EDU401

Task 3

Reflection

Acknowledging and catering for a culturally diverse classroom is an essential part of being a schoolteacher in the
modern age. With the advances in overseas travel more people are moving from across the globe to Australia for a
wide variety of reasons, bringing with them unique cultural beliefs and traditions. Every student in an Australian
school has their own cultural beliefs and traditions and it is important for teachers to recognise these many and
varied beliefs and traditions around the world. In order to develop and assess my abilities to cater for cultural
diversity, I had taken a previous lesson I had taught and modified it to cater towards a culturally diverse classroom.
This lesson was then presented in front of my colleagues who identified my strengths and weakness in modifying
and catering for a diverse classroom. From the reviews, I have developed a performance plan, to establish goals to
continue my development as an effective teacher, with a key emphasis on my abilities to cater for culturally diverse
students.
In order to assess my abilities of catering to a culturally diverse classroom, I was given a scenario with a number of
culturally diverse students within a class. Within the class there was a female Muslim student, a Buddhist, six
Christians, two students from China who identify as having English as a second language (ESL), two Aboriginal
students who have recently moved from Cherbourg to the Sunshine Coast and sixteen students whose cultural
backgrounds were not identified. The lesson I had selected to modify was a 90-minute, Science lesson on the
concept of heat for a year 3 classroom. The lesson was originally used in a rural school with 6 students, two of who
came from an Indigenous background. Since this lesson was originally being taught to students with an Indigenous
background, I had worked closely with the Aboriginal Pedagogy framework, also known as 8ways. The 8ways
framework identifies eight interconnected pedagogies based around the cultural Aboriginal process of thinking
(8ways). This lesson involved using five of the eight interconnected pedagogies, story telling, non-verbal, symbols
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Task 3

Reflection

and images, non-linear thinking and deconstruct/reconstruct. Although I had these pedagogical approaches for the
two Aboriginal students, I was still required to modify my lesson for the two Chinese ESL students and the Female
Muslim student. To modify my lesson for the two Chinese students, I had implemented more use of using diagrams
and pictures to explain concepts of heat during the worksheet for the two students to ensure that both students were
capable of providing an explanation of their understanding of heat, in order to easily detect misconceptions without
complicating issues with the language barrier. For the female Muslim student, I had modified my safety plan,
because of her religious belief that females must completely cover their skin. The safety plan was modified to
ensure that explicit instructions were given to the class to be careful when handling hot items to ensure that their
hands are not burnt and their sleeves do not catch fire. The other students within class did not require any
modifications to the lesson, as their cultural backgrounds did not implicate any issue for the lesson. I believe that
these modification that were made to lesson were entirely appropriate and realistic for the provided classroom.
With the modifications made to the lesson plan, I presented a fifteen-minute preview of the lesson introduction. I
started the lesson by presenting the students with a short video of penguins living in the Antarctic and how they
keep warm. After watching the film clip, I had the students role-play being penguins in Antarctic and had them
demonstrate how penguins kept themselves warm. After the role-play activity, I had a discussion with the students
about how penguins, animals and humans keep themselves warm. During the discussion, a mind map was created
on how the students keep themselves warm. After this, I was running out of time and to compensate I gave a
speech about the conclusion of the rest of the introduction phase of my lesson.
After presenting my lesson to my peers, they offered suggestions on aspects of my teaching that they felt were my
weaknesses and strengths. The biggest weakness in my presentation of the lesson was the timing and conclusion
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Task 3

Reflection

of the lesson. My peers felt that I had not provided a significant recap of the lesson. I believe this was due to the fact
the original lesson was planned for ninety minutes while I was only given fifteen minutes to present the lesson so I
could not delve into the conclusion of the lesson with as much detail as was expected. Another weakness that was
common in the feedback was that I should incorporate more visual aides and examples in the lesson to assist the
students with generating ideas and forming an understanding of the topic of heat. I believe that this a fair comment
to make about the lesson presented. By providing students with the additional visual aides, I would have given the
two ESL students in the classroom a visual reference to create their own understanding of the topic and encourage
them to engage in the discussion. One of the identified strengths from the lesson was creating an engaging
introduction into the lesson content that provided a clear understanding of the content that would be covered during
the lesson. Another identified strength was that I implemented effective question strategies during the class
discussion to ensure that all the students in the class had a clear understanding of heat and developed an interest
in exploring the content.
From modifying and presenting a previous lesson on Science, I have learnt that it not difficult to cater for culturally
diverse students, but it is an important aspect of teaching. Without modifying the lesson, the ESL students would
have not been able to participate and engage in the lesson and the Muslim student may have been burnt during the
experiments. I have also learnt a lot about my strategies and how they need to be altered sensitively when teaching
a culturally diverse classroom. Through this experience and other experiences during this semester, I have created
a professional development plan to help further develop my skills in catering for diversity in order to become an
effective teacher.

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Task 3

Reflection

Developing Performance conversation and plan template

Name:
Robert Gianduzzo
Agreement date:

Role:
Pre-Service Teacher
Mid review date:

Work location:
Final review date:

Conversation Phase 1
What are your major responsibilities?
What is expected of you in your role?
Catering for diversity

What key work tasks are associated with meeting these responsibilities?

Curriculum Knowledge
Planning and implementing effective lessons
Highlights of your work
The highlight of my development into become an effective teacher was during
my third prac at a rural school. During the entire prac I was exposed to a variety
of new experiences that I believe, have been critical in my development as a
teacher.
Major challenges for you
The greatest challenge I believe I will face is overcoming the last prac and take
all the constructing criticism given to me and being proactive in developing these
skills.
Another challenge I feel I have to overcome is the leap from being a pre-service
teacher to a fully qualified teacher.

In the classroom is expected of me to be able to identify students who require

modifications or additional support in lessons.
Modelling Learning Area concepts through creating effective lessons with clear
goals and outcomes
This responsibility is linked very closely with catering for diversity and curriculum
knowledge. Both responsibilities are needed to plan and implement effective
learning opportunities in the classroom for students.
Lowlights of your work
The latest prac I attended is the lowest point of my life and development as a
teacher. At the prac, I had my confidence in being a teacher shattered towards
the end of the prac. Although the entire experience was disheartening, I feel it
was a necessary aspect of my development as it has identified the weaknesses
in my teaching abilities.
Important partnerships
There are many important networks I have forged and plan on forging to ensure
my development into an effective teacher.
The most important network I have forged is with my family, especially my
mother and sister. Each family member has been supportive of my development
and have offered advice, guidance and knowledge in a number of issues and
queries that have occurred over the development

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Task 3

Reflection

Another important network that I have only recently begun using is the lecturers
at the university. Each tutor and lecturer since the low point in my work has
offered some form of assistance and advice to help me develop. One lecturer in
particular had taken it upon herself to network me towards a teacher who, she
believes, will be able to help me develop.
Professional and Personal goals/aspirations
My biggest professional goal for this year is to develop the skills that were identified as having a weakness
My second professional goal will be to establish a professional relationship with a teacher in order to assist in developing the skills
My personal goal for the year is to restore confidence in my abilities to be a teacher, develop stronger cognitive abilities and focus.
Strengths and areas for development
Strengths

Areas for development

Reflection skills

Curriculum Knowledge

Effective questioning skills

Lesson structure

Confidence

Catering for diversity in the classroom

Developing Performance plan Phase 2

Focus areas for improvement
As identified in relevant capability framework

Agreed performance and

development goals

Actions to develop capability

Indicators for success

Be specific

What will you/others see if your goal is

achieved?

Refer to Smart Goals Framework

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Task 3

Stronger understanding in
mathematical concepts
Content Knowledge

Lesson structure/sequencing/
implementation

Stronger understanding in English

concepts

Reflection

In order to continually develop my

understanding in these concepts, I will take
it upon myself to research one concept from
any Learning area a day.

Others will be able to see if

my content knowledge in all
the concepts have grown
through observing lessons

Create a variety of lessons plans to be

judged by a mentor teacher

Positive feedback from the

mentor teacher

Stronger understanding in Scientific

concepts
To create an effective sequence of
lessons

Confidence in my abilities

To redevelop my confidence as a
teacher

Find and engage in teaching opportunities

when provided

Career aspirations
Short term
Working at Mountain Creek State Primary
School

Career goals
Create a support network with the
school
Take one lesson for a whole day

Actions to develop capability

Offer to assist in all school projects and
make myself available to assist in classroom
activities.
Develop a professional relationship with the
teacher
Develop weaknesses during WFE

Mid term
Attend an SPE in 2015 semester 1

Pass SPE

Long term
Become a fully qualified teacher in 2015

Complete a Bachelor in Primary

Education

Attend lecturers and tutorials

Ensure sufficient time is used on studying
and creating assessment pieces

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Myself and others will

gradually see the success as
I undergo teaching with a
strong sense of confidence
Indicators for success
Able to contact members of the
school and ask/offer assistance
Given the opportunity to teach a
class for the entire day
Have the WFE/SPE mentor
teacher to do weekly
assessments on my skills
Receive passing grades for a
variety of courses