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Barra O' Doibhlain

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Barry Devlin

on 15 November 2012

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Transcript of Barra O' Doibhlain

3907249 Barry Devlin's Professional Portfolio Education Philosophy Case & Commentary Professional Knowledge Literacy Professional Practice Literacy Professional Knowledge Numeracy Professional Practice Active, engaging &
supportive environment Assessment ICT Group Work engaging curriculum Multiple Intelligences Goals Short - Term Long - Term Build and implement an effective classroom management strategy based on an engaging curriculum, valued relationships and negotiated classroom rules
Foster positive relationships with the school community - colleagues, students & parents
Reflection - constantly reflect on my teaching and lessons to ensure my personal teaching approach is always evolving & improving to best cater for my students
Attend as many Professional Development opportunities as I can
ICT - integrated the use of ICT into my classroom as I believe it is a vital skill for students to develop Become part of the leadership team within the school
Become a principal of a school within 10 years
Curriculum -Develop a programs & activities that reward creativity in the classroom
Recognition - Be highly recognised by the school & community Woodville Primary 'The learning environment is supportive & productive' (PoLT, 2007) Woodville Primary School is a school of approxiamtely 360 students located in Hoppers Crossing, Melbourne, Victoria. The school's Core Values of Courtesy, Respect, Cooperation & Responsibility underpin the school's approach to student welfare The School offers a diverse range of learning opportunities & experiences within a framework of developing exemplary numeracy & literacy skills The school places a strong emphasis on the use of ICT to engage their students & this is supported by programs like the 1:1 individual student laptops Woodville Primary also offers students the opportunity to participate in many leadership programs such as School Captains, Peer Mediators, Student Representative Councils & various Buddy Programs
During my placement at Woodville Primary I was given the responsibility of teaching both a Grade 1-2 class & a Grade 5-6 class "Teachers create & maintain safe challenging learning environments"
VIT Standard 5 'The learning environment is supportive & productive.' (PoLT 2007) '..An environment is created where students where students feel comfortable to pursue inquiries and express themselves..' (PolT 2006) Classroom Management Classroom Layout: effects the learning environment because it can provide a space were learning is safe & enjoyable or one that is cluttered & stressful Inclusive Classroom Including All children in the classroom regardless of gender, language, race or socio-economic status or abilitiy Clear rules & expectations within the school & class environment ICT 'Teachers use a range of teaching practices & resources to engage students in effective learning'. VIT Standard 6 Behaviour Management Ways to integrate ICT into the classroom:
Interactive Whiteboard
Voicethread
Classroom Blog
Prezi
Powerpoint, Publisher & Word
Mathletics
Edmodo
Spiderscribe
Digital storyboard
iMovie
Puppet Pals
Book Creator
Stop Motion Studio "Integrating ICT can help teachers and leaders expand learning possibilities to create effective contemporary learning environment where students and teachers use technology purposefully and flexibly to improve student learning outcomes." (VELS, 2007) Behaviour Management Chart Positive Reinforcement using Green Cards System Encourage students to find their "Just right" Books. This is a book that isn't too easy but one that challenges them while still being able to read most of the words. This method promotes confidence among students when reading "Just Right" Books Five Finger Test Is this book to hard for me?
Open the book at any page and start reading
Start with a clenched fist & each time you come to a word that you don't know, put up a finger
If you reach five fingers, the book is too difficult so save it for next year. Posters - informative & student work Principles of Learning & Teaching P-12
1. The learning environment is supportive and productive
2. The learning environment promotes independence, interdependence and self-motivation
3. Student's needs, backgrounds, perspectives and interests are reflected in the learning program
4. Students are challenged and supported to develop deep levels of thinking and application
5. Assessment practices are an integral part of teaching and learning
6. Learning connects strongly with communities and practice beyond the classroom Structure of my literacy lessons:
Whole group reading and focused explicit teaching
Group/Independent work depending on year level
Whole group - discussion, evaluate, summarise "Teachers know how the students learn and how to teach them effectively". I have applied the Principles of Learning and Teaching which is a framework that supports individual and teams in understanding and focusing on the students and the ways to engage them in their learning "Teachers know the content they teach". "Teachers know their students." I strongly believe, with accordance to Vygotsky's theories, that small group teaching at the point of need is the most effective way for learning to be scaffolded. Spelling Linking ICT with literacy is an excellent way to build students knowledge in both areas and engage them in their learning. Games are an excellent tool to engage students in literacy The CHIMP strategy is a multi-sensory approach to assist children with storing spelling words into their long-term memory. During my practicum, I had the opportunity to be engaged in guided reading, independent and whole class reading on set tasks. Small group focus on reading includes:
Reading to students
Language-experience
Shared Reading
Guided Reading
Guided Reading - easy familiar and unfamiliar texts
Reciprocal Reading - DEECS Assessment practices included running records, reading conferences and spelling contracts PoLT 5.2 - The teacher ensures that students receive frequent constructive feedback that supports further learning.
PoLT 5.3 - The teacher makes assessment criteria explicit.
PoLT 5.5 - The teacher uses evidence from assessment to inform planning and teaching During my practicum, I was given the opportunity to plan a series of lessons on Newspaper Report Writing. All of my lessons catered for a range of different learning styles and ability and were based on the e5 instructional model. In groups, students examined newspaper articles and brainstormed its features. Students interviewed each other about their school holidays & wrote up articles on their netbooks. Some students struggled with the concept, so we revisited it and used their Visual Inspirations section in their Writer's Notebook to stimulate some ideas and help them with catchy headlines. By the end of the three weeks, students had published their own class newspaper on 2012, that was to be given out at their Graduation. During my literacy lesson, i regularly change my teaching style to ensure that i am meeting the needs of all students. I often incorporate ICT into my literacy lessons, as i believe by using ICT it is possible to present students with work in an unconventional way, capturing their interest and imagination. Behind the News Classroom Blog I also try and integrate Literacy with other areas of the curriculum "What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone" - L.S. Vygotsky, Mind in Society "I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content etc -". Howard Gardner Literacy Professional Engagement "Teachers reflect on, evaluate and improve their professional knowledge and practice". As a teacher, i worked collaboratively with other members of staff and engaged in meetings that were planned during my practicum. As part of the literacy team, I was responsible for planning weekly literacy planning and assessment for the unit, as well as collecting and making relevant resources for three teachers and collating the materials at the end of the week for their archival. Through attending PLT meetings, i have become more knowledgeable in content and activities to use to improve my quality of teaching. It allowed me to discuss queries, concerns, ideas and feedback. Regular dialogue invites discussions on strategies of teaching, what’s effective, reflection, feedback and support for each other. I find that collegiately builds positive dynamics in the work place. "Teachers are active members of their profession". I attended the 5/6 Camp to Lady Nortcote in Bacchus Marsh. I found this to be particularly rewarding as it gave me a chance to get to know my pupils more personally and to connect to them on a relaxed and friendly level. I really enjoyed the camp experiences as I learned a lot about my students, their personalities, quirks and charms. Back in class, we produced a class newspapers about our time at Camp. "Knowledge of how students learn & how to teach effectively". It is important that as teachers we understand the many different ways that children learn, interact and process information. Knowing the diverse abilities within the classroom, teachers can modify their practices in order to best comply with students' learning styles so that all students have the equal opportunity to succeed. Gardner's Multiple Intelligences help explain the variety of individual differences according to different types of mental ability. Gardner believes that each person has a preferred style of learning and that educators must spend time not only focusing on the logical/mathematical intelligence, but equally teach using the other intelligences to cater for diversity in the classroom. De Bono's Thinking Hats are also a great method of teaching that greatly provide a means for groups to think together more effectively, and a means to plan thinking processes in a detailed, clear and cohesive way. "Teachers know the content they teach". Games like Make to 10, Addition Bingo & Subtraction Bowling are an excellent tool to engage students in Mathematics During my teaching, I was able to introduce ICT into my teaching to assist with student engagement and to support the students' learning. This is one of the math's games we played with the students. Integrating Maths with other areas of the curriculum is extremely effective. PoLT 3.4 - The teacher capitalises on students' experience in a technology rich world.
PoLT 3.2 - The teacher uses a range of strategies that support the different ways of thinking and learning. "Teachers know their students". Knowing your students means that as a teacher you can understand the diverse abilities of your students and hence cater for them by spending attention on the detail reproduced to the students. Ability group in numeracy is an excellent way to maximise your time spent with each student. It is important that these groups are flexible and open to change The 'at risk' students require hands on materials Numeracy Professional Practice I believe the scaffolding concept is critical to teaching. It is the provision of temporary support which can be withdrawn as competency becomes established and the students gain control over the new learning. One way in which I have applied this theory in my classroom is through the use of the Early Years Numeracy Interview. When introducing the Grade 1/2 students to Capacity, I utilised this tool to accurately identify children's point of need and then group them in like numeracy groups. I believe that student engagement is the most important asset in order to have full concentration from your students. In order to do this, I consistently play quick freshener games usually before the class get started on their set work in Maths. These games include Buzz, Maths Poker, Times Tables & Around the World. These games proved to get students ready for forthcoming work and ensured that their minds were thinking about the subject matter in an engaging way. Before I undertook a unit of work on Division with my Grade 5/6 Class, I administered a pre-test to ascertain students prior knowledge and pre-conceptions about the topic. I used this Maths test to place students into appropriate Maths groups. I also use assessment 'For' learning in an informal manner through the use of regular quick quizzes. During the mathematics unit I undertook with the Grade 1/2 class, students had the opportunity to understand the concept of Capacity using hands on materials. Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)•Understand that in order to compare objects, the unit of measurement must be the same size - AusVels I used the e5 model to guide my lesson on Measurement. Students measured various items in the classroom using informal units of measure. They then recorded their answers on chart and ordered items from shortest to longest. PoLT 3.2 - The teacher utilises a range of teaching strategies that support different ways of thinking and learning.
PoLT 3.3 - The teacher builds on students' prior experiences, knowledge and skills.
PoLT 4.5 - The teacher uses strategies to develop investigating and problem solving skills. Numeracy Professional Engagement As part of our Applied Curriculum Project, myself and the other pre-service teachers organised a Maths Night for the children and parents of Prep - 2 at our placement school Woodville Primary. Invitation Pre-Service teachers brainstormed fun maths activities that parents could play with their children outside of school. We put together a take home bag of 12 fun games that could be played at home. The team also worked with the Maths leader to develop additional maths tubs so all classrooms had the resources to enhance the maths experience. We brought parents to the school at the end of August to run through each activity. The night was a huge success for everyone involved with 76 families attending. Here are some pics of the event. "All members of the Victoria University team did an excellent job on this project....creating additional maths tubs for the classrooms was a huge benefit...these teachers now have the resources to make numeracy, like literacy, part of what students take home on a regular basis".
ACP Mentor Robyn Cogan The maths night was extremely well organised..It received positive comments from parents, students and teachers, and our Principal, Linda McBride...All in all I was very pleased and can honestly say the team made a positive contribution to the school as part of this project".
ACP Mentor Robyn Cogan During my placement, I was very lucky and privileged to have the PM Julia Gillard come to our school to open the new BER building. I was actively involved in planning the day and it was an honour to meet Ms.Gillard "Teachers are active members of their profession". "Teachers reflect on, evaluate and improve their professional knowledge and practice". "Students are not just using technology differently today, but are approaching their life and their daily activities differently because of technology". - Marc Prensky Assessment 'FOR' 'OF' 'AS' Assessment enables us to gauge what learning has or has not occurred. It gives us a starting point for future planning - Where to from here? Assessment provides accurate feedback to the learner, identifies strengths and weaknesses, and gives us as teachers an insight into where students have come from and where they need to go. Throughout my practicum, i have successfully implemented a wide range of assessment strategies that have led me to assist students to move toward reaching their goals and their potential. Assessment 'FOR' Learning
KWL Chart
Questioning in Class
Y-Chart
Anecdotal Notes
Share Time
Pre-Test
Mathletics
Running Records
Reading Conferences Assessment 'OF' Learning
Anecdotal Notes
Rhubrics
Maths Online Interview
Spelling Tests
Presentation Assessment 'AS' Learning
Student/Teacher Conference
Self-Assessment Checklist
Reflection in Blog
Class Discussion Assessment is not something to be done at the end of term or commencement of a unit of work. It is ongoing and should be incorporated into our daily practice. Effective assessment must not rely solely on summative or formative assessment. Running Records Reading Conferences Writer's Notebook Class Debates Presentations Spelling Test CARS & STARS Pre-Tests Feedback "Teachers plan and assess for effective learning".
VIT Standard 4 "By incorporating a rubric into a major unit, students were aware of what was expected of them and how to achieve a successful result. I have also been impressed with the way that Barry has readily adapted the timetable and lessons to incorporate a new trial of assessment in reading".
Mentor- Matthew Hill "Barry has a good knowledge of effective pedagogical approaches specific to a broad range of learning areas. He has approached literacy and numeracy catering for the ability and learning styles of all students, providing them with differentiated learning opportunities. He has designed engaging lessons and units.
Mentor- Matthew Hill "A very good understanding of all topics delivered during the teaching practice. Barry has covered a wide range of spelling, writing, reading and speaking and listening activities that have always demonstrated excellent understanding of content."
Mentor - Matthew Hill "Barry has an excellent personalty and demonstrates a very good rapport with the students. He shows genuine concern form them at a professional (learning) and personal (developmental) level. He has been accepting and inclusive of all students in the classroom allowing for many different factors that can affect the running of the class. He has assisted in grouping for student's ability levels abd tge adjustment of these groups as they progress in their learning".
Mentor - Matthew Hill "Barry has attended all staff meetings and cohort meetings and participated in these by making suggestions, assisting in small group planning and discussion. He has completed all duties, maintaing a professional attitude whilst on duty. Barry is always punctual, professional, supportive and completes all expectations placed upon him in the classroom setting".
Mentor- Matthew Hill Integrated Studies Professional Development As a teacher, and in life in general, it is imperative to never stop learning. There is the incidental learning that happens every day but also it is of great importance to me that I continue to develop my profressional knowledge and practice. The best way to do this is through Professional Development. Below is an example of some of the PDs that I have attended. An integrated curriculum caters for the diversity of young people's interests and capabilities. A high quality integrated curriculum program provides children with the opportunity to work accordingly with their preferred learning style. During my practicum, I planned a unit on leadership with the aid of a mulitple intelligence/ Bloom's Taxonomy grid. This ensured that I utilized as many areas of the curriculum as I can in an interesting and educational way. I used a Y-Chart to introduce the topic of leadership and help us come up with a class definition of leadership.
Each student then chose a leader that they were to research & create a presentation on using Prezi. Students were then required to present their project to the class. It had to be longer than 3 minutes & they were not allowed to read more than 25% of it. I used the class blog to link in with the topic. Students were asked their opinion & it was a very useful writing exercise. Students then completed an assessment rubric at the end. (Self-Assessment) A class mate also completed one for them. (Peer Assessment) I also completed the rubric & gave feedback. PoLt 4 - Students are challenged and supported to develop deep levels of thinking and application.

PoLT 6 - Learning connects strongly with communities and practice beyond the classroom. "Teachers use a range of teaching practice and resources to engage students in effective learning".
Professional Practice Professional Knowledge Professional Engagement This year has been an incredible learning journey in which I have gained, trialled and reflected on many different aspects of the teaching profession. My experiences and achievements this year have only confirmed to me how much I can't wait to be a teacher. I look forward to passing on my love of learning to students. While students learning and understanding are a priority as a teacher, I will always be reflecting on and improving my own teaching and learning. "Barry has been wonderful to have in our classroom. He has worked very well under the guidance of two teachers with a somewhat challenging class. He has made very pleasing progress and has made a very competent start to his teaching career. With his preparedness, professional attitude, personality and attitude, I can see Barry Devlin becoming a very successful teacher."
Mentor Teacher - Matthew Hill "Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then have facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own". - Nikos Kazantzakis The End
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