Lisa Teitzel 22265962 Annotation 1

Note the focus area and standard descriptor/s the Note the type of Describe the document / artefact Describe how the document
artefact / document reflects artefact / document and indicate the possible impact or / artefact meets the
result of the artefact / document on standard descriptors you
teaching and/ or student learning have identified.

1.1
Physical, social and intellectual
development and
characteristics of students.
Demonstrate knowledge and
understanding of physical, social
and intellectual development and
characteristics of students and how
these may affect learning.
1.2
Understand how students
learn
Demonstrate knowledge and
understanding of research into how
students learn and the implications
for teaching.
1.5
Differentiate teaching to meet
specific learning needs of
students across the full range
of abilities.
Demonstrate knowledge and
understanding of strategies for
differentiating teaching to meet the
specific learning needs of students
across the full range of abilities.
This artefact is a The goal of lesson was to focus
Spelling lesson and on the challenge of
accompanying differentiating teaching as a
photos that I result of how well I know the
undertook on PEXII students and how they learn in
with a K/1 the K/1 composite. I requested
composite class. that my mentor teacher observe
my spelling lesson with a focus
As it was a on student participation as a
composite class I result of catering for the broad
had to ensure the range of learners, in the hope
lesson catered for that I can be a teacher who
students who had makes a difference (Hattie,
differing abilities 2013).
across Early Stage
1 and Stage 1. The materials for the spelling
lesson were organised well in
advance and I modelled how to
use each material prior to the
start of activities. Consistent
reinforcement of expectations
ensured the lesson and my
teaching ran smoothly and the
focus could remain on students
achieving the outcome.
The lesson takes into account the varying
intellectual capabilities of the students by
providing different students with their
own list words to practice spelling.
Brighter students were provided with the
challenge to spell every word on their list,
whereas other students were only
focusing on practicing a few. (APST 1.1)
The University Advisor Wrote: A
very exciting spelling lesson, which
caters for, a broad range of learners.
Demonstrated understanding of APSTs
and Outcomes.
The strategies used for learning spelling
words, rather than consisting of writing
and wrote learning, were very
kinaesthetic based, which suited the
young, energetic learners in the K/1
composite. (APST 1.2)
At the beginning of the lesson, I chose
particular students to begin at certain
activities, which would better cater to
Lisa Teitzel 22265962 Annotation 1

their abilities. For example, Thomas was

By moving around the room
throughout the lesson providing
feedback to students ensured
students stayed on task and
supported their learning. The
informal assessment I gained
from this produced valuable
information for my future
teaching of these students.
chosen to use the sand to assist in
developing his sensory and fine motor
abilities further. (APST 1.5)
The University Advisor Wrote:
Differentiation was effective and
students were fully engaged!

The carefully chosen activities,

which had a focus on hands-on
learning and sensory
development, worked to engage
the students holistically in their
learning, as it is the quality of
pedagogy that most directly and
most powerfully affects the
quality of learning (NSW
Department of Education and
Training, 2003).
Lisa Teitzel 22265962 Annotation 1