Assignment

2: e- Portfolio

Australian professional standards for teachers

Part A: Explanation of Focus Areas

1.5.1- Demonstrate knowledge and understanding of strategies for differentiating
teaching to meet the specific learning needs of students across the full range of abilities.
This particular focus area has been linked through a seven-minute class discussion located in
the third section of the lesson plan. This discussion enables students to share their
knowledge and ideas with the class. Broad questions are asked such as, what are
rainforests, can you name any and where are they located. The following activity
demonstrates a strategy that enables students of specific learning needs to engage in an
open activity, contributing ideas and different knowledge that is added to the board for all
students within the class to view. Final results are a contribution and collaboration of
students class work that is identified as team work. The focus area makes a strong impact
on students across the full range of abilities shown through this exercise.

2.6.1- Implement teaching strategies for using ICT to expand curriculum learning
opportunities for students. This focus area is evident within the lesson plan through the
second section outlined, incorporating the use of ICT. Implementing a YouTube video of
What is the Rainforest. In pairs, students are to view the following video which instruct
them how to draw up a mind map. Using previous knowledge of the rainforest, ICT will help
achieve this task recounting previous intellect from past lessons. Students are working in
pairs this allows an opportunity of all students participating to review knowledge and
information off each other that was potentially missed within the video. Having students
find and construct their own mind map from gathered knowledge and information from the
video allows the pairs for a greater experience and interaction within the lesson. Further,
effectiveness of the ICT resource allows students to learn and reflect on their learning from
new entities of delivery. Peer feedback also agreed with focus area chosen for the lesson
plan.

3.1.1- Set learning goals that provide achievable challenges for students of varying
abilities and characteristics- Establishing a challenging learning goal is present through the
last task set within the lesson plan. Students are encouraged to complete a Map challenge
where questions are written on the board. Using a world map sheet, previous knowledge
gathered throughout the lesson allows students with varying abilities to individually
challenge their own ideas and thoughts, enabling students to participate in answering
questions individually that are written on the class board. The focus area has been linked
through the outlined lesson plan, strategically, setting this task towards the end of the
lesson allows students with varying abilities and characteristics to have better knowledge
before attempting the class activity challenge.

4.2.1- Demonstrate the capacity to organise classroom activities and provide clear
directions. The focus area of managing classroom activities is clearly achieved through the
lesson plan structured approach through the column organisation. Previous lesson
preparation takes place; with planning of worksheets and material, ensuring sufficient
quantities of copies for both activities are produced before class commencement.
Furthermore, a plan B action plan is also prepared before the lesson begins. This

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precautionary strategy is planned encase any ICT instruments fail before or during the class
activities. Organisation of stationary, coloured pencils, resources and YouTube video clips
are made clear, focused pre prepared direction ensures each classroom activity are clear
and concise. Allowing for a smooth delivery output of the lesson, ensures a strong impact on
classroom direction is understood.

Part B: Report

Section 1.

The crucial role of the following teacher professional standards, serves as a platform for
teaching diversely among classrooms. The focus areas that are evident within the current
Geography lesson plan cater for student learning needs. Professional standards of teaching
(1.5.1, 2.6.1, 3.1.1, 4.2.1), are among the 4 focus areas collected within the following
geography lesson plan.

The focus area of 1.5.1, establishes the link for catering students with individualised learning
needs. It is evident through this lesson plan that class discussion creates an environment of
engagement. Piagets theory on open learning is appropriately established, open learning
enables students to work on various individual projects in keeping with their respective
stages of development (Clarke & Pittaway, 2014). The participation of students provides the
teacher students feedback. Informal assessment is also linked through this focus area,
displaying an inevitable useful observation of the natural class setting, running records,
anecdotal records and written notes to assess the development of the whole child (Black,
2004). This focus area chosen is appropriate for the lesson plan. Samantha Emery notes,
every standard was met and how it refers to the lesson plan, organisation of and resources
used. Diagnosing learning is understood through this focus area, supporting students with
learning difficulties and strategies of assembling tasks into smaller manageable parts. This is
evident through the class discussions within the lesson plan identified.

Literacy needs have been accounted for. Traditional formal presentation is pointed out from
Daniel Colley, though focus area 2.6.1 involving the use of ICT communication. This tool of
ICT communication caters for positive student learning needs. Strong evidence suggests,
digital video can inspire and engage students when incorporated into student- centred
learning activities (Stiler, 2007). The lesson activity involves students to also be in pairs,
developing learner autonomy and enhanced team work communication skills. The focus
area 2.6.1 therefore is implemented to cater for student learning literacy needs. Students
with special needs may benefit from ICT, this helps to assist them in allowing to keep pace
with their peers. For example, students with dyslexia who might normally struggle with
reading or text understanding benefit from listening to an audio recording with imagery
(Stiler, 2007). ICT enables assessment of real- world problems allowing students and
teachers more opportunities for feedback and reflection in order to develop previous lesson
plan structures. In the case of this lesson plan, implemented focus area 2.6.1, shows this
idea as reflected from Amber Patterson Yes, the lesson plan has been planned carefully.

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Formal assessment data has been recognised in the focus area 3.1.1. The map challenge, a
task that is present in the last section of the lesson plan, Individualised learning needs for
this task being catered in the form of formal assessment. The formative assessment
provided in the lesson plan allows progress of student data to be recognised from the
completed task. Differentiated instruction through formal tasks is a pedagogical approach
which aims to all learners. Responsive instruction, caters to the needs of all student in the
class, maximizing their potential in learning strengths (Tomlinson, 2004). Peers in the group
hurdle task have also mentioned, in spite of the focus area 3.1.1 being present in this
particular section of the lesson plan, an alternative focus area 2.3.1 is also observed in the
lesson plan. Although, I agree with this focus area being adapted in this section of the lesson
plan, learning needs are catered for establishing challenging learning goals for varying
abilities and not just curriculum assessment and reporting. Differentiation by learning
profile also occurs in reference to Sternbergs Trarchic theory (Clarke & Pittaway, 2014)

Relevant student learner needs are lastly benefited from focus area 4.2.1. Classroom
management, aims to provide effective learning opportunities for students on planned
activities (Ryan, Cooper & Tauer, 2008). Amber Patterson mentions in the feedback, the
lesson plan is well planned and planned carefully. This an agreed opinion, allows for
students to benefit from the lesson plan structural approach for example: the time spent
off- task activities becomes non- productive learning opportunities. Physical factors,
Education factors and Social factors play a crucial role in the lesson plan focus area of 4.2.1
as this creates a positive dynamic environment for learning, therefore this caters for student
learning needs for all levels. Resources outlined for the activities, are established in the
resources column, demonstrating a wide range of resources that help engage students in
their learning. Small mention from the feedback sheets suggest focus area 4.2.1 is present in
this section of the lesson plan as is caters classroom organized approaches.


Part B:

Section 2.

Peer feedback contributions, established improved analyses of the standards. Overall, the
peer feedback was positive for each focus areas identified within the lesson plan. One
comment Daniel Colley explained through question 4 of the feedback, Yes, although
connections are unclear. The feedback helped established a refined look into the focus
areas chosen, going into depth of research with relevance for each of the chosen focus
areas and how they cater for learning needs of students. All peers reviews were pretty
happy with selection of standards and justifications with evidence, no small inclusion of
suggested additional information was formally noted for major changes to be made as well
additional modifications for the geography lesson plan focus areas.

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References

Marsh, C.J., Clark, M., Pittaway, S. (2014) Marshs becoming a teacher (6th ED.) Frenchs

Forest, Australia; Pearson Australia

Ryan, K., Cooper, J.M., & Tauer, S. (2008). Teaching for student learning: Becoming a master

teacher. Boston: Hougton Mifflin.

Black, P. (2004). The nature and value of formative assessment for learning. London: Kings

College

Stiler, G. M. (2007). MP3 players: Applications and implications for the use of popular

technology in secondary schools. Education, 122(2), 33-67

Tomlinson, C.A. (2008). Learning to love assessment. Educational Leadership, 55(3), 4-19

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