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    76 views5 pages

    Practical Report 2

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    api-409728205

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    © All Rights Reserved
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    WESTERN SYDNEY 4 ‘UNIVERSITY Professional Practice | U Secondary Program Report Pre-service Teachers name | Tistan Brown ‘Student ID 19263607 Curiculumfeaching area | Science stem Maths 7 Technology | Dates: | Mandatory 30 days: | School SiG HE Nrofpiacement | 20f2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER TTistan’s lesson plans document clear links between syllabus outcomes and learning experiences. His is able to address multiple subjects content and his knowledge of all subjects is sound and will improve with time and experience, With STEM subjects his background knowledge allows him to be able to make adjustments to the content so as to ensure student understanding in a wider context. Tristan plans for and implements a variety of teaching and learning activites that are based on the learning needs ofthe students, Tristan has shown sound awareness of the background of his students in the choice of how he approaches the lesson and the choice of resources he use to teach specific content. Tristan teaches the metalanguage of the subject and uses an appropriate level of instructional language in the classroom. Tristan uses a variely of questioning strategies to engage and extend his students. He has gained valuable insite into the interactions and dynamics of a working classroom and will be an assest in any faculty that he isin. Tristan sets goals and directions for students before the lesson begins, He has worked in conjunction with teachers from multiple faculties o gain experience in planing for and providing many and varied ‘opportunities for students to engage in the classroom. In his STEM classes, students had clearly defined roles in group work and stayed on task. He has been observed using techniques such as positive reinforcement and group discussion and moving from teacher-centred to student-centred teaching in order to maintain student engagement in the lesson. Trstain will move ahead in leaps and bounds when he has his own classes on a regular basis to make those deep connections and delve deeper into the syilabus. Tristan models respect, tolerance and fairness in his interactions with students. He establishes clear directions for students to follow and articulates clear expectations, procedures and routines. He is extremely aware of classroom organisation and safety procedures and has added a large number of techniques to ensure that students are safe and engaged within his classroom. OVERALL ASSESSMENT Grade: x Satisfactory D unsatistactory Supendsing Teacher's Name _£Qarlobn. Signature Lal pL Date: HON Pre-service Teacher's Signature: Date: 25/0// Pre-senice Teachers are tobe assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that re applicable ‘io Professional Experience Il as eter NO — Not demonstrated, 0 — Demonstrated, E ~ Exceeds expectations. Elaborate n the Pre- service Teacho’s professional practic inthe Comment socon. Standards are not abl o be demonstrated please provide an ‘explanation in the appropriate Comments section standards ae nt relevant ease insert NA. STANDARD _U:KNOW STUDENTS AND HOW THEY LEARN ND[D JE Focus area ‘GRADUATE TEACHERS 1.1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and x and intllectuat intellectual development and characteristics of students and how these may’ {development and affect learning. characteristics of students T2.1 Understand how | Demonstrate knowledge and understanding of research into how students x students learn lear and the implications for teaching. 3.1 Students with ‘Demonstrate knowledge of teaching Strategies that are responsive to the x diverse linguistic, Teaming strengths and needs of students from diverse linguistic, cultural, cultural religious and | religious and socioeconomic backgrounds, backgrounds TAT Strategies for Demonsirac broad knowledge and understanding of the impact of ealture, x {teaching Aboriginal and | cultural identity and linguistic background on the education of students from Torres Stat Islander | Aboriginal and Tores Strait Islander backgrounds, students TS Differentiate Demonsirae Knowledge and understanding of siategies for diferentating ¥ teaching to mest the specific learning needs of students across the full ange specifi learning needs | of abilitis. of students across the full range of abilities 61 Strategies © Demonstrate broad knowledge and understanding of legislative requirements x ‘support fall participation | and teaching strategies that support participation and learning of students of students with with disability disability Comments Tristan has demonstrated a sound commitment to building solid relationships with his students through informal and formal conversations. Additionally, Tristan has used classroom observations across multiple faculties, formal assessment tasks to develop a good understanding of his students’ physical, socio-emotional and learning needs. Using this information, Tristan has developed teaching and learning experiences that cater to the needs of all students. Tristian is working on differentiating for students through the use of open- ended questioning and progressively more complex activities through providing appropriate scaffolds especially in summative assessments, ‘STANDARD 2: KNOW THE CONTENT AND HOW T0 TEACH IT Focus area | GRADUATE TEACHERS: ND[D [E ‘Professional Practice | Report ‘Supervising Teacher's signature 21 Content and Demonsirae knowledge and undersianding ofthe concepts, substance and x teaching strategies of the | structure of the content and teaching strategies of the teaching are, teaching area 72.2.1 Content selection | Organise content into an effective leaming and teaching Sequence. x and organisation ma 23.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning X assessment and, sequences and lesson plans. reporting 2.4.1 Understand and | Demonstrate broad knowledge of, undersianding of and respest for x respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. ‘Torres Stat Islander people to promote reconciliation between Indigenous and non- Indigenous Australians 2.5.1 Literacy and ‘Know and understand literacy and numeracy teaching strategies and their x ‘numeracy strategies teaching areas. 2.6.1 Information and | Implement teaching strategies for using ICT to expand curiculum learning x ‘Communication ‘opportunities for students ‘Technology (ICT ‘Comments Tristan designs and implements lessons that are differentiated to cater for a range of abilities and learning styles. He plans and adjusts his lessons to accommodate various learning needs of students. His teaching strategies include a balance of teacher-directed and student-centred earning. Tristan is continuing to develop his understanding of content, which is evident in the development of his programs, Tristan has developed units of work clearly linking syllabus outcomes and learning experiences, while accommodating students* prior knowledge and experiences. His lessons contain a variety of teaching and learning activities, including appropriate ICT to suit the needs of his students. Tristan evaluates and reflects on. the effectiveness of teaching and learning experiences and adjusts further planning as, required. ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND ]D | E Focus area ‘GRADUATE TEACHERS 3.1.1 Establish Set learning goals that provide achievable challenges for students oF ¥ challenging leaming | varying abilities and characteristics. goals 3.2.1 Plan, structure and | Plan esson sequences using knowledge of student Teaming, content and X sequence learning effective teaching strategies. programs 3.3.1 Use eaching Tnelude a range of teaching saiegies X strategies 3.4.1 Select and use ‘Demonstrate knowledge of a range of resources, including ICT, that x resources engage students in their leering, 35.1 Use effective ‘Demonstrate a range of verbal and non-verbal communication strategies 10 X classroom, support student engagement, 3.6.1 Evaluate and ‘Demonstrate broad knowledge ofsirategies that can be used fo evaluate x improve teaching teaching programs to improve student leaning. programs 3.71 Engage parents) | Describe a broad range of strategies for involving parensiearers inthe xX carers in the educative | educative process. process ‘Comments Tristan plans and implements well-organised learning programs that provide a balance of challenge and support. A variety of teaching strategies have been used and continual formative assessment throughout lessons identifies students who need support. Students are provided with effective, timely verbal feedback throughout the lessons, affirming those demonstrating progression towards learning goals and supporting those experiencing difficulties, cliched inci fi HE 7 encarta BALA a ees ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DE ENVIRONMENTS ‘ASPECT ‘GRADUATE TEACHERS 4.1.1 Support student | Identify strategies to support inclusive student participation and engagement x participation in classroom activities, 42.1 Manage classroom | Demonstrate the capacity To organise classroom activities and provide clear x tivities sltections 43.1 Manage | Demonstrate Enowledge of practical approaches to manage challenging x challenging behaviour | behaviour. “44.1 Maintain — student | Describe strategies that Support students” wellbeing and safety working x safety within school andor system, curriculum and legislative requirements, TST Use ICT

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