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PhD (Arts Ed), MTeaching, MMus (Perf), BMus, BMedSci (Hons)
DipModLang (German), ZMP (German) DELF B2 (French), Churchill Fellow
Standard 1
Know Students & How They Learn
GRADUATE
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
PROFICIENT
Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
HIGHLY ACCOMPLISHED
Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
LEAD
Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.1 Physical, social and intellectual development and characteristics of students
1.1 Evidence and Annotation
PROFICIENT: Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
ARTEFACT 1A: Disappearing text poetry recital
In a class at St Peter's Lutheran College, where I taught German for a term, the challenge was to engage a large number of students in a short period of time. One strategy I used was Gianfranco Conti's idea of "disappearing text" and I applied it to poetry memorisation and recital. All students had to recite the poem at least once during the term, but they could choose their own level. Level 'zero' was with no supports (ie: completely from memory), and Level 5 was with no text missing at all (ie: no memorisation required). If they could pronounce the poem correctly at Level 5, they received a pass. We visited and revisited this activity regularly, with occasional new poems being added for those who wanted more of a challenge.
The activity generated an extraordinary amount of excitement in the classroom (at all levels from 7 to 9) and the energy with which the students (particularly the boys) fought to be next was surprising. A Year 8 class of previously disengaged students began to ask, towards the end of term, whether they would be penalised for "having another go." Thus, the goal of engaging the students had been achieved. One parent wrote to tell me that she wished I had started at the school earlier because her son would have chosen to continue German if this had been the case.
The accompanying pdf is a poem that also drills the two different kinds of past tense in German, which I also used at QASMT in Year 9 German.
GRADUATE
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
PROFICIENT
Structure teaching programs using research and collegial advice about how students learn.
HIGHLY ACCOMPLISHED
Expand understanding of how students learn using research and workplace knowledge.
LEAD
Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.2 Understand how students learn
1.2 Justification
GRAD: Demonstrated knowledge and understanding of research (Evidence A).
PROF: Created Year 10 French Curriculum at IES College using research (especially that of Gianfranco Conti) and collegial advice (especially of curriculum coordinator) to engage a new cohort of Year 10 students from disparate backgrounds. See Artefact B.
HA: Adjusted above curriculum based on teaching experience, student engagement and student results.
LEAD: Designed action research project to evaluate understanding and knowledge retention using IT compared with physical and tactile reading materials.
GRAD: ARTEFACT A: Literature Review “How do young people learn?” This piece of evidence is an assessment task from the course EDU764 (Quality Teaching and Learning). It is an essay that relies on relevant literature to address the broad question: ‘How do young people learn?’. Creating this literature review required me to engage with learning theories that stemmed from the work of education philosopher John Dewey in the early 20th century (1933; 1980; 2008a; 2008b; 2008c; 2008d; 2008e; ). I analysed and critiqued a variety of literature to demonstrate an understanding of effective teaching and classroom practice relevant to my teaching context, and I reflected on the implications of the constructivist learning theory for learning and teaching in the 21st Century. I was also required to give consideration to the physical, social and intellectual development of students I teach and how to manage challenging behavior. I received a High Distinction for this essay. This essay, which also reflects some of my PhD research into learning and teaching, demonstrates the depth of my knowledge and understanding of research into how students learn and the implications for teaching. Building on that research, I have created and taught several courses based on my knowledge and understanding of how students learn, showing that I can structure teaching programs using research and collegial advice about how students learn. On-going group study with my teaching mentor, Cathy Madden (University of Washington), ensures that I receive regular feedback on my teaching and regular opportunities to observe the learning and teaching of others. This allows me constantly to expand my understanding of how students learn, integrating and using both research and workplace knowledge. This task also satisfies standards 1.1, 1.5, 4.3 and 6.4.
PROFICIENT: ARTEFACT 1B: Course Creation in Language This piece of evidence is three units of work constituting a semester-long course designed by me for the Year 10 entry students at IES College. It is aligned with the Australian Curriculum but had to be designed carefully to cater for students with no background knowledge of French as well as those with some background. The aim was to equip novice language learners with the skills required to succeed in Ab Initio French the following year. The three units are: Phonetics (mastering the sounds of French), Grammar for Students of French (understanding the structure of language in English and French) and Introduction to Francophone Culture. The course was approved by ACARA, and I taught one full round of the course. This task also satisfies standards
Teaching Performers how to perform, Bonn, Germany
GRADUATE
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
PROFICIENT
Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
HIGHLY ACCOMPLISHED
Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
LEAD
Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.3 Justification
GRAD: QASMT - A large proportion of students are from diverse backgrounds with Chinese (or a number of Indian languages) as their first language.
Proficient: Designed and implemented teaching strategies in language classes that help students master sounds in German that are more difficult for sinophones (for example) than they are for anglophones.
HA: Co-teaching means that my colleagues and I are always supporting each other, discussing and critiquing strategies we have used in class, brainstorming better ways to reach students of diverse backgrounds.
Lead: Designed action research project to evaluate understanding and knowledge retention using IT compared with physical and tactile reading materials, and also to discover whether students of particular cultural, religious backgrounds respond more to one than the other.
EVIDENCE: Artefact 1C Past tense formation and poetry memorisation
This piece of evidence is a companion piece to artefact 1A. Before the poetry recital, the text required working out and differentiation of two distinct past tenses. The multiple workings of the texts, as well as the differentiated levels (and choice available to students of their level of memorisation), and the repeated listenings and corrections (during others' reciting) in class helped the pronunciation of students from a variety of linguistic backgrounds.
GRADUATE
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
PROFICIENT
Structure teaching programs using research and collegial advice about how students learn.
HIGHLY ACCOMPLISHED
Expand understanding of how students learn using research and workplace knowledge.
LEAD
Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.4 Justification
Graduate: Completion of the assessment tasks for several courses in the Master’s of Teaching (EDU715 Literacy & Numeracy across the Curriculum, 716 Aboriginal and Torres Strait Islander Perspectives in Teaching, 712 Diversity & Inclusion) demonstrates my broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds (2020).
PROF: Structured a semester of teaching literacy and numeracy to ATSI student for the Smith Family Catch-Up Tutoring program (2022).
HA: Regularly assessed a student and the online teaching program for a semester (as above, Smith Family Catch-Up Tutoring program, 2022).
Lead: Critiqued and gave feedback to the extremely popular and widely used Reading Eggs program, outlining the limitations of the program and the difficulties with engaging students with the content and activities.
EVIDENCE
PROFICIENT ARTEFACT 1D: To the right is a log of the hours I spent tutoring a student of Aboriginal and Torres Strait Islander background as part of the ClassCover Smith Family catch up tutoring program in 2022. This tutoring program lasted for one semester, and the training involved was intensive and of long duration. Below is a statement of service for this work.
1E: Statement of Service ClassCover
GRADUATE
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
PROFICIENT
Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
HIGHLY ACCOMPLISHED
Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
LEAD
Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.5 Annotation and Evidence
PROF: Created a task to allow students to differentiate learning for themselves and select their own level. Feedback from parents and observations of students confirmed the success of the task.
EVIDENCE: See artefact 1A and annotation.
GRADUATE
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
PROFICIENT
Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
HIGHLY ACCOMPLISHED
Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability.
LEAD
Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.
1.6 Strategies to support full participation of students with disability
1.6 Justification
GRAD: Reflective Essay (Artefact A)
PROF: At IES College I adaptated an assessment task for a student with multiple learning difficulties (see below, Artefact B). The student was unable to follow and execute complex instructions, and even fairly simple instructions when they are involved in individual/independent research, or writing tasks of any type. He was, however, extremely motivated when it came to memorising poetry. I adapted the assessment task so that he could have some success in the year 10 course I had created.
HA: (Discussions with student support at IES)
Evidence
GRAD: ARTEFACT A: Reflective Essay EDU713 This piece of evidence is a reflective essay, completed in partial requirement of the course EDU713 (Individual Learner Needs), entitled, ‘Review of Individual Learner Needs in the Classroom.’ The goal of this task was to review the literature relating to individual learner needs/disabilities in the classroom and reflect on how this knowledge will inform my professional practice. In the essay I outline the current legislation, policy and practices in relation to a broad range of individual needs and disabilities in classrooms today, highlighting the major changes that started with the landmark Universal Declaration of Human Rights (UDHR), following the atrocities of the Second World War (UN, 1948). I discuss the ways in which Australian policy and practices are enacted to support student well-being and safety and the implications for teachers, including an overview of the Alice Springs (Mparntwe) Education Declaration (MCE, 2019). I then apply a strengths-based social model of inclusion to address both the strengths and needs of one specific learner need/disability, that of hyperacusis. A strengths-based model assesses functional strengths and support needs and resources to enhance human functioning, rather than focussing, as the traditional medical/deficit model has done, on impairments and limitations (Buntinx, 2013). Finally I reflect on the range of inclusive and ethical practices that aim to support participation of all students in schools, at the same time examining my own attitudes, values and beliefs and how these will shape my future role as a teacher. This task also satisfies APST standards 1.1, 1.2, 1.5, 1.6, 3.3, 3.7, 4.1, 4.3, 4.4, 7.1, 7.2, 7.3, 7.4
PROF: ARTEFACT B: Alternative Task in French for Student with ASD and ADHD This piece of evidence is an alternative task I created in 2023 for a Year 10 student who is not capable of reading a task sheet closely and following instructions. On the other hand, the student showed great interest in memorising and writing poetry in French. Instead of creating a dialogue with a set of criteria, paying attention to idiomatic language, grammar and spelling, the student memorised a 4-verse poem in French and recited it to the class with only one error. No other student managed to achieve the same level of memorisation in as little time. Inspired by his success of learning the poem, he also elected to write his own poem and recite it to the class. While this was less successful as a learning task, it was important to acknowledge his initiative and creativity. The poem "Pour toi, mon amour" is by Jacques Prévert (Gallimard, 1949), and is an excellent vehicle for teaching the passé composé tense with both avoir and être as the auxiliary. REFERENCES Prévert, J. (1949). Pour toi, mon amour. In Prévert, Paroles, Editions Gallimard (Folio). This task also satisfies APST standards 1.5,
