Standard 1: Know the students and how they learn
I vary teaching strategies based on knowledge of whole student development while differentiating to cater for the diverse characteristics of students in my classes. According to Griffin (2012), the influence of teaching strategies in developing higher order thinking in students is significant, with differentiated instruction identified at the core of this process. I facilitate some self-directed learning at a VCE level to develop higher order thinking and inquiry skills in students.
The following is a lesson plan to evidence differentiated instruction:
The following is a lesson plan to evidence differentiated instruction:
I have done research into the best way to encourage students to develop successful study habits. I have focused on active listening, reading and note-taking. According to Deakin University (2013), listening takes an enormous amount of focus and concentration and is a key skill for a students' success at school. I encourage students to take notes if watching a slideshow, thus practicing their note-taking skills. I encourage students, when reading the text, to invert headings into inquiry questions. If they can answer the question at the conclusion of the paragraph, they have actively read the passage. I have provided my students with literature surrounding effective reading and a template for effective note-taking so they may develop their skills in this area leading into their last year of schooling. These skills may be applied in all subject areas and are as follows:
Standard 2: Know the content and how to teach it
I apply my knowledge of the Psychology curriculum provide coherent, structured lessons and learning experiences for the students. I take pride in my knowledge of the content of Year 11 Psychology. This is crucial, as “If a teacher is not perceived as credible, the students just turn off" (Hattie, 2014).
I have applied my knowledge of the content in the study design to adapt learning plans that are manageable due to the dense nature of the Year 11 curriculum. I have been able to develop and adjust my teaching strategies to provide engaging teaching activities that break down the complexity of the content, including:
I have applied my knowledge of the content in the study design to adapt learning plans that are manageable due to the dense nature of the Year 11 curriculum. I have been able to develop and adjust my teaching strategies to provide engaging teaching activities that break down the complexity of the content, including:
- Utilising multimodal forms of content delivery. I use slideshows, youtube clips, whiteboard notes, self-directed reading and note-taking and encourage study groups. Students are engaged due to variety and delivery is varied from lesson to lesson, enabling them to consolidate knowledge at the same time.
- Psychological investigation is centred around group work, so I strongly encourage collaborative working. The students work in different ability groups to work through key concepts together, developing key aspects of the content and assisting one another to develop their knowledge.
- I have used a variety of games, particularly for revision tasks. I play the Tornado Game, Celebrity Heads and allow the students to develop matching card activities such as snap. The students love the competitive nature of the games and it encourages them to achieve more.
- I use key psychological theories in my learning programs. I encourage students to use methods that compliment the way their brain stores information. For example, I use mind-mapping (mimicking long-term memory storage in the brain), mnemonic devices and acronyms for lengthy definitions and utilise 'chunking'; breaking down of large parts of information into small, manageable chunks to aid short term memory retention. These methods may be applied to all aspects of study for the students.
- The use of student laptops
- YouTube clips
- TV shows and movies relating to key psychological concepts
- Edublogs (The Rat Pack)
- Slideshare
- Interactive websites (nobelprize.org)
- Strongly encouraging written note-taking and learning activities
- Utilising both written and computer-based writing activities
- Developing written Empirical Research Activities
- Adopting a strong focus on discussion in the classroom
- Incorporating different modes of text including images, sounds, visual media, digital texts.
- Analysing graphs, charts and statistics with psychological significance
- Development of Empirical Research, focusing on analysing statistical significance of results
- Discussing the statistical relevance of data of past experiments
Standard 3: Plan for and implement effective teaching and learning
The "Teacher Clarity" professional development sessions I have attended have assisted me in developing and providing the students with very clear and succinct learning intentions and success outcomes which has overall enabled me to develop and implement effective teaching strategies. The goals for the class are focused and success outcomes are precise. I always begin the success criteria with "I can..." as I believe it instils a sense of ownership and accomplishment in the students. I have noted that they strive to be able to achieve 'success' when it is phrased like this. An example of this includes:
Learning intentions: Investigate the bystander-effect and the factors influencing reluctance to help, focusing on the case of Kitty Genovese.
Success criteria: I can dot-point the three main factors that influence people's reluctance to help and discuss these by applying my knowledge to the death of Kitty Genovese.
I plan structured and engaging activities to ensure engagement within the classroom. Some strategies include"
I use a variety of different strategies to ascertain prior knowledge and develop higher order thinking in the students. I scaffold student knowledge by asking them at the beginning of a unit to share their experiences, ideas and preconceptions about the new unit of study and have them connect these to preliminary knowledge and vocabulary within the area of study. I offer my own hints and suggestions for the students to make appropriate connections. This informs my lesson planning and teaching for future classes. Limited initial understanding of challenging concepts generally requires the unit to be broken down and explained in simpler terms in the initial instance. I use Bloom's Taxonomy to shape my lessons and learning activities. I start off with smaller tasks and work to those of complexity which require critical thinking. An example of this is a practice SAC I developed for an assessment task. In the initial instance, the students were required to identify simple components through knowledge application. They then had to move into a more complex analysis of the data and statistics. The practice SAC is as follows
Learning intentions: Investigate the bystander-effect and the factors influencing reluctance to help, focusing on the case of Kitty Genovese.
Success criteria: I can dot-point the three main factors that influence people's reluctance to help and discuss these by applying my knowledge to the death of Kitty Genovese.
I plan structured and engaging activities to ensure engagement within the classroom. Some strategies include"
- The sustained employment of ICT in the classroom for investigation
- I endeavour to include at least three different learning activities into each class to break up the time and keep the students engaged and fresh
- I always provide learning intentions and success criteria to ensure the learning is relevant to the students and they understand what we are learning but most importantly why we are learning it
- Provide real life examples to contextualise the content for the students
I use a variety of different strategies to ascertain prior knowledge and develop higher order thinking in the students. I scaffold student knowledge by asking them at the beginning of a unit to share their experiences, ideas and preconceptions about the new unit of study and have them connect these to preliminary knowledge and vocabulary within the area of study. I offer my own hints and suggestions for the students to make appropriate connections. This informs my lesson planning and teaching for future classes. Limited initial understanding of challenging concepts generally requires the unit to be broken down and explained in simpler terms in the initial instance. I use Bloom's Taxonomy to shape my lessons and learning activities. I start off with smaller tasks and work to those of complexity which require critical thinking. An example of this is a practice SAC I developed for an assessment task. In the initial instance, the students were required to identify simple components through knowledge application. They then had to move into a more complex analysis of the data and statistics. The practice SAC is as follows
To further inform my teaching plans and strategies, I have utilised a variety of different forms of student feedback such as:
- Asking the students how they would like classes to be structured and what they would prefer, particularly with revision activities. The student's preferences are important as I want to cater for their specific needs as much as possible.
- I have utilised a mini-tests to inform what students have retained from lessons in a learning program. I match the gaps in the students knowledge to teaching methods and try to develop these to improve learning outcomes. A mini-test I have used in class is attached below
The structure of the mini-tests mimics that of the SAC tests so the students can familiarise themselves with the format in which they will have to express their knowledge.
Throughout the course of the year, I feel as though I have significantly advanced all aspects of my communication in a positive capacity. I have utilised a number of effectively communication strategies to ensure student understanding by:
An example of a visual aid used for key theories is attached below. The students had to match the visual illusions being studied to the appropriate visual representations.
Throughout the course of the year, I feel as though I have significantly advanced all aspects of my communication in a positive capacity. I have utilised a number of effectively communication strategies to ensure student understanding by:
- I utilise both verbal and non-verbal/visual communication in the classroom through instruction and explanations. I use pictures and diagrams to enhance student understanding while using verbal explanations of key concepts.
- I encourage group work in which the student encourage discussion and interaction amongst students in the class while walking around to question students and facilitate discussion.
An example of a visual aid used for key theories is attached below. The students had to match the visual illusions being studied to the appropriate visual representations.
Standard 4: Create and maintain supportive and safe learning environments
Promoting student inclusion in the classroom is a top priority for me as a teacher. I ensure that:
- I approach each student every lesson and discuss key aspects of their study with them. We clarify challenging concepts and work through learning activities together
- I use group work consistently to encourage the shy students to communicate with their peers and contribute to conversations. I focus on creating 'study groups' at the beginning of each week and they remain the same for that week. This enables students to build up confidence in discussing components of the content with their peers.
- I use a 'randomiser' in class to ask questions. It is a simple powerpoint that randomises student names. This is a simple yet effective strategy to encourage all students to actively listen and participate in class discussion, as I value the unique opinions of individual students. A link for this randomiser can be found below
psych_class_randomiser.ppt | |
File Size: | 779 kb |
File Type: | ppt |
I establish orderly and scheduled working environments by ensuring that:
My classroom management is set on the basis of three simple classroom guidelines for conduct, encompassing the following:
I employ a 'firm but fair' policy when enforcing these rules in my classroom. If anyone disrespects any component of these guidelines I do not hesitate to remove the student from the classroom for the benefit of the other students. I consistently verbalise the expectations so students are aware when they are not complying with the agreed guidelines.
I recognise and support the physical and emotional wellbeing of students in the classroom. As a psychology teacher, I have realised that students from this class approach me more so than others about issues associated with physical and emotional wellbeing. I ensure that I:
I promote the safe responsible use of ICT by:
- I break down the 75 minute periods into smaller, more manageable 20 minute 'chunks', each for which there is a separate focus. I express the activities and time frame to the class at the beginning of the lesson as the time allocations may vary according to the activities to be completed
- I walk around the classroom throughout the lesson and monitor student progress with and engagement in the activity. This means that if the class is disengaged and off task that I can move on from the activity, or adapt accordingly.
My classroom management is set on the basis of three simple classroom guidelines for conduct, encompassing the following:
- Respect for self- always try your hardest and take pride in your work
- Respect for others- be respectful of the presence of others in the classroom, valuing and appreciating individual differences and opinions. This encompasses a strict no put-down policy, whether the person is within or without of the classroom setting
- Respect for learning- no one has the right to disrupt another person from learning
I employ a 'firm but fair' policy when enforcing these rules in my classroom. If anyone disrespects any component of these guidelines I do not hesitate to remove the student from the classroom for the benefit of the other students. I consistently verbalise the expectations so students are aware when they are not complying with the agreed guidelines.
I recognise and support the physical and emotional wellbeing of students in the classroom. As a psychology teacher, I have realised that students from this class approach me more so than others about issues associated with physical and emotional wellbeing. I ensure that I:
- Listen attentively and provide appropriate advice about additional resources and services available to them
- Always comply with the mandatory reporting requirements of teachers, communicating with the school's social workers, house leaders, learning mentors and the student's parents
- Follow up on any significant issues with the students to ensure they're receiving appropriate support for their circumstances
I promote the safe responsible use of ICT by:
- Only providing students with a bypass code when absolutely necessary. When I do, I walk around the classroom monitoring the students and discussing the different components of what they're accessing.
- Ensuring students are using ICT in an effective way in the classroom and are on task. If students are playing games during class or are on sites that they shouldn't be they are immediately warned, and then sent to IT to have their internet access blocked.
Standard 5: Assess, provide feedback and report on student learning
I have developed and used informal, formal, diagnostic, formative and summative assessment strategies to assess learning.
Informal assessment strategies I have used include:
Formal assessment strategies I have used include:
Diagnostic assessment strategies I have used not specific to psychology include:
Formative assessment I have used include:
Summative assessment I have used and developed include:
Some assessments that I have personally developed are provided below:
Informal assessment strategies I have used include:
- Brainstorming.
- Pre-testing- using discussions to ascertain people preconceived ideas about topics
Formal assessment strategies I have used include:
- Facilitated NAPLAN testing
- VCE exams
Diagnostic assessment strategies I have used not specific to psychology include:
- Spelling tests
- Personal reflective essays/introduction
- Self-assessments
Formative assessment I have used include:
- Class and individual discussions with students.
- Think/Pair/Share activities
- Pre-testing
- Exit passes
- Games such as Tornado
Summative assessment I have used and developed include:
- Tests
- Empirical Research Reports
- Research evaluations
- Practical activities
- Essays
Some assessments that I have personally developed are provided below:
sac_med_1.docx | |
File Size: | 78 kb |
File Type: | docx |
year_9_oral_pres.docx | |
File Size: | 104 kb |
File Type: | docx |
vp_tornado_game.docx | |
File Size: | 103 kb |
File Type: | docx |
When providing students with feedback for an assessment, I make sure the students individual outcome is documented on a rubric for them to refer too, along with meaningful feedback in likeness with the following example
Not only do I provide feedback, but I moderate assessment tasks by regulating conditions of assessment tasks with other teachers of the same subject, as well as cross-marking key assessment tasks. I take on board the feedback of other teachers and make sure I incorporate aspects into the formal feedback provided to students.
I use formal and informal data and information regarding student progress to analyse student understanding and intervene and adapt strategies for teaching as I go through:
Lastly, I keep consistent contact with the parents of students who are struggling with the content or assessment tasks in class, seeking their support at home to ensure the positive academic development of their children. I have meet one-on-one with several parents to discuss matters of significance. Similarly, I contact parents to discuss positive qualities in their children, such as a student who consistently achieves high marks or has improved their results or work ethic. This positive communication is highly valuable to the teacher, students and parents.
I use formal and informal data and information regarding student progress to analyse student understanding and intervene and adapt strategies for teaching as I go through:
- Utilising the school's grade range percentages to inform myself as to whether or not a student is 'at standard' (C) in terms of the AusVELS requirements and focus on assisting them with aspects they are below standard in.
- I continually adjust my teaching according to the formative assessment tasks to ensure that I am not only meeting the learning goals, but that the students are comprehensively understanding the content and tasks required.
Lastly, I keep consistent contact with the parents of students who are struggling with the content or assessment tasks in class, seeking their support at home to ensure the positive academic development of their children. I have meet one-on-one with several parents to discuss matters of significance. Similarly, I contact parents to discuss positive qualities in their children, such as a student who consistently achieves high marks or has improved their results or work ethic. This positive communication is highly valuable to the teacher, students and parents.
Standard 6: Engage in professional learning
It is important for teachers to engage in ongoing professional development to improve their teaching strategies and understanding of the complexities of young people. I have enjoyed engaging in continual professional learning to update knowledge and practice by:
Specifically, the formal Professional Development sessions I have been involved in are:
I use professional standards for teachers and advice from colleagues to inform and plan for professional learning needs by:
I continually and actively apply constructive feedback from colleagues to practice through:
- Attending a vast variety of Professional Development Workshops within St. Joseph's College and some external to the College.
- Continually being involved in School meetings for Communication, Culture and Enterprise
- Daily professional discussions with staff regularly about curriculum, developments, practice, assessments, activities etc.
- Individual research into strategies and resources I may adopt
- Updating my resources and sharing these with my colleagues.
Specifically, the formal Professional Development sessions I have been involved in are:
- "Mindsets"
- "Teacher Clarity" Pt 1 and 2
- CDES Annual Psychology Teachers' Conference
- ATOM Media Unit 1
- ATOM 'Head Start: Unit 3" Media
- "The Feedback Loop"
- "Autism Awareness"
- Teachers New To Brigidine Schools
- "Art and Spirituality"
- "Lights, Camera, Action" Pt 3
I use professional standards for teachers and advice from colleagues to inform and plan for professional learning needs by:
- Continually being involved in discussions with colleagues in all areas of the school and identifying gaps in my knowledge
- Observing not only the way other teachers instruct but in their dealings with students, particularly challenging behavioural issues.
- Seeking advice from a range of colleagues about curriculum, planning, assessments, classroom management etc.
I continually and actively apply constructive feedback from colleagues to practice through:
- Using the information gained from my PLT supervisor, Tom.
- Listening to advice given my my mentors, those of which were allocated to me and those who have offered me their time and support
- Listening and questioning my colleagues about anything I am unsure about
Standard 7: Engage professionally with colleagues, parents/carers and the community
I am very familiar with the code of ethics outlined by the VIT and always meet these in my teaching and learning in the classroom, school and wider community. My ability to comply with those outlined and valued by St Joseph's are something I pride myself on and I am an active and involved member of the College community, and have developed extremely positive relationships with all staff and students I have encountered throughout my time at the school.
I actively comply with professional requirements of the VIT and the College by involving myself in varied forms of PD and attending all staff and school meetings when available. I reinforce all school policies in my practice and value being involved in the College community.
I participate in professional and community networks and forums by being in regular contact with parents, attending a range of schooling events such as the music nights, being a volunteer for homework club and the breakfast bar and attending a variety of different camps. This has broadened my knowledge of the multifaceted cohort of students at the school and it has been rewarding to meet and develop positive professional relationships with staff and students I don't work with on a day-to-day basis.
I actively comply with professional requirements of the VIT and the College by involving myself in varied forms of PD and attending all staff and school meetings when available. I reinforce all school policies in my practice and value being involved in the College community.
I participate in professional and community networks and forums by being in regular contact with parents, attending a range of schooling events such as the music nights, being a volunteer for homework club and the breakfast bar and attending a variety of different camps. This has broadened my knowledge of the multifaceted cohort of students at the school and it has been rewarding to meet and develop positive professional relationships with staff and students I don't work with on a day-to-day basis.