Brendan Passmore
Teaching Portfolio
Standard Three
Standard Three entails planning for and implementing effective teaching and learning. Effective resources should cater for all abilities and students. Verbal and non-verbal strategies are used to communicate by most effective teachers. Reflective practice should be integrated in lesson planning (AITSL, 2014).
Being flexible is a characteristic of all good educators. One should create an engaging and relaxed learning environment for all students. Allowing parents and carers to be involved in the learning environment can be beneficial for most students.
Feedback from EPT218 Supervising Teacher:
Brendan set learning goals and provided achievable challenges for students of varying abilities and characteristics. Brendan planned lesson sequences using knowledge of student learning, content and effective teaching strategies that included Include a range of teaching strategies.
Brendan demonstrated knowledge of a range of resources, including ICT, that engage students in their learning. He demonstrate a range of verbal and non-verbal communication strategies to support student engagement, putting his hand straight up in the air when he required their attention.
Brendan used his strengths to engage the students through his artistic talents. He was also extremely comfortable delivering numeracy lessons to the students.
Brendan's rapport with staff, students and families is great. He is well mannered and approaches people in an appropriate way.
Graduate Standards
Focus Area 3.1
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
EVIDENCE: Lesson plan which includes high yet realistic and measurable goals
EVIDENCE: Associate teacher's review of above lesson
Having a thoroughly planned lesson will form the foundations of any good learning (Marsh, 2014, p.118). Whilst on placement at Middle Indigo Primary School I taught a mathematics lesson for a k-3 classroom. The lesson was on introducing the concept of fractions, which the students had only briefly been exposed to. My intention for the lesson was to reflect on the students’ prior knowledge to further extend their understanding of fractions. Fractions is a topic which is generally perceived by children and adults as being difficult. Consequently, many approach the topic with resistance. My goal with this lesson was to teach a lesson on fractions that the students actually enjoyed. By making the topic fun initially, when it becomes difficult students are less likely to give up (Hinde McLeod, 2007. p.9). In order to combat the negative associations many of the students had already related to fractions I listed the outcomes and schedule of the lesson on the board from the beginning of class. By doing this the students were immediately aware of not only what was expected of them (Hinde McLeod, 2007. p.80) but they had the reassurance of knowing we would be engaging in an safe and supportive environment (AITSL, 2014).
Upon reflecting on the lesson with the associate teacher, she was extremely positive. She recognised the use of high and realistic goals (AITSL, 2014), which the students ultimately achieved. The lesson was planned thoroughly, catering for ‘varying abilities and characteristics’ (AITSL, 2014).
Focus Area 3.2
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Focus Area 3.3
Include a range of teaching strategies.
Focus Area 3.4
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Focus Area 3.5
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
EVIDENCE - Mid placement report
The mid placement report with university liaison officer Tanya Harvey is also listed under Standard Two. I have also listed it under focus area 3.5 as Tanya explicitly mentions verbal and non-verbal communication and engagement strategies (AITSL, 2014) which I have used whilst conducting a lesson.
I had already developed strong relationships with all of the students prior to Tanya's arrival, so behaviour management was not a common concern. I had planned the lesson with clear steps and outcomes (AITSL, 2014) as to keep student engagement (McDonald, 2013, p.37). The students who require more supervision were seated next to me whilst we were having group discussions. I was able to give subtle cues to these students through body language, gestures and quiet corrections throughout the lesson.
Focus Area 3.6
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Focus Area 3.7
Describe a broad range of strategies for involving parents/carers in the educative process.
Ms. Burnett, my supervising teacher and principle at Middle Indigo Primary School completed the EPT218 final report. Ms. Burnett believed I had demonstrated proficiency in all seven of the standards outlined by the Australian Institute for Teaching and School Leadership (AITSL, 2014). Ms. Burnett recognised that I was demonstrating proficiency in focus areas 3.6 and 3.7. I was considered to be exceeding expectations in focus areas 3.1, 3.2, 3.3, 3.4 and 3.5.
I have collected evidence which demonstrates my understanding of standard three of the Australian Professional Standards for Teachers (AITSL, 2014). I currently have three pieces of evidence for this standard. As a component of the EPT329 placement I aim to collect evidence for focus areas two, three, four, six and seven.