EDN 2104Professional Experience: English in Practice

Unit Information and Learning Guide

Semester 2, 2015

This information should be read in conjunction with the online learning materials which can be found on your MyUnits page.

Unit coordinator: Dr Susan LedgerSchool of EducationEDN2104 LMS Moodle site

© Published by Murdoch University, Perth, Western Australia, July, 2015

This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher.

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Contents

Part A: Unit information

Information about the unit 4Aims and outcomes 4Unit Expectations 5Contact details 6How to study this unit 7Resources for the unit 9Study schedule 11Assessment 13

Part B: Learning guide

Introduction 17

Topic 1 Where do we begin? Policy, practices and personal philosophies 18Topic 2 How do we learn to teach? Theories of Teaching/Pedagogies 19Topic 3 How do we monitor our professional growth? 20Topic 4 What skills do you bring to the profession? How resilient are you? 21

Education BreakTopic 5 How do we Teach English and Literacy? 22Topic 6 How do we assess across the phases and for different learning areas?

Monitoring; Assessment types; assessment that is fit for purpose 24Topic 7 How do you cater for difference and diversity within lesson plans?

English/HPE 25Topic 8 How do we create effective learning environments and culturally

Relevant practices? 26Topic 9 Classroom Management Strategies – language, attitude, risk

Management & effective planning strategies. 27Topic 10 School Contexts – getting prepared and profiling schools & classrooms28

Professional ExperienceTopic 11 Reflecting on your learning: identifying critical learning incidents and

strategies to enhance the Teaching &Learning of English for yourself & others 32

Assessment Documents 33

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PART A: Unit InformationWelcome to EDN 2104 Professional Experience: English in Practice

Unit description

This unit typically occurs in the second year of study in a Bachelor of Education. The semester long unit includes a 10-day block placement that enables students to contextualise theory within practice under the guidance of an experienced mentor. The AITSL standards frame the unit outcomes, expectations and assessment.

Prerequisites

Students must be currently enrolled in or have successfully completed the relevant curriculum unit EDN 235 to be eligible for a placement in schools. Students must have up to date clearances uploaded onto the SONIA on line placement system before they can be placed in schools.

Aims of the unitThe aims of this unit are to enable you to:1. Reflect, build on and incorporate ytheoretical learning into classroom practice2. Apply your knowledge of the Australian Curriculum (ACARA) and WA Schools Curriculum and Standards Authority (SCaSA) to plan, teach and assess a range of lessons in English, HPE and Arts. 3. Explore strategies that engage the students and cater for diversity within the classroom. 4. Demonstrate an understanding of the role of a teacher (theory) and co-teacher (practice).

Learning outcomes for the unitOn successful completion of the unit you should be able to:1. Demonstrate knowledge and understanding of the concepts, substance and

structure of the content and teaching strategies of English, the Arts and HPE (APST 2.1)

2. Organise content into an effective learning and teaching sequence suitable for students’ learning needs (APST 1.2, 2.2, 2.3)

3. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies and using a range of teaching strategies and resources including ICT (APST 3.2, 3.3, 3.4)

4. Demonstrate the capacity to organise classroom activities and provide clear directions (APST 4.2)

5. Demonstrate understanding of assessment strategies to assess and promote learning (APST 5.1, 5.2,)

6. Demonstrate understanding of the purpose of providing timely and appropriate feedback to students about their learning (APST 5.2)

7. Understand the importance of obtaining feedback from mentor teachers to support your learning and improve practice (APST 6.3)

8. Meet professional ethics & responsibilities (APST7.1)9. Demonstrate an understanding of the role of the Australian Professional Standards

for Teachers in identifying professional learning needs (APST 6.1)Murdoch University4

Australian Graduate Teacher Standards Covered in this UnitStandard 1 - Know students and how they learn1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

Standard 2: Know the content and how to teach it2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.2.2 Organise content into an effective learning and teaching sequence.2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Standard 3 — Plan for and implement effective teaching and learning3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.(lesson plans)3.3 Include a range of teaching strategies (practice)3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning (lesson plans & practice)

Standard 4 - Create and maintain supportive and safe learning environments

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.(planning and practice)

Standard 5 - Assess, provide feedback and report on student learning5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning (lesson plans and practice)5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning (lesson plans and practice)

Standard 6 - Engage in professional learning6.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs (Portfolio and AITSL app)6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. (midway assessment)

Graduate attributes developed in the unitThis unit will contribute to the development of the following Graduate Attributes (see final report)

Communication Critical and creative thinking Social interaction Independent and lifelong learning Ethics Social justice Global perspective Interdisciplinarity In-depth knowledge of a field of study

Unit ExpectationsAll Murdoch students and staff are responsible for meeting the Murdoch Code of Ethics and Code of Conduct . Both are based on three fundamental ethical principles:

1. The Principle of Justice2. The Principle of Respect and 3. The Principle of Responsible Care Policy

Similarly, the Department of Education has a Code of Conduct Handbook for all Teachers. Both the Murdoch Code of Ethics and the Department Code are designed to give guidance to

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PSTs and Teachers when making both professional and personal decisions within and outside of university or school. Misconduct may bring professional suitability into question.

Literacy and numeracy for teaching and learningA high literacy and numeracy standard is considered essential for all teachers to enable them to engage fully with the complex intellectual demands of the profession (AITSL requirements are that you must demonstrably be in the top 30% of the population in literacy and numeracy). Furthermore, as future teachers it is important that you become familiar with the need to ensure that anything you write for public scrutiny is presented in a professional manner.

As a future teacher - MCEECDYA (2011) states:3.1 All entrants to initial teacher education will successfully demonstrate their capacity to engage effectively with a rigorous higher education program and to carry out the intellectual demands of teaching itself. To achieve this, it is expected that applicants’ levels of personal literacy and numeracy should be broadly equivalent to those of the top 30 per cent of the population (p.13)Therefore, it is expected that all tasks and correspondence completed in EDN2104 will be judged against these standards. If standards are not met at any stage you will be contacted.

Contact detailsUnit Coordinator’s contact details:

http://profiles.murdoch.edu.au/myprofile/susan-ledger/

Name: Dr Susan LedgerEmail: s.ledger@murdoch.edu.auRoom: EH 3.08Phone: <+61 8 93607476>

Tutor/Lecturer contact detailsYou will be notified who your tutor/lecturer will be at the beginning of the teaching period. The tutor/lecturer will provide you with their contact details.

Administrative and Support contact detailsPlease contact the following for assistance:Administrative Officer for the School of Education Tania Corbett: t.corbett@murdoch.edu.au.Student Advisor for the School of Education: Madeline Cois - M.Cois@murdoch.edu.orR.Sansurooah@murdoch.edu.auAcademic Chair for Primary Degree Programs: Lorraine Jacob – l.jacob@murdoch.edu.au

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How to study this unitPre-service teachers are expected to complete the following tasks PRIOR, DURING and AFTER placement. Their participation in each will determine a Pass or Fail grade.

Prior to placement Complete LMS online quizzes & tasks to reflect familiarisation with ACARA English, SCaSA English, ACARA -General Capabilities document, ACARA -EAL/D document, AITSL toolkit, Classroom Practice Continuum, TEMAG. Contact schools, meet with mentor and discuss aims and outcomes that need to focus on during the professional experience. Negotiate the lesson plan content focus for a series of English lessons. Organise and negotiate a timetable to ensure that teaching times, team teaching time and preparation time is explicit for all stakeholders. Organise a teaching file that is easily accessed and reflects the placement requirements. Utilise the WA Schools Curriculum and Standards Authority curriculum planning resources and Scootle to assist in the planning process.

During placement Collaboratively plan, teach and assess at least four English lessons over the fortnight as well as lessons in HPE and the Arts. Incorporate a range of classroom management strategies into their practice Be creative in the way that they plan and deliver lessons to connect with students. Observe and seek advice from the mentor teacher about how they evaluate, assess and provide feedback and monitor student learning in English. Profile the class in one of the English Strands using the Australian Curriculum Year Level Description and Year Achievement Standards to moderate and make informed judgements about students’ achievements. Observe and seek out advice from the mentor teacher about how they evaluate assess and monitor student learning in mathematics. Begin a professional portfolio using the Professional Standards as terms of reference (eportfolio) or http://www.aitsl.edu.au/australian-professional-standards-for-teachers/my-standardsapplication

After placement Upload final assessment report to SONIA. Reflect on their practice and highlight a critical learning incident (CLI). Explain the Situation, Action, Outcome (SAO). Link the Critical learning incident to the most appropriate APST. Upload your best/most effective lesson plan from this placement onto SONIA.

Contact time

EDN 2104 is presented in 11 topics over the semester based on the unit aims (50 hours). It is designed to prepare PSTs for a two-week block placement (100 hours). As this is a 3 credit point unit. Estimates of how you should spend this time in each teaching week are noted in the table below. See the Units Policy and the guideline of an average student workload of 50 hours for one credit point http://policy.ad.murdoch.edu.au/documents/index.php?docid=450&mode=view

Weekly activities1 Weekly Readings

(approx. 2 hours)Complete the necessary readings as outlined in Study Schedule

2 Weekly Quizzes & BRITE tasks(1 hour) Complete the weekly quiz, task, reading (LMS)

3 2 Week placement Address the EDN2104 unit aims aligned to APST criteria(Upload midway and final assessment to SONIA)

4 Reflective Practice Reflection on practice – identification of a Critical Learning Incident (LMS)

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What you Need to Know pageThis page contains certain links to topics which describe what you can expect from the university and your responsibilities as a student at Murdoch University h t t p : // ou r . m u r doch . edu . au / E duca ti ona l - t echno l og i es / W ha t - you - need -t o - kno w / General Policy on Assessment: h t t p : // www . m u r doch . edu . au /i ndex / po li c i es Roles and responsibilities: h t t ps :// www . m u r doch . edu . au /i ndex / po li c i es / i ndex? F il t e r =assess m ent Academic Integrity: h t t p : // ou r . m u r doch . edu . au / E duca ti ona l- t echno l og i es / A cade m i c -i n t eg r it y / Referencing & Citing: h t t p : // ou r . m u r doch . edu . au / S t uden t - lif e / S t udy - success f u ll y / R e f e r enc i ng - andc i t i ng / Plagiarism: h t t p : // ou r . m u r doch . edu . au / E duca ti ona l - t echno l og i es / T u r n i ti n / Examinations:h t t p : // ou r . m u r doch . edu . au / S t uden t lif e / G e t o r gan i sed / A bou t exas / Student appeals: h t t p : // www . m u r doch . edu . au / vco / sec r e t a ri a t/ appea l s / Student complaints: h t t p : // www . m u r doch . edu . au / vco / sec r e t a ri a t / co m p l a i n t s / s t uden t co m p l a i n t s . h t m l Positive feedback: to Unit coordinator, Dean of Education, PVC and unit survey.

Attendance requirements

To pass EDN 2104 students must complete all elements of the unit including: Weekly quizzes or weekly online tasks Placement file and lesson plans (Mentor to monitor) Midway professional experience meeting (attendance) Midway professional experience self-assessment/reflection report (Sonia) Final report (uploaded to Sonia)

Penalties for non-completion include: If all elements of the unit are not completed than a fail is recorded. If a student does not complete the placement it is deemed a fail. A fail on the final report constitutes a fail for the unit.

Small group teaching and learning activities

The Small Group and Interactive Teaching and Learning Policy recommends that internal units, including those taught via partnerships at other locations will incorporate and use some form of small group and/or interactive learning and teaching as part of the regular activities of that unit. This unit encourages and

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develops an online community of practice and small group work whilst on placement.

Resources for this unitTo undertake study in this unit, you will need:

Essential textbook

McDonald, T (2010) Classroom Management: Engaging Students in Learning Flint et al (2014) Literacy in Australia – Pedagogies for Engagement, Wiley and

Sons, Australia. (ibook)

All core texts for all completed core units in the Bachelor of Education program undertaken are to be referred to whilst on professional experience. These are detailed in the Learning Guide.

Ground-Water Smith (2007) Teaching: Challenges and Dilemmas All First Steps English texts - Reading, Writing, Speaking & Listening

Other references/recommended reading Australian Curriculum (V7) including the English as an Additional

Language and Dialect Resource booklet h t t p : // www . aus t r a li ancu rri cu l u m . edu . au / E ng li sh / R a ti ona l e

W.A Schools Curriculum and Standards AuthorityEnglish www. SCASA k-10 outline

Scootle: digital resources to support Australian Curriculum h t t p : // www . scoo tl e . edu . au / ec / p / ho m e

First Steps Materials: h t t p : // www . de t . w a . edu . au / s t eps r esou r ce s Maps of Development and Resource books for Oral Language, Reading, Writing,

Spelling Australian Professional Standards for Teachers

h t t p : // www .t eache r s t anda r ds . a i t s l . edu . au/

Brady, L & Kennedy, K (2009) Celebrating Pre-service teacher achievement: (3rd Ed). Pearson.

Connell, R, et.al (2007) Education, Change and Society Oxford. Dinham, J (2011) Delivering authentic Arts Education. Cengage. Pill, S (2007) Play with Purpose. ACHPER.

Online resources Balanced Literacy Diet: Research into practice http://www.oise.utoronto.ca/balancedliteracydiet/Home/index.html School Curriculum and Standards Authority WA www.scsa.wa.edu.au Scootle online Resources http://scootle. Australian Curriculum www.acara.edu.au Australian Professional Standards for Teachers http://www.aitsl.edu.au/. Math online support http://www.khanacademy.org/

Teaching Ideas Virtual Classrooms http://www.simschool.org/ http://teachlive.org/

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http://www.edutopia.org/simulation-nation

Classroom management https://www.teachervision.com/classroom-management/teaching-methods-

andmanagement/ 26200.html http://www.teachertrainingvideos.com/ http://www.safeschoolshub.edu.au/safe-schools-toolkit/the-nine-elements/

element-5/introduction http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf Teachers TV http://www.teachers.tv/behaviourchallengeprimary http://www.teachers.tv/videos/when-professionals-disagree-nqt-versus-

mentor CreativeTeaching http://blog.ted.com/2009/02/11/bill_gates_talk/ http://www.teachers.tv/videos/teaching-pythagoras (Bayleys observation &

reflection)

Professional Code of Conduct for SchoolsAs a Pre-service teacher preparing to work within the teaching profession it is important to be aware of the Code of Conduct for Teachers in the Department of Education.Teachers within school settings are bound by this code. Please make yourself familiar with it: http://det.wa.edu.au/policies/detcms/policy-planning-and accountability/policiesframework guidelines/code-of-conduct1.en?cat-id=3457094

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Study schedule

The timetable below overviews the topics and readings required for EDN2104. This will help you plan your study over the semester. Please refer to LMS for weekly topics and feedback.

Week beginning Topic Core readings

27th July Topic 1: Where do we begin? Policy practices and personal philosophies

AITSL Professional Standards, AITSL Program Standards, TEMAGMcDonald Ch: 1 A Positive Learning Framework Classroom Management

3rd August Topic 2: How do we learn to teach? Theories of Teaching/Pedagogies

Theories of LearningAITSL – Classroom Practice Continuum**McDonald Ch3: Frameworks to view student behaviour

10th August Topic 3: How do we monitor our professional growth? Mapping development

Professional Standards; AISTL 7 Standards App;Professional Learning Institute

17th AugustTopic 4: What skills do you bring to the profession? How resilient are you? Identifying strengths & needs.

ACARA General CapabilitiesAITSL Teacher Toolkit/StandardsBRITE Module B – Building Resilience**

24th August

31st August Topic 5: How do we Teach English & Literacy?

ACARA English; McDonald Ch 5: Developing safe and accountable classroom; Flint Ch 5; Literacy programs; ICT resources; approaches; Balanced Literacy Diet

7th SeptTopic 6: How do we assess across the phases and for different learning areas? Monitoring; Assessment types; Fit for purpose;

AITSL Teacher FeaturesACARA Year Level DescriptorsBalanced Literacy Diet Assessment; Backward by design

14th Sept Topic 7: How do you cater for diversity and difference in a lesson plan?

ACARA English Literature Strand; EAL/D; McDonald Ch 7: Cultural Competency and CM

21st Sept Topic 8: How do we create effective learning environments?

Balanced Literacy Diet websiteMcDonald Ch 2: Connect to students

28th Sept Topic 9: Classroom Management Strategies – language, attitude, risk management, practices

ACARA English Language Strand & McDonald Ch 4: Proactive Teacher Behaviours

5th October Topic 10: School Contexts – getting prepared, profiling and planning.

Timetable: identified lessons; BRITE Module R- relationships

12th OctoberPlacement Begins Mon 12th ARRIVE EARLYON CAMPUS REFLECTION Thursday 4-6pm October 15th (Brian Hill Lecture Theatre)Midway self Reflection and Professional Discussion Due Friday 16th (upload to Sonia)

19th October Address identified goals and provide evidence aligned to the StandardsFinal Report Due Friday 23rd (upload to Sonia)

26th OctoberTopic 11: Reflecting on your learning. Strategies to enhance English learning for self & others

Most effective lesson plan (upload to Sonia)Critical Learning Incident (submit to LMS)Professional Portfolio: BRITE TOOLKIT

Study break & Exams

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2 Week BLOCK Placement- Expectation

Monday Tuesday Wednesday Thursday Friday

Week 1 Observation & Team teaching

One lessons & Team teaching

Two lessons & Team teaching

Two lessons & Team teaching

Two lessons & Team teaching

Week 2 Three lessons & Team teaching

Three lessons & Team teaching

Three lessons & Team teaching

Three lessons & Team teaching

To be negotiated

Note: APST 2.2: A series of lessons in English that show knowledge of content and appropriate teaching sequence. APST 3.2: Lesson plans should be detailed and include English, the Arts, Health and P.E however opportunities to try other curriculum areas are encouraged.APST 3.2 & 3.3 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.APST 4.2: Organise and negotiate your timetable to ensure that teaching times, team teaching time and preparation time is explicit for all parties. Please ensure that the four series of English lessons are observed and monitored by the mentor teacher.APST 5.1: Evidence of assessment strategies is expected in English and at least one other area. A. General observation using class list to develop a literacy profile and learning profile of your students (general capabilities) B. Assessment of lessons.APST 5.2: Provide timely Verbal and Written feedback to students during class. APST 6.3: Self-assess using the final assessment form mid-way and show mentor. This is to initiate professional discussion directly related to the Australian Professional Standards for Teachers – Graduate level. Once the reflection and discussion has taken place it is to be signed and uploaded to SONIA.Verbal feedback from mentor is appropriate and will be ongoing to support written feedback on midway rand final report.

Once the school placement is known, PSTs must research and develop a profile of the school context in which they are placed. Once the profile is developed the PST may contact the school. The profile is important to establish an understanding of the demographic, education and socio-cultural context of the school before beginning the placement. Explore the size of the school, the number of teachers, the specialist programs offered, the school priorities and important events. Once you make contact with the teacher organise a timetable for the fortnight that clearly articulates what lessons you will be planning for, teaching and assessing whilst on placement. At all other times you will be working as a co-teacher and exploring the wide range of jobs involved in being a teacher.

During the 2 weeks on placement PSTs will be required to try a range of co-teaching contexts (see appendix). You will also be required to plan/teach/assess a series of English lessons as well as plan lessons in other curriculum areas as outlined above. The quality of the lesson plans will be the focus of this placement. Clearly articulated aims/lesson purposes are essential - not specific skills but rather key concepts that will develop a range of skills! Hunters lesson plan can be used as a starting point. Links to the Australian curriculum is essential.

All lessons must have:a. a strong clearly articulated introduction that highlights a purpose for the lesson and

connects to the children’s interests b. a range of tasks to practice the concept being taughtc. a process to establish if the students have learnt the key concept

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d. a system to monitor involvement by all children in the classe. a clearly articulated conclusion/reflective practice session

Over the fortnight you should build knowledge about your students. It is expected that you use your class list as a profiling tool. During the two weeks take notes about the students learning, behaviours, strengths, weaknesses, social skills and interests. Use the ACARA General Capabilities to help frame your observations.

AssessmentAssessment for this unit is conducted in accordance with the Assessment Policy. This placement is part of a series of placements over the program that will prepare the PST for the complex demands of the teaching profession

Professional Experience: Assessment componentsUNIT Description Criteria Placement

ValueFinal Result

BED150 First Year – primary and secondary

Refer BED150 Unit Guide

50% Graded

EDN2104 Second Year –Perth-based

2nd Year criteria 100% Ungraded Pass or Fail

EDN3102 Third Year- primary 3rd Year criteria 100% Ungraded Pass or Fail

EDU4100 Fourth Year – primary

4thYear criteria 50% GradedN, P, C, D, HD

*4th Year PI: P and PI

Final Placement - internship

Refer Unit Guide, AITSL Standards

60% Graded

N, P, C, D, HD

Schedule of assessment items

EDN2104 comprises a 2 week supervised placement and a range of tasks to be completed before, during and after the placement. All elements must be completed to pass the unit.

Item Description Due Pass/Fail1 Weekly readings & tasks including quizzes Weds noon Submit to LMS2 Reflective Practice session on campus Thursday 15th Compulsory

Attendance3 Midway self-assessment & Professional

Discussion at assigned schoolFriday 16th Uploaded to Sonia

4 Final ReportMost Effective Lesson Plan

Friday 23rd Uploaded to SoniaUpload to Sonia

5 Critical Learning Incident Friday 30th Oct Submit to LMS

Internal and external students are required to undertake the same assessment tasks and are assessed equivalently. This unit contains a Perth based two-week placement.

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Assessment details

Item Description Due Pass/Fail1 Weekly readings, quiz and tasks

Weekly topics will provide students with information in preparation for their placement. Each week a different task will be set online.

Weekly tasks must be

uploaded or completed by noon every

Weds

Pass if completed & submitted

or Fail if not

2 On campus Reflective Practice and feedback session. All EDN2104 students are required to attend a review session in the first week of the placement to develop a community of practice and promote professional discourse related to Professional Experience issues/practices.

Thursday 15th

4-6pmAttendance is mandatory -

Brian Hill Theatre

3 Midway self-assessment A midway self assessment is to be completed initially by the student, discussed with the mentor and jointly constructed /completed. Report must be uploaded to SONIA by COB Friday 16th October.

Friday 16thCompletion and

submission

4 Final Report & Most Effective Lesson Plan Students will pass the placement if they show evidence of addressing the unit aims highlighted on the final report. Students are to upload their final report and their most effective lesson plan from the placement to SONIA.

Friday 23rdCompletion and

submission

5 Critical learning Incident (CLI)Submitted to LMS

Friday 30th CLI – appropriate and linked to AITSL

Standard

Assignment submission

Assignments will be submitted either online through LMS or online via the SONIA placement platform.

Determination of the final grade

This is a pass or fail unit. All assessment elements need to be completed in order to pass the unit. Each element will be assessed and a range of moderation processes involved:

Weekly tasks will be deemed appropriate or not based on quality of submission. Mid way assessment reports will identify at risk students and external mentors (rapid

response group) assigned accordingly. All placement reports are recommended and final marks moderated by unit

coordinator. Critical learning Incidences must be clearly articulated (SAO method) and aligned to

professional standards. See Section 11 in the current Assessment Policy regarding grades.

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ASSESSMENT FORMS

Notes to accompany final report 1 page midway report Final Report

These forms are included as attachments in this document

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PART B: Learning GuideIntroduction

This Learning Guide for EDN 2104 contains information on how to study each topic. The unit is constructed in three parts:

PART A: Before Placement Tasks Weekly readings and tasks in preparation for placement. PSTs are expected to reflect, build on and incorporate their theoretical learning intoclassroom practice and the role of a teacher during this unit. PSTs will apply their knowledge of education policies, practices, curriculum, self-analysis and effective classroom environments to inform their practice. A particular focus will be developing effective and purposeful lesson plans whilst exploring ways to cater for diversity within the classroom.

PART B: During Placement Tasks Professional Standards and professionalism are expected whilst on placement and subsequently form part of the assessment criteria for the unit. The AITSL classroom practice continuum (Level 1 Graduate) guides the professional practice domain of the APST and all Murdoch School of Education placement units. The focus of this placement is developing age and culturally appropriate lesson plans that cater for diversity and the needs of the students.

During the placement PSTs will be involved in planning/teaching/assessing English, HPE and a range of other curriculum learning areas. They will also attend a reflective practice meeting; submit a midway assessment and a final report. Whilst on placement pre-service teachers will assume the role of co-teacher and colleague. The mentor teacher will act as mentor and guide and as such it is important that pre-service teachers actively engage in professional discourse with the mentor throughout the placement. They will provide feedback to the PST based on their observation of practice, preparation, participation and professionalism. It is the responsibility of the PST to meet the requirements of the placement and develop their communication skills during this time. Pre-service teachers will need to continually negotiate, problem solve and reflect whilst on their practice.

PART C: After Placement Tasks PSTs must reflect on their two week block placement and choose one Critical Learning Incident (CLI) that they felt was a significant learning experience for them. This can be a positive or negative experience that initiated either an action, reaction or disruption to their thinking. It should be written up succinctly as a Situation – what was the context/situation, Action – what action took place and Outcome – what was the outcome of the action and would you change, modify the action in future practice (SAO). Finally the CLI needs to be directly linked as evidence that addresses a specific AITSL professional standard.

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Topic 1: Where do we start? Policies, practices and personal philosophies Introduction

This topic provides a contextual backdrop for the unit. First it positions placement units within Australian initial teacher education (ITE) programs, AITSL professional standards for teachers (graduate level) and government responses to the 2015 Teacher Education Ministerial Advisory Group key directions and recommendations. Second, it reintroduces you to the ideological stances and various models of schooling that impact the teaching and learning of English in primary schools introduced previously in EDN235. Both teaching and literacy are introduced as complex phenomenon’s in an increasingly globalised world influenced by individual, biological, social and cultural contexts. The expectations and criteria for becoming literate and becoming teachers have changed dramatically across historical eras. In the twenty-first century where technological advances, changing socio-cultural contexts and individual differences occur children and teachers need to be adept in a range of multi-literacies and language tools to develop literacy for life. In this contemporary world, critical reflection (Beavis, 2006) and viewing are essential as an ever-increasing array of text types and multimodal applications emerge (McLachlan, et al, 2013).

We begin this topic by exploring what policies, practices and issues impact the teaching workforce. TEMAG recommendations highlight the need for: stronger quality assurance of teacher education courses; rigorous selection for entry to teacher education courses; improved and structured practical experience for teacher education students; robust assessment of graduates to ensure classroom readiness; national research and workforce planning capabilities. Teachers are under scrutiny at the moment, it is important that you are aware of the discourse that surrounds the profession and the demands of the current evidence based environment in which teachers and students find themselves located.

What you need to Read and Do1.Read the following documents, websites and multimedia texts:

AITSL Professional Standards for Teachers (http://aitsl AITSL Initial Teacher Education Program Standards (http://aitsl TEMAG Action Now- Classroom Ready Teachers – Australian Government

Response AITSL – General Capabilities McDonald (2014) Chapter 1: A positive learning framework for classroom

management.2. Use these documents to inform your philosophical response to the following: Outline what you believe to be the personal and professional role of an Australian teacher in the 21st Century. (Upload to LMS – Topic 1 task - 250 word limitLearning outcomesOn successful completion of this topic you should be able to:

Demonstrate and understanding of the policies, practices and issues related to Initial Teacher Education programs (APST 2; Unit Aim 1)

Develop your own philosophical stance about the role of a teacher. (APST 6; UA: 1)

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Key conceptsTeachers should critically analyse the international, national and local policies and practices that impact and influence classroom practices and the teaching profession in order to develop their own philosophical base.

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Topic 2: How do we learn to teach? Theories of Teaching/Pedagogies IntroductionThis topic explores ways in which we learn how to teach and become a professional. It highlights the interrelationship between theories, curriculum and classroom practice. Traditionally, the challenge for many pre-service programs has been to balance pedagogical theory and professional practice (Ure et al, 2009). The move from teachers colleges and apprenticeship models to universities in the 1970s and the current push for high quality evidence based, classroom-ready teaching graduates has contributed to the debate and ongoing challenge. Ure et al, 2009 classified teacher education programs under four professional learning models: partnership and collaborative learning; reflective learning; clinically applied; and pedagogical content knowledge focused (p.13). Murdoch presents a combination of these models in its undergraduate program. We introduce you to the world of teaching in your first year and in each subsequent year build knowledge and experience so that you can exit the program well equipped to meet the demands of teaching in the 21st Century classroom. The AISTL Classroom Continuum is designed as a progress map for development of teaching practice whilst McDonalds framework provides a method for reflecting on student behaviour.

Reflective practice underpins your Murdoch undergraduate degree therefore it is imperative that we include time to reflect on your learning within each of our units. We conclude this topic in EDN 2104 by asking you to reflect on the range of teaching and learning theories that you have been exposed to within your degree at Murdoch and in so doing provide you time to clarify your thoughts about each model and its impact on your future teaching.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

McDonald (2014) Frameworks to view student behaviour Gradual Release of Responsibility Model ( Theories of Teaching and Learning AITSL Classroom Practice Continuum (http://aitsl

2. Use these documents to respond to the following: What theories of teaching and learning have you been exposed to in your undergraduate degree to date. List, briefly describe and identify unit code. (Upload to LMS – Topic 2 – Limit 200 words)

Learning outcomesOn successful completion of this topic you should be able to:

Demonstrate an understanding how students learn (APST 1; Unit Outcome 1) Understand the impact literacy theory has on teaching practice (APST 1; Unit Aim 1) Reflective practice

Key conceptsTheories of teaching and learning in undergraduate programs impact how future teachers teach and students learn. It is important therefore that PSTs be familiar with a wide range of pedagogical theories so as to better inform future practice.

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Topic 3: How do we monitor our professional growth? Mapping development Introduction

This topic explores current approaches to monitoring professional and personal growth in the field of teaching. It will introduce you to professional portfolios, toolkits and monitoring devices that enable you to show evidence of your growth and development. It also introduces you to system level structures that will guide you as you transition into the teaching profession.

We begin this topic by exploring ways in which we can show evidence of meeting the Australian Professional Standards for Teachers (Graduate Level). The professional portfolio is the most common product and process for both pre-service teachers as well as experienced teachers to undertake that shows professional growth. A professional portfolio is part of the systems level performance management requirement in both schools and universities. But how do we structure a professional portfolio and what evidence is needed/suitable/appropriate? This topic introduces you to a range of portfolio examples. Not only are you required to show evidence against the AITSL Professional Standards for Teachers but also the Murdoch Graduate Attributes need to be embedded in the portfolio.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

AITSL Professional Standards App Murdoch Graduate Attributes (similar to student General Capabilities in schools) Professional Learning Institute (http://… AITSL Professional Standards 6 and 7 ePortfolio examples

2. Choose a platform to develop your own Professional Learning Portfolio framework (if you haven’t already done so). Use the AITSL professional standards and sub-standards as headings. (Submit your url and snapshot of front page to LMS – Topic 3)

Learning outcomesOn successful completion of this topic you should be able to:

Demonstrate an understanding of how to monitor professional growth (AISTL 6 & 7) Understand the importance of reflective practice (APST 2.1; Unit Outcome 1)

Key concepts

Teachers are required to develop strategies that support and show evidence of their professional growth and continuous improvement throughout their teaching career.

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Topic 4: What skills do you bring to the profession? How resilient are you? Identifying strengths & needs Introduction

This topic builds on from the professional requirements discussed in Topic 3 and centres on a more personal approach to self-reflection to help identify the strengths and weaknesses that each pre-service teacher brings into the profession. It begins by looking at one of the three dimensions of the Australian Curriculum (ACARA) namely, the General Capabilities. These general capabilities along with the curriculum learning areas and the cross-curricular priorities form the essential elements of what teachers are required to teach in schools. These general capabilities provide an appropriate backdrop for identifying areas of strengths and weakness for you as a future teacher particularly given that you need to model what you teach.

The second strategy explores the function of the AITSL Teacher Toolkit as a means to identify personal strengths and weaknesses. The toolkit may become more prevalent in the assessment process for teachers so please familiarise yourself with it.

The third resource to help support personal reflection is the newly developed BRITE toolkit developed as an OLT Project led by Caroline Mansfield and a team of colleagues. There are 5 modules in the toolkit of which we will be completing two in this unit, one during Topic 3 the other in Topic 9. The Building Resilience topic is important for PSTs who will be faced with a range of situations that require the ability to be resilient. The BRITE resource is not only a reflective tool but provides a wealth of resources including factsheets, videos and links to a wide range of suitable resources. It breaks down the myths about resilience as informed by research.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

ACARA General Capabilities AITSL Teacher Toolkit BRITE Module B – Building Resilience

2. Complete BRITE Module B – Building Resilience using your knowledge of the General Capabilities and the AISTL Teacher Toolkit. (Submit scan of BRITE toolkit)

Learning outcomesOn successful completion of this topic you should be able to:

Demonstrate and understanding of your own personal strengths and weaknesses (APST 2; Unit Outcome 1)

Understand the impact literacy theory has on teaching practice (APST 2.1; Unit Outcome 1)

Engage in professional learning (APST 6)

Key concepts

Teachers need to be resilient in their role as a 21st Century educator and as such require skills to cope with the diverse contexts and complex demands in which they will find themselves.

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Topic 5: How do we Teach English & Literacy? IntroductionThis topic explores how we teach English. A range of philosophical approaches to the teaching and learning of reading and writing are introduced in Flints’ chapter. It is generally agreed that the effective teaching and learning is a complex task. Teaching English and Literacy adds to the complexity. Previously EDN 235 (EDU 282) outlined how children acquire a language, explained the importance of the literacies the child brings into the classroom, explored culturally and age appropriate strategies and discussed the role of oral language in literacy learning within a backdrop of identified twenty first century (21C) lit e r ac y co m pe t enc i e s as expressed by ACARA General Capabilities.

Planning an English literacy program represents a developmentally sequenced document. Programming is a form of action research (see Tripp, 2000) involving planning, acting, observing, describing and reflecting, is a vehicle for deep and critical learning, rather than an end in itself. Literacy development of students requires active assistance on the part of the teacher who intervenes, facilitates, observes and records. Programing is all encompassing; it involves resources, anticipated outcomes and assessment, teaching strategies and organisational structures. Designing a literacy program varies and can be constructed around a theme, text, concept or skill(s). Planning should be a detailed, diagnostic and developmental document. Profiling students’ needs through d i agnos ti c assess m en t (individual, group or class) provides an appropriate starting point for planning. The University of Ontario links theory to practice in its Balanced Literacy Diet website – and in so doing provides a wide range of strategies for teaching English.

This topic highlights the need for educators to c riti qu e curriculum policies, programs, approaches and strategies through theoretical and critical lens to ensure that they choose approaches that best suit the needs of the children in their classroom. The commodification of education that has emerged in an era of increased g l oba li za ti on , m ode r n i sa ti o n and t echno l og i ca l advance s has revealed access to a wide range of internet literacy programs, language packages or professional development promising to improve literacy levels of children in and out of our schools. Without a strong understanding of how English is acquired, taught, learned and assessed teachers and schools can make informed rather than ‘popular’ educational decisions. This view is affirmed within McDonald’s chapter.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

McDonald (2014) Chapter 5: Developing safe and accountable classrooms. Flint et al (2013) Chapter 5: Literacy Programs and Approaches in Literacy in

Australia. Wiley & Sons, Australia. 9781118400906 Teaching Handwriting, Reading and Spelling Skills (WA) http://www.thrass.com.au/ Balanced Literacy Diet: Research into practice

h t t p : // www . o i se . u t o r on t o . ca / ba l anced li t e r acyd i et 2. Explore the THRASS program and comment on the literacy knowledge required of teachers to implement the program. (200 word limit - upload to LMS)

Learning outcomesOn successful completion of this topic you should be able to:

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Recall reading theories and the impact they have on English teaching strategies (APST 1.2)

Critique a range of literacy programs and approaches (APST 2.5, 1.2) Describe ways teachers program, organise, resource and create a literacy rich

teaching environment (APST 2.5: UO 4)

Key concepts

Educators should be aware of, and critique curriculum policies, programs, approaches and strategies through theoretical and critical lens so that informed decisions can be made when deciding how to teach English. An evidence-based approach to teaching English is paramount to success.

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Topic 6: How do we assess across the phases and for different learning areas? Monitoring; assessment types; fit for purpose. IntroductionA diagnostic approach to lit e r ac y deve l op m en t relies on how well a teacher knows the interests, abilities and experiences of a child and how the child engages with texts in varied contexts. Validity and reliability are fundamental considerations in assessment therefore it is important to have different measures of assessment over a period of time, genre, language features, vocabulary and tasks. Although children develop at different rates and at different times they all tend to show certain characteristics and behaviours at different phases of learning. Flints chapter introduces a range of methods to assist pre-service teachers in assessing, monitoring, evaluating and reporting reading and writing development. It highlights the importance of diagnostic analysis of children’s reading and writing and the need for timely and appropriate feedback.

This topic explains how teachers gather information to be used for assessment purposes and how our education systems gather information to be used for policy purposes (AITSL). The topic introduces the differences between f o r m a ti v e and su mm a ti v e assessment and tr ad iti ona l and au t hen ti c assessment practices. Assessment practices aligned with the four reading practices (code breaking, text participant, text use and critical) are addressed. Although a wide range of assessment strategies, practices and processes are introduced it is critical to view assessment as a diagnostic devise that needs to be ‘ f i t fo r purpose ’ and ‘backward by des ign ’ (McTighe & Wiggens) . I t provides information that can lead to better teaching & learning decisions at the local, regional, state and national level.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

Flint et al (2013) Chapter 9: Effective Assessment Strategies for Reading and Writing. Wiley & Sons, Australia. 9781118400906

Australian English Curriculum – Achievement Standards & Assessment h t t p : // www . aus t r a li ancu rri cu l u m . edu . au / E ng li sh / A ch i eve m en t- s t anda r d s

Balanced Literacy Diet Assessment ideas. Backward by Design (McTighe & Wiggens)

Learning outcomesOn successful completion of this topic you should be able to:

1. Organise content into an effective learning and teaching sequence suitable for students’ learning needs (APST 1.2, 2.2, 2.3)

2. Demonstrate understanding of assessment strategies to assess and promote learning 3. Demonstrate understanding of the purpose of providing timely and appropriate feedback to

students about their learning (APST 5.2)Key conceptsIn order to effectively profile a language learner one needs to be aware of the wide range of language elements that can and need to be assessed, the appropriate assessment tools and methods that can be used for diagnosis, and the importance of moderation and comparability.

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Topic 7: How do we cater for diversity and difference in lesson plans? IntroductionThis chapter highlights how diversity is becoming the ‘norm’ in our Australian primary school classrooms, where English is a second language (ES L ), children have a language background other than English ( L B O TE ) and where English is an additional language or dialect (EAL/D). It is challenging for teachers to monitor and develop language skills of the diverse range of students now present in Australian primary school classrooms. McDonalds chapter 2 explains cultural competencies as well as Flints chapter on cultural relevant approaches explores ways to cater for this diversity.

The diversity of productive (speaking, writing, creating) and receptive (listening, viewing, reading) modes of language of students are impacted by age, socio-cultural background, literacy skills, l e v e l o f cognition and the connections they make between themselves and texts. Given that texts are changing and technological advances have produced m u lti m oda l combinations of texts and graphics capable of conveying messages to all, even the non-reader our English classrooms must attend to this diversity. The English Curriculum’s Literature strand addresses this by connecting our classrooms to multi-literacies and multimodal texts.

Language is dialogic, functional and appropriated by others therefore talk and questioning should be central to learning in our English classrooms. We cannot assess oral language or other modes unless children have the opportunity to practice it. If speaking (productive) and Listening (receptive) are the building blocks for language development and they precede and underpin all other modes of language why are they the modes that get the least attention and do not appear in standardised tests (N AP L A N )? In contemporary times, children are judged on their oral language proficiency and these assumptions influence our perceptions of one’s economic, social and cultural status. It is for this reason that pre-service teachers need to be prepared to teach English in an ever-changing environment, where language diversity is the norm and an inordinate number of children are being referred to speech pathologists.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

ACARA English Literature Strand; ACARA Document –English as an Additional Language/Dialect; McDonald Ch 7: Cultural Competency and CM

2. Choose a lesson plan from the EAL/D document adjust/modify using English literature strand (text) and cultural competency (upload the lesson plan to LMS)

Learning outcomesOn successful completion of this topic you should be able to:

1. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of English, the Arts and HPE (APST 2.1)

2.Key concepts

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Teachers should be cognisant that diversity and difference is the norm in our classrooms, yet our teaching workforce is predominately mono-cultural and mono-lingual, this can cause inbuilt biases.

Topic 8: How do we create effective learning environments? IntroductionClassrooms are learning environments that are built on a teachers’ belief about teaching and learning. It includes the choice of teaching and learning strategies, resources, programs, furniture and quality of interaction with students.

Effective reading and writing comes through understanding the components of language and the opportunity to use it in meaningful and authentic ways. Reading and writing are complex processes that require thinking about and doing many different things at once. Children have to recognise or form letters, spell, choose words and generate ideas to help make meaning. Skills are introduced slowly so that with practice readers and writers learn to do all of these things simultaneously. Once capable, micro-elements of reading and writing such text knowledge, grammar knowledge and word knowledge (ACARA General Capabilities – Literacy, 2011) become automatic.

Students require a learning environment that incorporates all modes of language into the daily routines of 21st Century Classrooms. These classrooms recognise: modelling as a powerful tool, the effectiveness of appropriate feedback to moderate and refine language development and the need for opportunities to practice English and literacy skills. Luke & Freebody, 1997 argue that successful readers are: code breakers; text users; text participants; and text analysts and suggest that literacy engagements in classrooms should reflect all four roles. Many educators promote the use of a ‘literacy block’ each day as a method of teaching English- language, literacy and literature. However, language is a transferable skill and as such can be integrated within any learning area or event to help learners actively participate in and construct meaning from texts. It is for this reason that the primary English classroom is environmentally stimulating, language rich, creative, purposeful and effectively engaging.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

Balanced literacy Diet – environmental print and language/learning centres McDonald Ch2: Connecting to students

2. Design your perfect literacy classroom - draw and label elements including programs/assessment/resources/ICT/charts etc. (Scan and Upload to LMS).

Learning outcomesOn successful completion of this topic you should be able to:

1. Demonstrate the capacity to organise classroom activities and provide clear directions (APST 4.2)

2. Demonstrate understanding of assessment strategies to assess and promote learning (APST 5.1, 5.2)

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Key conceptsEffective learning environments are language rich and purposeful, they are constructed to help learners actively engage in discussion, participate in, and construct meaning from a wide range of texts.

Topic 9: Classroom Management Strategies- language, attitude, risk management and effective planning. IntroductionA wide range of researchers specialise in the field of classroom management. Glasser has worked in this area since 1960, Marzano is a prolific writer who outlines a range of classroom management strategies that work, Kanter provides a framework for school implementation of CMS, and more recently Doug Lemov (2012) talks about classroom management in terms of developing a ‘classroom culture’. The cultural element of this later approach to classroom management is appealing. It is from this view that the following four major factors have been identified as strongly influencing effective classroom management: 1. Attention to classroom organization and routine2. Development of positive teacher student relations3. Effective teaching4. Focused pastoral care programs.

In Western Australia the Department of Education has a systems level approach to Classroom Management Strategies (CMS) with specific language, strategies and processes for implementation. Murdoch has developed an undergraduate CMS program in conjunction with the Department that articulates into the foundation CMS course offered to teachers. This program is offered in your final year of study. McDonalds Classroom Management text book provides a great base for the upcoming CMS program and introduces practical strategies, understandings and beliefs that underpin effective classroom management. It is envisaged that pre-service teachers use this developing knowledge about CM whilst on placement.

What you need to Read and Do1. Read the following documents, websites and multimedia texts:

McDonald (2014) Chapter4: Proactive Teacher Behaviours ISQ (2013) Queensland - Classroom Management Research. Briefings publication

Vol17,1. http://www.leo.eq.edu.au/microskills.htm ; http://lsq.mediaspherebeta.com/BT04

2. As a new person in the classroom design a one-page flyer that introduces you to your class parent community. Begin with who you are and what you are doing over the fortnight. eg an educator in your second placement and co-teaching (eg planning/teaching/assessing) Outline your personal interests, talents, achievements etc. (upload to LMS)

Learning outcomesOn successful completion of this topic you should be able to:

Demonstrate the capacity to organise classroom activities and provide clear directions (APST 4.2)

Engage parents in the educative process (APST 3.7)

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Key concepts

Effective classroom management centres on the learning culture developed by the teacher and includes attention to classroom organization and routine; development of positive student relations; effective teaching; focused pastoral care programs.

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Topc 10: School Contexts – getting prepared, profiling and planning. IntroductionThis topic provides a contextual backdrop for your two-week block placement later in the semester. It is important to know the context in which you are teaching and there are ways to find out this information before you arrive at the school.

All schools have a Myschool website and their own school website. A wide range of information can be gleaned from these sites. The geographic, demographic and socio-economic information are highlighted as well as school size, number of staff, specialist programs, school priorities and future major events. In addition to this information there are predetermined whole school priorities and policies in place that are based on the needs of the student population and demographic of the school. These identified priorities and policies guide the day-to-day operation of the school, teachers planning and accountability measures. Once you are aware of the school context namely, policies, practices, events and processes you will glean more information from your mentor specific to your classroom context so as to plan, teach and assess more effectively whilst on placement. Make you explore what classroom management strategies, teaching strategies and assessment strategies are being implemented within the classroom. The final piece of information required is an overview of the students in the class. Begin with a class list and over the fortnight profile the learners against the ACARA General Capabilities. From this basis line information you can design an appropriate teaching program and timetable for the fortnight (see p.12)

Finally, this topic reconnects to the BRITE resource. It is during your 2 week placement when relationships will be tested, challenged and developed between pre-service teachers, mentors and students as well as your support mechanisms and friendships at home. The BRITE Relationship module provides you with a range of fact sheets and videos including AITSL Teacher Features and shows direct links to ACARA, EYLF and AITSL Professional Standards. It highlights the importance of building relationships, two way communications, open and honest communications with colleagues, parents and community and for connecting, networking and learning from relationships.

What you need to Read and Do1.Read the following documents, websites and multimedia texts:

Utilise Myschool website, individual school websites – demographic, socio-cultural context, school priorities, specialist teachers, special events/programs to profile your assigned school – use this as a basis for the practicum. Place in teaching file.

BRITE Module R- Relationships Co-teaching Article

2. Complete the BRITE Module R – Relationships using your knowledge about your new school environment and co-teaching strategies (upload BRITE TOOLKIT to LMS)

Learning outcomesOn successful completion of this topic you should be able to:

Know your students and their contexts. (APST 1) Engage with professional teaching networks (APST 7)

Key conceptsRelationships are fundamental to learning and as such PSTs require strategies for building new relationships with students, mentors, colleagues and parents whilst on placement.

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Co-teaching within the two week block placement Retrieved from Liberty University Student Teaching Handbook 2010-2011

Some Approaches to Co-TeachingMarilyn Friend and Lynne Cook (1996a) have presented several approaches to co-teaching thatprovide ways for two teachers to work together in a classroom. Their videotape (1996b) alsoexplains these approaches, which are briefly discussed below. They include: one teach, onesupport; parallel teaching; alternative teaching; station teaching; and team teaching.

1. ONE TEACH, ONE SUPPORT With this model one teacher has the primary responsibility for planning and teaching, while the other teacher moves around the classroom helping individuals and observing particular behaviors. For example, one teacher could present the lesson while the other walks around or one teacher presents the lesson while the other distributes materials.

Some advantages of this approach are :• Students receive individual help in a timely manner• It’s easier to keep students on task because of the proximity of the teacher.• It saves time when distributing materials.• As a process observer, the supporting teacher can observe behavior not seen by the teacher directing the lesson.• The supporting teacher can walk around and still continue to observe the other teacher model good teaching practices.

Some disadvantages of this approach are :• Through the eyes of the students, one teacher has more control than the other.• Students often relate to one person as the teacher and the other as a teacher’saide.• Having a teacher walk around during the lesson may be distracting to somestudents.• Students begin to expect immediate one-on-one assistance.

2. PARALLEL TEACHING In parallel teaching, the teacher and student teacher plan jointly but split the classroom in half to teach the same information at the same time. For example, both teachers could be explaining the same math problem-solving lesson in two different parts of the room. If the room had two computers, each teacher could use a computer to model the use of the Internet or a new piece of software to half of the class. Each half of the class could be involved in a literature study group during a novel study.

Some advantages of this approach are :• Preplanning provides better teaching.• It allows teachers to work with smaller groups.• Each teacher has the comfort level of working separately to teach the same lesson.• Splitting the class allows students to be separated who need to be. Some disadvantages of this approach are :• Both teachers need to be competent in the content so the students will learn equally.• The pace of the lesson must be the same so they finish at the same time.• There must be enough flexible space in the classroom to accommodate two groups.• The noise level must be controlled.

3. ALTERNATIVE TEACHING In alternative teaching, one teacher manages most of the class while the other teacher works with a small group inside or outside of the classroom. The small group does not have to integrate with the current lesson. For example, a teacher could take an individual student out to catch him/her up on a missed assignment. A teacher could work with an individual or a small group for assessment purposes or to teach social skills. A small group of students could work together for remedial or extended challenge work.

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Some advantages of this approach are :• Working with small groups or with individuals helps meet the personal needs of students.• Both teachers can remain in the classroom so one teacher can informally observe the other modeling good teaching.

Some disadvantages of this approach are :• Groups must vary with purpose and composition or the students in the group will quickly become labeled (e.g., the “smart” group).• The students might view the teacher working with the larger group as the teacher incontrol.• Noise level must be controlled if both teachers are working in the classroom.• There must be adequate space.

4. STATION TEACHING Both teachers divide the instructional content, and each takes responsibility for planning and teaching part of it. In station teaching, the classroom is divided into various teaching centers. The teacher and student teacher are at particular stations; the other stations are run independently by the students or by a teacher’s aide. For example, three or more science stations, each containing a different experiment, could be organized with the teacher and student teacher working with the two stations that need the most supervision. It is also possible to use an aide or parent volunteer to supervise stations.

Some advantages of this approach are :• Each teacher has a clear teaching responsibility.• Students have the benefit of working in small groups.• Teachers can cover more material in a shorter period of time.• Fewer discipline problems occur because students are engaged in active, hands on learning.• It is possible to separate students who need to work away from each other.• This approach maximizes the use of volunteers or extra adults in the room.

Some disadvantages of this approach are :• To work effectively, this approach requires a lot of preplanning.• All materials must be prepared and organized in advance.• The noise level will be at a maximum.• All stations must be paced so teaching ends at the same time.• One or more groups must work independently of the teacher.

5. TEAM TEACHING Both teachers are responsible for planning, and they share the instruction of all students. Thelessons are taught by both teachers who actively engage in conversation, not lecture, toencourage discussion by students. Both teachers are actively involved in the management of thelesson and discipline. This approach can be very effective with the classroom teacher and astudent teacher or two student teachers working together.Retrieved from Liberty University Student Teaching Handbook 2010-2011Some advantages of this approach are :• Each teacher has an active role.• Students view both teachers as equals.• Both teachers are actively involved in classroom organization and management.• This approach encourages risk taking. Teachers may try things in pairs that they wouldn’t try alone.• “Two heads are better than one.”

Some disadvantages of this approach are :• Preplanning takes a considerable amount of time.• Teachers’ roles need to be clearly defined for shared responsibility.Co-Teaching References

Friend, M. & Cook, L. (1996a). Interactions: Collaboration skills for school professionals . WhitePlains: Longman.Friend, M. & Cook, L. (1996b). The Power of 2: Making a difference through co-teaching

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[Videotape]. (Available from the Forum on Education, Smith Research Center, Suite 103,Indiana University/On-site, Bloomington, IN 47405-1006)Walsh, J.J. & Snyder, D. (1993, April). Cooperative teaching: An effective model for all students ED 361 930. Paper presented at the annual convention f the Council for ExceptionalChildren, San Antonio, TX. (ERIC Do

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Topic 11: Reflecting on your learning. Identifying Critical Learning Incidents and Strategies to enhance Teaching & learning of English for Self & Others.

Introduction

During this week you will have the opportunity to reflect on the key concepts covered in the unit. Reflective practice highlights the important role of ‘learning how to learn’ for both teachers and students. The focus o f t e a c h i n g rests on the needs of the learner in the planning, teaching and assessment cycle. The new Australian Curriculum and Was interpretation of this in Schools Curriculum and Standards Authority (SCaSA) provides a structured language framework for planning English programs of work (scope and sequence). EDN235 introduced you to a range of teaching and assessment strategies and resources that should h a v e informed your learning and teaching whilst on placement. In addition, the BRITE modules provided a starting point for identifying your knowledge of, and level of personal resilience that after placement provides a great starting point for discussion and reflection. Finally, the Australian Professional Standards for Teachers (Graduate level) provides a framework for you to highlight your professional strengths and needs on your journey to ‘become’ a teacher of English.

The reflective practice process is an essential element of students and teachers lives. Teachers should critically analyse the philosophy, place, people, processes/practices and power (Ledger et al, 2015) that impact and influence their own classroom practices and in response develop strategies to monitor and reflect on their own professional growth.

What you need to Read and Do1.Read the following documents, websites and multimedia texts:

Your teaching file, lesson plans, assessment strategies and reflections from your mentor.

Your final report2. Submit the following: a. Critical Learning Incident (submit to LMS)b. Most effective lesson plan (upload to SONIA)

Learning outcomesOn successful completion of this topic you should be able to:

Develop knowledge about teaching strategies, resources and assessment judgments related to the teaching of English (APST 3.4; 5.4)

Demonstrate an understanding of the role of the APST and the Murdoch Graduate Attributes: in identifying professional learning needs (APST 6.1)

Key concepts

The more a teacher is aware of the teaching and learning process involved in teaching, particularly English and literacy the better the teacher is able to identify the literacy demands required of their students and plan for them across the curriculum.

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Important Notes to accompany the Final Report

The Australian Professional Standards for Teacher (Graduate Level) frame the finalreport for this placement. http://www.aitsl.edu.au/ . The final report reflects State and National requirements as well as the Murdoch attributes and Work Integrated learningpolicies. The following acts as a Guide to identify levels of Achievement:

Does not meet requirements:A pre-service teacher does not have a satisfactory understanding of the area.The Pre-service teacher will have required a great deal of support from the MentorTeacher and moderator/external mentor. S/he will be unable to explain clearly thepurpose of what s/he is attempting to do. Insufficient skill or confidence displayed in this area as well as lack of initiative. If PSTs cannot show evidence of meeting the unit aims as highlighted on the final report then they will be deemed a FAIL.

Meets requirements:The pre-service teacher may have required a fair degree of support at thecommencement of the professional experience in this area, but should have been able to take advice and make suggested improvements. The pre-service teacher still needs to improve, but the pre-service teacher will have displayed a range ofcompetencies to become a skilled teacher. The pre-service teacher displays initiative without relying too heavily on the Mentor Teacher or supervisor for direction in this area. This pre-service teacher will have shown the ability to quickly make suggested improvements and will have documentation that displays a good understanding of the area. The Pre-service teachers overall performance will be satisfactory. If PSTs have provided evidence to address the unit aims as highlighted on the final report then a MEETs REQUIREMENTS is awarded.

Exceeds requirements:The pre-service teacher has taken real initiative in and has required little in the way of prompting and support. Planning and assessment documentation detailed and comprehensible and the pre- service teacher will be able to articulate a clearunderstanding of what s/he has attempted to achieve in this area. Difficult to faultunderstanding in this area.If PSTs have provided evidence of addressing more criteria than the unit aims highlighted then they will be deemed as EXCEEDING requirements for this placement.

Reminder: The indicators in each section of the final report are intended as aguide only. The highlighted sections are those standards which MUST BE MET on this placement. Please use the ‘comments’ section to provide any relevant information.

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