete the high frequency word checklist at the end of
the learning experience, I felt that this sample highlights
better the progress of both students during the learning
experience. This demonstrates my understanding of APST
5.4 Interpret student data.
Commented [DW15]: Student B missed a word but still
pronounced “size” correctly when reading.

I also asked a few inference questions about the text- both


students found it difficult to inferences from the following
questions. * why did they laugh after Mike’s mum told him
Figure 4: annotated sample at the conclusion of the learning experience
s how long he can spend at the park? *What do you think
mum bought from the shops on the way home?
Component C: Demonstration of Impact

Written Statement

It is evident, from the examples above, that the planning and teaching process must be
specifically and carefully thought out before the learning sequence begins. By this I mean
specific diagnostic tests need to be chosen to gather a range of learning needs, which will aid
in selecting important and specific learning goals. If students and teachers have clear and
achievable learning goals in mind, it is easier to set specific learning intentions through each
lesson, which will in turn build on students’ knowledge and achieve content competency. This
is an aspect of my teaching that I need to develop.

Reflecting back on my planning and teaching of the learning experience, I would have done a
few things differently. Firstly, I would have picked a more appropriate diagnostic test to
identify a bigger range of learning needs. Secondly, I would have spent more time on analyzing
student diagnostic results and identified a few key areas that had to be developed. Finally,
lesson plans would have followed the inquiry model closer, which aligns with my teaching
philosophy. This would have allowed me to create more appropriate learning activities specific
to the content being taught and students’ background knowledge.

Although the learning experience was not exactly as I had planned, there was still some
valuable learning that occurred. As a part of the spelling revision at the start and end of each
lesson, students received immediate and specific feedback (examples of this evidence were
not recorded). This feedback helped students identify their mistakes and misunderstandings.
It was also a good opportunity for me to evaluate student learning and modify the lesson
content to continually build on student knowledge. After student A and B completed the long
vowel sound story spotter (see above) I was able to effectively analyse what learning was
achieved and what to focus on next. Through I was able to ask a few inference questions
about the story and both students found it difficult to respond to the questions. My next
learning sequence would focus on students being able to make reasonable inferences from a
piece of chosen text.
Component C: Demonstration of Impact

I believe that the biggest impact I had on these students was engagement and participation
during reading. Before my teaching commenced in term 2, 8 students were streamed together
receiving the same reading book and work sheet although they all had different learning
needs. This group was pushed to the side and taught by a community volunteer. Student
behaviour was appalling and the engagement and participation levels were extremely low. It
was my biggest achievement throughout my final FPE making these students feel like a valued
part of our class and watching them smile after achieving the slightest bit of success, which
was something that had been hard to come by for these students. This is evident in my
teaching philosophy, I pride myself on being a teaching who will try their hardest to make
every student achieve success through learning experiences that have been modified to suit
all abilities.