I start my next practicum on Monday. Eeep! I’m both incredibly excited and nervous, but am really looking forward to meeting my 3/4 class. I really enjoyed my last prac, but found Kindergarten quite a challenge. People keep asking me “what grade do you think will be your favourite?” and I really don’t know how to answer the question. But, I am looking forward to some comparison to Kindy, as while incredibly enriching, I’m not sure it was my calling.
Given there are a range of Graduate Professional Standards that I need to have met by the end of my Masters, I wanted to reflect on areas where I have not yet been able to demonstrate achievement. I really want to ramp up my learning for this four weeks, as I should be able to take more on than I did last time (which was really four weeks of being dazed).
Here are the main ones that I’ve struggled so far to demonstrate with hard evidence:
|Standards||My learning objective and possible actions|
|1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation
|Develop lesson sequences that include Aboriginal and Torres Strait Islander perspectives, histories and cultures:
In units of work, focus on texts and resources that include Aboriginal and Torres Strait Islander histories and cultures (i.e. across subjects such as science, HSIE and English). If units of work at that time are not related, develop a literacy lesson focused on a text with Indigenous perspectives
|1.6 Strategies to support full participation of students with disability
3.5 Use effective classroom communication (a range of verbal and non-verbal communication strategies)
|Develop teaching strategies to support participation and learning of students with disabilities:
Focus on improving lesson differentiation and targeted support
Liaise with the teacher on students’ individual learning plans and include an explicit section in lesson plans to incorporate specific teaching strategies, such as opportunities for multiple means of representation, action and expression (Evans, 2015). Try producing learning aides such as visuals
Collaborate with special education professionals and SLSOs where possible, engaging in problem-solving teams
3.4 Select/use resources
|Provide learning opportunities to use ICT:
Build at least 1 ICT task into a learning sequence i.e. online research task, developing a digital resource such as a soundscape, or writing a blog
|5.3 Make consistent and comparable judgements||Provide feedback on student learning:
Feedback is one of the most powerful influences on learning and achievement, although this depends on the type of feedback and the way it is given (Hattie & Timperley, 2007). Try using an assessment rubric to encourage student self-assessment and metacognition.
|3.7 Engage parents/carers in the educative process
7.3 Engage with parents and carers
|Engage with parents and carers:
Send a letter inviting parents/carers to volunteer during literacy sessions, or
Invite parents to speak in class – consider ways this can be linked to learning i.e. whether any parents have skills or experience relating to current units of work
Further to these, I would also like to focus on developing my classroom and behaviour management skills. Will check in when I’m on other side to see how I’ve progressed against these. Until then!
Evans, D. (2015). Curriculum adaptations. In A. Ashman (Ed.), Education for inclusion and diversity (5th ed.) Frenchs Forest, NSW: Pearson.
Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(81), pp. 81-112.