Supervisor and Pre-service Teacher Feedback & Reflection School Placement 25/06/2019, 6:42 PM

Name of pre-service teacher

Breanna Spencer
Course Name
B. Education (Primary)
School
Mater Christi Catholic Primary School
Date of Lesson

Feedback & Reflection on Teaching

Standard Supervisor Feedback Key pointers to Pre-Service Teacher Reflection

assist pre-service
teacher reflection.
It is not necessary
to answer all the
questions.

Standard 1: Know -You had a clear and appropriate
the students and WALT and WILF for the lesson and
how they learn referred to this explicitly throughout
your lesson. -Your activities were
fun, engaging and appropriate for
the content you had intended to
teach. -You were confident in your
delivery of the lesson and in your
management of student behaviour.
Did you know Over the course of the last 7 weeks,
your students? I have developed a strong
What evidence do understanding of the students,
you have to show including their social, physical and
that you know emotional development and
your student and standing. Furthermore, I have
how they learn? developed an understanding of and
How did data catered for the different learning
collected enable abilities and styles that I believe
you to plan each student succeeds from best in
differentiated teac the classroom. This encompasses
hing and learning visual, tactile, written and
activities for your kinaesthetic activities that expose
students? students to new and old content,
allowing them to develop and show
their skills in different contexts.
Within this Mathematics lesson
(17/06), I utilised an array of
different learning styles, including
written work (writing definitions

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Supervisor and Pre-service Teacher Feedback & Reflection School Placement 25/06/2019, 6:42 PM

into their Mathematics grid books),

tactile work (Bingo) visual work
(grouping cards, Bingo and
Kahoot), and kinaesthetic work
(grouping cards). In doing so, all
students were catered for at some
point in the lesson. I felt more
confident in teaching the content
when the students felt confident in
what they were learning. The
evidence that I collected of their
understanding of the concept
(fractions) consisted mainly of
anecdotal notes on a formal
document. This included
behavioural notes, comprehension
and understanding, question-asking
etc. during both explicit teaching
time and the Bingo activity.
Furthermore, I marked their
Mathematics books for the correct
definition and examples of fractions.
This data allowed me to plan for the
next lesson on equivalent fractions.
The students displayed an
understanding of what fractions
were and how to read different
representations of fractions (shape,
denominator and numerator,
collection, and percentage). I
utilised this information to find
activities that enhanced this
knowledge, whilst introducing the
new term 'equivalence'. In this way,
the transition into new content was
not imposed on confused minds.

Standard 2: Know -You held up examples of students Did you have the Prior to this lesson, I had no
content and how to work to show the class what you required content experience in teaching fractions.
teach it expected them to do. -You revised knowledge to Instead of teaching content new to
with students how fractions can be teach your lesson this class, I decided to teach content

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Supervisor and Pre-service Teacher Feedback & Reflection School Placement
represented through written form,
shape, collection and percentage.
This cater for various learning styles
which gives all students to learn the
content in a way that makes sense to
them.
Standard 3: Plan -You have considered learner
for, and implement diversity and have included specific
for effective provisions for your lesson to cater
teaching and for the abilities of the students in
learning your class in an appropriate way. -
Your planning considered content
from both the year 3 and year 4
Mathematics curriculum. You were
able to explain why you included
content from both year levels as you
intended to revise previous content
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25/06/2019, 6:42 PM
effectively? that they had previously touched
How could your upon in Year 3. Thus, this lesson
lesson have been activated a strong level of prior
improved? knowledge of fractions, laying the
foundations for my next lesson on
equivalent fractions (18/06) - a
concept that was new to them. To
prepare myself for the lesson, I
researched interactive and tactile
ways of teaching and learning
fractions, to which an array of
unique ideas were displayed to
teach fractions in a way that wasn't
daunting for most students. I can
successfully say that the content
taught in this session was
thoroughly understood by myself.
Consequently, I was confident in
and enthusiastic about teaching this
concept to my class. My enthusiasm
and knowledge reflected back onto
the students, as I noticed their
excitement (during the lesson) for a
concept commonly avoided or
dreaded. This lesson could have
been improved by managing noise
levels and utilising my voice to
express a broader range of emotions
and expectations.
Did your planning The main activities I chose to
enable you to deliver during this lesson were
teach your fraction grouping cards (fractions as
objectives shapes and fractions as denominator
effectively? and numerator), Bingo and Kahoot
How will you (ICT). Having made these resources
modify future myself, I have started to create a
planning? bank of effective, creative and
interactive activities and
manipulatives that will enhance my
future teaching and learning. These
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Supervisor and Pre-service Teacher Feedback & Reflection School Placement
in an effort to move towards
teaching content from the year four
curriculum. -The partnering of
students was predetermined due to
mixed abilities to allow peer
tutoring to occur.
Standard 4: Create -You redirected student behaviour
and maintain when necessary and continued with
supportive and the flow of your lesson well. -You
safe learning managed the time of your lesson
environments well, despite having a lengthy
transition when students where to
get their cards. Sending students one
group at a time to collect their cards
made this transition smoother than
having all students collect their
cards at the same time. -I can see
you have implemented ‘Miss
Spencer’s Star of the Week’ as part
of your behaviour management in
the classroom. -Using different
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25/06/2019, 6:42 PM
resources assisted in delivering a
lesson that was engaging and
lighthearted for a re-introduction of
a previously learnt concept. The
lesson objectives for this lesson
were developed from the Year 3 and
4 curriculum strands present on my
lesson plan, as well as grading
criteria from the curriculum judging
standards. Previously, I have been
struggling with how to assess and
what to assess. After receiving
constructive feedback from multiple
professionals and colleagues, I have
developed a strong understanding of
how to effectively assess student
learning, as well as what to assess
(the judging standards). As the
curriculum points and my objectives
were chosen prior to the planning of
my lesson sequence, I utilised my
lesson plan to provide multiple
opportunities and experiences for
students to achieve the curriculum
expectations.
Did the learning To cater for the different learning
environment needs of the students (particularly
support your support groups), I utilised the
lesson? grouping activity to pair support
What students with extension students.
improvements if This allowed for all students to
any would you engage in the tasks, with the support
make to the of their partner (collaborative
learning learning). After witnessing and
environment in the experiencing the sheer excitement
future? and engagement among all students,
I thoroughly believe each student
succeeded in that lesson,
academically and socially.
Additionally, the students asked me
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Supervisor and Pre-service Teacher Feedback & Reflection School Placement
students to come and collect a card
for bingo was a good incentive to
have students behave in a positive
way.
Standard 5: - You have sought advice to help
Assess, provide you in areas you found challenging,
feedback and particularly assessment and have
report on student shown a considerable amount of
learning improvement in this area. Your
assessment task, lesson objectives
and assessment schema show clear
connections. -You have used the
data collected to inform your future
planning, this shows you can apply
and have understood the plan, teach
assess cycle.
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25/06/2019, 6:42 PM
"When are we playing Bingo
again?" at least four times over the
past two days. Little behaviour
management was needed, other than
to regulate noise levels and the
distractive behaviours of some.
However, this was addressed
promptly. Behaviour management,
particularly the use of my own
voice, is one of the greatest areas I
need to improve upon. I have been
working towards achieving a range
of tone and emotion in my voice to
express my expectations and
feelings to students. This is a factor
I will be focusing on for the
following few concluding weeks.
Did your Assessments throughout this term
assessment show have displayed a rough scope of the
the scope of your students in most learning areas. This
students? data is what has assisted in
How could your developing my understanding of
assessment their individual academic
practices be development. I have provided both
improved? written and verbal feedback to
How do you know students (of both support and
that your extension) in a timely manner.
assessments are Similarly, I have pulled students
valid? aside that need extra clarification or
Did you moderate assistance, particularly in
your assessments Mathematics. In this lesson (17/06),
in any way? I utilised the curriculum judging
standards for Year 3 to assess the
students on their prior knowledge of
fractions. This assessment showed
that the vast majority of students
understood this concept to a very
strong degree, being able to read
and represent fractions in many
ways. Those confused by this new
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Supervisor and Pre-service Teacher Feedback & Reflection School Placement 25/06/2019, 6:42 PM

topic struggled in grasping

'equivalent fractions' on 18/06.
These students were supported
during extra time to check for
understanding. My assessment
practices could be improved by
utilising the judging standards in all
lessons to assess understanding and
scope. This will ensure my
assessments are valid and explicit.

Standard 6 and 7: Breanna, you conducted yourself in
Engage in a professional manner in all of the
Professional above standards continuously
Learning; Engage throughout your placement. You are
professionally with to be commended for the amount of
colleagues, effort you put into all aspects of
parents/carers and your teaching during this placement.
the community Your eagerness to obtain feedback
Please seek from a variety of educators and your
feedback from the ability to be proactive in
mentor regarding implementing this feedback from
Standards 6 and 7. one lesson to the next is to be
complemented. It has been a
pleasure to watch you develop your
teaching over term two at Mater
Christi.
What engagement Throughout the last 7 weeks, I have
have you had with sought and applied feedback from
professional multiple sources. Having visited
learning? Jacob O'Reilly in Year 6(A), Adele
Paino in Year 2(A), received
feedback on a lesson from Adele
Paino, three lessons from Nadia
Hunt and multiple lessons from
Nick Magry has provided me with
best possible education during this
practicum experience. Furthermore,
in engaging with other practicum
students, including Jermaine Beins,
Matthew Armstrong and Angelo
Calasse, I have been able to
exchange feedback and experiences.
During this entire experience, I have
been exposed to a range of
professional feedback that has only
benefitted my teaching and
confidence. I am eternally grateful
for this experience.

At this point is the pre-service teacher at risk of failing the professional experience?
No
Name of supervisor
Nadia Hunt
Proposed Date of next visit

Actioned by Breanna Spencer (32004197) on 18/06/2019 7:56:27 PM

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