EDFD452 AT2 Critical Reflections

http://elsiestoel.weebly.com
1. Know the students and how they learn
Student and teacher professional relationships are crucial to learners success. This is
evident in Associate teacher reflections where the pre-service teacher developed
crucial and professional working relationships where students trusted and engaged in
lessons and learning with little associate teacher intervention or use of behaviour
management plans. Teachers should be caring and nurturing to students needs by
providing one on one support and feedback on learning (Woolfolk and Margetts,
2010). This is evident through the evidence of tiered instruction lesson planning. The
lessons are aimed at developing discussions and small group time with the teacher to
ensure all students needs are catered for and they are able to excel, extend or
understand the topic being taught. Through an inclusive and differentiated learning
environment where all students are important the needs of the individual including
those of Aboriginal cultures, EAL learners and students from low socioeconomic
backgrounds are catered for through teaching strategies using a variety of learning
practices such as hands on learning, inquiry, questioning, direct instruction and
cooperative learning strategies (Allison & Rehm, 2011). This has been evident in
teaching practice catering for all students by using small focus groups, extra
intervention, science experiments, mixed ability group work and effective questioning
and exploring before explaining. 206
2. Know the content and how to teach it
As a teacher it is expected to have a developing and proficient understanding of
content knowledge, curriculum and effective teaching strategies to engage students in
meaningful learning and relevant activities. Teachers can develop the ability to
understand content and make curriculum links to student learning through integrating
teaching practices with informal and formal learning opportunities (Kleickmann, Dirk
Richter, Kunter, Elsner, Besser, and Krauss, 2013). This is evident through lesson and
unit planning evident in the folio. The science unit outline was developed to teach a
unit on heat transfer to grade three students. The Victorian Curriculum was used

EDFD452 AT2 Critical Reflections

provide a foundation for students to develop specific science inquiry skills and related
topics. Best science teaching practice through research and lectures enabled the
teachers to ensure students engaged with higher order thinking questions, hands on
learning, the 5 E inquiry cycle and student designed investigations enabling the
learning to be student centred. Through the effective use of technology in classroom
teaching and learning, students are able to develop life long skills that will benefit
them in the working environment. Technology also engages digital natives in rich
experiences previously they may not have seen or heard before (Hicks, 2011). On
many occasions the use of Smart boards, the internet, photography, music and videos
have been incorporated into teaching to engage students in rich tasks, outlined
through evidence in the folio.
3. Plan for and implement effective teaching and learning
Developing and planning challenging learning goals with high expectations for all
students that are reasonable and realistic are crucial to effective teaching and learning.
For the achievement of learning goals students must be supported through effective
teaching strategies such as scaffolding and explicit instruction (Cusastis, 2015). This
is evident through the development of learning outcomes and skills that have been
created for activity tables during exploration and for success criteria that have been
displayed on the whiteboard or Smart boards. Through the use of class discussion,
planning and conducting experiments learning goals were evident when students
realised there is a process and final outcome that they need to produce whilst
observing experiments. It is crucial when teachers are planning they must use
curriculum content, teaching practices, students prior knowledge and resources
available to produce effective measurable learning outcomes (Passey and Hobrecht,
2001). This is evident through the planning and implementation of a science teaching
unit the demonstrated reflective practice for improvement, teaching practices such as
questioning and using a range of resources to engage students such as construction
materials, videos, a song and science equipment. Therefore including a range of
teaching strategies, knowledge of curriculum documents and resources such as ICT
improves student learning (Johnson, 2007).

EDFD452 AT2 Critical Reflections

4. Create and maintain supportive and safe learning environments

The classroom space created for learning directly influences student achievement
(McMahon, Wernsman & Rose, 2009). Further research indicates a community and a
sense of belonging for students positively relates to academic, social and personal
development. For meaningful learning to occur students need to feel comfortable and
safe in the classroom setting to enable deep discussion, sharing of ideas and feelings
which inturn needs and develops trust between students, peers and teachers (Fisette,
2010). Evident in planning and running of a smooth classroom has incorporated
behaviour management, inclusive teaching strategies and praise and modelling of
good student behaviour. Creating a safe and supportive environment involves
managing the diverse range of students of todays modern classrooms, which isnt
limited to multicultural backgrounds and including emotional and challenging
behavioural issues (Baker, 2005). Through the experience mentoring a student from a
low socioeconomic background that often portrayed emotional issues the mentoring
enabled the student to create a supportive bond where he could discuss his feelings
and interests without being judged by peers. As a teacher I will provide individual
interactions with students to help them in areas they may be struggling with. Through
the use of a joint class rule system and behaviour management the teacher was able to
experience and develop a supportive environment for all students to learn where
distracting behaviour to other students learning was not tolerated.
5. Assess, provide feedback and report on student learning
Student assessment is critical to inform effective teaching, planning and instruction
(Ruiz-Primo, 2011). The assessment of student learning enables teachers to evaluate
student progress as well as teaching practice (Zacharis, 2010). Assessment should not
only assess learning but also skills such as critical thinking, problem solving,
communicating and collaboration. Effective teachers employ summative and
formative assessments as tools for effective teaching and learning in their classrooms.
On most occasions the pre-service teacher has implemented practice for assessment

EDFD452 AT2 Critical Reflections

during teaching, learning and planning. Observation, reflection on student

achievement of learning goals and outcomes as well as the inclusion of questioning,
reporting and assessing prior knowledge have been incorporated into the teachers
assessments planning and teaching. Formative assessment is critical for teachers to
assess student learning through activities and thinking processes (Ruiz-Primo, 2011).
Formative assessment involves feedback to students on learning allowing the teacher
to guide student learning and employ necessary and effective teaching strategies.
Although summative assessment assesses factual knowledge and understanding, the
two forms of assessment work well together for students to achieve in summative
assessment tasks. The evidence provided in the folio indicates the use of a summative
rubric to report on students academic and skill development during the science unit
heat transfer.

EDFD452 AT2 Critical Reflections

Reference List:
Allison, B. N., & Rehm, M. L. (2011). English language learners: Effective teaching
strategies, practices for FCS teachers. Journal of Family and Consumer
Sciences, 103(1), 22-27. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/887105715?a
ccountid=8194
Baker, P, H. (2005). Managing student behaviour: How ready are teachers to
meet the challenge? American Secondary Education; 33 (3), 51 64.
Cusatis, C. (2015). Modern Learning Goals. Principal Leadership, 15(9), 6.
Fisette, J. (2010) Getting to Know Your Students. Journal of Physical Education,
Recreation & Dance, 81 (7),42-49, DOI:
10.1080/07303084.2010.10598508
Hicks, S. D. (2011). Technology in Today's Classroom: Are You a Tech-Savvy
Teacher?. Clearing House, 84(5), 188.
doi:10.1080/00098655.2011.557406

Johnson, D. A. (2007). Teacher planning, instruction, and reflection. Journal of

Physical Education, Recreation & Dance, 78(5), 11. Retrieved from
http://search.proquest.com.ezproxy1.acu.edu.au/docview/21

5754798?

accountid=8194
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., &
Baumert, J. (2013). Teachers' content knowledge and pedagogical content
knowledge: the role of structural differences in teacher education. Journal of
Teacher Education, 64(1), 90+. Retrieved from
http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?id=GALE

EDFD452 AT2 Critical Reflections

%7CA343364202&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=8811
9cad0ba13ec179e46720681ef9c6
McInerney, D. M., & McInerney, V. (2009). Educational psychology:
constructing learning. N.S.W.: Pearson Education Australia.

McMahon, S, D., Wernsman, J., & Rose, S, S. (2009). The relation of classroom
environment and school belonging to academic self-efficacy among urban
fourth and fifth grade students. The Elementary School Journal, 109 (3), 267281.
Passey, D., & Hobrecht, P. (2001). Online resources and effective teaching and
learning. Education 3-13: International Journal of Primary,
Elementary and Early Years Education, 29(1), 3-8. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/03004270185200021
Ruiz-Primo, M, A. (2011). Informal formative assessment: The role of
instructional dialogues in assessing students learning. Studies in
Educational Evaluation, 37, 15 24. doi:10.1016/j.stueduc.2011.04.003
Woolfolk,. A., & Margetts, K. (2016). Educational psychology (4th ed.). Melbourne,
Vic.: Pearson Australia.
Zacharis, N. (2010). Innovative assessment for learning enhancement: issues and
practices. Contemporary Issues in Education Research, 3 (1), 61 69.
Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/education/docview/19
6350271/abstract/C4139DF97A254D35PQ/37?accountid=8194