fen Rao ke tla Progressing from Provisional to Full Registration Classroom Observation 3 on een ‘Name of Provisionally Registered Teacher (PRT): Name of observing teacher (Full Registration): Date of observation: Sian Wailes Roslyn Mangold Week 4, Term 4 ~ Wednesday 3 November 2021 TRB H: 29801, Pre-Observation Meeting = Lesson context Focus for Observation Related Proficient Stage Standards and Descriptors: © Class: Grade 5/6 ‘¢ Date: Wednesday 17 November 2021 ‘© Australian Curriculum: Science '* Focus area: Chemical Sciences (changes to materials) © Data profile: © Below Standard = 5 students © At Standard = 14 © Above Standard = 4 students © Learning Plans = 6 students: Student A - Autism Spectrum Disorder (ASD), Dyslexia and Attention deficit hyperactivity disorder (ADHD) Student 8 ~ Dyslexia & Dyscalculia ‘Student C- Dyslexia Student E — Dyslexia ‘Student F— ADHD Student G ~ Epilepsy, low cognitive ability, and slow processing speed = Student H ~ ASD and Global Development Delay ‘+ Selects teaching levels appropriately for the level of development and characteristics of students ‘© Seeks background information about students to identify physical, social and intellectual characteristics for adapting teaching strategies for students’ learning needs ‘Plans and implements appropriate teaching. strategies Creates an inclusive climate to improve the effectiveness of teaching strategies by demonstrating a processional attitude towards all students Responds to the interest of students Encourages critical and creative thinking through engaging students in higher order thinking Uses varied teaching strategies to develop student knowledge and skills 11.1 Physical, social and intellectual development and characteristics of students: Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning. 3.3 Use teaching strategies: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. Signatures Mb; bulta Pare 25/10/2021 pllaxzpete aT ‘Progressing to Ful Regisaion TH Tasmania 2030ee eae tenes ap oe Geen uae cia) etek [observer comments & feedback to PRT es =e = [During the classroom observation, | observed that Sian used teaching strategies based on knowledge of students’ physical, social and intellectual development and haracteristics to improve student learning (Focus area 1.1) at a proficient level. Flexible seating was encouraged to allow a student who had sensory sensitivities to sit at a table slightly away from the class, Sian used questioring ‘techniques to ensure the student was included in all aspects of the lesson. As a result of these teaching strategies, | observed that this student had improved| his inclusion and achievement within this lesson, Differentiated student goals based on student needs: Learning Intentions and Success Criteria were differentiated were clearly communicated in a visual and} verbal manner. Differentiated goals were based on Sian’s thorough knowledge students’ physical, social and intellectual development and characteristics, Questioning was open and language modified to improve student understanding and learning, Sian used this to gain immediate feedback from students and modify language as necessary. “What are the positives? What are the good things abaut..? Why do yau think the resources are grouped this way? Why are ‘these things together? How do you know?" Differentiated teaching based on knowledge of students’ physical, social and intellectual development were embedded throughout the lesson. Lesson. product was differentiated through clear yet challenging lesson goals, Lesson content was differentiated using work booklet that had visual supports. Based on her knowledge of the high number of students with Dyslexia, Sian used this booklet to reduce the writing burden on these students so that they were able to focus on the lesson goals (Learning Intentions and Success Criteria). Process of the lesson was differentiated as Sian moved around the students, they worked independently in small groups some of which were supported by a| Teacher Assistant. Diagrams were drawn by Sian to improve student learning during the process. Sian scribed for a student with Dyslexia who was able to verbally communicate his learning. Sian modified and clarified her language as required to support student learning, for example she said “An observation is what you see. What did you observe? What did you see?” Structure: lesson was structured to clearly ink to and build on prior knowledge. Instructions and transitions throughout the lesson were clear and smooth. Al students were actively engaged to improve their learning. Turn-taking within the collaborative groups ensured all students had access to the practical experiments and improved learning. Sian used explicit teaching strategies, communicated through a variety of forms (written, visual and verbal). New learning content was explicitly taught, Sian ‘modelled the application of their new learning through a Science inquiry and experiment. EeRens Rede a ioc Dee Ree eer) eeu ios Tasmania p the classroom observation, | observed that Sian selected and used relevant teaching strategies to develop knowledge, skills, problem solving and critical and thinking (Focus area 3.3) at a proficient level ian used a variety of group structures: ‘© Explicit teaching in a whole class grouping linked the students prior learning to new skills. (© Students worked individually then in pairs to reflect on their new learning, © Through pair collaborations, student posed observations and wondering to think critically and creatively. © Random small mixed ability groups for inquiry (with one group supported by a Teacher Assistant). * Sian used open questioning and subject specific vocabulary to develop knowledge and skills. For example, she said “An observation is what you see. What did you observe? What did you see?” '* Problem solving and creative and critical thinking was promoted through student collaboration. Mixed groups to inquire and perform open-ended science Investigations that allowed students to develop science knowledge, skills, problem solving, and critical and creative thinking. Students used new vocabulary of ‘suspension’ and ‘solution’ to pose questions and solve problems. ‘+ Metacognitive strategies to teach students to think about their thinking were promoted through discussions as a whole class, pairs and in small collaborative| Broups. For example: Student a) “I think this is @ solution” Student b) “No it’s a suspension because I can still see some little parts. Look! They are falling to the bottom” ‘Student a) “I wonder if it can be both? Some is mixed in and some is not” ‘Student c) “What if we mix the coffee with the oll? Let's try that” ‘+ Students developed knowledge, skills, problem solving and critical and creative thinking throughout the experiments. The experiments were open-ended to allow for student ownership in their inquiry. ‘+ Clear goals (learning Intentions and Success Criteria) and explicit teaching promoted student self-directed work. Savas lala eg Date 15/2021 aT Tag oR RAT Ta(elu Re asa Kerlcae9 oi Gee Lieu raRaaceod Sougeerc | PR Teacher comments & reflection cocks hola a a Focus area 1.1 ~ Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning: | invest time in developing relationships with my students and their parents/carers, to develop a strong knowledge of my students physical, social and intellectual development and characteristics, in order to implement teaching strategies to improve their learning. One example that was noted by my observer, was my use of flexible seating to encourage a student with sensory issues to position them in an area that would reduce their sensory overload, | implemented this physical accommodation, in order to respond to my student's specific needs and improve their engagement and learning in the lesson. ] Another example that was noted, was my modification of my language to improve student unde-standing and learning. | used open questioning, to allow me to ‘monitor student understanding, and | rephrased my language where needed. | also provided sca‘folding questions and additional examples. This teaching strategy hhas been essential in creating an environment that is inclusive to the intellectual development and characteristics of my students, which in this Grade 5/6 class span from the Grade 3 to Grade 7 level. This is also why | specifically differentiated my learning goals (Learning Intentions and Success Criteria) in this lesson, based on my students’ individual development to improve their learning. In this lesson, | also had a high number of students with Dyslexia, so I developed the lesson to be based on a booklet in order to reduce their burden of writing and rather focus their learning on the specific leaming goals. | also scribed for specific students, in response to thei specific intellectual and physical needs. In order to respond to my student's social development and characteristics, | implemented a range of differentiated learning activities in this lesson. For example, | conducted learning activities as: whole of class; individually; pairs; and small groups. As | had several students in this lesson with social anxiety, the pair/small group| activities improve student learning because it allowed them to practice the skills they are learning, In a less threatening environment then sharing their thoughts with the whole of the class. During the lesson, | also selected some of the groups at random, and other groups were selected strategically based on their knowledge/skills/personality so that they could work well together to improve student learning with the of a Teacher Assistant. Focus area 3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking: used a variety of teaching strategies during this lesson including: explicit whole-class teaching and discussion; think-pair-share; small mixed ability groups for inquiry. | selected each of these strategies to develop different knowledge, skills, problem solving and critical and creative thinking. For example, during the explicit ‘whole-class teaching part of the lesson, | linked prior learning to the new knowledge and articulzted the specific learning goals (Learning Intentions and Success Criteria), Then, | utilised the think-pair-share strategy cooperative learning technique in which promotes critical and creative thinking. Collaborative learning in ‘small groups, is another high Impact teaching strategy that | applied. Through the small group investigation, | gave students the opportunity to apply their new knowledge and skills in a hands-on way in open-ended science inquiry questions which also fosters problem solving, critical and creative thinking. “oe oulea Plog 1S (2021 —T_ Prowessng to Fal Registration TAB Tasmania 2025