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Professional Teaching Portfolio

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Belinda Puntoriero

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Transcript of Professional Teaching Portfolio

Professional Teaching Portfolio
Introductory page-Personal Information
Belinda Rosanna Puntoriero
Contact Details
Address: 709 Wood Street, Albury, NSW 2640
Email: belindarosana@hotmail.com
Phone: 0423 788 050
DOB: 23.07.1991

Teaching philosophy
My Philosophical Belief
As an educator I believe every student has the ability to learn. It is my passion to 'engage' (Brady & Scully, 2005, p.69), challenge, support and encourage growth amongst these diverse individuals.
I believe in establishing positive relationships and catering for all students needs and learning styles regardless of age, gender, culture and disability. It is significant that all students are equal and have the same chance at reaching their goals in my classroom. I am determined to do this through fostering positive relationships and creating a harmonious and cooperative environment that will be extremely interactive and constructive.

Context of Professional Experience
•St Michael's Primary Tallangatta-14th/10/2013-1st/11/2013

•Catholic College Wodonga- 26th/ 08/2013-09th/09/2013

•Benalla East Primary- 12th/11/2012 – 31st/11/2012

•All Saints' College Bathurst -25th/10/2012 – 09th/11/2012

•Albury High School- 21st/05/2012 – 29th/06/12

•Wodonga Primary School -2011

Observation- Xavier High School- 2010
Team Teaching- St Patrick's Parish School Albury - 2010

1.Teaching philosophy:
Classroom Orchestration
Teaching Values
The Constructivist Philosophical basis
Features of my teaching practice
2. Context of teaching to date:
3. National Professional Standards for Teachers:

My constructivist classroom will integrate digital and conventional resources; it will be highly interactive and foster collaborative group work. My aim is to promote student autonomy, learners are given the opportunities to ‘construct their own knowledge’ ( Brady & Skully, 2005, p.69) through engaging in first hand learning experiences. The orientation of my classroom will be reflective of the students. It will incorporate work samples, student designs and lots of colour! The seating arrangements will vary from horseshoe whole class discussions to small group work tables.


Classroom Orchestration
Teaching Values
As an educator I believe every student has the ability to learn. It is my passion to engage, challenge, support and encourage growth amongst these diverse individuals. I value my communication skills and my ability to establish positive relationships within the classroom. I also value my passion for creating a socially just and equal classroom atmosphere. I believe the overall well-being of the individual, is integral to his or her learning experiences. I value the teaching and learning process as a lifelong journey.

The philosophical basis which underpins my work as an educator is the 'constructivist approach' to teaching. This approach enables me to provide students with engaging and appropriate learning experiences. It involves a huge amount of student inquiry, group collaboration and teacher facilitation, to 'empower 21st century learners' (Churchill et al, 2013,p.115). The constructivist approach in practice looks like an engaging and inclusive classroom which fosters the use of technology and group work. It enables individuals to participate in activities, building onto contextual experiences, and take charge of their learning by becoming active participants.
The Constructivist Philosophical basis
One of the main features of my teaching is making the student voice an imperative. My ability to manage the learning environment effectively is through showing the students that I care about their lifelong learning process; acknowledging both the students success and failures. My classroom behavioural management strategies are embedded with my constructivist pedagogy; in extreme situations I often resort to restorative behavioural management strategies. This involves parent/caretaker, student, teacher and school psychologist conversational based goals and consequences for the student. My teaching practice encourages interaction and collaboration amongst students; this is made possible through whole group discussions, collaborative work and individual student inquiry.

Features of my teaching practice
St Michael's Primary Tallangatta
Catholic College Wodonga
Benalla East Primary
All Saints' College Bathurst
Albury High School
Observation- Xavier High School- 2010
Foundations for Professional Development- Observation/Team Teaching
On this placement I observed that the teacher sets the foundations of skills and educates through innovative activities. This is done through motivating students to participate and collaborate, heightening the intellectual abilities of each student. Significant to the school beliefs is that each disciplinary is teaching the catholic ethos’s alongside the curriculum. The educator united his pedagogical approaches with the NSW Syllabus Amis and Objectives creating his lesson plans, whilst reflecting on his teaching styles in relation to the students learning and topic covered in the curriculum.
The enormity of ways educator’s integrated learning into the classroom challenged my perceptions about teaching being systematically structured. Each classroom was different and catered for not only diverse individuals and learners but different disciplinary areas. Each teacher had the room set up accordingly to their beliefs and knowledge of ‘how their students learnt best’. Different selected disciplinary subjects (like design and technology) showed improved levels of good behaviour. These Creative arts subjects allowed for student movement and freedom of expression through the visual and emotive light. The classroom had desks but not in traditional structure, the students were engaged in tactile activities, students were less disruptive in interactive and practical experience subjects, than what they were in subjects that didn’t offer that constructive experience.
Gardener’s emphasis on multiple intelligences was represented through the array of talents in different disciplinary areas, from the spatial intelligence of design and technology to existentialist intelligence presented within the science laboratory. I was exposed to talented individuals from all fields of knowledge, this showed that some students might struggle in specific disciplines but excel in others.
St Michaels Primary School is located in Tallangatta in Victoria, it is a small school comprised of twenty one students. The school is split into three composite classes, these are; grade prep one; grade two and three and grade five and six.
My classroom is composed of a small group of nine grade five and six students; the classroom atmosphere is very open and interactive. The school focus is to meet the needs of the students at this point in time. The grade five/six classroom is opened up with the grade three/four’s.
The teaching and learning key understandings are appropriated to meet the current needs of the individual students. More than half of the students are working at a level five and six while others are working at level three and four. Some of the students have gaps in their mathematical conceptual knowledge and are unable to understand decimals or fractions as they do not completely understand number and place value. Alternative smaller group mathematics is incorporated to close the gap and consolidate students learning. This smaller group is targeted at meeting the needs of the individual students and assisting them by providing the appropriate learning experiences for them.
Upon observation, formative assessment and student teacher conversations, I was aware that two of the level five students had serious misconceptions about number and place value. I asked the child what number is this: 305. The student responded ‘thirty five’. I gave her more time to think and look at the number again; her second response was ‘fifty three’. This individual student was having difficulty understanding because her prior learning experiences led her to believe that zero means it’s not worth anything. The fact that the zero was placed in the tens column led to her confusion. Following this I drew up a place value chart onto a paper and we worked together; I used tactile tools a dice, a number expander and place-value blocks and questioned the student ‘What is the five worth’ the response I was looking for was five ones. The student responded with five. So an intervention process I created a place value chart on the floor and we used place-value blocks for her to use to visually understand that it was five ones, zero tens and five hundreds. After a number of repetitive hands on mathematical learning experiences the student was able to recognise numbers in the hundreds and understood that a zero in the tens column was not worthless.
My planning is based on the Victorian curriculum and assessment authority, (AusVels) after close observation, careful assessment and planning I was able to meet the needs of this student. Working with the ‘number’ content strand which enabled students to recognise, represent and order numbers to at least tens of thousands’ (AusVels, 2013) bridged the gap in the students learning experiences. This adaption of schemas within the students understanding of number will now mean we can practice more place value and number activities alongside moving forward to more complex mathematics with the number content strand namely decimals, multiplication and fractions.
Wodonga Catholic College is a co-educational based school that practises the catholic ethos on a daily bases. Catholic college is a vibrant learning community that encourages its students to live the Christian faith and learn in a supportive and caring environment. The students are independent and innovative individuals who are happy to voice their strengths and weaknesses. The students and staff are a close family community; wellbeing is as much an imperative as education. The students have access to learning mentors and support, the school has a learning communities program which fosters mixed group meetings once a week for spiritual and educational guidance. Most of my time was spent planning, assessing, implementing and reflecting on my teaching and recognising what the student’s current needs were. The Learning community leader (LCL) environment was where I spent some time planning alongside my associate teachers. Most of the classes I took to further develop my professional experience were Luke Miller’s year ten History and Lisa Mason’s year nine ‘Reading the World’ classes. I found I was using more constructivist methods with the history class; I was able to use engaging technology and interactive sources as whole group, small group and paired activities. Lukes year ten history class was composed of high achieving individuals. The students enjoyed collaborating and communicating and I found the students to be independent knowledgeable students. They were actively producing artefacts that represented their current understandings of twentieth century history and I found planning for the whole group was meeting the needs of the whole group. Contrastingly Lisa’s class incorporated an integration of English and humanities; the students encompassed a range of learning needs all at different levels. I often had to adapt the curriculum to meet the needs of certain students and to keep the whole class on task. I found that this increased positive behaviour and relationships within the classroom. The topics covered whilst on this practicum include; persuasive techniques/language, composing persuasive editorials and in class essays on J.C Burkes novel ‘The story of Tom Brennan’. Allot of differentiating was necessary to meet the needs of the individuals.
Albury High School is a traditional school that fosters student innovation and excellence. The school itself is a governed school with an enrollment of 1080 students. Albury High School has some of the highest qualified educators who are fantastic at providing every student with the opportunity to achieve their potential, in a range of key learning areas. My experiences at Albury High School were full of rigorous learning tactics, including teaching three units of work. These included; ‘year seven poetry’, year ten a comparative study of text ‘Saving Francesca’ and year nine ‘biographies and autobiographies’. I gained so much professional development at Albury High School and thoroughly enjoyed my practicum. The local Albury community are a significant part of the school community. The school has a vibrant and strong connection with parents and the TAFE. The community is involved through numerous disciplines including the fact that the Albury Wiradjuri community came together with the staff to discuss indigenous student learning. Albury High school fosters a concise and clear learning program for students that meet the needs and requirements of the NSW Australian Curriculum. They use a ‘restorative conservation’ behavioural management plan that is implemented school wide to prevent continual disruption.
Team Teaching- St Patrick's Parish School Albury
I was actively working individually with students and team teaching, shadowing the associate teacher. The kindergarten class was of mixed abilities and the literacy seasons were mapped out to meed the needs of the individuals. Students phonemic awareness was still in progress and sounds in words were isolated for students to understand. I was able to conduct a range of reading records, spelling tests and model reading to the class. I found that the students reading levels were significantly different. From the information gathered from the diagnistic tests I was able to plan alongside the teacher, share resource and build on my professional development.
Shared Modeled Reading
Wodonga Primary School
This placement was very challenging; I had not been exposed to a classroom where the majority of the students had learning difficulties and behavioral problems. I found the key to creating some appropriate learning experiences was through engagement and adaption of outcomes. Three students had attention deficit disorder and two students had autism. I found the balance within the classroom uneven and I needed to come up with a plan of action that would enable me to facilitate student learning. I worked with the school behavioral policy and my own constructivist methodologies to find engaging ways to capture the students attention and enable them to inquire about the topics being taught. These topics included; chemical change within science, geometry within mathematics and different text types for English. Before I was able to start teaching I looked up information about students with autism and attention deficit disorder and adapted the learning experiences to meet the needs of these specific students. it meant that i was telling the students with autism want we are going ti do next and making the information as straightforward as possible, I used an interactive maths computer lesson which they seems to enjoy and were competent at using technology. By providing students with authentic real life experiences their learning.was both enjoyed and consolidated.
References
AITSL .(2011). National Professional Standards for Teachers.Retrieved from http://www.aitsl.edu.au/verve/_resources/AITSL_National_Professional_Standards_for_Teachers.pdf

Board of Studies. (2013). English K-10. In NSW Syllabus for the Australian Curriculum. Retrieved from http://syllabus.bos.nsw.edu.au/

Brady, L & Scully, A. (2005). Engagement :Inclusive classroom management. Australia :Pearson Education Pty Ltd.

Churchill, R., Ferguson, P., Godinho, S., Johnson, F. N., Keddie, A., & Letts, W. (2013). Teaching: Making a difference (2nd e.d.). Milton: John Wiley & Sons Australia, Ltd.

Foreman, P. (E.d.). (2011). Inclusion in Action. (3rd e.d.). Australia: Cengage Learning.

Harrison, N. (2008). Teaching and Learning in: Indigenous Education. Sydney: Oxford University Press.

Santrock, W. S. (2010) . Adolescence (3rd.e.d.) . America: McGraw Hill inc.

Skamp, K. (2008). Teaching Primary Science Constructively (3 ed.). Harcourt Australia: Cengage Learning Australia Pty Limited.



Bilingual literacy student samples
Students’ safety and wellbeing is paramount to the schools values and vision. Benalla East equips individuals with the skills, knowledge and motivation to embrace the future challenges of the global community. The school has provided the students with the knowledge of ethical behaviour and supportive and safe learning environments. The school reinforce these values as; Respect, Responsibility and Resilience, to create and maintain an overall safe environment. Policies are implemented for both students and teachers to follow for the overall physical, emotional and academic success of students. Benalla East Primary School promotes a community of enthusiastic learners striving for excellence. They reinforce that the school should be a happy place where children feel safe and secure, and can learn in a comfortable, positive environment. The students and teachers receive a booklet that sets out the standard of behaviour expected from the community at Benalla East Primary School, in order that everyone’s rights and responsibilities are respected. The booklet is divided into four sections- Safety, Respect, Responsibility and Resilience. It is the teachers aim to ensure that every pupil’s time at Benalla East is happy and educationally stimulating. The classroom management strategies are founded upon mutual respect; theoretical models of classroom management are founded in democratic models of classroom management. Teachers engage students in classroom activities and foster innovative ways of teaching so that students do not resort to classroom disruption. My experiences ranged from forming bilingual lesson plans for English/Indonesian literacy session to creating meaningful experiences from integrating key learning areas. My prep students were allocated an authentic learning experience as they were required to bring their prior knowledge to the classroom. Shapes are everywhere in the natural and built environment, and my goal was for the students to feel more comfortable naming shapes and recognising them in their environment. Through integrating a range of learning experiences into the geometry strand, from understanding 2D shapes and where they can be seen in the environment to students taking charge and composing shape stories. I was able to effectively integrate mathematic and English leaning strands into one rich task.
Education
St Josephs Parish Primary Leeton 1996-2002

St Francis de Sales Regional College Leeton year 12 2009- School certificate (2007) and Higher School certificate (2009)

Charles Sturt University: Completing 4th year studying B Education- Middle Schooling k-12 2013 (5 year degree in education) English major and History minor

Certificates
Certificate of ASCIA Anaphylaxis e-training -08/09/2013
NSW Working With Children Check Clearance- 11/07/2013-11/07/2018
Children and Greif Workshop- 29th/03/ 2011
National Training Course for pharmacy Assistants- 30/6/2008
Responsible service of Alcohol- 12/4/2010
Responsible Conduct of Gambling -22/3/2010
Good communication skills
Good social skills
Team player
Able to operate machinery and till
Good technological skills
Excellent Telephone skills
Good pastoral care advisor
Excellent at multitasking
Great Organisation skills
Good initiative
Adaptable and flexible

Work Skills
All Saints’ College Bathurst is a co-educational Christian college. This school fosters Anglican beliefs and this year’s enrollment consists of 550 students. The staff members were all very supportive. The school atmosphere and students were pleasant to work with and teachers and parents communicated regularly. I was able to focus on content delivery and assessment. There were no behavioural problems during the three weeks of my teaching. I had the privilege of attending an ‘Individual Education Plan’ program for students with special needs. This experience was extremely relevant, it provided more insight into how to appropriately plan for a student with special needs. I constructed a unit of poetry for the year seven students; this was carried out alongside a range of assessment strategies. Students looked at poets, the structure of a range of poetic forms and the language features and structures within these texts. The year nine English students were of mixed abilities and need both individual and group learning experiences, the focus was on indigenous perspectives throughout text, after a historical consolidation a close study of text was carried out, the student’s analysed the film rabbit proof fence to decode the implicit and explicit meaning exposed by the director. A close study of text was relevant because the students had previously read the text. Students needed a good knowledge of film techniques and language techniques which was observable through the student’s responses to open questions. There was a need to look closely at film and language techniques before commencing the close study of texts. Students need to understand for example; how a director uses a close up, a montage or a long shot to establish a point of view. This needed to be modelled to students before the commencement of the close study of text. Finally the year ten students were looking at short stories, I planned lessons that looked at Short Australian stories that enabled the students to deconstruct the texts and look closely at the orientation, complication and resolution. Comprehension questions were used to summatively assess students’ current knowledge. By the end of the unit students were able to compose their own short stories.
7. Engage professionally with colleagues, parents/carers and the community
2. Know the content and how to teach it
1. Know students and how they learn

I value every student and believe that I have a responsibility to provide every student with high quality education. I believe that I will continuously be researching, analysing, constructing, assessing, reflecting and adapting to meet the needs of the individual students within my classroom and community. At the core of this will be a classroom respect and mutual respect where the students feel safe and comfortable. I believe school and community collaboration is significant for student achievement and wellbeing. Parents need to feel comfortable approaching teachers and school, records have shown that especially for Australian aboriginal parents school is representative of suppression and therefore they do not feel comfortable attending shared lunch or special occasions. Past experiences are relevant to consider; knowing and remembering that the stolen generation had detrimental physical, mental and social affects for these individuals. I know I try to collaborate with parents and students regularly and intend to make it a regular practice when I have my own classroom. Working closely with parents is a collaborative and ongoing process that should be concurrent and parents and teachers should have a common goal for the student to succeed. Honesty and empathy is significant to understanding the holistic approaches of learning and teaching. On one of my primary placements I took initiative and worked closely alongside the teacher’s aid and colleagues to assist a young boy with autism. He had difficulty collaborating in group activities and was high functioning and unable to learn in this environment. I inquired into the situation and the student was unable to receive funding, he was assessed and not classified high enough on the autistic spectrum to receive funding. I spent some time looking into some small adaption’s that could be made in the classroom; this was conducted with full support of my associate teacher and colleges. I created a space with tactile objects, a bean bag books and a squishy ball. If the child felt unable to cope in the classroom he could go to this space, it is a calming space for students with sensitive sensory children. I found the child used this space regularly, especially during literacy sessions. I worked closely with the student documenting my observations in a dairy for future reflections. In my pastoral care role as boarding house supervisor, I have been working closely with parents and I understand the responsibilities involved when working with children. From my experience, many issues sounding adolescents and children can be sensitive and it is paramount that every issue is handled with respect and care. The parents voices must be listened to and it is nice to be on the same page with parents and colleges. I realise that that is not always the case and when conflict arises I remain calm, professional and empathetic and understanding, I believe it is important for the student that a resolution or collaborative plan of action is significant for the welfare of the parents and their child.

3. Plan for and implement effective teaching and learning
Incorporating indigenous education throughout the 7-12 English discipline
I believe that as an educator you cannot simply apply one teaching strategy because every context and learning environment is unique. I believe I am adaptable and open to relevant and current theories about learning and teaching practices. I place learning before teaching so that the focus in on the student and not the teacher. I am an educator who believes student centered learning is the key to student success. I promote unique learning experiences that interest, en gage and meet the needs of the students and assist them by facilitating appropriate resources and learning experiences that cater for a multiplicity of learners and their diverse needs. Some of the teaching strategies I competently incorporate into my lessons are collaborative group work, implementation of artefacts, sources and new technologies, student projects and research tasks or authentic reflective experiences. To construct quality learning and teaching environment is to create safe and comfortable relationships with the students in the classroom; know the students and how they best learn, be competent with current pedagogical content and knowledge and ensure there is a mutual respect amongst the peers and educators. Students need visual, verbal and written cues to promote a mutual classroom respect, I believe this should be initiated by the students and the teacher at the beginning of each term, students should reflect on their feelings, behaviours and attitudes towards each other and come up with strategies to improve the classroom atmosphere and relationships. Fostering positive relationships and a safe learning environment are paramount for student success. My classroom will incorporate samples of student work, a smart board that is used as a whole group for interactive engagement desks set up in groups according to the needs of the students and allot of modelled and group ideas. Parents a significant to student success and learning, as an educator i will promote opportunities for parents to become actively involved in their Childs learning and academic journey. I will promote parent assistance within integrated authentic experiences including outdoors sustainability and scientific learning experiences and musical and drama performances. I will encourage out of classroom lunch whole class meeting where activities for students will be set up, this also gives the parents time to address issues or build a friendly relationship. Parental involvement both within the classroom and in local community will be an inevitable and positive aspect of my teaching approach. Written or digital portfolios for each student will be analysed by the parent and teacher to discuss what the student is competently achieving and where we want the student to go. The students needs will be discussed with the parents and colleagues to ensure the utmost support for the student.
4. Create and maintain supportive and safe learning environments
Working together alongside colleagues, parents and students to ensure that the individual is receiving quality education should be an ongoing school approach. I believe every student should receive support so that they can achieve to the best of their abilities. Students need to be in engaging friendly and positive environments that promote student success. From my experience a school that fosters well being and academic success encourages students to positively interact and engage in higher order thinking and learning processes. A student who is comfortable and has support from the school and the home is able to become independent, self motivated and dedicated to achieving ongoing reachable goals. I am eager to foster positive relationships within my classroom amongst the students and parents enabling the learning process to become fluid and mutual. Through a shared approach values will be established and initiated by the students and the teacher. The classroom must accommodate for the needs of the students physically, socially, mentally and academically. To establish this initially will be impossible without knowing the students, the students must get to know and respect themselves and each other. The educator must work alongside school policy and incorporate management strategies that minimise negative behaviour within the classroom. I believe the key to this os through collaborative processes, engaging lessons, passionate learners and teachers and interactive parental and community support.
5. Assess, provide feedback and report on student learning
Lots of my classroom planning incorporated the adaption of curriculum outcomes to meet the needs of students with learning difficulties; this included observations and reflections on student work samples; formative assessment on student inquiry and looking closely and reflecting on what works and what needs to change for the student to take their learning to the net level. I was fortunate enough to plan an Individual Education Program for a student with autism. I conducted running records and other diagnostic assessment to see where the student’s needs are at this point in time. I believe assessment is vital to see where the student is at and relevant to know what the student can do and still needs to know. I observed some comprehension and literacy tests previously conducted by the whole class; as observed by both the associate teacher and I the students were having difficulty answering questions which were not directly stated within the text. These questions required the students to predict and infer about the authors implied meaning, the data showed that the students’ either left the questions unanswered or answered them poorly. These tests substantiated students need modelled reading with predicting inferring and understanding of the implicit meaning. They also needed to understand the author’s intent when writing to audiences. Students while independently reading are required to infer about the different language techniques, structural features and symbolic meaning embedded within their text. Open questions like “How do you know it’s funny? This enabled the reader to have a greater understanding of text as they pointed to illustrations, language techniques and characters that demonstrated the author’s intent. Students learn things in different ways, for some this theory had to be modelled, for others they needed to talk about it with others in groups or have it visually represented whilst others were still having difficulty understanding this concept. I was determined for the entire class to learn how meaning is inferred from texts. I thought about different ways to facilitate student leaning, using technology, and diagrams and even through making and performing.


6. Engage in professional learning
The National Professional Standards for Teachers are significant in establishing a guide for teachers to reflect on and ensure their practice within the classroom is certified and professional. It is a guide for my own professional development and will enable me to incorporate my reflections on classroom practice, assessment and overall pedagogy. Addressing these standards within my own classroom is a reflection of my own professional practice. I believe reflection is significant for learning and teaching; it improves the educator’s pedagogical content delivery and enables the educator to clarify their own needs. Collaborating alongside colleges and mentors to provide quality education will be my primary objective, showing my unit overviews and recording lessons for more experienced professional to analyse will enable me to have feedback. From this I will be able to adapt my practice for the enhancement of my teaching development.

Teaching is an ongoing learning environment that requires teaches to keep informed with new policies, curriculums, and research into students and how they learn. Identifying my own professional learning needs will enable me to change and adapt fostering a growth of subject delivery and enhance student performance.

I understand that learning is a permanent process, and that student’s prior knowledge, context and culture influence the different way students perceive new information and learn. I had the opportunity to pay attention to the different types of learners both through observation of behaviours and academic verbal conversations and work samples. Multiple intelligences are evident within the school landscape and students learn a range of theoretical concepts in different ways. Some of the ways students learn are through reading, writing, drawing, composing, performing, analysing, researching and constructing. My challenge as a pre-service educator is to promote ‘positive youth development’ (Santrock 2010, p.10) alongside catering for all the students needs and using inclusive classroom practices. Learning and teaching is a challenging occupation because you have a responsibility to know what the student’s strengths are and know how to assess for and facilitate for their current needs. One experience I had was on my high school placement, I was teaching a year 10 history class who were passionate about history and wanted to know about the past because it informs the future, others were interested because they wanted to know more about twentieth century warfare. The topic was the close of world war two into the cold war. Students were not familiar with the cold war so I was able to construct the unit from scratch, after conducting a summative assessment it was evident the students knew about the holocaust and the events surrounding the second world war but were unable to retell or describe the ideological conflict between the USA and USSR. Students were competent researchers and were able to learn through collaborative research tasks that I thought would be authentic experiences. Students presented their information through a range of technological mediums such as I-movie, PowerPoint, Prezi and other online presentation sites. I was very impressed with the content and range of technological sources students used to present their information. I thought this task was effective because the students were in charge of their own learning and positioned to think critically. I have included some of the students work samples (as artefacts) from my year nine English class,;the classroom was integrated and the students worked independently on research for editorials, they were required to use persuasive language and factual information within their own composition. I used these samples because I believe students learn through interactive and collaborative tasks like the one implemented into the Hiistory classroom and also independently that require student initiative and teacher facilitation.
The atmosphere of classrooms are diverse through a range of students learning needs academically; socio culturally and socioeconomically. Placements have been a challenge; to not only implement lessons which will build on student prior knowledge, but cater for the unique ways students’ best learn and consider external factors which impact on students learning abilities. The characteristics of the students in my year seven classroom (for example) were the most challenging,; the prior knowledge and experiences students bring into the classroom affect the students ways of learning and it is my position to incorporate strategies which best suit the whole class and individual students needs. Throughout the duration of my practicum at Albury High School, I incorporated different approaches to best facilitate for the diverse classroom, and individual student needs. One of the main strategies included:
1. Blooms Taxonomy of cognitive domain.
2. Affective domain.
I worked closely with the “taxonomy” theory whilst planning my unit of poetry for the year seven students. The classroom incorporated thirty one year seven students, all with a range of learning needs. Each student encompassed unique prior knowledge about poetry. Some were familiar with different poetic forms whilst others started learning with no prior knowledge of the main forms. Blooms cognitive domain (Bloom, 1956) emphasises the development of intellectual skills; this includes the recognition off actual information, procedures, and concepts that serve in the development of intellectual skills. “The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.” (“Blooms taxonomy of learning,” 2010., para 1).
These have been largely considered in terms of the individual learners, how they retain information most effectively and what external factors effect cognitive functioning in the classroom.
Some of the strategies I implemented into the classroom learning experiences and lesson plans include: Collaborative group work and independent work, active authentic experiences, researching, shared presentations, composing and discussing. Gardner (1991) identifies seven distinctive intelligences, this determines that it is okay for students to understand concepts in different ways and it is the educator’s role to be capable of presenting a range of information to students in multiple ways. According to Gardner (1991) "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

Australian Drug League - Student Work Sample

Australia is renowned for its sporting culture, and a popular sport in Australia is the AFL, but are illicit drugs destroying our sports?! Recently there have been more and more cases of drugs being found in sports. Should it be legal to use performance enhancing drugs in sports or should any performance enhancing drugs or injections be banned completely from sport.

In 2012 there have been 26 players caught by the AFL using performance enhancing drugs and another 20 who self confessed (That means they are not given a strike against their name. If a player has 3 strikes they are banned from AFL). It is not just Essendon who were caught taking drugs but a wide range of players over different teams. With these 46 players taking illicit drugs it is causing an unfair playing field. The means 5.8% of players are using drugs and an average of 2.5 players per club are improving themselves in a unsportsmanship like manner. The players are cheating themselves but also there club and the AFL. They are losing respect for the AFL and are giving AFL a bad look. The 46 players are not only using performance enhancing drugs but party drugs as well.

Any player who takes drugs should have two strikes. Even if they self confess or not they should still receive a strike. Once they have two strikes they should be kicked out of the AFL.The players taking drugs are setting unrealistic standards for other players, and junior players looking up to them. The kids looking up to their idols then think taking drugs or cheating to improve themselves is okay, but it isn’t. These young kids may be miss lead and later on in life they turn to drugs to make them feel happy or to improve themselves. The players who are playing fairly without drugs aren’t able to compete with the drug cheats. What about the award, ‘best and fairest’, taking drugs isn’t fair at all, it defeats the purpose of having the award. Taking drugs also means you will improve without having to work hard for it, no player will have to train.


Drugs do not only improve a player’s performance or attitude but they also have side affects which cause health problems after the drug is taken. The performance enhancing drugs should not just be stomped out because they are unfair but because they also are health problems and can cause additions and depression.

AFL should ban drugs of any type because they are causing problems on and off the football field. These drugs are giving the AFL a bad look and the players. It is a professional environment and these AFL players who are idols are letting down the AFL by taking dugs. It is unfair on the footy field and they should be banned.
By Trent

Artifacts report and student work
I have effectively composed units of work based around my major, English; that were taught and evaluated in the classroom. This unit of work is sequenced around the NSW Australian curriculum, the uni incorporates the appropriate stage, outcomes, modes and skills and content. Every teaching discipline had a purpose and focus and that is to cater for the needs of the students, adapted curriculum outcomes’ are incorporated for students who need further support. These students are grouped and I ensure that I have the opportunity to assist these students while the majority of the class are on task. I have constructed many different units of working and unit outlines, these included; integrated units of work that engage students in authentic learning experiences focusing on outcomes from all key learning areas. Other units of work are disciple specific and reflect a range of learning experiences. The units of work are too large to incorporate so I have used snippets as samples as proof. The learning sequences within these units of work are outlined by the learning and teaching goals and outcomes aligned with my constructivist philosophy and student outcomes that need to be met. Students’ summative assessments are reflected upon before the structure if these units of work, the need to be created with purpose for students to engage, inquire research, compose and discuss. The content knowledge must be understood by the students and therefore meaningful and relevant to student’s lives. The units are constructed to cover the prescribed curriculum outcomes and foremost meet the needs of the students.


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Table of contents
Running records
Diagnostic Assessment
Formative Assessment
Summative Assessment
Reporting
Fair
Accuracy
Appropriate
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