E portfoilio ashwani rehal 2013

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E portfoilio ashwani rehal 2013

  1. 1. Final Portfolio AITSL Graduate Standards 1- 7 Graduate Diploma of Teaching and Learning Ashwani Rehal
  2. 2. My Teaching Philosophy • I believe every child is an individual possessing different strengths and weaknesses. Every child is different and they develop differently owing to social, cultural and individual differences. I understand the need of taking a holistic approach towards emotional, social and psychological development of a child. I understand each child has something to contribute and I will strive to inspire my students to achieve their goals • My aim is to have an inclusive classroom where all students are given equal learning opportunities to achieve same learning outcomes and where their individual learning styles, abilities ; family and cultural backgrounds are valued and acknowledged. • I believe every child has a desire to learn and I want to create a rich learning experience which engage all students. • I intend to empower my students to take ownership of their learning and provide opportunity for them to reflect on this learning. • I will provide timely and constructive feedback to students to improve their learning and to foster their confidence • I will incorporate latest technology into my teaching which will create an exciting, innovative environment engaging students actively. • I understand parents have the right to be involved in their children’s educational process and that as a key stakeholders in their child’s education must receive effective and accurate feedback on their child's learning. • I will work collaboratively with work colleagues to share ideas and maintain a cordial professional relationship. • With ever evolving new technologies and strategies in education field, I will continue to learn and improve my teaching by engaging in critical reflection. My teaching philosophy will continually evolve to guide me through this noble profession.
  3. 3. 1.1 Physical, social & intellectual development & characteristics of students. 1.2 Understand how students learn A teacher must understand how students learn and develop strategies to accommodate differences i.e. physical and intellectual. Taking initiatives to design differentiated learning pathways in response to learners’ identified needs is a good practice. Evidence • • • • Lesson plan showing differentiation Clinic groups Blooms Taxonomy Mentor reflection
  4. 4. 1.1 Physical, social & intellectual development & characteristics of students. 1.2 Understand how students learn
  5. 5. 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 2.4 Understanding and respect Aboriginal & Torres Strait Islander people to promote reconciliation between Indigenous & non Indigenous Australians. Varied learner’s ability group (Sasmit, ESL student, is mostly quiet but can work cooperatively in groups) The program helps schools plan and take action to improve educational outcomes for Australian Indigenous students.
  6. 6. 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 2.4 Understanding and respect Aboriginal & Torres Strait Islander people to promote reconciliation between Indigenous & non Indigenous Australians. As highlighted in my teaching philosophy, I believe in providing equal opportunities to students’. I am aware that children come from many different backgrounds and with a variety of experiences which influence their learning experiences. I am also aware that it is equally important to recognize my own [personal background and how this can affect my teaching and perspectives. Knowing students and my own background will help me understand and better cater for learning needs of the students from diverse backgrounds. Evidence • • • • • • • • My teaching philosophy Modelled writing Reflection Clinic Groups Individual Observation Form (Focus Students) Differentiation (unit plan) Dreaming story lesson Guest Speaker Mentor and professional discussions
  7. 7. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.6. Strategies to support full participation of students with disabilities. Typing notes for Xhyane’s ERP David Hornsby presentation on guided reading Drew a consequences wheel for Mekim as she was not engaged in the activity and said that she cannot make the wheel Worksheet provided to student who is slow in note taking
  8. 8. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.6. Strategies to support full participation of students with disabilities. While planning lesson sequences, a teacher should recognize students’ specific learning needs and how they are catered for within the classroom. Extension activities and higher order thinking tasks should be evident in lesson planning. Actively liaise with supervisors and support staff in the school and community to develop learning activities. Evidence • • • • • • • Guided Reading Differentiation in unit of work Visual diagram designed to cater for specific learning needs (Xhyane) Kara’s work as a model EAP Professional discussion with Special Ed Teacher Actively seeking guidance from mentor about student with disability and the impact on student learning Visual diagram Kara’s work as a model
  9. 9. 2.1 Content and teaching strategies of the teaching area. 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.5 Literacy and Numeracy strategies Modelled writing- Quest story Student’s work – A quest Story Mentor’s feedback Summarizing lesson (modelled writing)
  10. 10. 2.1 Content and teaching strategies of the teaching area. 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.5 Literacy and Numeracy strategies Knowing the content and using a range of pedagogies to promote students’ understanding is linked with Standard 1. I have learned to use different strategies to structure and sequence the learning within the wider curriculum context. I have also learned the effectiveness of assessment and reporting to design learning sequences. I have gained knowledge of strategies in literacy and numeracy through GDTL units, which has proved beneficial for me while on placement. I have used ICT (Standard 2.6, 4.5) to plan most of my literacy and numeracy lessons. Evidence • • • • • • • • • • • • Lesson Reflections Lesson plan math's Lesson feedback Comprehension Task using Blooms taxonomy Resources lists in planning Mentor discussions Assessment Rubric WLA pedagogy Lesson Plan literacy Modelled writing-fantasy story Summarizing lesson using modeled writing Numeracy Strategies
  11. 11. 2.6. Information & Communications Technology 4.5 Use ICT safely, responsibly & ethically ICT is an essential part of all the curriculum areas to expand learning opportunities of the students. Use of ICT is relevant within all the teaching and learning programs and I use it regularly as it helps promote engagement and understanding; in resource development and planning as well. Evidence • Lesson plans showing use of ICT- you-tube, or PowerPoint presentation • Use of interactive white boards, cameras, micropho nes • Careful use of resources online- making sure the content is suitable for kids • Use of computers by students (monitored by mentor and according to the lesson planned)
  12. 12. 3.1: Establish challenging learning goals I have always tried to plan my lessons by making sure that I set effective and challenging learning goals for students of varying abilities. I tried to ensure that students know what is expected of them and plan strategies to assist students to meet their goals. It is also critical to understand how to assess students' progress, while setting learning goals, in order to enable students’ to effectively achieve them. Evidence: • Learning Management Plan designed with intent to achieve learning outcomes in all learners. It outlines the sequential learning journey with a focus on the learning abilities of the learners and the knowledge objectives. • Differentiation in lesson sequences to accommodate the different learning styles in the classroom so that all students have the best possible chance of learning. • Clinic groups
  13. 13. 3.2: Plan, structure and sequence learning programs 3.3: Use teaching strategies 3.4: Select and use resources With guidance and curriculum knowledge, I have made sure to use different strategies and resources that would engage and assist students to achieve learning objectives. I always make sure to refer to my reflections of the lesson and on the achievement of goals so that I can adjust activities where necessary. Evidence • Learning management Plan showing the sequencing and planning of lessons using range of resources • Unit plans showing different strategies to engage all students in the learning process • Reflecting and adjusting the teaching activities/sequence • Photos showing use of various resources to support understanding for a student with a wide range of levels of prior knowledge and understanding • Mentor’s feedback stating use of effective questioning techniques that maximize participation and encourage higher level thinking. • Range of Strategies- ICT, WLA pedagogy, varying groups • Stimulus in Lessons
  14. 14. 3.2: Plan, structure and sequence learning programs 3.3: Use teaching strategies 3.4: Select and use resources Sodium Intake Misconception Fat and Energy misconception Stimulus
  15. 15. 3.5: Use effective classroom communication Communication is essential in the classroom and it could be of many forms. I try to ensure that all children are fully engaged and I have learned about these forms of communication (both verbal and non-verbal) which can help students to grow and develop in their learning. Evidence • Mentor feedback stating good engagement of students also targeted students with use of varied questions and activities and clear instructions. • Mentor discussions regarding range of strategies to engage all children – Voice, project yourself, use the physical presence to get students’ attention, deliberately targeting, physical proximity. • Communication Board – WLA’s key aspect
  16. 16. 3.5: Use effective classroom communication
  17. 17. 3.6: Evaluate and improve teaching programs The process of teaching and learning is often being constantly revised and adjusted – requiring a teacher to revisit, evaluate and change the lesson and teaching sequence if need be. I always reflect on my lessons and it has always helped me improve my future lesson planning. Discussions with other teachers and collection of feedback from students to inform future planning and teaching is also useful. Evidence • Journal Reflections- Reflective teaching allows the teacher to explore his/her own classroom practices and serves as one of the teacher key competences. • Mentor’s feedback is an important source of insight and informs you about areas that need improvement. It served as a guide for successful planning of activities for my future lessons and helped me identify problems in the flow of the lessons. • Designing assessment tasks with mentor’s guidance to evaluate students’
  18. 18. 3.6: Evaluate and improve teaching programs
  19. 19. 3.7 Engage parents/carers in the education process I understand parents have the right to be involved in their children’s educational process and that as a key stakeholders in their child’s education must receive effective and accurate feedback on their child's learning. Evidence • Parent Letter sent home introducing myself and asking for permission of taking photographs • Mentor’s feedback for the notes provided on parent’s request and observation of my conversations with parents.
  20. 20. 4.1 Support student participation Encouraging and supporting student participation is a key part of creating a supportive learning environment. Building an inclusive and supportive classroom allows students to express their viewpoints comfortably and should be followed by constructive feedback and acknowledgement of student effort. Throughout my teaching I have endeavored to support and encourage student participation. As discussed in standard 3.3 and 3.4, I have used a range of strategies and resources to provide stimulus for student participation. Evidence • Individual observation form to cater for the individual needs not just academic but emotional, social needs • Mentors feedback Individual Observation Form
  21. 21. 4.1 Support student participation
  22. 22. 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety Evidence • Classroom Management Plan • Mentors feedback • Visual Reminders • Student Work as a model • Professional Discussions • Sun Safety Practices & use of gardening tools • Social Skills Lesson- Resisting Peer pressure • Managing ICT safely
  23. 23. 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety Visual reminders
  24. 24. 5.1: Assess student learning 5.2: provide feedback to students on their learning
  25. 25. 5.1: Assess student learning 5.2: provide feedback to students on their learning Assessment is a central element in the overall quality of teaching and learning which forms and shapes virtually all that teachers do. Different forms of assessment informs teachers about how to teach students, whether they have learned effectively and identify any misunderstandings or misconceptions that the students have. The information collected inform teachers of their teaching practices and how they can refine their teaching programs and sequences. While assessment shapes the course of student’s learning, timely and effective feedback to students’’ of their work is equally important to improve their learning. Evidence • Lexile Framework • Assessment Rubric • Assessment strategies • Individual Observation form • Positive Reinforcement and range of strategies (guided by mentor discussions) • Small Groups during guided reading
  26. 26. 5.1: Assess student learning 5.2: provide feedback to students on their learning
  27. 27. 5.3: Make consistent and comparable judgements 5.4: interpret student data Assessment moderation is an important process; enabling teachers to compare judgments to either confirm or adjust them. Teachers work towards making judgments that are consistent and comparable and the process ensures that teachers’ judgments on students’ work are fair, and that no students’ are unfairly disadvantaged. Another important aspect of assessment is to able to effectively interpret student data, which can aid teachers by informing their future teaching. Evidence • Plan, Discuss and review planned diet assessment task • Persuasive text assessment marking • Professional discussions with the mentor and Teacher assistant. • Assess, plan and Reflect • Observation and mentor discussions on how to keep and access student data
  28. 28. 5.5: Report on student achievements A teacher should know a range of strategies to assess and gather reporting information on students. These need to be organized to form an in-depth analysis of the student which is then written in their report. I have had the opportunity to be able to observe the reporting process in action, the form which it takes and gather advice on how best to complete the process. Evidence • Merit awards • Mentor’s discussion regarding keeping accurate records and methods of gathering evidence • Teacher student parent interview • Report Writing
  29. 29. 6.1 Identify & plan professional learning needs 6.2 Engage in professional learning & improve practice 6.3 Engage with colleagues & improve practice 6.4 Apply professional learning & improve student learning Evidence • Self Reflect Assessment AITSL Tool • Attend Whole school Professional Development program • Professional Learning resources • Maths Dictionary • Attend Staff meetings • Discussions with special Ed teacher and other staff members regarding their roles • Seek and apply feedback from my mentor and supervisors • Continued development through mentor’s guidance • WLA implementation • Continued Professional learning and improving practice
  30. 30. 6.1 Identify & plan professional learning needs 6.2 Engage in professional learning & improve practice 6.3 Engage with colleagues & improve practice 6.4 Apply professional learning & improve student learning
  31. 31. 7.1 Meet professional ethics & responsibilities 7.2 Comply with legislative, administrative & organisational requirements
  32. 32. 7.1 Meet professional ethics & responsibilities 7.2 Comply with legislative, administrative & organisational requirements To ensure students get every opportunity for a quality education and can grow in a safe environment, it is essential for a teacher to be aware of and comply with professional ethics and responsibilities. There are many legalities and administrative requirements which a teacher has to meet Evidence • Attend Staff meetings • Treat With Respect • Letter sent home for parents consent • Mentor discussions • Code of Ethics • Yard Duties • Safety policies
  33. 33. 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks & broader communities
  34. 34. 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks & broader communities Maintaining good relationships with parents and carers is an important part of a teacher’s role. This is in lines with standard 3.7. Being a teacher involves developing strong engagement with a wider community. These communities can be a valuable resource to develop and discuss teachers’ professional knowledge and skills, as well as forming a support network which teachers can use to aid each other. Evidence • Parental discussions • Letters sent home • WLA Facebook Page • A visit from a Nurse Consultant • Professional learning communities /wesbites • Discussions with other Professionals (special Need Teacher)
  35. 35. THANK YOU

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