Kirby Goodey Bachelor of Science (Biomedical Science) Bachelor of Teaching (Primary & Secondary) Deakin University
My portfolio was created following the Victorian Institute of Teaching Standards of Professional DevelopmentProfessional Knowledge Professional Practice Professional EngagementI know how students learn & I plan & assess for effective I reflect upon, evaluate and how to teach them learning improve my professional knowledge & practice I know the content I teach I create & maintain a safe & challenging environment I’m an active member of the I know my students teaching profession I use a range of practices & resources to engage students
My InterestsNetball Play socially with friends & represented Deakin University at a national level About MeVolleyball Represented Victoria at junior level & Deakin University at national level both indoor & beachMusic My Skil s ICT Enthusiast across a variety of Proficient in PowerPoint, Word, Excel, genres Photoshop and the WWW Commitment toCookingCreating meals with an abundance of Sports Coaching Social Issues Previously worked for Kelly Sports, Environmental Sustainability flavours and excitement helped coach numerous sports teams The need to reduce our ‘eco-footprint’, at Deakin University demonstrating and teaching sustainability both in and outside the Organisation classroom Very motivated with attention to detail Embracing Diversity Including gender, race, religion, sexuality and ethnicity
About Me My EducationWangaratta High School (97-02) Deputy Head Girl Prefect My EducationJunior, Intermediate & Senior House Deakin University Captain Bachelor of Science (Biomedical Science) (03-06) • Anatomy & Physiology, Biochemistry, Molecular Basis of Disease, Student Representative Council Developmental Biology, Genetics, Microorganisms and Disease Member Bachelor of Teaching (Primary & Secondary) (07-08) Form Captain Majoring in Biology & Science • Environmental Science, Curriculum Assessment & Reporting, Student Represented WHS in basketball, Wellbeing, VCE Biology Curriculum Study, Numeracy & Literacy Across the netball, volleyball, football, soccer, Curriculum athletics, tennis, lawn bowls • Involved heavily in University Sport, Representing Deakin at UniversityTwice winner of Sports Woman of the Games from 2004-2007 as a player and administrator Year • 2007 Mid Year Ball Committee Member • Created Deakin Uni Netball Club, 2007 English, Maths Methods, Chemistry, Biology, Health & Human Development, Physical Education
My Teaching PhilosophyI believe that students learn best via hands-on access to resources, and via engaging, challenging, real world experiences and activities. These activities must berelevant to them, taught using a constructivist approach, which provides them with the opportunity to construct their own understandings from their experiences incollaboration with teacher assistance. This position I hold is supported by Yager (1991), who states that “learning outcomes do not depend on what the teacherpresents. Rather, they are an interactive result of what information is encountered and how the student processes it based on perceived notion and existing personalknowledge.”When I enter the classroom to teach, I work quickly to create an environment that is caring and engaging, that supports students to take calculated risks, and isfocused on knowledge construction rather than knowledge transmission.Many of the learning tasks that I set for students are approached with and authenticity aspect to them, based on actual real world activities that students may havealready engaged in, or have some prior understanding of the concepts. It’s from this that I aim to integrate information communication technologies that the studentsare likely to use if they were attempting such a task in a real life situation. This allows the task to be as authentic as possible.One of my goals is for students to have a sense of ownership over the work that they do in the classroom, whilst having accountability and responsibility for managingtheir own learning during self-directed inquiry units of work.I am aware that teaching and learning are hard to define, and there’s no right or wrong way in which we approach both. This leads me to take into account studentsdifferent learning styles, and address these in correlation to my teaching style.During my placements, I have observed, and come to the understanding that teaching is not about standing in front of a group of students, and setting them a task. It’sabout taking the same journey as the students, supporting all learners as they take on new and challenging tasks, achieving success as they do so. As students undergothese tasks, I wander around the room, immersing myself with the conversations they are engaging in, challenging them to extend on their knowledge and askingquestions that require clear understanding on their behalf.Integration of subjects such as literacy, numeracy and the increasingly important understanding of environmental education are vital for our students to become wellrounded members of society. Literacy and numeracy are both widely found within the Science key learning area, and students must be aware of this, and that they’renot only for the English or Mathematics classes. My aim for my future student’s, is that they are able to identify these important components when they areundergoing authentic tasks, that we utilize such skills every day.My role as a professional is to support the students in my class and in my school to further develop their knowledge base, their life skills including interpersonal skills,and to better understand the constantly changing world around them.It also involves being a respected member of the local community, utilising the support that community groups offer, and offering support back to the community.Being a part of a school community requires you to be a member of a team. I aim to assist other staff within the school with curriculum area they may need assistancewith, as well as not being afraid to ask for assistance when I may also require it.
Teaching PracticumsPrimary SecondaryBlackburn Primary School, Blackburn Mount Waverley Secondary College, Mount2007, 15 Days—Louise Tribolet Waverley (Senior Campus) 2008, 15 Days—Lily PapadopoulosWangaratta West Primary School, Wangaratta2007, 15 Days—Christine Clapham Methodist Ladies College, Kew 2008, 15 Days—Jenny Wilson & Tom CurtisChatham Primary School, Surrey Hills2007, 15 Days—Tim Clarke Mount Waverley Secondary College, Mount Waverley (Junior Campus) 2008, 15 Days—Peter Craig
• Observed and taught Grade 1/2• Prepared and taught lessons on literacy, numeracy and integrated studies focusing on ‘Waste’ • Helped prepare for and attended School Open Night • Attended Hawker Brownlow Education Teachers at Work Conference: How the Gifted Brain Learns, From Survival to Success: Essential Strategies for New Teachers Parts 1 & 2• Attended CERES Community Environment Park as a part of unit on ‘Waste’.
• Observed and taught Grade 4• Developed lessons for Numeracy, Literacy, Personal Learning, Science and Visual Arts • Assisted with gymnastics and bike education programs • Participated in yard duty, staff meetings, unit planning and PD evenings • The class had done little science previous to my arrival, so I was able to use my science background to really stimulate and intrigue students about the area, particularly using the strategy of ‘Predict –Observe-Explain’ and Primary Connections
• Observed and taught Grade 2• Developed lessons for Numeracy, Literacy, Integrated Studies (Minibeasts) • Redeveloped the weekly program• Participated in yard duty, staff meetings, whole school values planning meeting
• Observed and taught Year 10 Science and Year 11 Biology• Planned and delivered lessons on Genetics and revision on Plants • Attended staff meetings and Curriculum Planning Day • Participated in a ‘Habits of Mind’ PD session • Administered and corrected year 10 Chemistry tests
• Observed and taught Year 8 Biology, Year 10 Applied Science and Year 11 Biology • Planned and delivered lessons on Fo- rensics, Body Systems & Dynamic Eco- systems• Attended staff meetings and excursions• Conducted numerous practical classes, including dissection pracs with both years 8 & 11 • Developed 3 week unit on Forensics, including summative assessment• Integrated ICT into most lessons taught via PowerPoint Presentations and interactive websites
• Observed and taught Year 7 & 8 Science• Planned and delivered lessons on Forces and Astronomy • Attended staff meetings and yard duty• Assisted in planning new unit on Astronomy • Integrated ICT into most les- sons via PowerPoint Presentations and Podcasts • Administered and corrected multiple assessments including tests, posters and practicals • Used Excel worksheet to monitor students test results and common responses
Professional Knowledge I know how students learn & how to teach them As a teacher, I aim to develop lessons and activities that cater for a range of student learning styles Gardners MI Learning Styles Auditory Lessons should be presented in nu- merous formats to engage and stimu- Students learn via listening late student learning, and to cater for • Discussions, talking things those with different learning styles. through, listening to other people. This can be achieved by integrating • Group work and discussion based ICT, using role plays, artistic activities lessons suit best and excursions just to name a few. Tactile/Kinaesthetic Learn via doing, touching and movingBlooms Taxonomy • Hands on approach, active explora- tionBlooms Taxonomy aims to developstudent skills by ‘thinking through’ • Practical and authentic tasks areparticular topis. The levels include: well suited to this learner• Knowledge• Comprehension Visual• Application Learn via observations and seeing• Analysis • Visual displays, images, diagrams, videos, handouts• Synthesis • Tasks that include visual stimuli• Evaluation are best suited
Professional Knowledge I know the content I teach Having completed a Bachelor of Science degree, I believe I have a sound knowledge base for the content I must teach my students. I am also familiar with VELS and incorporate the standards into my lesson planning and assessment.VE:LSThe Victorian Essential LearningStandards dictate the level thatstudents from Prep to year 10 shouldbe attaining in their schooling.
Professional Knowledge I know my studentsDeveloping good relationships with your students is an important aspect of education. If you are able to relate to students they are more likely to respect you as a teacher. This in turn benefits the students learning.
Professional Practice I plan & assess for effective learning Planning and assessing for student learning is an essential component of teaching, and must be well developed so students can benefitPlanningTo ensure the lesson runs smoothly, Iresearch the content I will be teachingso I have a broad understanding, and Assessmentcan tackle any questions that may Of Learningcome my way. A summative form of assessment that allows teachers to monitor studentI also plan to have numerous activities progressthat draw upon different learningstyles and abilities, so that all students As Learningare working efficiently, and different Students and teachers set goals andformats of lesson that integrate other evaluate their learning through dia-key learning areas and media. logue, self and peer assessment For Learning Allows teachers to see where a learner is, compare it to where they should be and discuss this with the student with effective questioning and giving feedback.
Professional Practice I use a range of practices & resources to engage students Learning is most effective when students are stimulated and engaged, and to achieve this, multiple resources and approaches should be usedTeachingStrategiesThink Pair ShareStudents are given a topic to discuss Teaching Strategiesand brainstorm this onto a given tem- Cooperative Learningplate, then discuss their thoughts with Students form small groups and work together so all students are included in a taska partner, and then as a whole group. that has been clearly defined. This strategy improves achievement and also has social benefits for students.KWL ChartAllows students to recall what they ICTKnow, what they Want to know, and As 21st century teachers, we must cater for the advances in technology available to usonce the topic has been taught, what and implement these into our lessons. I aim to achieve this by including the followingthey Learnt. into my lessons: WWW, projectors, PowerPoint presentations, DVD’s, Email, web page development, podcasts, interactive whiteboards and overhead projections.A to ZAt the beginning of the topic, students Peer Teachinglist what they already know and asso- Students benefit from independent practice, and have the opportunity to reflect.ciated words of the content with let-ters of the alphabet
Professional Practice I create & maintain safe & challenging learning environments It’s important to challenge students to go beyond their expected level of achievement and reach their maximum potential.Inquiry BasedLearningInquiry based activities challenge Assessmentstudents by presenting them with Of Learningproblems to solve rather than facts to A summative form of assessment thatremember. This approach is vital to allows teachers to monitor studentstudents understanding the structures progressand concepts of the subject. They alsohave an active role in their learning as As Learningthey are the ones who are decidingwhat they want to learn about. Students and teachers set goals and evaluate their learning through dia- logue, self and peer assessment For Learning Allows teachers to see where a learner is, compare it to where they should be and discuss this with the student with The screen dumps above are from a web page I created based on an inquiry unit for VELS level 5, effective questioning and giving surrounding the unit on Body Systems. The web- feedback. p a g e c a n b e f o u n d a t http://inquir yunit.googlepages.com/ jonahcastleincident
Professional Practice I create & maintain safe & challenging learning environments It’s important to challenge students to go beyond their expected level of achievement and reach their maximum potential.Classroom ManagementMy philosophies regarding classroom management largely stem from observations on my placements. As a graduate teacher, I’maware that my beliefs and practices within classroom management will obviously change as I gain experience and consistency inthe classroom.I believe behaviour both positive and negative can be controlled through a consistent outline of consequences and reinforcements.Classroom management should revolve around positive reinforcement wherever possible, rather than highlighting negativebehaviour. As teachers, we must be consistent and follow through with any and all warnings and disciplinary actions againstmisbehaviour, otherwise students will become inconsistent learners and believe they will not be punished for such bad behaviour.Students should be passed down some control over punishments and behaviour guidelines. They can take these more seriously, asthey have set them together as a group, and will in turn respect the values they have created.For junior and middle school students, a ‘contract’ that is negotiated within the class and signed by both student and teacher willallow rules and guidelines, consequences and punishments to be clearly outlined.Obviously as students progress through year levels, the degree of classroom management and subsequent consequences must beflexible. That is, students in early years will have a tightly controlled classroom, so students work effectively in order to developfundamental learning skills. Whereas students in upper high school will have a more liberated class environment, as the onus onlearning has been put in their hands, with us merely as a facilitator.The key word to successful classroom management is CONSISTENCY. I must be assertive, swift and consistent when dealing withunacceptable behaviour.
Professional EngagementI reflect on, evaluate & improve my professional knowledge & practiceReflection is an important component of the teaching profession, allowing us to improve and build on past experiences Reflection I am constantly reflecting on my lessons so that I can improve my teaching skills, and determine aspects of the lesson that worked well, and those that didn’t. Re- flection helps me: • Record experiences • Develop my teaching in ways that enhance student learning • Increase my ability to reflect and be objective to my lessons • Enhance professional practice or the professional in self practice
Professional Engagement I am an active member of the teaching profession Being a teacher is more than directing students—its interaction and engagement with the wider community and professional associa- tions that build upon our character. As a science teacher, I would like to also contribute my sporting interest into the school community University • Lectures • Tutorials • Practicals • Group Meetings • Seminars • Ball Committees University Sport Team Manager and School • Participant• Staff Meetings • Open Days• Home-group and Whole School Assemblies• Yard Duty• Unit planning• Year Level Meetings• Parent Teacher Interviews• School Excursions• Professional Development Days• Open Days/Nights
Thank you for taking the time to view my portfolio.Please contact me via email or phone if you have any further questions Kirby Goodey firstname.lastname@example.org 0413685448