1050 Assessment task 1

Essay 1-800 words

In the four weeks of class observation undertaken, I noticed many strong
points by the cooperating teacher that came under the dimensions of the
Quality teaching Model. In each quality teaching dimension the teacher
displayed strength for a specific aspect, in intellectual quality this was
deep knowledge, for quality learning environment the strength was high
expectations and for significance the strength was inclusivity.

The teacher showed great ability to develop the deep knowledge of

students in many areas of learning, this was visible in the first observation
lesson. Rather than moving on quickly from topic to topic, the teacher
focused on one point at a time and went through it with immense detail to
ensure students had a great understanding of this topic. In the first lesson
the focus was on learning the different ways to spell the oo sound in a
range of words. The teacher started this off by building on students pre
existing knowledge (asking them to list the different letter combinations
that make the oo sound) and giving them opportunities to ask questions
regarding the topic if they didnt understand something. After this the
teacher provided students with information about why a how we use these
different spellings, this provided the class with deep knowledge, she also
provided a number of examples including: blue, food, new, shoe etc
(Observation 1).The teacher then incorporated this topic into the rest of
the activities for that lesson including the weekly spelling list, super
sentence and narrative exercise. This was a great way to improve the
intellectual quality of the whole class and develop each students
knowledge on the topic as it was constantly repeated throughout their
work (department of education and training).

During classroom observations it was clear that the CT was very capable
of creating a quality learning environment through the promotion of high
expectations. In the second observation the CT made her expectations of
students very clear starting with the posters all around the walls of the
room, these posters stated such things as put your hand up to speak,
listen carefully, follow instructions, stay in your seat and work at
your best (observation 2). Before undertaking each activity, the teacher
would go through examples of the work with students as well as stating
the expectations for the work to ensure students understood what was
expected of them. These was evident when the teacher stated the
narrative needs to be at least 1 page long, it has to be about what you did
on the weekend and you need to include three or more spelling words
from this weeks list, this set high expectations for students to perform to
their best effort. These high expectations were also evident when the
teacher set a time limit on the smart board which specified the amount of
work students were expected to complete in the given time frame.

In the third class observation the CT showed great strength in the area of
inclusivity in the classroom. As a way of ensuring all students were able to
relate to the topic at hand and feel included in the classroom environment
the teacher included all students in a class discussion and provided every
student with an opportunity to put forth their ideas and opinions about the
topic at hand. When having a class discussion about writing narratives the
teacher stated that students could write about something fun they had
done recently (observation 3) in their narrative then asked students to
tell the class something fun they had done, this made a connection
between students and the lesson activity. Before changing between
activities the teacher would stop the students and have a brief discussion
about what they needed to do in the next activity and give students the
opportunity to ask any questions, this ensured that no students were left
behind and everyone felt included in the activity.

In the final lesson observation, technology was used as a way of achieving

quality teaching, the smart board was used throughout the lesson as an
extra learning tool. At the start of the lesson the teacher showed a video
about bullying on the smart board to educate the students on bullying and
promote social support and inclusivity in the classroom. The teacher then
put a list of scenarios on the smart board which students had to act out
with appropriate responses, this kept students engaged and interested in
the lesson. When students came up with a good response the teacher
encouraged the class to applaud them which reinforced social support
within the classroom (department of education and training). While
students were at their desks completing activities the teacher would have
instructions/ reminders on the smart board to remind them of what they
should currently be doing and what was next, this was a good way to
direct students without causing an interruption while also supporting
student self regulation.

In conclusion, while on classroom observations I noticed that my CT

showed good strength in the areas of deep knowledge, high expectations,
inclusivity and the use of technology for quality teaching. The teacher
showed a range of techniques that incorporated these apects of the
quality teaching dimensions into classroom lessons and this had a positive
impact on the students learning experiences. Within the classroom, it was
evident through all lessons that the teacher was including intellectual
quality, quality learning environment and significance in her teaching
strategies to a high standard.
 References

https://www.det.nsw.edu.au/proflearn/areas/qt/

http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE
%20UNIT/Quality%20Teaching%20Framework.pdf

SCHOOL OF EDUCATION
EDUC1050 K-6 Pedagogies Task 1: Quality Teaching Observation and Reflection

NAME: Julia Mulligan DATE OF OBSERVATION: 17/8/15 CLA

INTELLECTUAL QUALITY QUALITY LEARNING ENVIRONMENT SIGNIF

Deep knowledge Explicit quality criteria Backgro

Deep understanding Engagement Cultural

Problematic knowledge High expectations: Clearly set expectations instructing students Knowled

Higher-order thinking Social support Inclusivi

Metalanguage Students self-regulation Connec

Substantive communication Student direction Narrativ

REFLECTION
Deep knowledge- The cooperating teacher at my prac school has shown strength
knowledge of students. In my first observation, the teacher focused mainly on teaching
of one pronunciation (oo, ou, ue, ew). The teacher referred to these weekly spelling sou
lesson the teacher incorporated the weekly soundwaves into the spelling list, super sen
The element of deep knowledge was a strong element in this classroom because the te
variety of activities to ensure students had extensive knowledge on the topic. By repea
the different ways to spell the oo sound, the teacher managed to help the message
The class discussion at the start of the lesson helped to build on students prior knowle
the students had regarding these sounds. After each activity was finished the teacher w
brief talk about what words the students found hard to write and why this was, this wa
students knowledge on sound wave.
By developing the deeper knowledge of students in this lesson the teacher improved th
finished work activities.

NAME: Julia Mulligan DATE OF OBSERVATION: 24/8/15 CLA

INTELLECTUAL QUALITY QUALITY LEARNING ENVIRONMENT SIGNIF

Deep knowledge Explicit quality criteria Backgro

Deep understanding Engagement Cultural

Problematic knowledge High expectations Knowled

Higher-order thinking Social support Inclusivi

Metalanguage Students self-regulation Connec

Substantive communication Student direction Narrativ

REFLECTION
High expectations
In week 2 of my classroom observations, the cooperating teacher displayed good stren
expectations. In this classroom the teacher set specific standards for all students to ens
same understanding of what was expected of them in the classroom. This started with
there were posters throughout the classroom with rules/ expectations including:
Put your hand up to speak
Listen carefully
Follow instructions
Stay in your seat
Work at your best
These posters provided students with constant reminders of how they were expected to
When starting the lesson, the cooperating teacher went through examples of the work
before students returned to their seats to ensure students understood how to answer q
activities in the lesson students were asked to do a writing task, the teacher was very c
the students stating the narrative needs to be at least 1 page long, it has to be about
you need to include three or more spelling words from this weeks list. These instructi
students and encouraged them to try their hardest. This was a great example of the co
expectations in the learning environment.
The teacher then set a time limit on how long students had to complete the task before
this set a standard of how much work students were required to finish in the given time
their tables to start the lesson activity the teacher put up a slide on the smartboard wh
to follow, they were:
1. Spelling words
2. Super sentence
3. Soundwaves
4. Writing
The instructions list ensured that students remained on task and performed to the class
aspects helped to create a quality learning environment in the classroom.
NAME: Julia Mulligan DATE OF OBSERVATION: 31/8/15 CLASS OBSE

INTELLECTUAL QUALITY QUALITY LEARNING ENVIRONMENT SIGNIF

Deep knowledge Explicit quality criteria Backgro

Deep understanding Engagement Cultural

Problematic knowledge High expectations Knowled

Higher-order thinking Social support Inclusivi

Metalanguage Students self-regulation Connec

Substantive communication Student direction Narrativ

REFLECTION
Inclusivity
In my third observation lesson the teacher successfully incorporated inclusivity into the lesson to make it significant to a
would return to the floor at the front of the class where they would go through the next activity as a whole group, the tea
next topic to everyone to ensure students are all given equal learning opportunities. As the class sat together talking ab
would aim to ask every individual student a question and allow them to participate in the group work on the smart board
the lesson and were able to relate the topic to their prior background knowledge. By including all students in the lesson
part of the class the lesson instantly became significant to all students as they could relate their previous knowledge to
focus on including a specific group of students in the lesson, all students were given equal opportunity to participate an
hassle.

NAME: Julia Mulligan DATE OF OBSERVATION: 7/9/15

CLASS OBSERVED: 2P

INTELLECTUAL QUALITY QUALITY LEARNING ENVIRONMENT SIGNIF

Deep knowledge Explicit quality criteria Backgro

Deep understanding Engagement Cultural

Problematic knowledge High expectations Knowled

Higher-order thinking Social support Inclusivi

Metalanguage Students self-regulation Connec

Substantive communication Student direction Narrativ

REFLECTION
Quality teaching and Technology: In the fourth lesson observation the cooperating teacher constantly used te
task and solving problems together as a whole class. The smartboard was used throughout the lesson starting off with
extended this with questions and scenarios which all helped to improve students understanding about bullying and pro
teacher displayed a number of scenarios on the board and asked students to act these out and choose a mature respo
between students. When students gave an appropriate response to the scenario, the teacher encouraged the rest of th
promoted social support within the classroom.
When students undertook activities in this lesson the teacher would use the smartboard as a reminder of what was exp
was used to instruct students of the high expectations). This reminder on the smart board was a helpful tool for student
the activity.
Another case in which the teacher used the smart board to assist in the learning environment was when she showed a
while they were getting ready for the activity to keep them on task. These instructions were listed as:
Super sentence
7/8/15
Use a red pen for marking
Correct ALL mistakes
In this lesson, clear expectations were set through the use of technology, the teacher set timers on the smart board so t
had to finish an activity, the teacher also had the spelling list up on the board as a reference for students rather than pri

Validation of poster

Essay 2
In my visual essay I have created what I see to be an optimum classroom
learning environment; my ideal classroom incorporates learning, fun and comfort
to encourage a welcoming, enjoyable and educational classroom environment.
My personal belief is that for a child to reach their maximum potential in
learning, they need to be in a comfortable and enjoyable environment so that
they want to learn rather than being made to learn. In this essay I will support
my reasons for the choices in my ideal classroom.

The teachers desk will be at the front of the class facing the side of the room so
that the teacher wont have to turn their back away from the students when
using the computer, this will help to minimize chatter between students. The
smart board will be at the centre front of the classroom to ensure all students
can see it clearly and are able to participate in group activities when using it, the
smart board is also a great way to engage students (curriculum support) in the
lesson through educational videos and other interactive activities. To ensure
students arent able to access the storage cupboard without the teachers
permission, I have placed it at the front of the room next to the teachers desk.

In front of the smart board will be the group mat, this will be used when the
teacher wants to have a class discussion away from the desk (away from
distractions like pencil cases) or introduction to the lesson, this is where students
sit on the floor with their legs crossed. At one side of the room is the computer
station, this consists of a desk with 2 computers, these will be available as a
reward when students get 5 good behaviour stickers or when students need to
use the internet for an educational reason. In the centre of the classroom will be
the students work desks at which students will sit when doing everyday work,
these will be set up in groups of 5-6 students to allow for group work when
necessary. Sitting students in groups and allowing for discussion will promote
inclusion, problematic knowledge and substantive communication in the
classroom (DET, NSW. 2003).

At the right side of the classroom underneath the windows will be storage
shelves for workbooks, this is where all students will keep their workbooks
according to category rather than keeping their books underneath work desks
where they might become a distraction. This will also promote organisation and
student self regulation (department of education and training) as students will
start a routine of putting their books in the appropriate pigeon hole at the end of
each lesson. Next to the storage shelves will be a wash up sink where students
can clean their hands after using paint, glue, etc, this will limit the frequency of
students going in and out of the classroom and minimize transition times.

At the back of the classroom in one corner will be the book corner with a book
shelf mat and bean bag chairs, this will promote quiet reading in the classroom,
literacy development and provide a calm relaxing area for students. The books
on the shelf will range from story books to educational books (atlass, books
about sea creatures etc) this will assist in the development of students deep
knowledge, higher order thinking and deeper understanding on a wide range of
topics. At the middle back wall there will be a resource table for students, this
will provide all of the equipment they would need for classroom activities without
the teachers permission being needed, the resource table supports and
facilitates students learning in different areas. In the other back corner of the
classroom will be the student play corner, available to students at certain times
of the day according to the teacher, this gives students a chance to take a break
from class work and encourages social support and interaction when students
play together (van Oers, B. 2015).

On one wall of the classroom there will be: a birthday chart with each students
birthday month and day, a classroom family tree with a photo of each student
with their family and a short blurb about them (name, siblings, likes, dislikes) and
a cultural wall with different countries flags and pictures representing their
culture. This wall will promote connectedness, cultural knowledge, inclusivity and
background knowledge in the classroom by establishing connections between
each students own life and the classroom (department of education). On
another wall of the classroom will be posters regarding class rules and work
expectations (WILF, WALT), these posters will be used as a way to remind
students throughout the day of the high expectations and explicit quality criteria.
On the other walls of the classroom there will be such things as the good
behaviour chart to promote positive behaviour within the classroom and class
schedules to encourage self direction in the students rather than to rely on the
teacher to tell them whats next. Student work samples will be hung up
throughout the classroom to reinforce connectedness and inclusivity and
educational posters regarding such topics as writing will also be hung up to
promote deeper understanding and knowledge of specific topics.

In conclusion my classroom has been designed to meet all aspects of a quality

learning environment, significance and intellectual quality within the quality
teaching model. I believe that students need an appropriate learning
environment to successfully develop as learners and that environment is shown
in my design.

References

https://www.det.nsw.edu.au/proflearn/areas/qt/qt.htm

http://www.curriculumsupport.education.nsw.gov.au/digital_rev/leading_my_facult
y/lo/pedagogy/Pedagogy_pop2.htm

Quality teaching in NSW public schools- Department of Education and Training

https://uonline.newcastle.edu.au/bbcswebdav/pid-2645320-dt-content-rid-
8836821_1/courses/CRS.111711.2015.S2/Annotated_Bibliography.pdf

DET, NSW. (2003). A classroom practice guide. Quality teaching in NSW public
schools. Ryde, Sydney: Professional Support and Curriculum Directorate
http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching
%20Guide.pdf

van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher

agency in primary school. Learning, Culture and Social Interaction, 4, 19-27.
http://www.sciencedirect.com.ezproxy.newcastle.edu.au/science/article/pii/S2210
656114000646