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Leya Mackus - teaching portfolio

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Leya Mackus

on 3 October 2012

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Transcript of Leya Mackus - teaching portfolio

of content teaching
practices Leya
Mackus teaching
portfolio LEYA MACKUS ICT visual and written work physical
workshops physical
demonstrations group work cooperative learning verbal discussions written work "Highly intellectual, insightful and generous, she brings a wonderful energy and teaching style to all her classes." - Caley O'Neill,
St Francis Xavier College, 2012 In teaching I incorporate the use of technology as a medium through which to study dance and drama, as well as analysing the use of technology in enhancing these areas of performance. The use of musical soundtracks or any other technologies as part of communication within students’ performances is an encouraged means of incorporating and demonstrating literacy into performance. (O’Mara, 2011) teaching portfolio modeling a curiosity for learning and improving foster students' development of techniques and skills demonstrating knowledge student brainstorming shared understanding collaborative discussion interdependence team skills PoLT: Team building skills are also explicitly taught so that students learn to collaborate, negotiate and contribute to joint assignments and experience the sharing of roles, responsibilities and ownership.
(DEECD 2009) Incorporating contemporary technologies into learning sequences in ways that are meaningful for students - PoLT 3.4 (DEECD 2009) oral communication visual and textual handouts and worksheets solid supply of information/ instruction
students can refer back when needed
assists in memory and retention of knowledge In a lesson working on ensembles for example...
each student is assigned a different student from each of the other ensembles to focus on when watching each others' performances. Students then offer constructive feedback to their allocated students, before regrouping with their own ensemble members to report and reflect on any general feedback. express ideas
share knowledge and experiences
clarify understandings comments from supervising teachers "With a wonderful understanding of the courses she will be teaching I would highly recommend her for any position."
- Caley O'Neill, St Francis Xavier College, 2012 creating and teaching with the use of informative resources including powerpoints and handouts to demonstrate and provide knowledge and understanding Year 11 students are introduced to the dramatic element of symbol by a
powerpoint including slides that explain the element, as well as prompt the development
of symbol recognition and understanding clear explanations provided lesson plans address learning outcomes and curriculum content generate work samples to assist students’ understandings of tasks and expectations (press space bar to operate) Plan lessons to ensure I have the required knowledge of content before I teach it Students &
their learning
environment About
Me Planning &
Assessment Professional
Engagement evaluation of student responses and work to make appropriate assessments of learning and plans for future plan sequences consistent with curriculum and assessment monitor and record learning - feedback, reporting "Lesson plans were great, ability to communicate expectations very clear, "
- Michelle Knight, St Francis Xavier College, 2012 "High level of competence in planning and evaluation of
learning outcomes."
- Sally Oliver, St Francis Xavier College, 2012 lesson plans directly addressing the relevant content, standards and assessments from VELS/VCE Each lesson is a contribution to a larger sequence establish clear, challenging and
achievable goals - as individuals and in groups class goals and expectations - addressing outcomes individual
goals group and ensemble goals each lesson, objectives are outlined for the class "All of Leya's lessons were very well constructed and implemented."
- Andrew Tomlin, Berwick Secondary College, 2011 one-on-one observations
individual feedback
identify strengths
suggest areas for improvement and future learning circulate class and monitor work through observations and discussions peer evaluation
small group and partner reflections Reflection questions at conclusion of lesson observations and feedback throughout the class as formative assessment Formative Summative Performance Assessments in-class presentations of work with ongoing feedback provided to improve and develop learning Submission/presentation of assessment tasks and outcomes to evaluate level of learning achieved lesson and unit plans integrate a range of activities and resources to support learning... watching and analysing performances workbooks and handouts posters and visual work physical workshops exploring other mediums and objects clear checklists and rubrics to work with and use in assessment

provides students with areas to work towards, indicates areas of strengths and identifies weaknesses and aspects to improve on I have a strong interest in sewing, art, and craft, and enjoy selling my products at markets when I find the time :) I have loved dance since a very young age, and still take classes personally, as well as teach, in a variety of styles. These experiences have continued to strengthen my enjoyment and desire for teaching. I enjoy music, and spending time
the sunshine As well as performing on stage myself,
I enjoy regularly attending live shows
- be it drama, dance, or otherwise. "Leya has
been confident
when approaching all challenges that teaching has offered so far and I believe will continue to do so as her career continues."
-Diana Munaweera,
Kambrya College
2012 "You're relaxed
demeanor was great,
as the kids warmed to
you right away."
- Sally Oliver,
St. Francis Xavier College, 2012 Eager to ensure consistency between the two year 9 classes, I often engage in curriculum planning and progress discussions to ensure my class is receiving the same learning opportunities as the other class, and that each class is keeping at a similar level to the other CONTINUED AND VARIED ENGAGEMENT IN THE TEACHING PROFESSION "Leya is
constantly seeking
the best options for her
students and always seeks further clarification of the colleges’ processes. "
- Diana Munaweera,
Kambrya College
2012 Recognise the value of reflection,
to become aware of strengths, identify areas for development commitment to continual PD,
in order to refine practice understand and work collaboratively within
the teaching profession "Great
You give good feedback
and have a lovely
- Caley O'Neill,
St. Francis Xavier
College 2012 I have enjoyed and developed from all my teaching experiences so far, and look forward to continuing this process into the future. I like to provide students with opportunities to provide feedback on lessons and suggestions for what else they would like to do, in order to cater for their interests alongside the curriculum requirements When teaching
through a collaborative effort, advanced
planning is used to ensure effective organisation of lessons and content covered. After each lesson, I reflect on how it went, what was/wasn't achieved, and what aspects of my teaching practice I need to continue or alter to allow for the next lesson(s) to be as effective as possible Reflection is sometimes independent, or sometimes a collective process, involving other relevant colleagues "That was the best lesson!"
- Darryl, year 10 Drama "Leya is
developing her teaching
style progressively
and participating in
professional development
to continue this."
- Diana Munaweera,
Kambrya College
2012 volunteered assistance in the production process and performance of Rock Eisteddfods Helping out
with productions Adjudicator at interschool dance competitions
- Fairhills Secondary College, 2012 Assisted marking of several performance assessments in Drama and Dance,
St. Francis Xavier College, 2012 contribute to professional learning school visits to learn of processes and practices within other schools willing to present at and contribute to extra events "Leya circulates
the classroom space
well, and shows good
vision and control of class and their spatial boundaries."
- Michelle Knight,
St. Francis Xavier
College, 2012 Know the students who they are how they learn how to teach them Safe & Challenging
Learning Environments... model appropriate behaviour clear expectations of behaviour and learning outcomes classroom
management using a variety of materials and resources, and catering to different learning needs through various teaching practices... identify prior knowledge positive rapport engaging strategies for
an inclusive environment get to know the
students as individuals
- their strengths, their weaknesses, their interests and their needs working in open and circular spaces that consciously include everyone including "Reading
as you write;
as well as assisting
weaker students, it's a
great way to keep them
with you."
- Sally Oliver, St. Francis
Xavier College,
2012 students encouraged to take creative risks and take on challenges professional relationships explore relevant issues Year 9
footage I believe all students have the right to experience Dance and Drama, benefiting not only from the array of experiences and opportunities created as an often embodied form of learning, but also to enhance their knowledge of the world and enrich their cultural understandings.
Learning should be engaging, challenging, beneficial, and offering fair opportunities for all, and I certainly intend to ensure this is the case through my role as teacher.
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