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Professional Experience 4

E-portfolio: presentation
Rachel Dempster
Placement Context
• Category 7 school,
• R-7 school
• 42 different nationalities currently represented
with Asia and the UK being the predominant
regions represented
• Specialist HPE, art and Japanese teachers
• Student support offered for NEP students and
EALD intervention
• Flexible learning environment
Nature of students
• Year 6
• 28 students
• No behavioural issues
• Range of cultural diversity within the class
• 4 students regularly withdrawn for additional
literacy and numeracy intervention
• One child with slow processing disorder

• Evidence of 3 students of varying academic

levels has been collected
Theoretical Understanding & Practice

• The Social-Constructivist theory is based on the

understanding that knowledge construction is an
active, rather than passive, process, and that human
development is socially situated (Major et al, 2012).

• Students enjoy learning when the subject is student

centered, their voices are heard and when there is a
focus on investigation (Skamp & Preston, 2014).

• Collaborative learning - group learning provides and

effective and interesting environment in which
students can share ideas through conversation,
debate and negotiation (McLeod S, 2011).
Student agency is a pedagogical approach shifting
ownership of learning from teachers to students. It
provides students with the power and choices in order
to take meaningful actions to become life long learners
(Goldspink 2016).
• Where – where they sit, work
• What – what they are learning
• How – the means to which they achieve the learning
• Who – who they choose to work with
(Leonard 2017)
Content Descriptor Achievement Standard
Interpret and compare a range Students interpret and compare
of data displays, including side- a variety of data displays
by-side column graphs for two including those displays for two
categorical variables categorical variables.

Formativ Summati
e ve
Data Socrative
islands quiz
• Instructional teaching – but still incorporating
student agency into these lessons
– Introduction to data
– Median and mode
– Stem & Leaf plots
– Mean
– Features of a graph
– Telling the story of a graph/interpreting data

• Data Islands
Lesson 1 - Introduction

• Introduction activity – first to 100 dice game

• Students chose their groups
• Chose where to sit
• Chose how to record their data
• What’s the story? Students provided with a
series of 4 graphs depicting how a student
spent their Saturday
• Students interpret the data to tell a story
• Each story will be different
• Students choose how they present their
story e.g. narrative form or a diary entry
Lesson 1 work samples

Student B
Narrative format

Student C
Diary entry format
Student A
Diary entry format
Lesson 2 – Median & Mode
• Quick discussion about the definition of median and
• Provided students with a set of data. Each number on
an individual piece of card
• Every student picked a random number
• Asked “how can we find the median?” and “how can
we find the mode?”
• Students participated in productive struggle and
began to organise themselves in ascending order.
• Eventually they came to the conclusion to sit down at
either end of the number line in order to reach the
• In terms of finding the mode, they organised
themselves so that the people who had doubles of
Lesson 2 work samples
Data Islands
DISPOSITIONS – self-belief, confidence
PROFIENCY – understanding, fluency, problem-solving,
Data Islands work samples

Student A Student b Student C

Half completed a set One completed set Multiple completed
of islands of islands sets of islands
Data Islands work samples
Students completed varying levels of work,
ranging from not completing a full set of
islands, to completing multiple sets. Each
student however improved significantly
throughout; ranging from simple aspects
such as presentation in drawing accurate
graphs to their overall understanding of
interpreting data.
At the conclusion of the unit of work, students
completed an online quiz on a program the
school uses called ‘Socrative’. The teachers are
able to create the questions and it complies
immediate data. Students were asked 7 data
related questions.

All three students being focused on achieved

100% in this summative assessment. This
demonstrated the effectiveness of the student
agency approach to learning. Whilst all students
were able to work at a level suitable to them and
all presented different levels of work, their overall
understanding was still evident.
Professional Expertise
Students are in control of their learning; they make the choices and as
a result feel empowered. If they don’t like something, then they can
change it. This leads to greater engagement and more meaningful
learning that is relevant to the student.

Students are able to work at a level which suits them, whether that be
higher or lower. However, at the end of the day, when looking at
assessment results, it was evident that students were all meeting the

Looking at work samples from the beginning of the unit and comparing
them with samples completed during the last few lessons of the data
islands, the change is extremely noticeable. Even down to students
using rulers and taking pride in the appearance of their work because
they were able to choose how they want to present their learning.
Moving Forward
• Van de Walle, JA, Karp. K & Bay-Williams, J
2014, Elementary and middle school mathematics;
teaching developmentally, 8th edition, Pearson, New
• Skamp, K & Preston, C 2014, Teaching Primary Science
Constructively, 5th Edition, Cengage Learning, Victoria
• McLeod S 2011, Bandura-Social Learning Theory,
Simply Psychology, viewed 22 April 2015,
• Goldspink, C 2016, Student Engagement and Quality
Pedagogy, Department for Education, Government of
South Australia
• Leonard. B 2017, How Can Schools Use Student Agency
to Optimise Educational Outcomes for Students,
Principal Sabbatical Report, St Josephs School, Temuka