Reflective Journal

Reflective
Journal

Sasha
Claughton

Contents

Page 2 Development, Teaching and Learning reflections
Child development
Learning theories
Inclusive classrooms
Assessment
Page 14 Language and Literacy in Early Childhood
E-book learning station fluency
Learning station vocabulary
Page 18 The Artistic and Expressive Child
Importance of visual art instruction for students
Developing confidence in music teaching
Page 28 Physical Development, Movement and Health
Year 4/5 Health lesson
Year 1 Health lesson
Year 4 Physical Education lesson
Page 35 Teaching Mathematics in the Early Years
Using thinkboards in mathematics
Page 38 Classroom Management Strategies
Reflection on the use of CMS in the classroom
Page 39 Integrated Studies from K-7: Focus on Science
Reflection on diagnostic assignment investigating what children know about
science.

1

EDUC 5485
Development, Teaching and Learning
Reflective Journal

Sasha Claughton
Student Number: 21279773

2

Reflection 1 Child Development
Early is early (or is it?)
Reporting
Week two focussed on the concept of Early is Early: The importance of the early years in
child developmental learning. This was outlined in Professor Trevor Parrys lecture, the
reading of The Long Reach of Early Childhood (McCain, Mustard & Shanker, 2007), and the
reading from Woolfolk and Margetts (2010). The lectures and readings explained how the
brain develops, why the early years were so important and some of the lasting impacts of
poor early brain development.
Responding
Initially the topics covered this week concerned me a little, as I thought that perhaps if some
children had limited brain development in early childhood, there might be little that I can do
to help struggling students later on in primary school. I think that the lectures and readings
were meant to encourage us understand the importance of these early years, although it
did make me feel a bit uneasy.
Relating
Professor Trevor Parry (2013) outlined the importance of early brain development, stating
that the quality of the brain architecture of the maturing brain can establish long term
learning and behaviour patterns. The reading from McCain et.al. (2007) also outlined that it
is difficult to alter the functions of neural pathways established during early life. Woolfolk
and Margetts (2010) also seem to agree, outlining that the brains plasticity, or ability to
develop new neural pathways is greatest during the early years of life.
Despite this, it is still possible for teachers to have an impact on older students with learning
difficulties. Early identification and intervention for children with developmental difficulties
is critical, as it is more difficult to change patterns of functioning as a person gets older
(Woolfolk & Margetts, 2010). More difficult, but not impossible. Although the brain develops
most rapidly during early childhood, learning and changes to the brain continue over a
lifetime (Woolfolk & Margetts, 2010). Older children may need additional time to master
new skills, as the myelination of neuron fibres is influenced by experience and repetition,
and this myelination process is not as rapid later on as it is in the early years (Woolfolk &
Margetts, 2010).
This topic relates closely to National Teaching Standard Number 1, because it is essential to
understand the processes of the brain in order to understand how children learn (AITSL,
2010). It also relates to National Standard number 3, as an understanding of neuroscience
and brain development can help teachers to understand the importance of planning for
intervention for students that may require it (AITSL, 2010).
Reasoning
Although I have previously been aware of the importance of early intervention and
exposure to literacy and numeracy ideas, I had never realised the full impact that this early
stimulation and exposure can have on childrens development throughout their lives. I also
hadnt previously realised the extent to which I may have to plan for interventions in literacy
3

and numeracy for students in upper primary as well as lower primary school. I am pleased to
read that it is still possible to have a positive effect on older students through appropriate
interventions, as was shown in studies of interventions in year 6 students who showed
significant improvements in reading fluency after intervention programs (Graves, Brandon,
Dueshery, Mclntosh & Pyle, 2011), and Solis et.al. (2012) synthesis of 30 years of research
into reading interventions for middle school students with learning disabilities.
Reconstructing
I believe that this knowledge of the importance of early brain development, and how this
brain development changes as children age, will help me to ensure that I am always
following my students progress very carefully to enable me to plan for interventions if
necessary. The sooner in the year that I can pick up on any difficulties, the sooner I can start
planning well designed and consistent interventions to try and assist the student.
Much research has already demonstrated the success of late interventions. Solis et.al.
(2012) synthesis found that there are several instructional practices that teachers can use
with confidence to improve reading comprehension, including main idea strategy
instruction, use of self-monitoring tools for students and, most consistently, the use of
modelling, feedback, and opportunities for practice (Solis et.al. 2012). I think it will be very
important to educate myself further as to the success rates of different intervention
programs for older children, referring to the research when necessary.

References
Australian Institute for Teaching and School Leadership, (2010). Australian Professional
Standards for Teachers Graduate teachers.
Retrieved from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers

McCain, M.N., Mustard, J.F. & Shanker, S. (2007). The long reach of early childhood. In Early
Years Study 2. Putting the Science into Action (Chapter 1, pp. 17-58). Toronto, Canada:
Council for Early Child Development.

Graves, A.W., Brandon, R., Dueshery, L., Mclntosh, A. & Pyle. N.B. (2011). The effects of tier
2 literacy instruction in sixth grade: Toward the development of a response-to-intervention
model in middle school. Learning Disability Quarterly, 34(1), 73-86.

Parry, T. (2013, March 4
th
). Child development and learning The importance of the early
years. [Lecture]. Retrieved from UWA lecture capture system.

Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B & Leroux, A. (2012). Reading
comprehension interventions for middle school students with learning disabilities : A
synthesis of 30 years of research. Journal of Learning Disabilities. 45(4), 327-340.

Woolfolk, A., & Margetts. K. (2010). The developing brain. In Educational Psychology (pp. 28-
33). Frenchs Forest, NSW: Pearson Australia.

4

Reflection 2 Learning Theories
Reinforcement and Punishment
Reporting
Week seven focussed on constructivist and behavioural learning theories. In particular this
reflection looks at aspects of the behavioural model of learning. Behavioural theories of
learning and their application were presented in the lecture given by Professor Peter
Morrotsy (2013), and the reading from Woolfolk and Margetts (2010). Both constructivist
and behavioural theories of learning were discussed in the workshop. The lecture and
readings presented some cautionary advice regarding the use of some types of behavioural
theories, such as the potential risks associated with the use of reinforcement and
punishment.
Responding
Within this broad topic, I have focussed in on one aspect of behavioural learning,
reinforcement and punishment. I was interested to discover that learning through these
methods may not create lasting behaviours, and that many believe that they may also affect
intrinsic motivation. I was quite surprised to see how much debate there was surrounding
the legitimacy of these claims, and how varied our opinions were in the workshop regarding
behavioural versus constructivist methods of learning. The challenge for me will be to work
out when and how I could best use behavioural methods of learning within my own
classroom.
Relating
Throughout my schooling years, behavioural methods of learning such as reinforcement and
punishment were common. My experiences of these methods were positive overall, but
during the workshop and through additional research, it became apparent that there are
many conflicting views surrounding the use of behaviourist methods of learning. It is
essential that I develop a good understanding of the research surrounding reinforcement
and punishment, as there are many aspects of learning styles which are addressed in the
National Professional Standards for Teachers, particularly 1.2, understanding how students
learn, and 4.3, manage challenging behaviour (AITSL, 2010).
There has been much debate about the effects of the use of extrinsic forms of motivation
such as punishment and reinforcement over the past 30 years (Akin-Little, Eckert, Lovett &
Little, 2004). Woolfolk and Margetts (2010) point out that one risk associated with the use
of punishment is that it can supress the behaviour in the presence of the punisher, but not
at other times, and that it does not tell the offender what to do, only what not to do. Clark
(1998) found the traditional way of discipline, including punishment, to be unworkable.
Woolfolk and Margetts (2010) encourage teachers to use negative reinforcement rather
than punishment. It seems that the majority of research points to the either caution against
using punishment, or at least the very cautious use of punishment.

Curry and Johnson, and Kohl, as cited in Moberly, Waddle and Duff (2005) believe that the
use of rewards can establish an air of competition and kill creativity and interest in the task.
Others have concluded that little detrimental effect is found with the use of external
reinforcement (Akin-Little, et.al. 2004). Moberly, et.al. (2005) found that although most
respondents in their study chose instructional practices of the teacher as the most positive
5

influence on behaviour, the majority still chose extrinsic rewards as their main source of
motivation. This may be due to the quick fix of external motivators where teacher skills in
planning and implementing improved pedagogy are perhaps lacking (Moberly et.al. 2005).

Bennett and Smilanich (as cited in Moberly et.al. 2005) made a strong case that much
misbehaviour can be prevented through good instructional practices. Akin-Little et.al. (2004,
p. 359) agree, stating that the logical solution is not to eliminate programmed
reinforcement, but to use effective programmed reinforcement strategies. While the
literature is in disagreement about whether reinforcement is detrimental or not, it appears
that there is at least some agreement about the importance of using good instructional
practices before relying on behaviour methods.

Reasoning
Reading around this area really focussed my attention on the potential risks and benefits of
extrinsic motivators such as punishment and reinforcement, and the need for care in
ensuring their correct use in the classroom. It was interesting to note that there are many
people who believe that using a good instructional practises and ensuring adequate
engagement within a classroom is more efficient than the constant use of reinforcement
techniques (Clark, 1998 and Moberly et.al. 2005). I agree with this assessment and feel that I
will need to ensure that I develop skills in using good instructional practices to ensure that I
am well equipped to offer my students engaging learning opportunities, and to minimise my
reliance on the use of behavioural methods. In addition, I can see now that due to these
widely varying views on behavioural methods of learning, I will have to be prepared to
validate my decisions to use these methods to parents, principals and other concerned
parties.

Reconstructing
Research and reading in this topic has lead me to believe that it is important to ensure good
pedagogy, engaging lessons and the establishment a culture of mutual respect and care
within the classroom. I believe that using this as a base will decrease my reliance on
behavioural methods, and encourage students to develop intrinsic motivation. I am likely to
still use some behavioural methods of learning in my classroom, but with care, planning and
by ensuring that I take individual student needs into account. I believe that I will always try
using reinforcement in preference to punishment, and in a positive way to try and teach the
student positive behaviours.

I feel that I have gathered a lot of ideas about the issues and concerns surrounding these
behavioural methods which will help to give me a solid base for further exploration on my
own as I develop my own teaching philosophy. As I develop this teaching philosophy, I will
need to ensure that I can support my choice in learning theory with adequate research, and
stay abreast of all current developments in this area.

6

References
Akin-Little, K.A., Eckert, T.L., Lovett, B.J. & Little, S.G. (2004). Extrinsic reinforcement in the
classroom: bribery or best practise. School Psychology Review, 33(3), 344-362.

Australian Institute for Teaching and School Leadership, (AITSL) (2010). Australian
Professional Standards for Teachers Graduate teachers.

Clark, C. (1998). Discipline in schools. British Journal of Educational Studies, 46(3), 289-301.

Moberly, D.A., Waddle, J.L. & Duff, R.E. (2005). The use of rewards and punishment in early
childhood classrooms. Journal of Early Childhood Teacher Education, 25(4), 359-366.

Morrotsy, P. (2013, April 8
th
). Views of Learning Constructivist and Behavioural. [Lecture].
Retrieved from UWA Lecture Capture System.

Woolfolk, A., & Margetts. K. (2010). Educational Psychology. Frenchs Forest, NSW: Pearson
Australia.

7

Reflection 3 Inclusive classrooms
Inclusive classrooms
Reporting
The lectures, readings and workshops in weeks 9 and 10 focussed on inclusive education
and equity and diversity in the classroom. Two lectures were given on inclusive education
and culturally diverse classrooms (Striepe, 2013 and Glasgow, 2013). Readings from
Woolfolk and Margetts (2010), Marsh (2010) and Carrington, et.al. (2012) looked at learner
differences and needs, culture and community and inclusive education. The main focus for
this unit was the importance of recognising and including different cultures within the
classroom, and of ensuring students with disabilities are well catered for in their learning.
Relating
Although I was aware of the need for differentiation in teaching, I was not aware of the
extent to which I would need to differentiate the curriculum to cater for students with
disabilities. Given the wide range of disabilities I may encounter, this seems quite daunting.
I feel that I lack knowledge in this area and need to work further on my understanding of
classroom practices relating to this issue. For this reason, this reflection will focus on
inclusive education for students with disabilities.
Reasoning
Although I have had experiences with people of varied cultures, I have had little experience
with people with disabilities. As a school in the 80s and early 90s, it was rare to see a
student with a disability. This all changed in the early 90s with the introduction of the
Disability Discrimination Act 1992, which ensured that students with a disability have access
to educational services (Woolfolk & Margetts, 2010). In August 2005, the federal
government also created the Disability Standards on Education, which set out the rights of
students with disability and the responsibilities of education providers (DEEWR, 2005).
These changes are evident today in my own childrens classrooms, where there are often
students with various disabilities within the classroom.
Inclusive classrooms are now very much a reality in Australia, and in fact many countries
around the world. It is now a legal requirement of all schools in Australia to be inclusive, and
it is discriminatory to exclude any child from a classroom based on a disability (Glasgow,
2013). Obiakor, Harris, Mutua, Rotatori and Algozzine (2012, p. 477) believe that to
increase normalcy in their lives, all individuals with disabilities should be educated with their
peers without disabilities in environments that are inclusive. There are a wide range of
disabilities that teachers may encounter, and it is known that approximately 8% of
Australian children under the age of 15 have a disability, and these may include intellectual,
behavioural and physical disabilities of varying degrees and severity (Woolfolk & Margetts,
2010).

Carrington, et.al. (2012) discuss the important role that teacher preparedness plays in
ensuring the success of an inclusive classroom. They go on to say that teacher attitudes,
beliefs and values play a key role in creating inclusive classrooms and schools (Carrington,
et.al. 2012). Booth and Ainscow (2002) point out the importance of ensuring that inclusive
8

education does not only include students with disabilities, but also recognises the
importance of including all students, and differentiating teaching so that all children can
experience success. Understanding how to successfully create inclusive classrooms is
essential if we as teachers are to address the National Professional Teaching Standards
(AITSL, 2010), particularly standard 1.5, differentiate teaching to meet specific learning
needs of students across the full range of abilities.

Reasoning
Further reading on this topic has helped me to understand the importance of my role as a
teacher to ensure that my classroom is inclusive to all students, including those with
disabilities. It is not practical to have an in depth knowledge of all of the disabilities that I
may encounter. Instead, it will be important for me to ensure I know where I can get
assistance and advice to help my students meet their learning needs. I need to have enough
knowledge and appropriate strategies in place to ensure each student with a disability is
well catered for in my classroom. As Obiakor et.al. (2012) point out, on the occasions that
placement of students with disabilities in general education does not result in improved
academic or social outcomes, but this is generally occurs when few or no adjustments are
made to meet the students individual needs. This emphasises the need for adequate
planning to cater for the students needs so they can feel valued, and experience success in
learning.
Reconstructing
When presented with a situation where I will be teaching a student with a disability, I will
need to ensure that I understand ways in which I can cater for that individual students
needs. One way to do this is to prepare an Individual Education Plan (IEP) for students. IEPs
are specially tailored programs developed for students with disabilities, and are usually
prepared by the teacher, qualified school psychologist or special education supervisor, the
guardian and the student (where possible) (Woolfolk & Margetts, 2010). Obiakor, et.al.
(2012), believe that the inclusion for students with disabilities is most effective when
teachers are collaborative and consultative, so it will be important for me as a teacher to
ensure I am using the support network and communicating with families of the student.

Another important thing for me to consider with students with disabilities is that I will not
only need to help them to experience educational success, but also to attend to their social
and emotional needs. Osman (1987) pointed out that children with learning disabilities
frequently lack social competence and peer acceptance. Glasgow (2013) also emphasised
the need to ensure you assist students with disabilities to be socially accepted and involved,
as well as the need to actively acknowledge them in the classroom. I believe that this will be
an essential element in ensuring my future classrooms are successfully inclusive.

9

References
Australian Institute for Teaching and School Leadership, (AITSL) (2010). Australian

Booth, T & Ainscow, M. (2002). Index for inclusion: developing learning and participation in
schools. Bristol, UK: Centre of Studies for Inclusive Education.

Carrington, S., MacArthur, J., Kearney, A., Kimber, M., Mercer, L., Morton, M. & Rutherford,
G. (2012). Towards an inclusive education for all. In Suzanne Carrington & Jude MacArthur
(Eds), Teaching in Inclusive School Communities (pp.3-26). Milton, Qld: Wiley & Sons.

Department of Education, Employment and Workplace Relations (DEEWR), (2005). Disability
Standards for Education 2005. Retrieved from
http://www.ddaedustandards.info/UB_DDA_Booklet_webA4.pdf

Glasgow, K. (2013, May 13
th
). Inclusive education. [Lecture]. Retrieved from UWA Lecture
Capture System.

Marsh, C. (2010). Becoming a Teacher: Knowledge Skills and Issues 5ed. Frenchs Forest,
NSW. Pearson Australia.

Obiakor, F.E., Harris, M., Mutua, K., Rotatori, A. & Algozzine, B. (2012). Making inclusion
work in general education classrooms. Education and Treatment of Children, 35(3), 477-490.

Osman, B.B. (1987). Promoting social acceptance of children with learning disabilities: An
educational responsibility. Reading, Writing, and Learning Disabilities, 3, 111-118

Streipe, M. (2013, May 6
th
). Equity and diversity in the classroom. [Lecture]. Retrieved from
UWA Lecture Capture System.

Woolfolk, A., and Margetts. K. (2010). Educational Psychology. Frenchs Forest, NSW.
Pearson Australia.

10

Reflection 4 Assessment
High stakes testing
Reporting
Week eight investigated aspects of assessment. A lecture on assessment was given by
Winthrop Professor Helen Wildy (2013), as well as a workshop investigating aspects of
assessment which included a question and answer online chat with Helen Wildy. Readings
from Woolfolk and Margetts (2010) and Marsh (2010) also looked at aspects of assessment.
The topic of standardised testing was raised, and its potential impacts on student learning
and performance.
Responding
My biggest concern in the area of assessment is how to deal with national, high-stakes,
standardised testing such as that of NAPLAN. I would like all of my future students to do
well and succeed in these tests, but I want to ensure that I am not simply teaching to the
test, but also teaching a broad range of skills that will be helpful to them throughout life. I
am concerned about how I am going to achieve these goals when I begin my teaching
career, and also how I can go about minimising student anxiety surrounding the tests, and
increase parent and community understanding.
Relating
I have experienced many high stakes, standardised tests in my life, throughout primary
school, high school and university. These types of tests do not affect me too negatively, but I
know of many people who dislike these tests immensely. Issues surrounding NAPLAN are a
very hot topic in the media, particularly around the time the results are released.
Much research has been conducted on the potential benefits and impacts of high stakes
testing on students. The Australian Primary Principals Association has identified various
unintended consequences of high stakes testing in its position paper, including; narrowing
of the curriculum as teachers teach to the test; untested curriculum areas being neglected;
higher order thinking skills not being assessed and deceptive practices occurring including
encouraging certain students not to attend on test days (APPA, 2009). Au (as cited in
Thompson & Cook, 2012, p.245) claims that despite massive expenditures of money, time,
energy and expertise, high-stakes testing has done little more than amplify the inequities
and inequalities experienced in schools that they were intended to fix.
On the other side of the debate it is claimed that NAPLAN provides a systematic basis for
identifying individual students who are not meeting national minimum standards at various
points in their schooling, and the data gathered can be used to target areas of concern at a
school, regional, state or national level (Masters, 2010). Teachers need to be aware of all of
these potential benefits and disadvantages when planning for teaching.

Reasoning
The research indicates that although there are many potential disadvantages of NAPLAN,
there are many potential benefits as well. Regardless of my personal views on high stakes
testing, it is in fact a reality that I will have to accept, so my only choice is to embrace it and
try to handle it in a positive way. The National Professional Standards for Teaching, Standard
5 also states that teachers need to be able to assess, provide feedback and report on
11

student learning, indicating the importance of assessment in the teaching process (AITSL,
2010).
Rather than looking at NAPLAN as a narrowing of the curriculum, it can be seen instead as
focussing of the curriculum, a way to ensure that students are leaving school with at least
the minimum requirements for leading a successful life. Many teachers from Yehs (2005)
study were positive about high stakes testing, stating that they believed they were more
focussed, goal oriented, and reflective about what they needed to teach. Taking a positive
approach to NAPLAN will be important, and I will need to ensure that I develop my
pedagogy in a way that I can achieve this when I start teaching.

Reconstructing
To ensure that my students are learning life skills, and not just test skills, I will need to
ensure that I am not simply presenting them with countless practise tests to complete. I
believe that a more effective approach would be to find out what the minimum standards
are for my year group, and find out through diagnostic testing what the students already
know, read through a number of tests myself to get a feel for the way the questions are
represented and then incorporate this information in to my teaching plan. Yehs (2005),
study supports this view, stating that interviewees in his US study asserted that teachers
should prepare students for the test by integrating the skills needed to pass the test into the
school curriculum throughout the year, rather than through isolated test preparation that
narrowly focused on the types of items expected on the test.

Another option for handling high stakes testing presented in Woolfolk and Margetts (2010)
is to use testing as an opportunity for problem based learning. Ewy (as cited in Woolfolk &
Margetts, 2010) challenged her students to answer the question, how can we improve our
test scores. The students took ownership of their role in the test, and as a result, the
students all met, or exceeded the national standards in all areas (Woolfolk & Margetts,
2010). This problem solving approach could be a great opportunity to develop childrens
problem solving skills as well as helping to improve test results.

As a teacher, I believe that it will be important for me to always be open to new ideas,
teaching methods and professional development opportunities to improve my ability to
help students meet standards, as well as gain valuable life skills. It will also be important to
always reflect on the success of my current practices so that I can ensure the best education
for my students.
12

References
Australian Institute for Teaching and School Leadership (AITSL), (2010). Australian

Australian Primary Principals Association (APPA), (2009). Australian Primary Principals
Association position paper on the publication of nationally comparable school performance
information. Retrieved from:
http://www.appa.asn.au/papers/School-performance-information.pdf

Masters, G. (2010). NAPLAN and my school: Shedding light on a work in progress. Teacher:
The National Education Magazine, Aug, 22-25.

Marsh, C. (2010). Becoming a Teacher: Knowledge Skills and Issues 5ed. Frenchs Forest,
NSW: Pearson Australia.

Thompson, G. & Cook, I. (2013). The logics of good teaching in an audit culture: A deluzian
analysis. Educational Philosophy and Theory, 45(3), 243-258.

Wildy, H. (2013, 15
th
April). Assessment and Learning. [Lecture]. Retrieved from UWA
Lecture Capture System.

Woolfolk, A., & Margetts. K. (2010). Educational Psychology. Frenchs Forest, NSW: Pearson
Australia.

Yeh, S.S. (2005). Limiting the unintended consequences of high-stakes testing. Education
Policy Analysis Archives, 13(43), 1-24.
1

EDUC 5504
Language and Literacy in Early Childhood

Assignment 1 Part 2
Learning Station Reflections

Sasha Claughton

Reflection for Literacy Station 1 E-book/Fluency
The focus for this reflection was originally going to be an e-book designed to help children
practice fluency. The technology at the school was unfortunately very limited, and it was not
possible to let the children work with the original e-book which had various links, videos,
sounds and animations. An alternative book was designed with fewer features which
focussed on the /f/ phoneme, and this was presented as a whole class lesson as per
Appendix 2. The class involved was a year 2/3 mix, and spelling words for that week
focussed on the various ways to spell the /f/ phoneme. The students were asked to find the
/f/ words in the e-book text as a group, listening for a chime sound for a correct
identification of the /f/ sound, or an explosion sound for a word with no /f/ sound. They
then had to carry these skills over to their individual word hunt and word sort.
Overall I was really pleased with the lesson, as the children were quite interested in using
and interacting with the e-book. They all demonstrated to me that they were able to use the
features of the e-book, including clicking on the words to make the sounds and turning
pages. The shared experience of the e-book seemed to work quite well in preparing the
children for the remainder of the lesson, which involved searching through other texts to
find words with the /f/ sound, and sorting them into groups according to the spelling of the
/f/ sound.
My experiences with children in the past have shown me how engaging ICT can be. It was
unfortunate that the original e-book was unable to be used in the classroom, but it has been
noted in a previous study that poor technology in classrooms can sometimes prove to be a
barrier to the implementation of digital storybooks (Oakley, 2011). When presented with
these limitations, it is important that teachers are flexible and work with the resources that
are available.
The Australian English Curriculum for years two and three point out the need for children to
be able to use digraphs and develop a knowledge of spelling rules (ACARA, 2013). When
focussing on something as specific as spelling, I believe it is important to ensure that the e-
books are used in conjunction with other pedagogical methods. In this lesson, the use of ICT
was linked with two commonly used methods of spelling instruction, a word sort and a word
hunt as described in Fellowes and Oakley (2010).
I believe that the preparation and subsequent changing of my e-book to adjust to the lack of
technology at school was a positive experience overall. Technology is very likely to be a
significant variable within schools and it is important that I am able to adapt to the varied
situations in order to continue to use ICT in the classroom. Whilst preparing the word hunt
lesson, I found it quite difficult to find a text that had a good spread of words with different
spelling variations of the /f/ phoneme. The e-book was a perfect way to custom make my
own text which used many different /f/ words.
Having prepared this e-book for a specific lesson, I feel that I could now use this knowledge
to create e-books for many other areas of spelling and literacy teaching. It is very useful to
know that if resources or funds are limited, I can quite easily prepare an e-book for my
students to assist in the teaching of specific concepts, either as a whole class or at an
individual level as a literacy work station. The concept could easily be adapted for another
spelling feature or principle, or as a fluency activity if audio recordings were added. I think it
will also be necessary for me to learn how to use a variety of different types of e-book
creation software. This will ensure that regardless of the technology available in the school, I
will still be able to prepare e-books when required.

REFERENCES
Australian Curriculum, Assessment and Reporting Authority (ACARA), (2013). The Australian
Curriculum: English (F-10). Retrieved from
http://www.australiancurriculum.edu.au/English/Curriculum/F-10

Fellowes, J. & Oakley, G. (2010). Language, Literacy and Early Childhood Education. South
Melbourne, VIC, Oxford University Press.

Oakley, G. (2011). Preservice teachers creating digital storybooks for use in early
childhood classrooms. Paper presented at the E-Learning (EL 2011) IADIS
Multi conference on Computer Science and Information Systems Proceedings. Rome: IAIDIS.

Reflection for Literacy Station 2 Vocabulary
This reflection focusses on a vocabulary activity investigating affixes. Three different
activities were prepared for this work station, although due to time limitations only one was
able to be carried out during the practicum. The students were given a set of cards with
base words and affixes written on them, and were asked to match the cards. This was
followed by think, pair and share discussions about what the affixes might mean. The
activity was carried out with four year 2/3 students. The mini lesson was carried out as per
the appended lesson plan.
Overall I felt that the lesson went well. The students were interested to find out what the
prefixes and affixes meant, and appeared to be quite engaged in the activity of sorting the
cards to pair up affixes with their root words. It became apparent during the lesson that the
children did not know what prefixes and suffixes were as I had originally thought, so
introducing the two terms at once did cause some confusion. There was also some initial
confusion with matching the words with their affixes which was resolved with the provision
of additional scaffolding and demonstration.
Learning to recognise common prefixes and suffixes and how they change a words meaning
is an important part of the Australian literacy curriculum (ACARA, 2013). Keiffer and Lesaux
(2007) pointed out that an effective way to teach concepts of vocabulary including root
words and affixes is to engage students in grouping words by prefix or suffix, and then
discuss what these words share in meaning so the students can articulate their own
meaning. This perspective directly relates to the activity designed for this learning station.
The activity also relied on the benefits of using word games to increase student motivation
to learn and practice new vocabulary, which have been discussed in the literature (Charlton
et.al. 2005 and Wells & Narkon, 2011).
This lesson has shown me that encouraging children to seek their own meanings in affixes
and root words, as well as the use of word games to learn and practice these new words
both appear to be effective ways to motivate children to learn new vocabulary. I strongly
believe in the importance of helping students to discover meanings in the world around
them. This is consistent with the constructivist view of learning outlined in Woolfolk and
Margetts (2010, p. 372), where constructivism is defined as a view that emphasises the role
of the learner in building understanding and making sense of information. I am interested
to know more about how a constructivist view of vocabulary instruction would compare
with other methods such as direct teaching. I would also be interested to know if the
students would still be engaged in the activity if it was presented in a more formal format,
rather than as a game.
I decided to provide a little more structure for the activity than originally intended. This
highlighted the importance of taking into account each students individual abilities and
existing knowledge when delivering lessons, and to provide more scaffolding if necessary.
For future lessons for children with similar abilities, I would focus on either suffixes or
affixes, rather than both at once. The use of word games and constructivist theories to learn
and practice new vocabulary will continue be a focus for me as a teacher, not only in
vocabulary instruction but also in other areas of teaching. I believe that ensuring children
are motivated and engaged is an essential part of delivering successful lessons, as well as
ensuring that children develop an interest in learning.
1

EDUC5520 The Artistic and Expressive Child
Assignment 2 Reflective Journal
Sasha Claughton
Student Number 21279772

Artwork by Alissa Claughton using Paint Program.

2

Pre-Service Teacher as Artist - Art Class with Leanne White
Reflecting on the importance adequate visual art instruction for students.

Reporting
During the week spent at Great Southern Grammar School, we attended an art class with
Leanne White. Leanne began the class by explaining her motivation for teaching, then went
on to explain her organisational strategies for an art class, including set up ideas and
equipment needs (See Appendix 1). She provided us with a print out of what she considered
to be the essentials for art teaching in early childhood. Leanne then went on to describe the
various ways she ensures the class runs smoothly with small children, including going over
rules at the beginning of each lesson, giving clear instructions to children, using a clapping
game to draw childrens attention and giving each child an individual job at clean up time.
Leanne began the actual art lesson with a class discussion, asking us if we had been
swimming on the holidays. She then followed on to more direct questioning about where
we went swimming and what we did in the water. She then instructed us to draw a picture
of ourselves swimming on A2 paper using black oil pastels. She asked us to think about how
our body was positioned in the water, and to draw a nice big image. At this time we were
instructed that once the drawing was complete, we could go on to paint our pictures, then
use edicol dye to paint the background water (See Appendix 1 for examples of the artwork
in progress). After the allocated time was up, Leanne gained the attention of the class, and
gave each of us a job for cleaning up.

Responding
The art lesson with Leanne inspired me to want to ensure that my students receive ample
opportunities to participate in visual art in my classroom. It also made me realise that
anyone can achieve art like this with students in their own classroom, regardless of budget
and space limitations. Planning and organisation appear to be key factors to achieving this.
Furthermore, I realised how enjoyable the process of painting a picture was, and I feel that if
I enjoyed it to that extent, Im certain that students would also enjoy the process. This
lesson also inspired me to want to further develop my own skills in the area of visual art.

Relating
My art experiences through primary school consisted of structured visual art lessons with a
visual arts teacher in a separate classroom. This experience was interesting as Leanne was
referring to the fact that we may have to take on responsibility for the arts in our own
classrooms as many schools do not have specialist art teachers. If this is the case, I will need
to ensure that I am organised enough to achieve this in a manner that addresses the arts
curriculum. Proper instruction in the visual arts is important, as it can encourage multiple
solutions to problems, prize innovation and imagination, and rely on the use of judgment
3

and sensibility (Wilks, 2003, p. 27). Despite this importance, they are not necessarily viewed
by all as worthy of having equal status with other core subjects (Wilks, 2003, p. 27).

The National Education and The Arts Statement (Ministerial Council for Education, Early
Childhood Development and Youth Affairs, 2005, p. 3), states that learning of the arts is vital
to students success as individuals and as members of society, emphasising not only
creativity and innovation, but also the values of broad cultural understanding and social
harmony that the arts can engender. The Draft Australian Art Curriculum has also
recognised the importance of the arts, and states that the arts is based on the principle that
all young Australians are entitled to engage fully in all the major art forms and to be given a
balanced and substantial foundation in the special knowledge and skills base each,
(Australian Curriculum, Assessment and Reporting Authority, 2011, p. 9). The Western
Australian Curriculum Framework also outlines the importance of the arts, stating that the
arts contribute to the development of an understanding of the physical, emotional,
intellectual, aesthetic, social, moral and spiritual dimensions of human experience
(Curriculum Council of Western Australia, n.d., p. 2).

In reality, some teachers may be held back by their perceived lack of skill in these areas, and
also by lack of space and resources (Cox, A., Grahame, J., Herne, S., McAuliffe, S. and Watts,
R., 2007). There are some resources available for teachers to assist in their own skill
development and practical ideas for organising, planning and implementing a successful and
broad arts program, as well as using and developing appropriate art language (Cox et al.
2007 and Schirrmacher, R., and Fox, J.E., 2009). Despite the availability of resources, many
teachers still lack confidence in teaching these areas (Cox. A. et al. 2007), and it may be
necessary for many teachers to participate in professional development to increase teacher
confidence in this area.

Reasoning
It was interesting for me to realise that I may have to be solely responsible for the arts
education of students in my future classrooms. Not having a strong background in arts, I
originally found this a little daunting. Having participated in this lesson, I have realised that
with adequate preparation and planning, and by being willing to take risks, I can ensure that
my students receive this arts education that is so important to their wellbeing and
development.
Educating children in the arts is not necessarily about being an amazing artist yourself, but
being willing to take risks, encourage students to do the same, and having a go. Arts is not
only for talented people with special skills in the area of art, but it is for all of us as a way
that we can express ourselves and explore our identities. Although this is the case, it will
also be important for me to ensure that I engage in professional development in visual arts
to continue to increase my skills and knowledge, and to ensure that I am meeting
Professional Teaching Standard 2, know the content and how to teach it (Australian Institute
for Teaching and School Leadership, 2010).

4

Reconstructing
I believe it is important for me as a teacher to remember the importance of arts in
education, and maintain this as part of my teaching philosophy. I will need to ensure that I
am willing to take risks in art education with my students so that they can explore and
discover arts for themselves. It is also essential to keep these ideas in my mind and stay
highly organised as a teacher, always looking out for things that could be used as materials
for art.
When I begin teaching, I believe that it will be important for me to ensure that a good range
of different visual arts are included throughout the year, rather than just playing it safe with
only drawing and painting. Many teachers may rely on only painting and drawing as visual
arts education, but for children who may not have well developed skills in these areas, they
may lose interest in the arts (Cox et al. 2007, p.31). I will endeavour to ensure that my
students have opportunities to explore and discover a wide range of different artistic skills
including print making, textiles, sculpture, collage and ICT. Limited resources in schools may
make this difficult at times, but I can try to overcome this by approaching local art stores for
donations of materials and asking parents to contribute recycled materials that might be
useful for art. I can also ask parents and members of the community in to come and share
their skills with students to try to build on areas where my skills may be lacking.
I believe that visual arts can link in with many other curriculum areas, including literacy,
mathematics, science, society and the environment and many others. Linking visual arts
with these various areas will help me to ensure that I am covering art in a variety of
different ways, and making the most of limited time and resources in the classroom.

5

The Child as Artist Year 1 Music with Hayley Burns
Reflecting on the importance of developing confidence in teaching music in
primary schools.

Reporting
Group B attended at year one music class run by Hayley Burns. Due to time limitations, we
only witnessed the second half of the lesson. Hayley was exploring the concept of loud and
soft sounds with her students in a variety of ways. She placed four different instruments in
the middle of a circle of students sitting on the floor (See Appendix 2 for examples of
instruments used). She asked them to close their eyes and listen carefully to see if they
could hear which instrument was being played. The students then took turns at playing the
instrument in the centre either loudly or softly. Next each student received an instrument.
After demonstrating how to use the instruments, Hayley asked them copy the sounds she
made on her instrument. She varied from loud to soft sounds, and also encouraged them to
try and match the number of beats and the rhythm. She also did one piece where the four
beats got progressively louder, although some students struggled with this concept.
Students were offered the opportunity to make a rhythmic pattern with their instrument,
and the class would copy it. Hayley encouraged them to try and use variations on the beat
of four.
Hayley then introduced a new activity, and began this by reading the story, The Tortoise
and the Hare. Half the students were given a soft sounding instrument to represent the
hare and the other half a loud sounding instrument to represent the tortoise. The students
then had to play their instruments during a second reading of the story at the appropriate
cues (the words tortoise and hare). The tortoise made slow, loud sounds and the hare
made fast, soft sounds. To finish the lesson, Hayley gave out stickers, and then discussed
with the students what they had learnt that day, asking them to recount which sounds they
recalled that were loud or soft.

Responding
I really enjoyed observing this lesson, as the childrens enthusiasm was very evident. As I
dont have much experience in music education, I was really excited to watch this lesson
and see how a typical music lesson in the early years might be constructed. It did occur to
me that although Great Southern Grammar has this fantastic range of instruments, the
school I end up working for may not have the resources for this great range of instruments,
so I may have to improvise. I noticed that the activities of the lesson changed quite often,
and seamlessly, which I think would be really important in a class full of young children to
keep them focussed.
Relating
6

My only experiences of music throughout primary and high school were a few recorder
lessons in year four, and the occasional participation in group singing for an assembly item.
Therefore I dont have a lot of confidence or experience in the field of music, so this was
quite an interesting experience for me.
There is considerable coverage of music skills in the Draft Australian Arts Curriculum
(Australian Curriculum, Assessment and Reporting Authority, 2011). This lesson related well
to two of key descriptions and corresponding elaborations from the Draft Australian Arts
Curriculum (Australian Curriculum, Assessment and Reporting Authority, 2011), including
description 2.1. Play with and explore sound, silence and sound sources, and 2.3. Learn
about and recognise the elements of music as they sing, play and compose.

Research has shown that well developed music programs can assist children in their social
and emotional development (ABC Music and Me 1, n.d.), can provide gains in essential
mathematics skills (ABC Music and Me 2, n.d.) and can have a positive impact on young
childrens development of language and early literacy (ABC Music and Me 3, n.d.).The
National Review of School Music Education has also clearly stated the role of music in child
development and learning, and states that international and national research shows that
music education uniquely contributes to the emotional, physical, social and cognitive
growth of all students (Department of Science, Education and Training, 2005, p.5). The
importance of music instructions is clear, as it will not only help develop individual skills, but
also assist children to develop in a holistic way by linking areas of learning.

Teacher confidence in teaching music can often be an issue. A recent study addressed the
fact that Australian generalist primary teachers were often anxious about, and lacked
confidence in teaching music and, therefore often ended up omitting this subject from their
program (Russell-Bowie, 2010, p.77).With regard to generalist primary pre-service teachers,
they often enter their education courses with very little background in music and low
confidence levels (Russell-Bowie, 2010). Other recent research has shown the importance of
improving teachers professional skills in music through collaboration and professional
development programs in order to increase their confidence in teaching music (Bainger,
2010). It is important for this professional development to occur in order for teachers to be
consistent with the Australian Professional Standards for Teachers, Standard 2, Know the
content and how to teach it, and Standard 6, Engage in professional learning (Australian
Institute for Teaching and School Leadership, 2010).

Reasoning
Before attending this class, and indeed the week at Great Southern Grammar, I thought
music was mostly about learning an instrument, learning to read music and studying great
composers. I hadnt really spent too much time thinking of the fact that music education in a
classroom situation is all about getting kids to have a go. You dont need any special musical
ability to be able to have fun with and learn about music. Using simple instruments children
can learn about musical elements such as loud and soft, beat and rhythm, matching and be
able to be creative. For some students this might lead onto a greater passion for music, and
perhaps even the development of a great talent. For many students though, the experience
7

will simply reinforce their education and provide them with additional tools for self-
expression.

Reconstructing
In order for me to become a confident classroom music teacher, I feel that I will need to
ensure that I make the most of professional development opportunities in this area
whenever they are available. If there is a lack of availability of these courses, then it will be
necessary for me to think outside the square in order to improve my skills and knowledge in
this area. Private lessons in a musical instrument, collaboration with specialist music
teachers and reading widely online could all be options for increasing my skills.
Lack of resources will also not deter me from ensuring adequate music instruction for my
students. There are many ways that music instruction can be carried out through use of
handmade instruments and by improvising with what is available. Involving students in the
creation of musical instruments will also add to their arts education overall, combining
visual arts with music, and even technology and enterprise.
I now know that music instruction is very important for children throughout primary school,
and particularly in the early years when language development is taking place. This
knowledge will help to shape my teaching philosophy, and to ensure that I give music
instruction the role it deserves in a classroom situation, and incorporate it in to as many
different curriculum areas as I can.
8

References
ABC Music and Me, (n.d.). The Impact of Music on Language and Early Literacy: A Research
Summary In Support of Kindermusiks ABC Music & Me.
Retrieved from
http://www.abcmusicandme.com/documents/Impact_of_Music_on_Literacy.pdf

ABC Music and Me (n.d.) The Impact of Music on Mathematics Achievement: A Research
Summary In Support of Kindermusiks ABC Music & Me.
Retrieved from
http://www.abcmusicandme.com/documents/Impact_of_Music_on_Math.pdf

ABC Music and Me (n.d.). The Impact of Music on Social-Emotional Development and
Academic Success: A Research Summary In Support of Kindermusiks ABC Music & Me.
Retrieved from
http://www.abcmusicandme.com/documents/Impact_of_Music_on_Social.pdf

Australian Curriculum, Assessment and Reporting Authority. (2011). DRAFT Australian Curriculum:
the Arts Foundation to Year 10.
Retrieved from
http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundation_t
o_Year_10_July_2012.pdf


Bainger, L. (2010). Music collaboration with early childhood teachers. Australian Journal of
Music Education, 2, 17-27. Retrieved from Informit.

Cox, A., Grahame, J., Herne, S., McAuliffe, S. and Watts, R. (2007). Art and Design Processes.
In S. Cox and R. Watts (Eds.) Teaching Art and Design 3-11. Reaching the Standard Series pp.
31-83. London: Continuum. Retrieved from University of Western Australia Course Materials
Online.

Department of Science, Education and Training, (2005). National Review of School Music
Education. Retrieved from http://researchrepository.murdoch.edu.au/9459/

Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2005).
National Education and the Arts Statement.
Retrieved from
http://www.mceecdya.edu.au/verve/_resources/National_Education_Arts_Statement.pdf
9

Russell-Bowie, D. (2010). A ten year follow-up investigation of preservice generalist primary
teachers' background and confidence in teaching music. Australian Journal of Music
Education, 2, 76-86. Retrieved from Informit.

Schirrmacher, R. and Fox, J.E. (2009). The Elements of Art. In Art and Creative Development
for Young Children pp. 134-153. New York: Thomson Delmar. Retrieved from University of
Western Australia Course Materials Online.

Western Australian Curriculum Council, (n.d.). Curriculum Framework Learning Statement
for the Arts. Retrieved from
http://www.scsa.wa.edu.au/internet/Years_K10/Curriculum_Framework

10

Appendix 1- Images from Art Class

Organisation of art materials

Paint storage ideas

Art works in progress

1

SSEH5689 Physical Development, Movement and Health

Assignment 1
Reflections on Health and
Physical Education Observations

Sasha Claughton

2

Reflection 1 Year 4/5 Health Lesson
Reporting
This reflection is based on the observation of a Year 4/5 Health Lesson. The lesson focussed
on risk taking, recognising the difference between being courageous and being foolhardy.
The teacher began by revising the previous lesson with the students. This was followed by a
PowerPoint slide focussing on the difference between brave and foolhardy behaviour, with
children helping to provide examples of each. Students then worked with a partner to write
down examples of past risk taking behaviour, followed by a class discussion. For the final
activity, the students were paired up again, and each pair was given a card with a potentially
risky situation on it. The students then had to talk with one another to create a continuum
from foolhardy to brave for their situations, then discuss the results as a class. To conclude,
the teacher led a class discussion recapping the main elements of the lesson.
Responding
This lesson was very interactive, and the students were very eager to participate in the class
discussions. It was really great to see so much group work and discussion, even though this
meant that the class was noisy for the majority of the lesson. The use of varied teaching
strategies including PowerPoint slides, class discussions, partner work and a whole class
activity kept the students engaged for the duration of the lesson. I liked how the teacher
revisited the previous lesson, and used situations that were relevant to the students to
activate their prior knowledge and keep them interested. There did appear to be some
behavioural issues when children were invited to choose a partner for the activity, and it
would be interesting to find alternative ways of doing this.
Relating
The topic that was covered in the observed lesson is relevant to many areas of both the
Draft Australian Curriculum (ACARA, 2012) and the Western Australian Curriculum (2007).
Areas of the curriculum for Years 4 and 5 that will benefit from a good understanding of
bravery and risk taking behaviour include drug education, wellness, lifestyle choices and
safety (ACARA, 2012 and DetWA, 2007). All of these areas specifically address the need for
students to be able to identify risky situations and to make choices to reduce or eliminate
risk. The group work and partner activities also enabled students to develop their
interpersonal skills, another important element of the Health and Physical Education
Curriculum (ACARA, 2012). This lesson provided a great opportunity for the teacher to
address the cross curriculum priorities of literacy through writing and oral language
activities.
I have experienced a number of health lessons throughout my practicum this year, as an
observer and as a teacher. Through my observations and experiences, it appears that Health
lessons seem to be most successful when students are engaged, and the activities are linked
with students prior knowledge and their lives outside the classroom. This is supported in
Woolfolk and Margetts (2010) where authentic learning experiences linked to prior
knowledge are known to help maintain student engagement. I found that using interactive,
student-centred activities helped students to remain engaged, and to develop their
knowledge and skills.
3

A few behavioural issues arose from a decision to allow students to choose a partner for one
activity. Although the benefits of collaborative learning are well documented (Woolfolk and
Margetts, 2010), they also point out that one of the dangers of group learning can be that
socialising may take precedence over learning.
Reasoning
I believe that the reason for the overall success of the lesson was the successful use of
interactive, student centred activities to develop the students knowledge of risk taking
behaviour. School Drug Education and Road Aware (SDERA, 2004) describe one of the
principles of effective pedagogy for health education as using student-centred, interactive
strategies to develop students knowledge, skills and values. It has long been known that
activity centred learning is beneficial for developing critical thinking skills, and promoting
behavioural change (Hammes, 1986), which is what is required of students to enable them
to apply Health skills in real life situations. Group work, cooperation and collaborative
learning are also known to create heightened interest in situations where learningis
supported by other individuals (Webb & Palincsar, 1996 in Woolfolk & Margetts, 2010, p.
364).
Reconstructing
One issue previously mentioned that was noticed in the classroom was the behavioural
issues surrounding the decision for the students to choose their own partner for the paired
activity. To reduce the potential of these distractions in the future, I would consider having
the children work in partners already assigned to them by existing seating arrangements.
For future Health lessons, I would continue with the strategy of providing student centred,
interactive activities. Although I have some knowledge of teaching strategies, my knowledge
of Health Education content is still limited. Limited knowledge in the area of Health has
been documented as a barrier for teachers in past studies (Thackeray, Neiger, Bartle, Hill &
Barnes 2002). I believe it will be important for me to extend my knowledge in this area
through extensive reading of relevant resources, including those such as Challenges and
Choices (SDERA, 2013).
Reflection 2 Year 1 Health Lesson
Reporting
The observed lesson for this reflection was a Year 1 Health lesson focussing on the contents
of a first aid kit. Initially the students gathered on the mat at the front of the room, and the
teacher led a class discussion about the previous session, asking them to recall the items
that might be found in a first aid kit. The teacher then went through various items of the
first aid kit with children, trying to activate childrens prior knowledge of some of the items.
The students then completed an independent worksheet which asked them to draw and
label five things you might find in a first aid kit. The students worked on this activity until the
end of the session. Unfortunately there was not time for a conclusion to the lesson.
Responding
Some of the positive things I noticed in this lesson were the teachers obvious positive
relationship with the children, and the behavioural management of the students. The
students were all very well behaved throughout the lesson, and were given gentle
reminders throughout as to the expected behaviours, as well as prompts such as eyes and
ears this way.
4

Although the students were well behaved during mat time, I noticed that there was a lack of
engagement by many members of the class while the worksheet was being completed.
Despite this, they did seem to complete most of the activity within the allotted time. I felt
that in this situation there could have been an opportunity for some more hands on,
interactive activities to help achieve the goal, although this could have been hindered by
time constraints.
Relating
Through my practicum experiences, I have seen some Health lessons delivered in a similar
way to the observed lesson, with a general class discussion followed by seat work such as a
worksheet or answering questions. When comparing this to my other experiences of
observing and teaching more interactive Health lessons, I find that student interest and
engagement is not as high for the discussion/worksheet presentation of the lesson. This is
supported in the literature, as it has long been known that student centred, interactive
activities and collaboration help to create heightened interest in the subject area, and can
create longer lasting behavioural change (SDERA, 2004, Hammes, 1986 and Webb &
Palincsar, 1996 in Woolfolk & Margetts, 2010). The Australian Curriculum and the WA
Curriculum also outline the importance of play, hands on experiences, concrete materials
and ICT in childrens learning and development (DetWA, 2007 and ACARA, 2013).
Reasoning
Although the literature shows that children can benefit from Health instruction that is
student centred and hands on, in reality, there are many factors that can make these
unachievable at times. Factors that can reduce teachers ability to teach interactive Health
lessons may include limited time to teach or prepare for lessons, whole school policies
relating to the teaching of Health lessons and lack of knowledge or experience in effective
Health pedagogy. Lack of knowledge in areas of Health has been shown to be a limiting
factor for the effective teaching of the subject (Thackeray, et.al., 2002). A recent study also
showed that one of the common barriers to effective instruction in health is the lack of
proper training for teachers, particularly at the primary school level (Fahlman, Hall &
Gutuskey, 2013).
Reconstructing
There are some ways that the lesson could be adapted in the future to provide a more
hands on, interactive experience for the students. One possibility is to allow students to
explore some of the safer items of the first aid kit in groups, discussing the names and
potential uses for each item. There are also opportunities to utilise ICT to make the lesson
more engaging, including websites such as the British Red Cross (2013) website which
contains a range of role play activities, quizzes, games and first aid videos particularly suited
to helping students gain an understanding of basic first aid skills. Many local ambulance
operators are also available to run primary school courses on First Aid, but even a visit from
an ambulance officer discussing the importance of basic first aid may help to engage
students further. To help deal with issues of limited time, first aid concepts could also be
integrated with other curriculum areas such as literacy or art.

5

Reflection 3 Year 4 Physical Education Lesson
Reporting
The observed lesson for this reflection was a Year 4 Physical Education lesson for 10
students focussing on rugby skills. Initially, the teacher talked to the students about the
main rugby concepts, then demonstrated both the correct and incorrect ways of passing
and handling the ball. The students then moved on to a warm up game where students
were split into two groups, and each team had to ensure that there were 5 passes
uninterrupted by the other team before they were able to score a goal. Following this game,
students were then sent in the same teams to either side of a marked out rectangular field,
and each team given the role of defender or attacker. When their names were called, two
players from the attacking side had to try and score a touchdown against one defender from
the other team. After each student had a turn, the roles were reversed. The teacher took a
video recording of each student to record the focus rugby skills. To finish, students played a
game of dodge where they were tagged by someone holding the ball rather than throwing
the ball.
Responding
Overall I think the lesson went well, and the students seemed to enjoy most of it. I thought
it was really great how the teacher explained the rules to the students first, and modelled
the correct and incorrect way of handling the ball. The warm up game was also great as it
encouraged everyone to participate, rather than only the few who were confident in ball
handling. Team members had to utilise every player to help them to score a goal. I did
notice some issues for the main activity, as it seemed that the class had been divided into a
stronger team and a weaker team. The weaker team experienced little success for the entire
activity, and appeared to lose interest. The finishing game of dodge was very popular with
the children, but I also noticed that once the weakest runner got it, he remained it for the
rest of the game as he was unable to catch anyone. Despite these issues, the teacher
maintained positive and constructive feedback throughout the lesson, which I believe was
well received by the students.
Relating
This lesson on rugby skills directly related to the Draft Australian Curriculum, which states
that students in Year 3-6 further develop and refine their fundamental movement skills,
learn about the common features of games and expand their understanding of movement
strategies and different tactical solutions (ACARA, 2012, p.14). I am not very familiar with
Rugby, and have not seen any physical education lessons delivered on this game, so it was
interesting for me to also learn some of the rules and strategies of the game that I could
potentially apply in the future.
The teacher provided regular feedback to the students participating in the activities, both
positive and corrective. It is important to provide students with a variety of feedback types
as research has shown that varying the type of feedback given can help to increase the
achievement levels of students, whereas using only one type can sometimes cause issues of
dependence, or a focus on errors (Silverman, Tyson & Krampitz, 1993 and Mosston &
Ashworth, 2001).
Reasoning
Towards the middle of the lesson, some of the students from the side who was continually
6

losing appeared to be losing motivation and interest in the game. In order to help students
to develop an appreciation of sports so that they take this with them into later life, it is
important that they have positive experiences. Martens (1996) outlines the importance of
children having positive experiences in physical education, and being able to experience
success as a prerequisite for future enjoyment of that sport. On the other hand, Martens
(1996) goes on to say that children who have negative experiences will not have a sense of
worth in that activity, and are unlikely to choose it again voluntarily in the future.
Reconstructing
Observing this lesson has helped me to realise the importance of varied feedback, as well as
the importance of ensuring that all students have the opportunity to experience success and
enjoyment during physical education activities. I believe that it is important to take notice if
teams are unevenly matched in a situation such as this, and be prepared to switch people
around on teams at different stages of the activity.
In order for me to successfully teach Physical Education, it will be important to engage in
professional development opportunities. Petrie (2010) found that generalist teachers
benefit from professional development opportunities that allow for the transfer of
pedagogical strategies and skills from the classroom to the Physical Education context, as
well as opportunities to develop content knowledge associated with Physical Education.
Professional development will enable me to develop the appropriate skills to ensure that I
can successfully instruct students in Physical Education.

References
Australian Curriculum, Assessment and Reporting Authority (ACARA), (2012). The Australian
Curriculum: Health and Physical Education (F-10). Retrieved from
http://consultation.australiancurriculum.edu.au/Static/docs/HPE/F-10Curriculum.pdf

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http://www.redcross.org.uk/What-we-do/Teaching-resources/Teaching-
packages/Microsite/Life-Live-it-first-aid-education-for-children

Department of Education and Training, Western Australia (DetWA) (2007). Middle childhood
Health and Physical Education Integrated scope and sequence. Retrieved from
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physical-education/?page=2&#toc4

Department of Education and Training, Western Australia (DetWA) (2007). Childrens
learning in the early childhood phase. Retrieved from
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physical-education/?page=2&#toc2

7

Fahlman, M.M., Hall, H.L. & Gutuskey, L. (2013). The impact of a health methods class on
pre-service teachers' self-efficacy and intent to teach health. American Journal of Health
Education. 44(6), p.316-323.

Hammes, M. (1986). Guidelines to assist classroom teachers in designing and implementing
student
involvement techniques. Health Education, 17(4), p. 48-49.

Martens, R. (1996). Turning kids onto physical activity for a lifetime. Quest, 48, p. 303-310.

Mosston, M. & Ashworth, S. (2001). Chapter 4 Feedback. In: Teaching Physical Education.
Merril Publishing Company, Columbus.

Petrie, K. (2010). Creating confident, motivated teachers of physical education in primary
schools. European Physical Education Review. 16(1), p. 47-64.

Thackeray, R., Neiger, B.L., Bartle, H., Hill, S.C. & Barnes, M.D. (2002). Elementary school
teachers' perspectives on health instruction: Implications for health education. American
Journal of Health Education, 33(2). p. 77-82.

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principles of school drug education. Retrieved from
http://www.det.wa.edu.au/sdera/detcms/navigation/for-schools/resources/principles-for-
school-drug-education/

School Drug Education and Road Aware (SDERA) (2013). Challenges and Choices: Middle
childhood resource for resilience and drug education. Retrieved from
http://www.det.wa.edu.au/sdera/detcms/navigation/for-schools/resources/challenges-
and-choices/

Silverman, S., Tyson, L. & Krampitz, J. (1992). Teacher feedback and achievement in physical
education: Interaction with student practice. Teaching and Teacher Education. 8(4), p. 333-
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Woolfolk, A. & Margetts, K. (2010). Educational Psychology. Frenchs Forest, NSW, Pearson
Australia.
1

EDUC5502 Teaching Mathematics in the Early Years

Assignment 1
What do children know about numbers?

Sasha Claughton
Albany Campus

2

Part F: Personal Reflection

How the assignment challenged my ideas of young childrens mathematical abilities.

Reporting
This assignment required students to carry out three thinkboards using three different one
and two digit numbers with a year one student from a local school in Albany, Western
Australian. The students showed us how much they knew about number by completing the
four sections of the thinkboards, symbol, picture, story and concrete things. We were asked
to provide information about thinkboards and why they were used, what we thought the
child knew about number based on their thinkboard responses, what we might do for the
next two lessons to help address any areas of need for the child, and provide researched
rationalisation for these choices.

Responding
I believe it is very important as a teacher to try to gain as much information about what your
students already know about number, and what misconceptions they may have, to ensure
that teaching is targeted for the students. I feel that it would be much easier to try and plan
for future teaching if you know exactly what you are planning for. Additionally, this
assignment has helped me to realise that there are a lot of areas for possible
misunderstanding in early maths development, and it is important to address these as soon
as possible so that later learning and understanding in maths is not affected.

Relating
I have no memory of my early impressions of number and place value, which may the case
for many teachers. This is why it is so important for teachers to learn and understand the
potential areas for misunderstanding in mathematics for children, and know how to teach
these concepts correctly.

For mathematics success, students need to have not only an instrumental understanding of
mathematics, but also a relational understanding, they why of mathematics (Siemon, et.al.
2011). Assessment for learning, rather than only assessment of learning, is important for
teachers to carry out on a regular basis (Siemon, et.al. 2011), to ensure that any
misconceptions are addressed and corrected as early as possible, and to help encourage full
relational understanding. The importance of early intervention for misunderstandings in
maths is well documented (Clements and Samara, 2011 and Woolfolk and Margetts, 2010,
p.33). There are many common errors that students make in their understandings of
mathematics, but these can be identified and addressed using tools such as thinkboards.

Reasoning
This assignment has given me some insight into the processes by which children learn, and
the importance of ensuring relational understanding, rather than instrumental
understanding of mathematical concepts. It is interesting to read about ways of helping
children to gain this deeper understanding, and I would like to continue to educate myself in
this area throughout my degree to ensure that I have a good understanding of the best ways
to help students achieve this understanding.

3

Reconstructing
I have always believed in the importance of ensuring children have a good understanding of
mathematical ideas, rather than just rote learning facts, but this assignment has helped me
to increase my knowledge as to how I would go about this as a teacher. It has introduced
me to a tool which I can use as a teacher, showed me the importance of using such tools,
and also outlined some common misconceptions to be aware of for when assessing
students understanding. The knowledge I have gained is consistent with The National
Professional Standards for Teachers, Standard 1, know students and how they learn,
Standard 2, know the content and how to teach it, Standard 3, plan for and implement
effective teaching and learning, and Standard 5, assess, provide feedback and report on
student learning (Australian Institute for Teaching and School Leadership, 2010).

Although I believe I will use thinkboards as a diagnostic tool, I think it will also be important
to go beyond what is on the thinkboard, and try to find out as much as I can about what
each student knows about numbers. I believe it will be important to use the time spent with
the child asking additional questions about number, perhaps asking them to write down
several other numbers without making the concrete, pictorial and story links, to see how far
they can write numbers and count, and also to try and prompt them to use ideas of
grouping numbers and place value to get an understanding of their readiness to move into
the area of learning about place value.

References

Clements, D.H. and Samara, J. Early Childhood Mathematics Intervention. Science.
333(6045), p. 968-970.

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R. and Warren, E. (2011). Teaching
Mathematics: Foundations to Middle Years. South Melbourne, Vic. Oxford University Press.

Woolfolk, A. and Margetts, K. (2010). Social Cognitive and Constructivist Views of Learning.
In Educational Psychology (pp. 336-373). Frenchs Forest, NSW. Pearson Australia.

Classroom Management Strategies (CMS)
Pre-service teacher reflective task Sasha Claughton - 22179773
Part 1 Predict what student unproductive behaviours you are expecting to encounter on
your next practicum.
As I will be teaching a year 7 class, some of the unproductive behaviours that I expect to
encounter are students talking while I am talking; students being off task; students
distracting other students; students answering back; students not listening to instructions;
and students not engaging with lessons. Im sure others will present themselves throughout
the prac, but as there are limited behavioural issues in my prac class at this stage, I think it is
unlikely that I will encounter any major episodes of violence etc.

Part 2 Describe a clear example of how you utilised actual techniques from the
workshops to either prevent or respond to student unproductive behaviour in a class that
you taught.
One particular technique I utilised a lot was the signal to begin. I always made sure that the
beginning signal was clear, and that I waited for all students attention before beginning the
lesson. I also relied on some of the particular teaching strategies including expert groups,
jigsaw and think, pair, share to help engage students more in the lessons I was giving. I was
also conscious of allowing wait time for students when I asked a question, and sometimes
chose students without their hands up to ensure everyone was accountable. I also utilised
the advice about transitions, ensuring that instructions were clear and everyone knew what
they were supposed to be doing. Low techniques such as scanning, the look and proximity
also featured regularly.

Part 3 Was there any change to your practice from your previous teaching experience?
Can you describe this change?
Yes, definitely. In the previous practice, I only had a few whole class lessons, and I was
nervous so I didnt seem to have the ability to recall all of the CMS strategies while teaching.
During this practice, my confidence slowly increased, and therefore I was able to focus more
on the lessons I was delivering and whether the students were engaging with the content. I
was also more able to focus and recall the CMS strategies we were taught and apply them
throughout lessons where appropriate to help me keep the lesson running more smoothly. I
also found that throughout the three week period, I was becoming more familiar with the
use of some of the CMS techniques, and was able to use them without consciously thinking
about which strategy I was using. It became more of a natural thing to assess the situation
and decide on the spot which technique would be appropriate. I still have a lot of work to do
in this area though, and need to become better at some of the strategies, and continually
build my knowledge of CMS strategies to ensure that my classes run smoothly and the
children are able to learn in a safe environment.

EDUC5508
Integrated Studies from K-7: Science Focus

Assignment 1
Reflection on Childrens Views on Science
Research

Sasha Claughton

Reflection
Reporting
This assignment investigated the importance of finding out students pre-existing alternative
conceptions surrounding the science topic of light. Common alternative conceptions that students
hold about this topic were researched, as well as the current accepted scientific knowledge about
light. Two students were then selected to participate in a range of activities designed to see if they
held any alternative conceptions about light. These findings were documented and compared to the
literature which found some alternative conceptions that were similar to those suggested in the
literature, and some that were not. Two activities were suggested that would challenge the students
existing alternative conceptions.
Responding
Researching into the possible alternative conceptions for the science topic of light was very
interesting, as we tend to generally seek out factual or peer reviewed information when researching
topics. This assignment was purposefully different, as we were required to find all the potential
incorrect information, or alternative conceptions. The activities designed for the students who
participated in the study were well received, and they students appeared relaxed enough to
comfortably share their ideas with us.
Relating
Research has consistently supported the importance of having being aware of childrens alternative
conceptions when investigating science topics (Dawson & Venville, 2007 and Skamp, 2012).
Although I do not have a great deal of experience in teaching science, reflecting on this limited
experience, I can see how important it is to first find out what students know, and what there
alternative conceptions are when planning for teaching. Research has also shown that despite
extensive teaching in areas of science, it can sometimes be surprisingly difficult to shift students
alternative conceptions (Dawson & Venville, 2007 and Deakin University, 2014). In order to do this, it
is important to enable students to perform their own hands on, engaging investigations, both
individually and as part of a group in order for them to begin to challenge their own ideas (Skamp,
2014).
Reasoning
Having a fairly strong background in science, I felt that I would find the teaching of science relatively
easy. I was quite surprised to find that although I may have had a good understanding of science
content, I knew relatively little about the alternative conceptions students may hold about scientific
topics, and the impact this could potentially have on the effectiveness of my future science teaching.
It was very interesting to discover some of these alternative conceptions first hand by doing a range
of activities with the two children who participated in the study, and to discover where their
alternative conceptions aligned with the literature, and where they differed.
Reconstructing
This assignment will have a big impact on my future teaching in science. I believe that it will be
necessary for me to ensure that I am well prepared and researched on the possible alternative
conceptions associated with each topic that I will be required to teach. This will ensure that I am
able to help students to challenge their existing ideas and help them to build new ones. In order to
do this, it will also be essential for me to start each unit with some exploration into what my
students already know, and identify alternative conceptions they may have. In order to address
them, it will be important to allow the students to participate in hands on, engaging investigations
that challenge their existing ideas, and enable them to work towards creating new ones.

References
Dawson, V., & Venville, G. (2007). The art of teaching primary science. NSW, Australia: Allen and
Unwin.
Deakin University (2014). Science Concepts Years 5-10: Light. Retrieved from
http://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/years5-10/pdfs/light.pdf on 29th
March, 2014.
Skamp, K. (2012). Teaching primary science constructively. (4
th
Ed.). Victoria, Australia: Thomson.

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