Professional Practice 5 – Assessment Task 1

Feedback / Evaluation Sheet

Details of group members

Feedback given to: Ebony Bath

Resource 1 – Audio lesson

Curriculum Area, Lesson Focus
and Year Level
Learning Goals for the lesson
Specific feedback sought
Science, Gas has mass and volume, Year 5
Students will be able to identify through experimentation that
a gases observable properties are that is has mass and volume

- Did my lesson present information to the students in a way that was sequenced correctly
and easy to understand?
- Was the way I interchanged between the words mass and weight beneficial for
understanding or confusing?
- Should I have included more engagement strategies or was my lesson? If so, where?
- Would I have been beneficial to complete the bottom half of the investigation planner
(second half of the experiment) in class, or did I make the right decision to utilise it as a
follow up activity?
- Other feedback welcome

Feedback from Reviewer 1 –
(Record feedback received – this
could include general feedback
as well as responses to the
specific questions framed in the
previous section)
Your lesson information was very clear and well presented to
students. I think that an emphasis on the safety requirements
could be more explicit, for example, when observing your
experiment, ensuring students are positioned far enough they
cannot be hit by the coin, etc.. I like how you allow time to
recall previous lesson and knowledge learnt to help students
make connections between the learning. Again, in the second
investigation it is important to make clear water usage in the
classroom to make sure it is used appropriately.

I think it was great that you interchanged between the word

weight and mass. This broadens student vocabulary and
promotes using new subject-specific terminology. Some
students may need an explanation of the term ‘mass’ as it is
not commonly used and you could also allow them to record a
definition to help remember it’s meaning, highlighting mass
and weight are the same.

I think the topic is engaging. Students love science and

experiments and the strategies you have incorporated have
heightened this. There is also a good balance between
collaborative learning tasks for differentiation purposes,
ensuring the investigation was not avoided by lower-level
learners. One engagement strategy you could implement
would be allow students to hold an inflated balloon and
deflated balloon before the experiment, as this can help
 students activate different senses such as touch/feel and have
the excitement and discussion in the classroom. However,
without this strategy, I feel like there is already great
engagement in the lesson!

I would suggest completing the second half of the experiment

at school. This is simply due to student access to equipment
and time constraints. For example, if students are completing
after school activities that afternoon, they may not have a
chance to complete the experiment before the next day. If so,
you may like to consider offering them more time for
homework to complete it and the opportunity to take some
resources home to help complete it, following up the following
few days.

A beneficial follow-up activity would be a reflection activity

explaining what happened in the experiment or why providing
some scientific explanations.
Resource 2 – Video lesson

Curriculum Area, Year Level Science, Year 5

and Focus Content Descriptions Solids, liquids and gases have different observable properties
and behave in different ways (ACSSU077)

Specific feedback sought

- Did you find the video resource useful?

- Would you use this video resource in your classroom with your students? Why/why not?
- Would the video resource have been better if a simply filmed myself doing the experiment
and explaining what was happening? Why/why not
- Was the video resource suitable for students in grade 5?
- Other feedback welcome

Feedback from Reviewer 1 –
(Record feedback received – this
could include general feedback
as well as responses to the
specific questions framed in the
previous section)
Yes, the resource was useful and suitable for Year 5 students. I
think it was valuable to discuss what mass and volume are and
the example using the bowling ball and a basketball!
I would use this video in my classroom as I think it is valuable to
teach students the Gas has a weight. It is a large misconception
that air cannot be weighed, however, this demonstrates this is
not the case. I would use this particularly in conjunction with
the experiment or discussion to enhance their knowledge. I like
that you have given an experiment that students can conduct
to observe your explanation and aid their understanding.

I wouldn’t suggest just filming the experiment being conducted

as I think students would find it more beneficial to do it
themselves. If you were to conduct the experiment in the
video, some students would not bother to complete it
themselves.
Professional Development Session
Brief Outline of the focus of the
PD Session
Specific Feedback Sought:
- Was the PD session as a standard that would be beneficial to preservice teachers?
- Was it detailed enough?
- Did it help you to understand my creation and thinking behind the two resources?
- Was the audio clear and easy to listen to?
Feedback from Reviewer 1 –
(Record feedback received – this
could include general feedback
as well as responses to the
specific questions framed in the
previous section)
Details of group members
Feedback given to:
Resource 1 – Audio lesson
Curriculum Area, Lesson Focus
and Year Level
Learning Goals for the lesson
The focus of the PD Session is to explain how teachers can
utilise Resource 1 (audio) and Resource 2 (video) to maximise
teaching and learning in their classroom, in this specific unit
I think the PD session would be beneficial to pre-service
teachers. It is concise and clear, discussing your thinking and
ideas. The short, sharp and effective approach will keep
teachers engaged during the session and ensure they are
retaining all information, even toward the end of the session
when sometimes people can become restless.
I think there was sufficient detail in the PD session. One
suggestion would be to incorporate or describe in the ‘Why are
we learning this?’ section the aspects of the curriculum
including the achievement standards and general capabilities,
as this will help teachers link it into their units/planning. I think
there is also some opportunities to incorporate explicit
examples from your audio and visual resources to help support
your thinking – for example using the gradual release model in
the teaching strategies section is great, you could just describe
how you used this – I modelled an experiment through the
balloon inflation, before students were guided through another
experiment…
Your voice was clear and well-paced, not rushing and ensuring
all information can be processed.
Lilli Molloy
Year 6 -Mathematics: Measurement and Geometry
Interpret and use timetables ACMMG139
Students will be able to define elapsed time and understand its
importance when reading and interpreting timetables.

Specific feedback sought
(Frame questions seeking
specific feedback on an aspect
of the lesson or script that you
found challenging or you are
unsure is suitable to support the
learning of students across the
full range of abilities))
Feedback from Reviewer 2
(As above)
Students will be able to calculate elapsed time and use this
knowledge to effectively problem solve timetable and
scheduling scenarios.
Is my lesson too wordy? Have I tried to put too much
information into the lesson?
Have I used effective teaching strategies?
Does this lesson effectively build students’ knowledge and
understanding of elapsed time and its relationship with reading
and interpreting timetables?
Have I included enough explicit instruction and modelling of
the calculations to support students in creating their own
scenarios?
Please provide any feedback necessary for my lesson, relative
to the above questions or not.
I don’t think your lesson is too wordy. You have explained your
concept well and used your words to make real-life
connections with the students which is valuable in linking
purpose to the lesson and promoting
participation/engagement with the children.
I think you have sufficient amount in the lesson. The students
should have prior knowledge of number lines and how they
work from previous years and therefore it is not introducing an
entirely new strategy. As a result, showing students two ways
to complete the task is effective as they can choose a strategy
that best suits their learning needs and promotes engagement
and differentiation.
Yes, you’re teaching strategies are effective. I like that you have
used a lot of collaborative learning, modelling, and visuals to
support student understanding. I think with a concept such as
elapsed time, visuals are a key element to engage student and
build their knowledge.
As mentioned, I think this lesson greatly helps students develop
knowledge on elapsed time and reading times tables. There are
many real-life scenarios used to make connections and give
learning purpose, as well as the variety of strategies to aid
students.
The gradual release of responsibility model you have used
provides students with valuable explicit teaching and modelling
opportunities in the first few phases. One suggestion is that if
students were still struggling during the We do stage, you may
like to incorporate a simpler timetable without walking times
and such for lower-level learners.
Resource 2 – Video lesson
Curriculum Area, Year Level
and Focus Content Descriptions
Brief outline of summative
assessment task
Specific feedback sought
Feedback from Reviewer 2
Year 6- Mathematics: Measurement and Geometry
Interpret and use timetables ACMMG139
Students are asked to create a Bus Tour Timetable for a trip
travelling from Rockhampton to Sunshine Coast. Their
timetable must show days of service and arrival, departure and
planned stopping (eating, restroom or exploration time) times,
using the 24hr format. Students will utilise google maps and
google search for correct information on distance/time and
destinations.
Was it necessary to focus on 24hour time during this video or
would students of this grade level already have a great
understanding of the concept?
Is the information I have included delivered in an age-
appropriate way with language that is easy to understand?
Have I provided enough examples on how to convert and work
with 24-hour time?
Are the filmed examples of working with 24hour time effective
in teaching the +/-12 conversion strategy?
Is having a sound understanding of 24hour time necessary for
the summative task?
Please provide any feedback necessary for my lesson, relative
to the above questions or not.
24-hour time is a concept that students struggle with and
continue to struggle with in year 6. I think 24 hour time is an
essential aspect to cover in your video as without this
knowledge, students cannot interpret a timetable, let alone
calculate elapsed time. One suggestion could be to include
modelling interpreting/reading the timetables, as this could be
another challenge the students encounter in your
unit/summative assessment task. These challenges could be
incorporated together, for example, explicit teaching of 24-
hour time and a few follow up questions referring to 24-hour
time on a timetable for exposure.
The information is age-appropriate, includes a large amount of
detail in the explanation and is thorough for Year 6 students.
I think the modelling you have provided is suffice to exposing
students to a variety of examples. The video resource is used as
an extension/support tool and does not need to include too
many examples, as students may disengage if the video is too
long.

Resource 3 – PD video Session
Curriculum Area, Year Level
and Focus Content Descriptions
Specific feedback sought
Feedback from Reviewer 2
The use of visuals and filmed examples are an important
strategy to use with students to help build knowledge. The
visuals in conjunction with the explanations, will particularly
help lower-level learners and provide differentiation for
students with various needs in the classroom.
Yes, without 24-hour time students will not be able to interpret
the timetable in order to calculate elapsed time travelling
between Rockhampton and the Sunshine Coast.
Year 6 -Mathematics: Measurement and Geometry
Interpret and use timetables ACMMG139
Is my PD session engaging and inviting for teachers to feel
inspired and welcome to use my resource in their classroom?
What other responses should I have considered for my audio
lesson?
Should I have included more suggested follow-up activities?
Have a provided a justified explanation of why this learning is
important?
Are the misconceptions I have identified relevant to the
knowledge and content being taught?
Please provide any feedback necessary for my lesson, relative
to the above questions or not.
The PD session covers the necessary information to explain the
choices made when developing the two resources. The passion
used in the PD session promotes engagement and willingness
to use the resources in the classroom.
I like that you have anticipated that students may struggle with
their addition of time and to combat this response, you have
provided students with a time ruler to refer to. They can use
the time rulers to help calculate and add times as well as
reminding students they can use this tool by saying “Yep we
will do that. So 7:10 plus 1-hour jump, gets us to? You can
check on your time rulers if you need.”
You have also anticipated that when creating their own
scenario, students would try to add in complicated elements
such as walking to and from the station. As a result, you have
outlined parameters to avoid confusion for students. This
parameter ensures student focus is on reading the timetable
and calculating elapsed time rather than the extras. I also like
that you have provided the option to add more in after initially
completing the task.

I think chunking the follow-up activities into smaller elements

before building into activities that are similar to the summative
task could be beneficial. Rotations including interpreting
timetables, giving students times and practicing elapsed time
without having to find these on a timetable, focussing purely
on the calculation aspect and a rotation focused on 24-hour
time could help students as it avoids students becoming
overwhelmed and can build into mastering each skill before
combining them.

I think you have provided a great explanation of why the

learning is important. You have linked this to students real-life
and given scenarios of where this could be found. This provides
purpose for student learning and in turn,
engagement/participation.

You have highlighted student most struggle with converting

and reading 24-hour time. I think you have addressed this
misconception well in the video resource and explained why
students have struggled with this as 24-hour time is not
commonly used in daily life, therefore exposure for students to
24-hour time is very limited.