TPA Case Study: Macarthur Anglican School
Situational Analysis
CASE STUDY PARTICIPANTS
TEACHING AND LEARNING CYCLE: Analyse
The pre-assessment revealed that the area that most students struggled with, was with identifying nets of 3D objects and visualising 3D objects from different view points. Therefore, through conversation with my mentor teacher, I was able to select an appropriate teaching focus to plan my unit of work around. The students within GATEway have different learning needs and styles which is why I utilised a wide range of teaching strategies and 21st century pedagogies as well created goals to meet their needs.
The pre-assessment revealed that the area that most students struggled with, was with identifying nets of 3D objects and visualising 3D objects from different view points. Therefore, through conversation with my mentor teacher, I was able to select an appropriate teaching focus to plan my unit of work around. The students within GATEway have different learning needs and styles which is why I utilised a wide range of teaching strategies and 21st century pedagogies as well created goals to meet their needs.
Standard 1.1.1- Physical, social and intellectual development of students
Standard 1.2.1- Understand how students learn.
Standard 7.1.1 - Meet professional ethics and responsibilities.
Standard 7.3.1 - Understand strategies for working effectively, sensitively and confidentially with parents/carers.
Standard 1.2.1- Understand how students learn.
Standard 7.1.1 - Meet professional ethics and responsibilities.
Standard 7.3.1 - Understand strategies for working effectively, sensitively and confidentially with parents/carers.
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TEACHING AND LEARNING CYCLE Lesson 1 - Planning and TeachingI ensured that I introduced the the learning intention and success criteria to the students. I also reminded students of expectations and how they could receive DOJO points. Woolfolk and Margetts (2016) emphasis the importance of giving an incentive after a positive behaviour in order to reinforce and strengthen it.
Conducting the pre-assessment allowed me to plan and implement appropriate learning activities that either extended students learning or assisted them further. As todays lesson content and outcomes focused on the area of need identified in the pre-assessment, I ensured to use a modelled guided approach. This allowed me to support and scaffold students learning. I also implemented the use of concrete materials so student could explore and manipulate. The aim of this lesson was for students to identify the difference between a prism and pyramid, be able to both identify and draw nets of 3D shapes and visualise 3D objects from different view points. |
TEACHING AND LEARNING CYCLE
Lesson 1- Assess and Reflect
Student 1: Supporting Student
Activity 1 - she utilised concrete materials to support her in her learning. The use of building blocks allowed her to observe what the object looked like from different perspectives. When I marked her worksheet, I observed that Student 1 had completed all the diagrams correctly. This indicated that the use of concrete materials was effective in helping her complete the activity.
Activity 2- I used a whole class guided approach where I modelled how to draw nets of 3D objects, while students followed along and drew them in their books. This later helped Student 1 complete the worksheet where she had to match the nets to their shape. Through observation, I noticed she had matched some wrong, I provided her with feedback (look at the bases on the pyramids and the sides of the prism to help identify what was what). She was then able to reflect and correct the ones she has gotten wrong.
Activity 2- I used a whole class guided approach where I modelled how to draw nets of 3D objects, while students followed along and drew them in their books. This later helped Student 1 complete the worksheet where she had to match the nets to their shape. Through observation, I noticed she had matched some wrong, I provided her with feedback (look at the bases on the pyramids and the sides of the prism to help identify what was what). She was then able to reflect and correct the ones she has gotten wrong.
Student 2: Standard Student
Student 2 begun participating in the whole class guided activity where she had to follow and draw the nets of the 3D objects in her book. She then begun completing the matching activity, although I soon observed that this was far too easy for her. I then decided to challenge her and provided her with an extension activity in which she needed to draw the the nets of different 3D shapes. Student 2 handled this activity well, as I marked her work I noticed that she was drawing the nets correctly.
Student 3: Extension Student
As the pre-assessment demonstrated that she had a strong understanding on identify nets of 3D shapes, it could not be assessed whether she knew how to draw different nets. Therefore, Student 3 was provided with an extension activity where she had to complete a worksheet and draw the nets of various 3D objects. Student 3 quickly and confidently completed this activity as the shapes were not challenging enough for her. She was then provided with another activity where she had to utilise the internet to investigate more complexed nets of 3D objects. After drawing the net, she needed to write the step by step process in her own words on how to draw it.
4.1.1 - Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1 - Demonstrate the capacity to organise classroom activities and provide clear directions
5.1.1 - Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
5.2.1 - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1 - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
4.2.1 - Demonstrate the capacity to organise classroom activities and provide clear directions
5.1.1 - Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
5.2.1 - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1 - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Standard 1.5.1 - Demonstrate knowledge and understanding of strategies for differentiation teaching to meet the specific learning needs of students across the full range of abilities
Standard 2.1.1 - Content and teaching strategies of the teaching area Standard 2.2.1 - Organise content into an effective learning and teaching sequence. Standard 3.2.1 - Plan lesson sequences using knowledge of student learning, content and effective teaching strategies Standard 3.4.1 - Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
TEACHING AND LEARNING CYCLE Lesson 3 - Planning and Teaching Over the sequence of lessons, I observed that students were highly engaged when they were participating in hands on activities, utilising ICT and communicating with peers. This is why I planned lesson 3, 4 and 5 to be a hands-on group investigation activity catered to all learning styles (Gardner, 2011).
This lesson allowed students to apply their prior knowledge of 2D and 3D objects into practice as well as learn more through experience. The lesson focused on drawing 2D labelled diagram for their 3D model robot that they constructed in the following lessons. The task aimed to incorporated all three focus students’ interests. Student 1 - creative and hands-on learning experiences. Student 2 - group work where she can socialise and work collaboratively. Student 3 - challenging and engaging mathematics experience |
TEACHING AND LEARNING CYCLE
Lesson 3- Assess and Reflect
Student 1: Supporting Student
Student 2: Standard Student
Student 3: Extension Student
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Students were split into mixed ability groups which worked effectively, they were able to share ideas and work collaboratively with their peers. Students were engaged and challenged in their learning as they were provided with differentiated tasks while undergoing their labelled 2D diagram. Work samples indicated that Student 1 embraced shapes that she was not previously confident with. She included both a pyramid and a rectangular prism in her design, which were both nets that she got wrong in her pre-assessment. This shows progression as she is beginning to feel more confident working with a wider range of 3D shapes. Student 2 and student 3 completed the extension activity by needing to use a wider range and more complex 3D objects in their design. Throughout this process, it was observed that neither Student 2 nor Student 3 relied on their iPads to explore different shapes. 1.5.1 - Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 4.1.1 - Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1 - Demonstrate the capacity to organise classroom activities and provide clear directions 5.1.1 - Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning 5.2.1 - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.4.1 - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
Standard 1.5.1 - Demonstrate knowledge and understanding of strategies for differentiation teaching to meet the specific learning needs of students across the full range of abilities
Standard 2.1.1 - Content and teaching strategies of the teaching area Standard 2.2.1 - Organise content into an effective learning and teaching sequence. Standard 3.2.1 - Plan lesson sequences using knowledge of student learning, content and effective teaching strategies Standard 3.4.1 - Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
TEACHING AND LEARNING CYCLE Lesson 5 - Planning and Teaching The aim of this lesson was for students to continuing drawing the nets of 3D shapes, and constructing their 3D model of their toy robot. They also were required to complete a reflection on the unit of work indicating what they had learnt and whether they felt confident now working with 3D shapes.
Reflecting on both Student 2 and Student 3 strengths and interests, I was able to plan and incorporate an element into this final lesson. Students were required to present their work to the class. While they presented, they had to try and persuade the audience as to why their design should be built and sold in store. This targets the strengths of both students as they are both extremely good debaters and thrive during presentation tasks. |
TEACHING AND LEARNING CYCLE
Lesson 5- Assess and Reflect
The unit of work provided wonderful opportunities for differentiation, it allowed students to feel confident and successful while participating in an activity at their own individual level while working in groups.
Student 1 used her iPad while designing her robot, she constantly referred to google images to inquire how to draw each net. Although, it was observed that she had succeeded at drawing the net of a cube and no longer needed to rely on the iPad.
Student 2 was confident with sketching simple nets of 3D shapes from prior knowledge. I observed that she was able to sketch both a cube and a cylinder. Although, she used a Youtube video to show her how to draw the net to an octagonal prism.
Student 3 worked confidently and quickly through her designs. It was evident that she had a greater understanding on how to draw nets of various 3D objects as she rarely relied on further investigation.
Students completed a self-reflection on the 3D robot activity. This reflection activity was effective as it allowed me to understand where students were at and see what they had learned over the unit of work. Both the reflection as well as students final masterpiece, were used to help assess my 3 focus students’ progression over the sequence of lesson.
Student 1 used her iPad while designing her robot, she constantly referred to google images to inquire how to draw each net. Although, it was observed that she had succeeded at drawing the net of a cube and no longer needed to rely on the iPad.
Student 2 was confident with sketching simple nets of 3D shapes from prior knowledge. I observed that she was able to sketch both a cube and a cylinder. Although, she used a Youtube video to show her how to draw the net to an octagonal prism.
Student 3 worked confidently and quickly through her designs. It was evident that she had a greater understanding on how to draw nets of various 3D objects as she rarely relied on further investigation.
Students completed a self-reflection on the 3D robot activity. This reflection activity was effective as it allowed me to understand where students were at and see what they had learned over the unit of work. Both the reflection as well as students final masterpiece, were used to help assess my 3 focus students’ progression over the sequence of lesson.
4.1.1 - Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1 - Demonstrate the capacity to organise classroom activities and provide clear directions
5.1.1 - Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
5.2.1 - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1 - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
4.2.1 - Demonstrate the capacity to organise classroom activities and provide clear directions
5.1.1 - Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
5.2.1 - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1 - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
SUMMARY OF IMPACT
Standard 1.2.1 - Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Standard 1.5.1 -Demonstrates knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
Standard 3.1.1 - Set learning goals that provide achievable challenges for students of varying abilities and characteristics
Standard 4.1.1 - Identify strategies to support inclusive student participation and engagement in the classroom activities
Standard 5.4.1 - Use ICT safely, responsibly and ethically
Standard 1.5.1 -Demonstrates knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
Standard 3.1.1 - Set learning goals that provide achievable challenges for students of varying abilities and characteristics
Standard 4.1.1 - Identify strategies to support inclusive student participation and engagement in the classroom activities
Standard 5.4.1 - Use ICT safely, responsibly and ethically
Critical Reflection
To ensure I maintain high-quality teaching and learning, it is essential that I continue to reflect on my own teaching practices in relations to the teaching cycle, as each component plays a vital role in meeting the needs of all students.
Over my unit of work, I continuously engaged in discussions with my mentor teacher and applied the feedback and advice she provided me. This allowed me to improve my teaching practices to meet the needs of all students. I used the pre-assessment to assess students understanding to determine my lesson focus and approach, as well as effectively plan differentiated activities. I implemented concrete materials to help assist Student 1 and provided her with greater scaffolding. I created group work activities which were mixed ability, not only to help support the lower ability students but also as I knew Student 2 thrived during group work tasks. I also accessed the stage 4 syllabus to plan extension work for student 3.
I noticed that student’s engagement levels were heightened when rewards systems were in place. Therefore, I ensured that I utilised the DOJO system and rewarded students with points not only for positive behaviour but also for the effort that put into their learning. Using various teaching strategies is essential for supporting all learning styles and needs, as all students learn differently (Gardner, 2011).
Over my unit of work, I continuously engaged in discussions with my mentor teacher and applied the feedback and advice she provided me. This allowed me to improve my teaching practices to meet the needs of all students. I used the pre-assessment to assess students understanding to determine my lesson focus and approach, as well as effectively plan differentiated activities. I implemented concrete materials to help assist Student 1 and provided her with greater scaffolding. I created group work activities which were mixed ability, not only to help support the lower ability students but also as I knew Student 2 thrived during group work tasks. I also accessed the stage 4 syllabus to plan extension work for student 3.
I noticed that student’s engagement levels were heightened when rewards systems were in place. Therefore, I ensured that I utilised the DOJO system and rewarded students with points not only for positive behaviour but also for the effort that put into their learning. Using various teaching strategies is essential for supporting all learning styles and needs, as all students learn differently (Gardner, 2011).
Standard 2.6.1 - Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Standard 5.1.1 - Demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to students learning.
Standard 6.1.1 - Demonstrates an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Standard 6.3.1 - Seek and apply constructive feedback from supervisors and teachers to improve practices.
Standard 5.1.1 - Demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to students learning.
Standard 6.1.1 - Demonstrates an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Standard 6.3.1 - Seek and apply constructive feedback from supervisors and teachers to improve practices.
Goals / Future Professional Development
Goal 1: Differentiate and create learning experiences that meet the needs of advanced students
Goal 2: Behaviour management Goal 3: Implement a wide range of resources Goal 4: Assessment and feedback Goal 5: Implement twenty-first century pedagogies within my classroom To ensure I meet my future goals and maintain a high quality level of teaching, I will ensure to undergo continuous professional development. This will allow me to build my knowledge and skills in order to improve on my teaching practices. This will allow me to better support and cater to all students needs and impact their learning positively. The following are some ways in which I can undergo professional development: - Engage professionally with other colleagues to share ideas, opinions and strategies that can benefit the learning experiences for all students - Reading professional literature - Training and staff development days - Utilise the Department of Education website - Connect with online teaching groups |
Standard 6.2.1 - Understand the relevant and appropriate sources of professional learning for teachers.
Standard 6.3.1 - Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. Standard 6.4.1 - Demonstrate an understanding of the rational for continued professional learning and the implications for improved student learning. |
References
Australian Institute for Teaching and School Leadership [AITSL]. (2011). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards
Bray, A., & Tangney, B. (2015). Enhancing student engagement through the affordances of mobile technology: A 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal, 28(1), 173-197.
Gardner, H. (2011). Frames of mind : The theory of multiple intelligences. ProQuest Ebook Central https://ebookcentral.proquest.com
Munns, G., Sawyer, W., & Cole, B. (Eds.). (2013). Exemplary teachers of students in poverty. ProQuest Ebook Central https://ebookcentral.proquest.com
NSW Board of Studies. (2012). NSW syllabus for the Australian curriculum: Mathematics K-10 syllabus (K-6 section). Sydney, Australia: NSW Board of Studies. Retrieved from http://syllabus.bos.nsw.edu.au/download/.
Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture And Social Interaction, 21, 170-178. https://doi.org/10.1016/j.lcsi.2019.03.009
Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th ed.). Melbourne: Pearson Australia.
Bray, A., & Tangney, B. (2015). Enhancing student engagement through the affordances of mobile technology: A 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal, 28(1), 173-197.
Gardner, H. (2011). Frames of mind : The theory of multiple intelligences. ProQuest Ebook Central https://ebookcentral.proquest.com
Munns, G., Sawyer, W., & Cole, B. (Eds.). (2013). Exemplary teachers of students in poverty. ProQuest Ebook Central https://ebookcentral.proquest.com
NSW Board of Studies. (2012). NSW syllabus for the Australian curriculum: Mathematics K-10 syllabus (K-6 section). Sydney, Australia: NSW Board of Studies. Retrieved from http://syllabus.bos.nsw.edu.au/download/.
Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture And Social Interaction, 21, 170-178. https://doi.org/10.1016/j.lcsi.2019.03.009
Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th ed.). Melbourne: Pearson Australia.