Exam Notes

Question 1

AITSL Standards 1 and 2

1 Know your students and how they learn

1.1 “Physical, social and intellectual development and characteristics of students”

1.2 “Understand how students learn”
1.3 “Students with diverse linguistic, cultural, religious and socioeconomic backgrounds”
1.4 “Strategies for teaching Aboriginal and Torres Strait Islander students”
1.5 “Differentiate teaching to meet the specific learning needs of students across the full
range of abilities”
1.6 “Strategies to support full participation of students with disability”

Notes

CLASSROOM MANAGEMENT – could be used in 1.1 and 1.2

Within the classroom, the pedagogical climate needs to be a revolving cycle of being
instructional, managerial, and relationship focused. Aiming to achieve all three elements will
greatly impact the effectiveness of one’s classroom management techniques. Marsh (2004)
provides guides to establishing a positive classroom climate, such as by keeping the teacher
presentation brief and interspersed with student activity, using visual aids or props, using
relevant examples, asking questions of the students, and considering an effective seating
plan (p. 113).

“Effective communication is that which produces the intended results, that is, the receiver
receives the message the way the sender intended.”
(Groundwater-Smith, Ewing & Le Cornu, 2007, p. 217)

OVERVIEW OF KOUNIN – could be used in 1.1

Kounin model of classroom management uses terminology that includes “withitness”,

“overlapping”, lesson “momentum”, “smoothness”, and “group alerting” (Charles, 2008, p.
57) to form a foundation of teaching principles and skills within the classroom. These terms
are categorised into issue subsections of “Preventing Misbehaviour”, “Managing
Movement”, and “Maintaining Group Focus” (Kounin, 1970).

RELATIONSHIP SKILLS – VERBAL AND NONVERBAL – could be used in 1.1, 1.2

Non-verbal communication can be seen as falling under three distinct categories, being
kinesics, proxemics, and paralanguage. These encompass body movement, personal space
and classroom layout, and the volume, tone, and pitch of one’s voice.

Withitness can also be described in a practical sense by teachers performing a “subtle

nonverbal communication” to students, indicating that they are aware of all classroom
activity (Levin & Nolan, 2004, p. 162). An example is a teacher making eye contact with a
student, prior to them throwing a pen across the classroom, therefore discouraging other
students around them from performing the same misbehaviour. As a pre-requisite, teachers
can establish their withitness at the beginning of teaching in their classroom by setting out
clear behavioural expectations. This can be a part of what Marsh refers to as establishing a
“positive classroom climate” (Marsh, 2008, p. 180), through the use of positive
communications and a supportive relationship between teacher and students.

A way of preventing students disobeying a teacher behind their back is by developing good
relationships with them as a pre-requisite. This can be done by learning their names,
learning preferences, interests outside of school, and speaking courteously to them
(Edwards & Watts, 2008, p.336-337). This can help achieve the Kounin principle referred to
as “overlapping” (1970).

Instructional skills – 1.2

The ideal method of instruction is to match the instructional mode to the student learning
styles, however this can typically be difficult to achieve as a result of diverse learning needs.
Furthermore, the choice of instructional mode may be hindered by the size and layout of
the class, the ability levels of students, or a lack of expertise and confidence by the teacher.

It is necessary for a teacher to be “conscious of the group influence on the instruction”

(Everston & Emmer, 2013, p. 117), and to be able to supply directions to the whole class
with all students being appropriately engaged, in order to maintain group focus (Kounin,
1970).

Differentiation is not solely about planning activities, but about a differing approach to
learning (Orr, 2017).

1.3 – 1.6
“To achieve high-quality, high-equity outcomes, teachers need to create learning
environments that work against exclusion” (Churchill et al, 2015, p. 164).

“New and experienced teachers alike encounter difficulties in planning curriculum so that it
includes all students. One of the most powerful approaches teachers can use is inquiry
learning. Curriculum designed with inquiry in mind has the potential to support the learning
of all students. Schools that have adopted inquiry models have won strong reputations for
their capacity to teach all children and to support teacher professional learning.” (Churchill
et al, 2015, p. 164).
Setting high expectations for Aboriginal and Torres Strait Islander students and not
expecting them to underperform, relating concepts to their environment and community,
and the consideration of intergenerational trauma (Korff, 2019), are cultural protocols that
can be implemented within teaching strategies and classroom management techniques.

2: Know the content and how you teach it

2.1 “Content and teaching strategies of the teaching area”

2.2 “Content selection and organisation”
2.3 “Curriculum, assessment and reporting”
2.4 “Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians”
2.5 “Literacy and numeracy strategies”
2.6 “Information and Communication Technology (ICT)”

2.1 – Cooperative learning is an example of an instructional strategy that can cater for a
variety of diverse student learning needs and styles. Within cooperative learning, group
achievement is dependent on the individuals within the group, where students work
together rather than compete for rewards (Churchill et al, 2015, p. 179). This can be
particularly beneficial for differentiation requirements, as students with below-grade
abilities can be placed in groups with above-grade students in order to work cooperatively
and learn from them. Furthermore, it can be applied across a range of teaching areas. For
example, in Media Arts, one might use cooperative learning if students were to be placed in
groups to organise a shot-sequence on a storyboard to make sense visually, and in terms of
the chronological narrative.

2.1 – Being aware of and implementing teaching strategies of the specific teaching area is
fundamental for any teacher, as it greatly assists in lesson planning, and in organising
activities that are known to make a positive impact on student learning.

2.3 – “The F–10 Curriculum position paper (ACARA 2011) states that the ‘Development of
the curriculum is based on the assumption that teachers, when planning for teaching and
learning, will account for current levels of learning of individual students and the different
rates at which students develop’.”

Effective teachers “understand that assessment is the bridge between their teaching and
learning” (Churchill et all, 2015, p. 427).

Where informal, or formative assessments, influence all aspects of the teaching and learning
process and provide valuable insights into the individual student, formal, or summative
assessments provide the evidence that is required of a student’s progress and levels of
achievement (Churchill et all, 2015, p. 436-437).

Assessments can be for learning, as learning, or of learning.

2.5 – Literacy is the ability to read, use written information, and to write appropriately in a
range of contexts. The integration of literacy is highly significant in all teaching areas, as it is
used to develop personal knowledge and understanding, and to function effectively within
society. To be literate, one must have an understanding of audience, purpose, and context.
These three elements are taught clearly within the secondary schooling English curriculum
(SCSA, 2020), however, they can also be naturally implemented in other teaching areas just
as effectively through the analysis of a variety of relevant texts (can also cross over with the
implementation of ICT). Furthermore, having the ability to understand and work with
numbers in day-to-day life is another important contributor to facilitate how we function
within society. Therefore, using teaching strategies involving numbers, such as using bar and
line graphs, or using a scoring system for rewards, implements numeracy strategies that
assist the general numerical capabilities of all students in different teaching areas.

The Melbourne Declaration on Educational Goals for Young Australians, writes one of its
goals as being that successful learners “have the essential skills in literacy and numeracy,
and are creative and productive users of technology, especially ICT, as a foundation for
success in all learning areas” (Ministerial Council on Education, Employment, Training and
Youth Affairs, 2008).

- Outline why you believe these standards are fundamental

Evidence and theory to convince that both aspects of a teacher’s work are so important –
provide critical reflection on literature – demonstrate how well you apply knowledge across
two strands by demonstrating your own competence
Question 2 - Planning

Lesson Planning (Why do we lesson plan?)

Lesson planning forms the foundation of the teaching and learning cycle, where teachers

are able to structure lessons underpinned by curriculum requirements to ensure that

students reach desired outcomes. With regards to written lesson planning, this affords

teachers with the organised stability and flow of a lesson, from the introduction, to the body

of the lesson with teaching strategies and key inquiry questions, and finally to a conclusion

that wraps up the lesson content for students. Kellough and Kellough provide reasons as to

why lesson planning in itself is highly valuable for teachers (2007, pp. 229-232). These

reasons include that lesson plans demonstrate a professional approach for teachers in their

teaching methods for those around them, they provide a sense of security for teachers, they

help teachers become reflective decision makers, and, perhaps most importantly, they

provide a tentative and flexible outline of the lesson for teachers to diligently follow.

Therefore, effective lesson planning is characterised as being informative, yet simple to

follow, with clear lesson objectives being met through carefully chosen teaching strategies

and differentiation techniques with identifiable ways to measure student understanding.

WA Curriculum and Assessment Outline – Assessment Principles – how they guide planning,

how literacy underpins general capabilities and cross curriculum priorities

The SCSA curriculum and assessment principles guide planning for teachers, in that they

provide an understanding for teachers on what syllabus content should be covered within
specific teaching areas, and how this content can be measured through appropriate forms

of formal and informal assessments. The SCSA K-10 outline “sets out the mandated

curriculum, guiding principles for teaching, learning and assessment and support for

teachers in their assessment and reporting of student achievement” (SCSA, 2020) to inform

teachers in the planning of their lessons, learning objectives, and overall units of work.

Within each teaching area of the SCSA curriculum exists achievement standards, which

allows teachers to understand the level of achievement required for students in that year

level and subject. Achievement standards “indicate the quality of learning that students

should typically demonstrate by a particular point in their schooling” (SCSA, 2020), which

guide teachers in planning assessments for students to demonstrate their ability to achieve

these particular mandated standards.

When teachers plan lessons, they must consider what general capabilities may or may not

be addressed for students to demonstrate, as well as cross-curriculum priorities that may be

covered in the lesson content. General capabilities refers to particular forms of skills and

knowledge that will assist students to function successfully in contemporary society (SCSA,

2020). These include literacy, numeracy, ICT capabilities, critical and creative thinking,

personal and social capability, ethical understanding, and intercultural understanding (SCSA,

2020). Although literacy is a specific general capability, all capabilities listed encompass

literacy in some way, which reinforces the importance of addressing literacy skills in all

teaching areas. Literacy is the ability to read, use written information, and to write

appropriately in a range of contexts (Hine, 2020). The integration of literacy is highly

significant in all teaching areas, as it is used to develop personal knowledge and critical

thinking, with an understanding of audience, purpose, and context. Along with general
capabilities is cross-curriculum priorities, which are Aboriginal and Torres Strait Islander

histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability (SCSA,

2020). These priorities are aimed to make the curriculum “relevant to the lives of students

and address the contemporary issues they face”, and will assist teachers in their planning as

they are encouraged to be integrated into teaching and learning programs (SCSA, 2020).

Both the general capabilities and cross-curriculum priorities are linked, in that they are both

underpinned by literacy, they form the foundation for lesson and unit planning for teachers,

and they are aimed to assist students in their future lives as contributing members of

society.

With regards to assessment principles, SCSA outlines principles that are informed by “the

most recent research into best practice in assessment” and how assessments can be

beneficial to student learning (SCSA, 2020). Therefore, these principles act as a guide for

teachers in constructing their own assessments. Teachers must refer to these principles, and

consider if the assessments they are planning are integral to teaching and learning, if they

are educative and fair, if they are designed to meet specific purposes, if they lead to

informative reporting, and if they can lead to school-wide evaluation processes (SCSA,

2020). Therefore, along with the actual planning and formation of assessments, these

principles allow teachers to reflect on their own practices. This is as teachers can look at the

outcomes of students from particular assessments, and reflect on if these outcomes

demonstrate the mandated assessment principles, and how future assessments can be

improved upon to better abide by these principles.

How do teachers plan? – planning cycle

Teachers plan in accordance to the planning cycle (Hine, 2020) of planning their lessons first,

then planning their teaching of content, then planning their assessments, and finally

planning the ways in which their teaching can be evaluated and reflected upon. Teachers

first consider the “macro-level” (Churchill et al, 2015, p. 219) curriculum of their teaching

areas when planning, narrowing this curriculum down to specific learning objectives, and

how these objectives will be met through informal and formal assessment and teaching

strategies. A teacher can begin planning through a process of reflective questioning by

considering what they want the students to learn, why does this chosen content matter,

how will the learning of content be achieved, how well are students expected to do, and

how will student outcomes be recorded to measure achievement levels (Groundwater-

Smith, Ewing & Le Cornu, 2007, pp 208-9). Teachers plan in a range of ways, such as through

Forward Planning Documents outlining a unit of work with brief descriptions of each lesson,

or “micro-level” (Churchill et al, 2015, p. 226) Lesson Plans which provide detailed, step-by-

step descriptions of a particular lesson which could be used for relief teachers to follow, if

necessary. These lessons should retain a degree of flexibility, be considerate of particular

student needs, and should entail a critically reflective stance of awareness, evaluation, and

regulation (Churchill et al, 2015, p. 225). Furthermore, a unit of work should encompass a

range of informal and formal assessments, that are constantly evaluating the level of

student achievement to judge the effectiveness of teaching methods and possible

improvements that could be made to planning. With regards to reflection, teachers must

reflect on both their planning and their teaching in action, as this process will generate

“questions and ideas” about performance (Fetherston, 2006, p. 336), that will form
improvements to be implemented in the future. Therefore, the planning cycle (Hine, 2020)

demonstrates how teachers plan through a clear cyclical process of constant development.

How will you plan? 1st person, practical examples

I hope to plan in my future teaching career, by always referring to the aforementioned

planning cycle and making sure my planning is in accordance with the state mandated

curriculum requirements for students to achieve. As my two teaching areas are Media Arts

and English, I will be constantly referring to the SCSA K-10 Outline for these teaching areas

and their relevant curriculum descriptors to base my lesson objectives and assessments

around. I will make sure there are measurable outcomes for students to achieve in each

lesson through clear assessment strategies such as observational notes, rubrics, and formal

marking keys for summative assessments. Where possible, I will aim to integrate the cross-

curriculum priorities, such as through students analysing texts related to sustainability in

English, or documentaries focused on Indigenous issues in Media Arts, for example. I will

plan for these lessons to always cover a range of general capabilities underpinned by

literacy skills. Finally, I will use reflective questioning for myself after each lesson to evaluate

my performance, and the objectives I hoped students would achieve, considering, for

instance, what my overall opinion of the lesson was, would I look forward to the next lesson

if I was a student, if the students seemed to enjoy the lesson, and did the evidence of

assessment strategies show lesson objectives being met (Hine, 2020).