Yvonne Wright

PROFESSIONAL TEACHING PORTFOLIO

2016

Supporting Evidence Mapping Grid

Differentiation

Culture

Plan

Behaviour

Lesson
Standard 1
1.1.1
1.2.1
1.3.1
1.4.1
1.5.1
1.6.1
Standard 2
2.1.1
2.2.1
2.3.1
2.4.1
2.5.1
2.6.1

ICT

Standard 3
3.1.1
3.2.1
3.3.1
3.4.1
3.5.1
3.6.1
3.7.1
Standard 4
4.1.1
4.2.1
4.3.1
4.4.1
4.5.1
Standard 5
5.1.1
5.2.1
5.3.1
5.4.1
5.5.1
Standard 6
6.1.1
6.2.1
6.3.1
6.4.1
Standard 7
7.1.1
7.2.1
7.3.1
7.4.1

Co-exist

Assessment

Safety

Professional

Extra-

development

curricular

Legislation

Professional Knowledge (Graduate teachers)

Standard 1 - Know students and how they learn
Focus areas

1.1 Physical, social and intellectual development and characteristics of students

Example 1
I had the opportunity to observe a student with a hearing impairment, learning with the aid of remote
technology. The teacher had the learners personal microphone attached to his shirt from which the
student could hear remotely via her hearing aid, making her learning opportunity similar to that of other
students in the room.
Example 2
I had the chance to teach two socially challenged students successfully while the remainder of their class
went on excursion. I modified a lesson that resulted in their full engagement for the entire period. This
involved linking physical, emotional, intellectual and creative activities in a film project they were working
on in the form of storyboarding on the whiteboard. They received vivo points for their compliance.

Storyboarding

1.2 Understanding how students learn

Example 1
I observed lower level year seven maths classes being taught to calculate the area of irregular shapes. The
students had been exposed to the same lesson repeatedly but were unable to process the information.
Student learning is complex, according to Michael C Nagel in, Teaching, Making a Difference (2013) and
there are many reasons for this. One of the most relevant has to do with the emotions and meaning linked
to culture. He said that for factual information to be stored long term there must be some form of
relevancy or emotional stimulus. The knowledge and understanding of the way students learn and the
ability to make modifications according to current research is essential in my future teaching career.
Example 2
In my second practicum, I organised a Professional Development workshop for student teachers called
Highly Effective Teaching conducted by Miss. Pett, a language teacher, who is renowned for managing
and successfully teaching students with disturbing behaviour. She demonstrated how a variety of
resources, techniques and educational philosophies can be used together in a classroom to appeal to a
range of different types of intelligences and learning styles successfully. It mostly involved teaching skills
such as tight organisation and great stage performance abilities.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Example 1
I provided a unit of work for year nines during my first practicum. They were to design and produce a
logo. I was guided away from this towards having the students design a family emblem. I was hesitant as I
believed some would be too sensitive about revealing their family backgrounds. However, I went with the
advice. It turned out that their family uniqueness ended up being the very thing that drove them. I learned
to modify my lessons become more aware of my assumptions about students.

The developmental stages of

designing a family emblem
using cultural interests

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Example 1
Aboriginal and Torres Strait Islander students often excel in sports, art and music. My first approach to
managing and engaging these students was by getting to know them through these activities. This helped
me to be more inclusive of all in the classroom, to form bonds and to show respect for different cultures
which resulted in a better understanding of the learning needs of students in the classroom.
These experiences also involved working alongside Aboriginal support people. This was insightful as it
showed me new ways to communicate in connection with cultural nuances. For example, learning how to
use or not use the words shame, bro and sis-star.

1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities.
Example 1
I took a year 10 class for 12 lessons who were undertaking their first group project and were reluctant to
get underway. It was a small group of eight with highly varying learning abilities and diverse interests.
They were finding it hard to communicate or work together to reach their goal. It wasnt until I had spent
a lesson observing them closely as they interacted with younger students that I noticed some of their
individual personality traits and skills. This gave me something to work with. I planned their following
lesson around each students skills, involving each of them in an independent task linked to their learning
needs, to build their confidence. I found it beneficial to show them some basic social skills such as
becoming aware of their body language. For instance, teaching them not to their back towards anyone in
theirs group meeting and having them allow space for the quieter ones to contribute. Sometimes students
need to be taught how to participate socially as a part of a teaching strategy.

Body language can

speak louder than
words

Example 2
In any Stage 4 computing classroom there are some students who are completely new to the software
programs and technologies and some are not. Planned lesson tutorial books are provided with a series of
tasks to work through according to their abilities. In some cases, students are walked through every
individual activity and task beforehand to build on background knowledge before being asked to work
independently. In this way students specific learning needs are provided for.

Example 3
Evidence Relevant part of Lesson Plan catering to a kinaesthetic learner

Example 4
When students are working on a sequence of tasks throughout a unit some will inevitably get behind and
others will be working at a faster pace. This creates a situation where you must be extremely careful. You
must be prepared to manage a wide variety of learning needs and abilities in one lesson. This occurs
frequently in food, textiles, wood and metal technology classrooms. Suitable strategies must be in place to
manage these potentially dangerous situations. Students must be moved into groups that are working at
the same stage and task and given clear instructions (such as below) to follow and monitoring must be
vigilant as safety becomes a real issue.

Clear and simple instructions

for students to follow

1.6 Strategies to support full participation of students with disabilities

According to the disability standards for education, students with a disability should be able to access and
participate in education and training free from discrimination, and on the same basis as other students.
Retrieved from http://www.ag.gov.au. (2015, June 19).
Example 1
I spent extra time in the wood technology room in my final practicum to learn how Nick, a student with
Multiple Sclerosis undertakes his project building activities along with his carer. I mostly observed and
asked questions about the TV cabinet being built. I also experienced pushing Nick in his wheelchair around
the school grounds to see what obstacles might be encountered. The most important thing I learned was
to be patient and wait for Nick to fully articulate his thoughts and ideas. I noticed some tech rooms had
obstacles on the floor obstructing wheelchair access.
Example 2
I taught Delaney, a student with a brain injury in both computer and wood technology classes. He had a
variety of different carers over the four week period. Each had a different approach so I needed to adapt
my teaching on a daily basis. This required clear communications to ensure the best possible learning
outcomes for the student.

Standard 2 - Know the content and how to teach it

Focus areas

2.1 Content and teaching strategies of the teaching area

Good content knowledge and a variety of strategies are required to teach Stage 4 TAS as everything is new to
these students.

The first thing to have in place are classroom rules and safety procedures. These warnings need to be
clearly delivered often and in different ways such as verbal instructions, actioned examples and
posters on walls
Teaching strategies also include clear instructions and come in the form of step by step instructions,
demonstrations, smaller group activities and one to one advice and assistance.
Getting to know your students and the way in which they learn allows you to differentiate to suit
student needs.

Example 1
In a year seven metal, class I would have all students able to see and hear my demonstration. I would include
printed and whiteboard instructions with steps to follow for students to work independently. I would provide
examples of the finished product in both paper and in the actual material ready for students to see and
understand the processes. involved before they begin to build in the more expensive resourced materials such
as metal.

Having students make a mock up in

paper prevents expensive mistakes

2.2 Content selection and organisation

Organise content into an effective learning and teaching sequence
Example 1
A formula for a typical smooth lesson

Getting settled
Defining lesson goal
Ask for background information
First activity
Check they understand the activity
Apply
Second activity
Apply
Wrap up Do they feel they have met the goal

Example 2
See Appendices 1
A power point presentation example of organised content to show an effective learning and teaching
sequence in the area of Wood Technology HSC. It describes to students how to set out their Design
Management and Communication portfolio.

2.3 Curriculum, assessment and reporting

I design the following worksheet, in the wood technology area, to gather teaching and learning knowledge. It
increases in difficulty as it progresses in order to discover what students know and to plan further lessons.
Example 1
See Appendices 2 Work sheet
Example 2
Assessment and feedback given See 5.2 and 5.3

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians
Example 1

I found the following locally written text book to be an invaluable resource for knowledge and
understanding of Aboriginal and Torres Strait Islander people and an inspiration for inclusive lesson
planning for indigenous and non-indigenous students alike.

By Jennifer Hoff, Richmond River

Historical Society. (2010)

2.5 Literacy and numeracy strategies

Relevant literacy and numeracy content is identified and explicitly incorporated into lesson plans and are
applied in all TAS project and theory work and lessons
Example 1

2.6 Information and communication technology

All TAS lessons have ICT embedded. Computer labs are booked to coincide with practical lessons to expand
curriculum learning opportunities. They give students the time to develop and use their ICT skills and
knowledge. These vary from basic word, excel and PowerPoint used for student project portfolios to more
sophisticated ICTs such as 2 and 2D CAD programs and the Adobe suit for Industrial Technology, Graphics and
Multimedia. The following examples show a typical SketchUp drawing that most students are well on their way
to doing in the Metal technology area.
Example 1

Professional Practice (Graduate teachers)

Standard 3 Plan for and implement effective teaching and learning
Focus areas

3.1 Identifies achievable, challenging learning goals

Learning goals are set according to the requirements in the Students will learn to section of the particular
syllabus. The content is clearly articulated to the students. The goals are then modified for particular students
abilities and to challenge others.
Example 1
Programming robots some students already have extensive knowledge on programming and some are at an
introductory level. Group work can be a useful way to readjust learning goals for students with varying
abilities. It provides challenges for experienced students to extend themselves and to share their knowledge
with others. Some students may work on designing and constructing the physical bot, some may do the testing
of the prototype and others may gravitate towards the software programing side.

Programming the robot to function and move

Assembling
the robot
from parts

Testing the robots actions

3.2 Sequential lesson plans from knowledge of student learning

In dealing with students with varying abilities it is essential to plan your lesson in a structured and or step by
step sequence, using a variety of methods to improve your ability to reach as many of students as possible.
Practical lessons are a great way to provide this as long as the teacher has the opportunity to set up the room
beforehand.
See lesson plans for wood or metal tech where multiple strategies apply. These include demonstrations (visual)
with explicit instructions (oral) student trials and mini pilot studies (kinaesthetic) and by having the steps
drawn and written on whiteboard. Handouts are also provided if it suits the situation.
The majority of students are then able to follow and grasp the lesson and have support to continue on in the
following lessons or at home.
Example 1 Set up the room beforehand

3.3 A range of teaching strategies

Another approach to the two previous focus areas includes setting up ways for technology to check if set tasks
are being attempted appropriately.
Example 1
This might involve providing a prepared resource for students to access on their school U drive that they read
or view, then complete a task relating to it, either at home or in the schools computer lab. Students then send
it back to the U drive for marking. (See following lesson plan)
I found this strategy very useful when dealing with students who are reluctant to work otherwise. It can also
be seen or marked by the permanent teacher if required.

3.4 Knowledge of resources

Resources were selected and made available to engage students in their learning on a daily basis. They range
from pencils, and rulers to computers, software, laser cutters, 3D printers, sheet metal, timber, tools, nails,
sandpaper, food and kitchen & electronic equipment, fabric, sewing machines and equipment, sporting
equipment woods and metals and machinery. Safety equipment such as gloves, masks, ear and eye protection
were also available for students protection.

3.5 Demonstrate verbal and non-verbal communication

Careful attention was paid to ensure all students were located in a position where they could hear
and see clearly during demonstrations. This included closing doors to block noises and stopping
machinery and air extractors.
All demonstration equipment needs to be set up and prepared beforehand to prevent disruptions.
Relocating and or separating disruptive students helps support a conducive classroom.
Training students to recognise certain body language, gestures and ques starting at the beginning of
the year/term is useful when verbal communication is not possible in tech rooms with machinery
running for instance.
Teacher physically moving from student to student observing and showing an interest helps keep
students engaged.

3.6 Evaluate and improve teaching programs

Teaching programs can be improved for better student learning by using a number of strategies:

Provide informal or mini tests to reveal students current knowledge and abilities
Provide feedback opportunities for students to have their say
Speak to other teachers in faculty/school to discuss results and outcomes with the same students
Attend professional development days and workshops

3.7 Encourage parents and carers in the educative process

Speak to parents and carers to understand their expectations and to gain insight on student
requirements
Invite parents with particular skills to be involved in school activities
Attend sporting activities and enrichment days
Become involved in open day activities and special events where you get to see your students in
another light. They may have skills you didnt know about that could be brought into their class
projects

Standard 4 Create and maintain supportive and safe learning

environments
Focus areas

4.1 Support student participation

I had an opportunity to observe a group of Yr 10 students as they worked independently helping groups of Yr 7
students. This revealed to me the Yr 10s particular personality traits that would have otherwise gone
unnoticed. One older student, who is usually disengaged, inadvertently used his sense of humour to engage a
younger student in order to have him relax as he was asking probing interview questions. Another student
took notes as she listened to a speaker and another showed deep thinking skills. Another showed patience and
tolerance with others. The following lesson I told the Yr 10s what I had noticed. This encouraged them and
had them employing their individual skills better in their own group work.
The following photo is of two students that usually exclude themselves willingly encouraging a third student to
participate. I feel confident that project based learning (PBL) will benefit all learners and teachers. I am glad it
is being introduced into more schools.

Two year 10 students attempting to include the outsider

4.2 Organise and clearly direct classroom activities

Nothing goes as smoothly as a classroom that is organised and directed well but the best laid plans can be
disrupted in a minute. Technology often stops working when lest expected and a backup plan must be
implemented.
The picture below is a light box and LED torch used for tracing animated images. It was constructed in less than
15 minutes. It is made from an acrylic offcut and pieces of balsa wood cut to size with a paper knife, glued,
pinned and taped with masking tape. The activity was successfully used in a lesson when plan A was cancelled.
It shows the ability to organise and clearly direct a classroom activity.

Light box used for tracing hand drawn animations

4.3 Managing challenging behaviour

Carlo constantly disrupts the classroom with a variety of misbehaviours. The usual warning system was no
longer effective. To manage this development, I began keeping a tally of his disruptions over a period of time.
It looked something like the following.
Carlo

Off task talking

Tipping chair

Time wasting

Mon
Tues
Wed
Thur
Fri

1111111111111
1111111111111
11111111
11111111111
1111111111

1111111
111111
11
111
1111111111

111111111111
111111111111111
1111111111
111111111
111111111

Clattering on
keyboard
1111
11
1111
1
1111

Using phone
111
1111
1
1111111

The data will later be used to discuss a plan for improvement with the student and the parent or guardian and
the head teacher. This plan would be agreed upon and actioned.

4.4 Describe strategies that support students wellbeing and safety

In accordance with school policy, students are not to:

leave classroom without a note from teacher

enter classroom late without a note from teacher
run in buildings
throw objects
leave powered machines on when not in use

Students must also:

wear protective clothing when cooking or using machinery

tie hair back when using machinery
arrive to class on time

Schools must provide child protection in regards to safety and welfare, code of conduct, work place health and
safety and duty of care in line with legislative requirements

4.5 The safe and responsible use of ICT

All teachers must be aware of their responsibility to ensure that students are not exposed to cyber bullying,
harassment, academic honesty and the ethical use of ICT in learning and teaching. They must design ICT
lessons explicitly for childrens use and model suitable online behaviour and activity.
Students must be made aware of the legalities of plagiarism and the conventions of academic honesty.
I have undertaken a pre-service teacher program by Outreach called cyber[smart:]. It outlined the many
changing and varied cyber risks and situations that students are exposed to on a daily basis.

Standard 5 Assess, provide feedback and report on student

learning
Focus areas

5.1 Demonstrate understanding of assessment strategies

Assessment of students happens continually by the teacher in three basic ways:

Summative assessment of learning (gathering evidence of student learning)

Formative assessment for learning (observations and work samples of student progress)
Assessment as learning (to inform your planning and to inform the student what they still need to
know)

5.2 Provide feedback to students on their learning

Students need timely and appropriate feedback about their learning. If this does not happen students are left
wondering if they have been successful in meeting the requirements. They need this as a foundation to build
further learning. The following are examples of individual feedback (including photographs of their work) given
immediately to students on their assessment task and advice on how to improve. (See following examples)

5.3 Make consistent and comparable judgements

The following is a mini test that was given to all students in the class. It has a marking criteria that is to be
conformed to, to enable consistent and comparable judgments of student learning.
Tyrone
Marking Criteria
Research
Concept drawing & creativity
The use of design principles
Photoshop TEXT editing
Understanding Bitmaps and Vector Graphics
The finished Print
Total

Out
of
5
10
10
5
NA
15
45

Mark
3
9
6.5
3
NA
7.5
29

5.4 Interoperate student data

5.5 Report student achievement

The following is an example of student achievement records. It is important to keep accurate and reliable data
for reporting to students, parents and to the school.

Professional Engagement (Graduate teachers)

Standard 6 Engage in professional learning
Focus areas

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

This year I have undertaken three professional learning activities to improve my teaching practice. The first
was to join a woodworking club to become more familiar with woodworking practices. I made a marking gauge
as seen in the following photo. The second was to attend a robot programing workshop. There I interacted
with other teachers doing the same a great way to network. The third was to do voluntary work at the
Nimbin Central School in The Textiles and Wood Technology areas.

6.3 Engage with colleagues and improve practice

The following is a photo of the notes taken by a colleague while observing one of my lessons. It is important to
be reviewed by peers to obtain insights.

6.4 Apply professional learning and improve student learning

Standard 7
Engage professionally with colleagues, parents/carers and the
community
Focus areas

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative and

organisational requirements
A copy of my Child Protection
Awareness Training Certificate from
the New South Wales Department of
Education and Communities 2015. A
guide for teaching and protecting
children and young people in
accordance with legislative policies.

7.3 Engage with the parents/carers

Example 1
I spent extra time in the wood technology room in my final practicum to learn how Nick, a student with
Multiple Sclerosis undertakes his project building activities along with his carer. I mostly observed and
asked questions about the TV cabinet being built. I also experienced pushing Nick in his wheelchair around
the school grounds to see what obstacles might be encountered. The most important thing I learned was
to be patient and wait for Nick to fully articulate his thoughts and ideas. I noticed some tech rooms had
obstacles on the floor obstructing wheelchair access.

7.4 Engage with professional teaching networks and broader communities

I am a member the following professional and community organisations

TEA NSW (Technology Educators Association Inc)

VEDA NSW (Visual Arts and Design Educators Association)
Designboom (Architecture Design Art and Technology Readers)
Richmond Valley Woodcrafters Club

APPENDICES
______________________________________________________
Appendices 1
The following 6 pages is a power point example of organised content to show an effective learning and
teaching sequence in the area of Wood Technology HSC. It describes to students how to set out their Design
Management and Communication portfolio.

Appendices 2 Worksheet

NAME: _________________________________Year:_______Date:____/___/___

Task 1
Draw a line connecting each image to the name of each woodworking joint.

Dado Joint

Mortise & Tenon

Butt Joint

Cross Lap Joint

Rebate Joint

Mitre Joint

Finger Joint

Dovetail Joint

Task 2 (3 questions)
Drawing as a form of communication
Question 1
Drawing helps you to describe your design ideas letting others see exactly what you mean.
This type of visual communication saves you time and money in the workshop. Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Question 2
Drawing your product design ideas is also a way to develop, change and adjust things to suit
the situation as you go. What are some things that may occur along the way that might
need adjustments?
1__________________________________________________________________________
___________________________________________________________________________
2__________________________________________________________________________
___________________________________________________________________________

Question 3
A picture is worth a thousand words. What do you think this statement means?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Task 3
Draw and name some of the diagrams from the first page.
*TIP Use the right and left edges of your paper as guides to keep all vertical lines perpendicular.