3.1 Establish challenging learning goals
During my first Year 8 unit of 2021, I had two severely disengaged students who were not in any way interested in attempting the Morals and Fables unit. The final assessment piece was to select from the Pixar videos we watched and compare the morals in them. I wrote an alternative assessment where the students were to select two songs of their choice and compare and contrast the morals within those songs. This enabled students to use the content that we discussed in class about how to identify morals in songs of their choosing.
During my first Year 8 unit of 2021, I had two severely disengaged students who were not in any way interested in attempting the Morals and Fables unit. The final assessment piece was to select from the Pixar videos we watched and compare the morals in them. I wrote an alternative assessment where the students were to select two songs of their choice and compare and contrast the morals within those songs. This enabled students to use the content that we discussed in class about how to identify morals in songs of their choosing.
| Morals and Fables Alternate Task Sheet |
| Morals and Fables Task Sheet |
3.2 Plan, structure and sequence learning programs
I plan and structure the units around what the students need to know and to enable them to be able to work with others and have a discussion around the content. This was seen in the Freedom Writer’s film unit where I used a PowerPoint to help guide how the unit progresses and also to allow for the students to continue with the work at home – if required. I include the common dates that affect the progression of the unit and this allows me to be able to effectively plan for the completion of the assessment task.
I plan and structure the units around what the students need to know and to enable them to be able to work with others and have a discussion around the content. This was seen in the Freedom Writer’s film unit where I used a PowerPoint to help guide how the unit progresses and also to allow for the students to continue with the work at home – if required. I include the common dates that affect the progression of the unit and this allows me to be able to effectively plan for the completion of the assessment task.
| Freedom Writers Review Task |
| Freedom Writers Unit Plan |
| Freedom Writers PowerPoint |
3.3 Use teaching strategies
I utilise the Google Classroom Question function often as a way that all students can collaborate together but also allows for those who are reluctant to speak up verbally in class. It also means that they can collaborate in a way that they will not easily loose the notes. I ensure that this forum is moderated to keep the discussion appropriate and to ensure that it is a safe space for the students to share their opinions.
I utilise the Google Classroom Question function often as a way that all students can collaborate together but also allows for those who are reluctant to speak up verbally in class. It also means that they can collaborate in a way that they will not easily loose the notes. I ensure that this forum is moderated to keep the discussion appropriate and to ensure that it is a safe space for the students to share their opinions.
| Use of the Google Classroom Question Function |
3.4 Select and use resources
I have utilised the use of digital resources quite well with those selected for the Aboriginal and Torres Strait Islander unit. I have used YouTube videos that are easily linked for the students to be able to view on their own devices or at home. I have used a mix of current, modern music (e.g., Marryuna by Baker Boy feat. Yurrimal) and some that the students may not know (e.g., Treaty by Yothu Yindi and Solid Rock by Goanna).
I have utilised the use of digital resources quite well with those selected for the Aboriginal and Torres Strait Islander unit. I have used YouTube videos that are easily linked for the students to be able to view on their own devices or at home. I have used a mix of current, modern music (e.g., Marryuna by Baker Boy feat. Yurrimal) and some that the students may not know (e.g., Treaty by Yothu Yindi and Solid Rock by Goanna).
| 3.4_aboriginal_and_torres_strait_islander_storytelling.pptx |
3.5 Use effective classroom communication
I used the PowerPoint to be able to effectively communicate to students where we were up to while progressing through the unit and also be able to link to videos. I would also highlight in the PowerPoint what the tasks were and where to find them in the textbook, if need be. This was seen in my Year 9 History ‘World War 1’ unit. I was able to effectively communicate the content to the class and be able to have discussion around the events of World War 1.
I used the PowerPoint to be able to effectively communicate to students where we were up to while progressing through the unit and also be able to link to videos. I would also highlight in the PowerPoint what the tasks were and where to find them in the textbook, if need be. This was seen in my Year 9 History ‘World War 1’ unit. I was able to effectively communicate the content to the class and be able to have discussion around the events of World War 1.
| World War 1 PowerPoint |
3.6 Evaluate and improve teaching programs
During 2021, I had a formal observation from my line manager and this included many different strategies that I have incorporated across all of my classes. I feel that this level of observation is important as it can help guide my practice and ensure that my students are getting the high-quality education that they deserve. Some of these strategies include repeat what students mention when brainstorming, walking around the classroom more in order to check on engagement of all students and giving students more time to write down the brainstorm from the board. All of this feedback has been implemented across all of my classes and I have started to see results from this.
During 2021, I had a formal observation from my line manager and this included many different strategies that I have incorporated across all of my classes. I feel that this level of observation is important as it can help guide my practice and ensure that my students are getting the high-quality education that they deserve. Some of these strategies include repeat what students mention when brainstorming, walking around the classroom more in order to check on engagement of all students and giving students more time to write down the brainstorm from the board. All of this feedback has been implemented across all of my classes and I have started to see results from this.
| Nikita Mickan Observation Term 3 2021 |
3.7 Engage parents/ carers in the educative process
With my Year 8 English classes, I did two different film studies and I wrote letters home to explain that 8E was watching Harry Potter and the Philosopher’s Stone and that 8G was watching Star Wars: A New Hope. In this letter I explained what the themes of the films were and what the final assessment task would be. I gave parents of my students the option to contact me if they had any concerns about the content of the unit. While I did not have any parent contact in this case, I am glad that I gave them the option to do so
With my Year 8 English classes, I did two different film studies and I wrote letters home to explain that 8E was watching Harry Potter and the Philosopher’s Stone and that 8G was watching Star Wars: A New Hope. In this letter I explained what the themes of the films were and what the final assessment task would be. I gave parents of my students the option to contact me if they had any concerns about the content of the unit. While I did not have any parent contact in this case, I am glad that I gave them the option to do so
| Harry Potter Parent Letter |
| Star Wars Parent Letter |