1.2 Understand how students learn

Through collaborating with my mentor teacher, the Year 9 coordinator, the English coordinator, and student support staff, I was able to gain a sense of the school and the learning needs of each student. As this classed as a school in a low-socioeconomic area, I effectively planned online and offline learning content to increase access for all students regardless of their limited resources at home. 

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1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Through creating the three tiers of differentiated assessment tasks, I was able to cater for the readiness levels of three tiers of students and used Bloom's Taxonomy to increase the level of challenge within each task.

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2.1 Content and teaching strategies of the teaching area

The learning content in the novel study booklet was aligned to the Year 9 content descriptors and achievement standards. I was able to effectively plan relevant novel study activities and vocabulary tasks within the booklet and I also held in-depth class and group discussions to unpack the key themes within the novel. 

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2.2 Content selection and organisation

As my official teaching and learning plan and novel study booklet was overseen by my mentor and the Year 9 coordinator, I knew that what I had planned for the unit was up to standard and effectively met the ACARA Year 9 achievement standards. 

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2.3 Curriculum, assessment and reporting

I used curriculum, assessment and reporting knowledge to design learning sequences and lesson plans that were aligned with the Year 9 ACARA standards and carried these out effectively through online and offline platforms.

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2.5 Literacy and numeracy strategies

I incorporated literacy teaching strategies throughout each lesson, including explicit teaching of literary analysis questions and vocabulary warm-up tasks at the beginning of each lesson.

 

2.6 Information and Communication Technology (ICT)

I implemented teaching strategies for using ICT through online platforms such as Kahoot, Webex, Microsoft Teams, Youtube, PowerPoint, and Daymap to expand the curriculum content and increase participation and learning opportunities for students.

 

3.1 Establish challenging learning goals

Through differentiating the assessment tasks for students, I was able to set the work at an appropriate level of challenge for students of varying abilities and characteristics.

 

3.2 Plan, structure and sequence learning programs

After creating the novel study booklet, I was able to have freedom during each lesson to incorporate explicit instruction and hold in-depth class discussions to unpack key literary techniques and themes within the novel to better engage students with the content. 

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3.4 Select and use resources

I effectively used a range of resources, including ICT, that engaged students in their learning through the online platforms Kahoot, Webex, Microsoft Teams, Youtube, PowerPoint, and Daymap.

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3.6 Evaluate and improve teaching programs

I used a range of strategies to evaluate my teaching programs to improve student learning. Through the use of mentor, coordinator, and student feedback I was able to adapt my lessons to suit the needs of this cohort of students, by explicitly teaching new concepts, relating topical content to their interests, and effectively differentiating the assessment tasks.

 

3.7 Engage parents/carers in the educative process

I used strategies such as parent and caregiver phone calls and the online platform Daymap to effectively communicate with students and their caregivers in regard to the blended learning model and the expectations around student engagement. I posted all lessons and weekly activities on Daymap which students and caregivers could readily access and the relevant content was mailed home for students who could not access the internet. 
 

4.1 Support student participation

I supported inclusive student participation and engagement in classroom activities through streaming content online on Webex for students to participate in from home, I also sent home offline learning packs for students who did not have internet access. I also effectively differentiated the learning content for students to access at three different tiered levels of challenge. 

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4.2 Manage classroom activities

I organised classroom activities and provided clear directions within the novel study booklet and throughout each lesson. I provided extensive instructions on Daymap for students to follow to access the relevant content and participate on and offline. As students were learning from home and on campus, this required strategic and clear communication between all stakeholders. 

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4.5 Use ICT safely, responsibly and ethically

As I attended professional development workshops on how to use online platforms (Webex, Microsoft Teams, Daymap), I was able to identify potential issues in regard to student safety and safe work practices. Throughout the professional development sessions, I discussed potential issues with colleagues in regard to online lesson streaming and the relevant administrative duties to account for all students learning from home and at school. 

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6.1 Identify and plan professional learning needs

I identified my professional learning needs as I realised that I needed to learn how to effectively and safely use online learning platforms to engage students during the COVID-19 pandemic. 

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6.2 Engage in professional learning and improve practice

I participated in a range of relevant and appropriate sources of professional learning that were provided by trained staff within the school in relation to online platforms and how to effectively implement a blended teaching and learning model, which I successfully achieved during my practicum. 

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6.3 Engage with colleagues and improve practice

I sought and applied constructive feedback from supervisors and teachers to improve my teaching practices, by asking my mentor and the English coordinator to review my teaching and learning plan and the novel study booklet. I applied this feedback and effectively implemented the suggested changes to improve student access, engagement, and learning opportunities. 

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6.4 Apply professional learning and improve student learning

I used the knowledge and experience gained from the professional learning workshops to improve student learning and access to online learning through educational platforms. I believe this was a highly valuable experience as I identified on my last practicum that I needed to improve my use of ICT. 

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7.1 Meet professional ethics and responsibilities

I effectively applied the practices and strategies outlined in the school's codes of ethics and conduct to ensure that I was using the online learning platforms safely and ethically. I ensured that I aligned my practice with the blended learning expectations and accounted for all students learning from home and at school. My mentor teacher, the Year 9 coordinator and myself also made regular contact with caregivers to ensure students were safe and could access the relevant content from home. 

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7.2 Comply with legislative, administrative and organisational requirements

I ensured that I aligned my practice with the blended learning expectations and accounted for all students learning from home and at school through marking each student under the relevant category on Daymap to list whether they were at school, absent, or learning from home. My mentor teacher, the Year 9 coordinator and myself also made regular contact with caregivers to ensure students were safe and could access the relevant content from home.