Professional Practice 5 – Assessment Task 1

Feedback / Evaluation Sheet (Possible format/template)

Details of group members

Presenter’s name Dylan Hall

Name of reviewer 1 Jessica Maitland
Name of Reviewer 2 Sara Paige
Resource 1 – Audio lesson

Curriculum Area, Lesson Focus English, Informative Text Structure, Yr.2

and Year Level
Learning Goals for the lesson By the end of this lesson, students should be able to:

- Identify the structure of information reports.

- Use highlighters to identify the three different sections
required for an information report.

Specific feedback sought

Was the resource engaging and

informative?

Were the students and their

learning needs supported
throughout?

Was the Australian Curriculum

discussed including the general
capabilities, pedagogy and
assessment?

Has ICT been incorporated into

the resource effectively?

Are the teaching strategies that

were chosen effective for
student development?

Was the learning goal achieved?

Feedback from Reviewer 1 –
The resource was highly engaging and suited Year 2 students.
The resource itself (audio file) gave a clear and detailed view of
how to teach informative texts. The resources used within the
lesson were highly effective in supporting learning needs of
students as visual and auditory learners.

The use of a variety of coloured highlighters to show the three

 main aspects of the structure was excellent as it supports those
students who need set steps (logical) and visual colours/aides
to assist them. Potentially, further differentiation could look
like adjusting the highlighting activity to support a more diverse
range of learners. For example – visually impaired or colour
blind students – you may use risen stickers for them to use
instead of highlighters.

The ICT was great in supporting the pedagogical strategies and

learning goals of students. Using the ICT as a reference point
for students to work towards was excellent. Clear links to the
curriculum observed and general capabilities were evident.

The teaching strategies effectively promoted student

development. Superb implementation of the Think, Pair, Share.
This was implemented at the right time and in the right way.
Questioning strategies provoked appropriate thinking for
students to progress further with informative texts.
Great explicit teaching, in conjunction with the PowerPoint –
speaking and showing explicitly the structure of informative
texts, this was excellent!

The learning goal was certainly achieved. Maybe have an exit

ticket where students have to show you their understanding
before moving on, as some may say they understand, but may
not be fully capable yet.

Excellent use of a learning goal so that students can have

responsibility over learning. Only feedback on this would be to
have this displayed somewhere (learning wall, power point).
Feedback from Reviewer 2 Was the resource engaging and informative?

The resource engages students in the learning and informs

them about the text. The parts that are especially engaging and
informative include deconstructing an example, using
highlighters to identify the different components, defining the
different components and students putting their hands up if
they agreed.

Were the students and their learning needs supported

throughout?

The use of discussion is helpful for students who need to be

supported to identify the different components of the text.
Using the teacher asking a questions and the students have
their hands up is effective but using another think, pair share
may be more supportive. This could provide the lower ability
students with an opportunity to unpack what they think that
component is and then have any confusion corrected when the
class shares. However, it will also take longer.
The example used and the text from which they complete their
individual task are both very developmentally appropriate.

Reading through the text is a great way to support students

and directing them to reread through the text again also
supports their comprehension of the text.

For the individual task students that are in the lower ability
range for English may need more support to complete that
task. I don’t think that they would be able to do this task
individual without support from a person or prompts on the
board.

Was the Australian Curriculum discussed including the general

capabilities, pedagogy and assessment?

I couldn’t see the Australian curriculum explicitly discussed

however, the curriculum is addressed through the lesson
content taught and even identified through the learning goal.
I’m not sure a discussion of this would add to your lesson.

Also the thumbs up, middle and down strategy is an effective

formative assessment of identify the students achievement of
the content descriptor addressed.

Has ICT been incorporated into the resource effectively?

Displaying the example on the IWB and using the highlighting

feature is a wonderful use of the ICTs. Using this ICT is engaging
for the students as well as large enough that all students can
see. A possible improvement in this area to increase
engagement further is getting students to come up to highlight
the different sections of the text on the IWB as well as on their
own sheet.

Are the teaching strategies that were chosen effective for

student development?

- Providing an example is a great strategy as students

know what you expect of them.
- The highlighter strategy is great as well. By engaging
students in discussion you are able to address
confusion before people start highlighting. Additionally
highlighting that component gives them a visual
representation of that part of the text they will also
have to add to their texts.
- Phrasing what they need to find as a question after you
have explained what it is also is a helpful strategy due
its reduction of the students cognitive load.
- The strategy of a think, pair share about the text is
effective especially because specific questions were
 asked.

Was the learning goal achieved?

Yes, the learning goal would be able to be achieved by most

students. After supporting them to do the task together
students have an opportunity to demonstrate their
achievement of this learning goal individually.

Response to Feedback - Highlighting activity could be differentiated at a higher

level to cater for a wider range of students.
- Have students fill out an exit ticket at the ending of the
lesson.
- For the individual activity, provide extra support to
students who have lower ability in English.
Resource 2 – Video lesson

Curriculum Area, Year Level English, Descriptive Language (Adjectives), Yr.2

and Focus Content Descriptions
Learning Goals for the Lesson By the end of this lesson, students should be able to:

- Describe what an adjective is.

- Include adjectives in writing.

Specific feedback sought

Was the video engaging and

informative?

Are the key teaching strategies

included effective for all
students?

Is their content specific

terminology incorporated into
the resource?

Has ICT been appropriately

incorporated?

Were the activities included in

the resource effective when it
comes to developing the
students’ knowledge and
understanding?

Were visual aids used

throughout the resource? If so,
was this affective?

Feedback from Reviewer 1 – The use of imagery and explanations made the video very
 engaging and informative. The pictures relating to the
adjectives and descriptive language made the video very
informative and showed a clear idea of how to achieve and
teach descriptive language.

The teaching strategies effectively support students. Modelled

examples bring context and clarity to viewers. Explanation on
how to implement this using a fun game, was an innovative
and highly effective teaching technique and would be very
beneficial for teachers to use or parents with at home learning.
Further improvement may be incorporating an actual round of
clever categories at the end of the video.

Mastered use of ICT. The layout of the presentation accurately

supported and enhanced the teaching strategies and
information being spoken in the video. This demonstrated
understanding of how ICT can improve understanding through
a variety of ICT elements.

The clever categories were a fresh idea that would produce a

lot of academic benefits. By providing context with the
incorporation of possum magic, this develops student
knowledge by providing reasoning behind why descriptive
language is important. This will also increase student
motivation and thus increase knowledge about descriptive
language.

Overall, the video resource was planned and presented well,

with the learning goal being achieved to help students
overcome the difficult concept. The clear and concise nature of
the resource, would appeal to Year 2 students who may only
be engaged for short periods of time. Well done!
Feedback from Reviewer 2 Was the video engaging and informative?

Yes. The colourful pictures are especially engaging. The

definitions, example and descriptions of the activities develop
my understanding of the concept and how I could develop
students understanding of the topic. However, there could
have been some extra description of the activities.

Are the key teaching strategies included effective for all

students?

For a task like this it is difficult to be accessible to all students

as they are so many different needs. If you have a set class it is
easier to use teaching strategies effective for them.

The teaching strategies of defining the terms, using an example

and supporting that example with a visual would be beneficial
for EAL/D students. Depending on the EAL/D students English
proficiency it may also be beneficial to translate some of the
key words or instructions into their first language. During the
activities they may need support to spell the words or maybe
for the first activity they could be able to draw a picture as well
as write the words as often this can help cognition. The
collaborative nature of the second learning activity would also
be beneficial for these students as they get to discuss before
they write.

The visuals are also very supportive of students with hearing

difficulties as they are engaging and relevant to the topic. The
words are also large enough for most grade 2s to read.
Additionally as it uploaded to YouTube the student could use
auto generated subtitles. For students with visual impairment
all the headings are of a suitable size, there a simple dot points
and the slides are not over crowded. However, some of the
writing could be enlarged a bit.

For the highlight the adjective activity using a text familiar to

the students makes it accessible to the students who have
difficulty in this subject however, they may still need some
support especially regarding finding adjectives to replace the
highlighted one. Having the students replace the adjective with
one that they think of is a challenging enough task for both the
middle and high ability students as the task is open enough
that they could challenge their vocabulary knowledge.

Is their content specific terminology incorporated into the

resource?

Adjectives and descriptive language were both defined and

explained as part of the resource. The term noun was also
revised. Thus, the content specific terminology was effectivity
incorporated.

Has ICT been appropriately incorporated?

The video of the PowerPoint is an effective way to share the

information so, yes it has been effectively incorporated. If you
wanted to incorporate more ICT you might be able to find a
quiz on quizlet or something similar where they pick the most
descriptive sentence.

Were the activities included in the resource effective when it

comes to developing the students’ knowledge and
understanding?

Highlight the adjective is an effective strategy as they first

identify the adjective and then change it to change the
meaning of the sentence. This progress develops their
understanding.
 Clever Categories is a very engaging activity as it is
collaborative. This engagement will benefit the development of
students understanding.

It might also be beneficial to have activities that can be done

individual if this not used in a class setting.

Were visual aids used throughout the resource? If so, was this
effective?

The visual aid of a picture of a green tree was helpful to

support the activity where the more descriptive sentence was
chosen. The list of adjectives also supported an understanding
of what an adjective was. The picture of the book and the page
that was being read from was effective as well especially as the
descriptive word was highlighted which cause the viewer to
focus on this.

The activities were explained in the video but if they were

engaged in as part of the video the visual aid of suggested
adjectives would be an effective idea for the first activity.

Response to Feedback - Provide a more detailed description of the activities.

- To incorporate more ICT into the lesson, find an online
quiz or game where students will need to select the
most descriptive sentence.
- Use more visual aids to help link with the explanation
in the video
Resource 3 – PD Session

Curriculum Area, Year Level English, Informative Texts/Descriptive Language Yr.2

and Focus Content Descriptions
Specific feedback sought

Was the video engaging and

informative for the viewer?

Did the PD session include key

teaching strategies that have a
positive impact on student
learning?

Was a misconception/challenge
discussed during the session
based on the specific topic?

Could content specific

vocabulary be seen throughout
the session?

Were examples of questions

that could be asked to check for
understanding incorporated?
Could you identify expected
student responses to the
activities from the audio lesson?
Suggested follow up activities
were incorporated into the
session that provided
meaningful opportunity for the
students?
Feedback from Reviewer 1 –
The video was very engaging for the viewer. The use of images
that had captions relating to the presentation, was highly
effective in supporting the explanations throughout. These
explanations were clear and concise, maintaining engagement
whilst also creating understanding.
The key teaching strategies discussed in detail the positive
impacts on students. Each strategy was identified, discussed in
relation to the audio file lesson and explained regarding how
this strategy directly impacts learning.
The challenge was discussed adequately, providing a
comprehensive understanding of how this challenge can
impact on teaching persuasive texts. A slight improvement on
this section would be briefly highlighting other potential
misconceptions, so that viewers are prepared for other
challenges that may arise when teaching this concept.
Content specific vocabulary was used frequently and
effectively. It was excellent to hear the constant ‘teacher talk’
and relevant vocabulary relating to not only persuasive texts,
but English skills as well (general capability).
The questions to check for understanding were great and
showed understanding of how students learn in this specialised
area. As mentioned earlier, something that would be beneficial
in adding, is a check for understanding strategy (exit ticket) to
separate those who genuinely understand form those who do
not. Questioning for extending the relevant students may also
be beneficial.
Expected student responses were realistic and accurately
captured the thinking and learning patterns that may exist
within a classroom. This was done very well.
Excellent use of follow-up activities. These activities were set
up and explained in such a clear way, that they could be
 immediately implemented into a classroom straight away by a
teacher viewing this PD session.

A minor suggestion would be to explain further on how

students can reach the challenge/misconception. What
thinking patters/types of learners may be predisposed to this?

The PD session was straight to the point and gave excellent and
effective insight to teaching this particular topic. These aspects
made it engaging and extremely helpful to those viewing.
Feedback from Reviewer 2 Was the video engaging and informative for the viewer?

The slides are colourful and simple which is engaging. Each

section was explained well while being concise.

Did the PD session include key teaching strategies that have a

positive impact on student learning?

Yes, the strategies have a positive impact on student learning.

Setting a goal means than students know what they need to
do. Think, pair, share is a great strategy for prompting student
thinking and discussion. Explicit instruction means that
students know what is expected of them and are supported so
that they will be able to do a task independently. The
questioning used is also beneficial.

Was a misconception/challenge discussed during the session

based on the specific topic?

Yes, the misconception identified and discussed was based on

narrative writing. Context as a strategy to help support
students to rectify the misconception was a good addition.

Could content specific vocabulary be seen throughout the

session?

The content specific vocabulary was relevant for the unit and
the terms were explained well. Additionally, they were also
used in other components in the session.

Were examples of questions that could be asked to check for

understanding incorporated?

Examples of questions were identified. These questions would

check student understanding. Using open ended questions as
well as closed would help to develop students thinking skills.

Could you identify expected student responses to the activities

from the audio lesson?

The main possible options were identified and explained. An

 understanding of student knowledge based on the response as
well as how to support them is demonstrated.

Suggested follow up activities were incorporated into the

session that provided meaningful opportunity for the students?

The suggested activities are effective in creating meaningful

opportunities for students to develop their knowledge. The
second activity of creating an informative text in groups shows
differentiation as they are supported by being given the
research. Additionally this activity is done collaboratively which
would support their development to writing an informative
text independently.

Response to Feedback - Explain the misconceptions as well as the challenges

students face regarding this topic.
- Include exit ticket or something similar as a guide for
checking for understanding.