Assignment cover sheet

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Student ID Number/s: Student Surname/s: Given name/s:

S00229851 White Shannon

Course: Bachelor of Primary Education School: Australian Catholic University

Education Studies and Professional Experience 3: Creating Quality
Unit code:EDFD452
Learning Environments
Due date: 05.04.20 Date submitted: 05.04.20
Lecturer-in-Charge: Julieanne Le Noury Tutorial Group/Tutor: Julieanne Le Noury

Assignment Title and/or number: Assessment Task 1

S
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4
 PROFESSIONAL
LEARNING PLAN
Assessment 1

EDFD462/452
Transition into the Profession

Name: Shannon White

Student Number: S00229851
Rationale

I believe that teachers play a vital role in education. By teachers engaging in professional
learning they are not only helping to improve student engagement and learning they are
improving the quality of the school (Desimone, Smith, Hayes, & Frisvold, 2005). Professional
learning enhances the knowledge of teachers, whilst them assisting in further development
of their current knowledge and skills. Professional learning in teaching is crucial in ensuring
teachers are keeping up to date with new knowledge that will enhance their teaching
abilities (Department of Education and Training, 2005).

I believe that professional learning enables teachers to attain new insights into their
teaching through obtaining new knowledge, altering existing attitudes and beliefs. I believe
professional learning can challenge the way teachers think about the content and what are
the best ways to teach it. Research on teacher professional learning has had a positive
impact on student outcomes as teachers are focusing how to give their students the best
opportunity to achieve (De Wever, Vanderlinde, Tuytens & Aelterman, 2016). Hence, I
believe that there is a direct correlation between teachers engaging in professional learning
and higher achievements in student outcomes.

It is the expectation of the Australian Institute for Teaching and School Leadership that
classroom practitioners are learners as well as teachers (Santoro, Reid, Mayer & Singh,
2013). The continuous learning and progression of teachers is essential as it enables
students to access learning in the most effective ways. Continuous learning of teachers
improves practices of skills and widens the opportunities of what is achievable. Ongoing
professional learning whether it be for an individual or a school provides opportunities for
growth. Timperley, Wilson, Barrar & Fung (2007) contend that it is more beneficial to take
the ongoing approach when it comes to professional learning rather than just one off
workshops. Teachers participating in professional learning ensures that they are doing the
most they can to assist their students to be able to achieve to the best of their abilities
(Helmer, Bartlett, Wolgemuth & Lea, 2011).

For my Professional Learning Plan I wanted to challenge myself to focus on areas of my

teaching that there is room for improvement. These include Standard 1.5 of Professional
Knowledge, ‘differentiate teaching to meet the specific learning needs of students across
the full range of abilities’; Standard 3.5 of Professional Practice, ‘use effective classroom
communication’ and Standard 6.4 of Professional Engagement, ‘apply professional learning
and improve student learning’. I have not solely focused on my weaknesses within this
Professional Learning Plan I have presented my strengths within these Standards. These
Standards are areas where I have achieved success in throughout my placement rounds;
however, they are also areas where there is room for my knowledge and practice to be
extended. I will attempt to address these standards through my next placement experience
through a variety of ways; including continuing to keep up to date with research, having
consultations with teachers and students, observing student work and progress and
participating professional learning opportunities.
Professional Learning Action Plan (660)
Focus Area Number One Domain: Professional Knowledge
Standard 1.5
Focus area Differentiate teaching to meet the specific learning needs of students
across the full range of abilities
Graduate Demonstrate knowledge and understanding of strategies for
descriptor differentiating teaching to meet the specific learning needs of students
across the full range of abilities
Current Knowledge, Skills, Attributes & Strategies:250
Throughout my study at University I have gained an understanding that it is crucial for
teachers to have knowledge on the different teaching strategies that cater for the needs of
all students. Differentiation is a teaching approach that tailors teaching to meet the
individual needs of students (Westwood, 2001). I have learnt that adaptions can be made to
cater for diverse learners through learning environment, resources, instructional methods,
assessments, time frames and support. I have attained this through:

University requirements: Throughout University I completed requirements such as

assessments, lectures and tutorials. Within these requirements it has always been
emphasised the importance of being able to cater for the needs for diverse learners. In
assignments, I have researched why it is important to alter learning to cater for different
students and also how to implement it. For instance, I have learnt that students learn in
different ways through Gardner’s Multiple Intelligence Theory (Gardner, 1992).

Placement experiences: Through placement experiences I have observed how my

Supervising Teachers have altered their teaching and the students learning to cater for their
different needs. I have had experiences with observing ways to differentiate teaching to
support students. I have also altered my own teaching to support students who have
different learning styles including students with Oppositional Defiance Disorder (ODD),
Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum
Disorder (ASD). Through these experiences I have discovered that the success of a strategy
will differ from each student. However, I have observed that there are strategies that have
been successful across a range of students. For instance, using physical materials, visual
materials, shortening time frames of work and implementing engaging activities.

Rationale for Choice of Focus Area: 150

For my professional development as a teacher I believe it is important to develop

knowledge and understanding on how to differentiate learning and teaching to cater for all
students needs. I believe that I have room for improvement in ensuring that all ranges of
abilities are being challenged and supported. Feedback from previous Supervising
Teachers has been that I need to ensure that I plan to cater for all levels that the children
are at. It was observed that I would plan to the level that majority of students are at or what
the curriculum states they should be. In reflection, when I do plan to differentiate it is often
more focused towards students that are falling behind rather than the students who need to
be extended. Furthermore, VanTassel-Baska (2012) contends that utilising differentiation
significantly affect the way the students learn. Hence, I believe that it would be beneficial
for my teaching to increase my knowledge in strategies to effectively differentiate my
teaching to ensure that all student’s learning is being supported and challenged.
 Learning Goals (You may have 2 or 3)

1. Meet curriculum requirements to the best of my ability

2. Use strategies that cater for diverse needs
3. Have high expectations for all learners

Barriers/Concerns: 150

A barrier or concern that I have is that my planning of differentiation will not be effectively
executed in the classroom. I have experienced in my attempts to differentiate difficulties in
how to effectively instruct all ranges of abilities. In addition, I have also experiences
difficulties in spreading myself across the different ranges of abilities whilst they are
learning to assist them. Furthermore, I also want to ensure that I am challenging all ranges
of abilities. In doing that, I do not want to overwhelm students with tasks that are too
difficult for them and cause them to become disengaged.

Plan of action/Relevant Resources: 50-75

1. Research what makes a good differentiation plan.

2. Find 3 examples of how to effectively differentiation strategies that are backed with
research.
3. Research strategies to challenge support gifted and talented students

1. Differentiated teaching explained: Adjusting content, process and product. Website

https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshits
differentiation.aspx#link1
2. Explicit teaching. Website
https://www.education.vic.gov.au/Documents/school/teachers/support/Expired/000
0highimpactteachstrat-expired.pdf.
Multiple activities. Website https://www.youtube.com/watch?v=lyYrAgnKe1A.
Feedback. Website http://www.ascd.org/publications/educational-
leadership/sept12/vol70/num01/How-Feedback-Leads-to-Engagement.aspx
3. Six strategies for Challenging Gifted Learners. Website
http://www.ascd.org/publications/newsletters/education-
update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx

Focus Area Number Two: Domain: Professional Practice

Standard 3.5

Focus Area Use effective classroom communication

Graduate descriptor Demonstrate a range of verbal and non-verbal

communication strategies to support student engagement.
Current Knowledge, Skills, Attributes & Strategies
Communication is “the science and practice of transmitting information” (Prozesky, 2000).
In my experience throughout placement I have observed classroom teachers who are
proficient at communicating with their students and those who have room for
improvement. Through this I have discovered the importance of using communication
strategies to engage students.

Placement observations: I have witness that communication strategies are crucial in

managing the attention and behaviour of the students in the class. For instance, clapping,
hand actions and rhymes (e.g. “hands on top, that means stop”). These are often used when
the class may need their attention redirected back to the task, the class is getting too loud,
further instructions to give and much more. I have also witnessed and utilised eye contact
as a way of communicating to students, I observed that sometimes it can be more effective
than verbal communication. Just simply giving eye contact to someone who is misbehaving
can get them back on task. Additionally, giving eye contact to a student whilst they are
speaking lets the student know that you are engaged and listening.

Completing University requirements: Through completing assignments, unit and lesson

plans and reading literature I have learnt that communication between the teacher and
student is vital in student learning and engagement. In particular, there are strategies for
students who learn in different ways. I have learnt that some students will be more engaged
and ready to learn from visual cues rather than just all verbal cues. I have learnt that
communication of the teacher to the students should not solely be verbal communication it
should be accompanied by non-verbal cues and strategies to ensure that all students are
able to understand.

Rationale for Choice of Focus Area

I have chosen to focus on effective communication strategies to support student

engagement because I believe that it is a crucial skill to have in ensuring a productive and
well managed class. I believe it is important that a teacher establishes verbal and non-
verbal communication strategies, as clear communication is vital within a classroom. Clear
communication can prevent disturbances, manage behaviour and let students know what is
expected of them. Good communication is a complex process that needs to be practised
(Prozesky, 2000). I have witnessed that poor communication skills often lead to inability to
teach the required content effectively. Through my placement experiences I witnessed a
teacher that always raised their voice to get the class’s attention. The teacher would
eventually get the class’s attention, but only after multiple attempts. The teacher would
appear to be frustrated of the time wasted that it took to get the class’s attention. I believe
this then went onto effect the teacher’s ability to teach the rest of the lesson content.
However, I believe that if the teacher would have established a different form of
communication to engage the students the class would have given their attention earlier.
For instance, I have witnessed a teacher use and used myself the strategy of “hands on top,
that means stop” in a Level 2 classroom. This strategy was extremely effective as the class
would stop what they were doing and listen. However, the next placement round I had I
used the same strategy in a Level 5 classroom and it did not work to the same degree. In
light of this, I would like to develop a more advanced range of verbal and non-verbal
communication strategies to effectively support student engagement, so that if one strategy
is not successful I am able to utilise others I have learnt.

Learning Goals (You may have 2 or 3)

1. Learn more about different types of verbal and non-verbal communication types.
 2. Have a greater understanding of the importance of using communication strategies
to support student learning.

Barriers/Concerns

A barrier or concern that I have is that the different communication strategy that I have
chosen to implement will not be effective within the classroom. I have experienced that
just because a strategy works in one class doesn’t mean it will work in all classes. That is
why I will endeavour to learn a wide range of communication strategies so that if they
don’t work, I have options that I can choose to implement. A barrier to making these
communication strategies effective is consistency. I need to ensure that I am constantly
using strategies such as rhymes to get student’s attention and manage behaviour. Using it
inconsistently will most likely not lead to the results I intended.

Plan of action/Relevant Resources

1. Research different verbal and non-verbal communication strategies

2. Research literature about why communication strategies are important in the
classroom to support student engagement.

1. Non- verbal communication in the classroom. Website -

https://www.learnersedge.com/blog/nonverbal-communication-in-the-classroom
Verbal & Non-Verbal Communications in the classroom. Website -
https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1696-
verbal-non-verbal-communications-in-the-classroom
2. Johnson, M. B. (1999). Communication in the Classroom.
Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal
communication on success in teaching. Journal of advances in medical education &
professionalism, 5(2), 51.

Focus Area Number Three: Domain: Professional Engagement

Standard 6.4
Focus Area Apply professional learning and improve student learning
Graduate Demonstrate an understanding of the rationale for continued
descriptor professional learning and the implications for improved student
learning.
 Current Knowledge, Skills, Attributes & Strategies
Through my experiences at University and through my placement rounds I have learnt that
professional learning for teachers is a journey and is an ongoing process. This process
focuses on developing teacher’s understanding of content and provide them with a range of
techniques and strategies to teach their students. Professional learning requires teachers to
reflect on their current practices in order to develop their skills further. (Herrington,
Herrington, Hoban & Reid, 2009).

Professional Development – Professional development that I have engaged in is the Peak

Phys Ed ‘Australian Physical, Health and Sport Education Conference’. I volunteered to
assist the lecturers at the conference which meant that I was able to listen to various
lectures focusing on how to teach health focused subjects. Through this I learnt that
adjusting the way lesson are set up can have an influence on student engagement levels and
impact the amount of content that is learnt. For instance, doing activities that require
movement can assist in increasing energy and engagement levels, just as doing a short
meditation can help to calm students down and refocus.

Health and wellbeing – Through my experiences I have learnt that the health and wellbeing
of students is vital component in their ability to learn. Therefore, in the aim to further my
learning outside of University and placement rounds I have engaged in online Professional
Learning Modules that focus on the wellbeing of students. I have also read Hugh Van
Cuylenburg’s book ‘The Resilience Project’ that focuses on finding happiness through
gratitude, empathy and mindfulness; all of which I believe is incredibly beneficial to
implement into a classroom. He also discusses his experiences with children suffering with
mental health issues. Through reading this I know that there is always more learning to do
in order to assist students learning to the best of my ability.

Rationale for Choice of Focus Area

For my professional development as a teacher I believe it would extremely beneficial to

continue my learning. The world is constantly changing, there is a large range of new
resources and ways that students are engaging in learning. Professional learning assists
teachers in updating their practices and pedagogical knowledge to assist students
engagement and learning. (Herrington, Herrington, Hoban & Reid, 2009). Therefore, I
believe that professional learning will allow myself to have a wide range strategies and
skills that I can implement the classroom to cater for the needs of all students. I believe
that engaging in professional learning allows teachers to update and refine their
pedagogical and conceptual skills. Hence, I want to focus on areas of my teaching where I
can improve to assist student learning.

Learning Goals
1. Read about effective ways to improve student learning.
2. To learn more about how to create a positive learning environment by focusing on
health and wellbeing of students.
Barriers/Concerns
A barrier or concern that I have is that I will learn information, strategies and skills to
improve student learning and not implement them in the way they were intended. I believe
it is easy to understand these strategies and how they might be implemented. However, the
difficulty is applying the strategies in the classroom.
 Plan of action/Relevant Resources
1. Find a book that discusses teaching strategies to improve student learning.
2. Complete an online professional learning course that focuses on student wellbeing.
3. Read more about how to foster a positive learning environment in the classroom to
improve student learning.
.
1. ‘What every teacher should know about teaching strategies’, by Donna Tileson.
Cost - $23.05.

2. Student Wellbeing Hub. Complete the multiple modules and access the free
resources focusing on student wellbeing. Available for Pre- Service teachers. Cost –
Free. Website https://studentwellbeinghub.edu.au/educators/professional-learning-
courses/pre-service-australian-student-wellbeing-framework/

3. ‘Creating A Positive Learning Environment’, by Jenny Mackay. Cost - $39.96.

References

Australian Institute for Teaching and School Leadership (2016). Multiple activities to engage
students. Retrieved from https://www.youtube.com/watch?v=lyYrAgnKe1A

Azzam, A. (2016). Six Strategies for Challenging Gifted Learners. ASCD. Retrieved from
http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-
Strategies-for-Challenging-Gifted-Learners.aspx

Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on
success in teaching. Journal of advances in medical education & professionalism, 5(2), 51.

Department of Education and Training (2017). High Impact Teaching Strategies: Excellence in
Teaching and Learning. Retrieved from
https://www.education.vic.gov.au/Documents/school/teachers/support/Expired/0000highi
mpactteachstrat-expired.pdf

Department of Education and Training (2019). High Impact Teaching Strategies in Action:
Differentiated teaching. Retrieved from
https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshitsdiffer
entiation.aspx#link1

Department of Education and Training (2005). Professional Learning in Effective Schools: The Seven
Principles of Highly Effective Professional Learning. Retrieved from
https://www.education.vic.gov.au/Documents/school/teachers/profdev/proflearningeffecti
vesch.pdf
Desimone, L. M., Smith, T. M., Hayes, S. A., & Frisvold, D. (2005). Beyond accountability and average
mathematics scores: Relating state education policy attributes to cognitive achievement
domains. Educational Measurement: Issues and Practice, 24(4), 5-18.

De Wever, B., Vanderlinde, R., Tuytens, M., & Aelterman, A. (2016). Professional learning in
education : Challenges for teacher educators, teachers and student teachers.

Gardner, H. (1992). Multiple intelligences (Vol. 5, p. 56). Minnesota Center for Arts Education.

Helmer, J., Bartlett, C., Wolgemuth, J. R., & Lea, T. (2011). Coaching (and) commitment: Linking
ongoing professional development, quality teaching and student outcomes. Professional
Development in Education, 37(2), 197-211.

Herrington, A., Herrington, J., Hoban, G., & Reid, D. (2009). Transfer of online professional learning
to teachers’ classroom practice. Journal of Interactive Learning Research, 20(2), 189-213.

Istas, B. (2008). Nonverbal Communication in the Classroom. Learners Edge. Retrieved from
https://www.learnersedge.com/blog/nonverbal-communication-in-the-classroom

Johnson, M. B. (1999). Communication in the Classroom.

Mackay, J. (2019). Creating A Positive Learning Environment. OUP Higher Education

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Verbal & Non-Verbal Communications in the Classroom (2015). Ministry of Education, Guyana.
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teaching/item/1696-verbal-non-verbal-communications-in-the-classroom

Pollock, J. (2020). Feedback for learning: How Feedback Leads to Engagement. ASCD. Retrieved
from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/How-
Feedback-Leads-to-Engagement.aspx

Prozesky, D. R. (2000). Communication and effective teaching. Community Eye Health, 13(35), 44.

Santoro, N., Reid, J. A., Mayer, D., & Singh, M. (2013). Teacher knowledge: continuing professional
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Tileston, D. W. (2003). What every teacher should know about effective teaching strategies. Corwin
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Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and
development: Best evidence synthesis iteration. Ministry of Education.

VanTassel-Baska, J. (2012). Analyzing differentiation in the classroom: Using the COS-R. Gifted Child
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Westwood, P. (2001). Differentiation’as a strategy for inclusive classroom practice: Some difficulties
identified. Australian Journal of Learning Difficulties, 6(1), 5-11.

Ya-Ni, Z. (2007). Communication strategies and foreign language learning. US-China Foreign
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