102605 PROFESSIONAL PRACTICE COMMUNITY ENGAGEMENT, 1H 2018

JADE CUNNINGHAM 17999508

Professional Education Setting: Camden High School, Bump It Up Program and Learning
Support Unit

Professional Experience Session: 14th May to 25th May Twenty Eighteen

Number of Hours Completed: 63h 50m

SELF-REFLECTION

The service learning experience in literacy and numeracy lessons for years seven to nine, and

learning support unit classes for years seven to eleven has provided myself with a range of

learning opportunities and experiences. Programs such as ‘Bump It Up’ have shown to be

valuable for providing students with targeted literacy and numeracy skills practice. The support

unit is vital for many students, providing classrooms that accommodate their needs, giving a

safe space for students to learn and grow.

I had the opportunity to assist students in literacy and numeracy lessons targeted at

strengthening students’ skills. Although students required varying levels of support, it was

valuable to observe students different attitudes, levels of engagement and approaches to

various learning tasks. I felt a sense of achievement when I was able to spend time in small

groups to discuss and expand on a topic that students did not understand. Many students in

the literacy and numeracy lessons were high academic achievers though struggled with some

areas such as spelling and grammar, which affected their results particularly in NAPLAN. This

service learning experience has been important for myself to learn how to gauge students

understanding and engagement of different topics. I reflected each day how to improve my
explanation of content they did not understand by breaking the concept down and making it

link to another area. It was a valuable experience to be part of many different teachers’ lessons

and observe the different teaching strategies and pedagogies used. A particular observation I

made in the literacy and numeracy lessons was that the location of these classes (not in

students’ regular english or maths classrooms) caused disruption and misbehaviour of

students. Each teacher has their own technique for managing this, including the use of seating

plans, the rearrangement of desks and even moving to a different available classroom. Because

of this experience I have developed my understanding of the application of teaching strategies

for learning and behaviour management in a way that is respondent to the learning strengths

and needs of individuals.

Within the learning support unit, it was a valuable opportunity to assist students with varying

abilities and learning needs. I was given the opportunity to learn about student’s individual

learning plans, and the ways in which achievable learning goals can be established for

individuals and carried out in a classroom setting. Teaching strategies such as differentiation

of worksheets, explicit language, visual representations and routines were demonstrated as

effective methods for enhanced support for learners with additional needs. Teachers also had

set seating plans, managed classroom light and noise to accommodate and make adjustments

for the creation a positive learning environment for all students. This service learning practical

has enhanced my understanding of the importance of understanding individuals needs to best

support their learning opportunities and experience. It became clear in the lessons I was a part

of, that the sequence of content and language used to deliver content is an important

consideration for students with additional learning needs. The teachers catered for all their

students’ strengths, and needs within their lesson planning to enable all to participate and
learn. I was able to observe the importance of communication between teachers and students

parents to support and deliver effective teaching based upon student’s individual learning

plans. This experience in the learning support unit has fuelled a desire to teach students with

additional learning needs as part of my future teaching career as I hope to be able to support

and encourage students in a similar way that the Camden High School support unit does.

I believe this service learning experience has had a significantly positive impact on my own

teaching philosophy and future classroom practice. I have been able to work with students of

all different ages, academic level and learning needs. I feel I am greater prepared and

motivated in my future career as a teacher through my experiences in my community

engagement practical.