EDU30015 Assignment 1 Portfolio p3

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Swinburne University of Technology *

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30015

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Communications

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May 4, 2024

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EDU20015: Curriculum and Pedagogy for Primary: Practicum 3P ASSIGNMENT 1: Portfolio 'I have taken appropriate measures to protect children’s anonymity and used pseudonyms instead'.

Standard Five – Assess, provide feedback and report on student learning. Focus area 5.4: Interpret student data. Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. Evidence- Annotation- Professional Learning Community-PLC, meeting minutes Maths, star squads to follow up place value. Record of student capability for place value through observation and data collection. Reflective Statement During week two of placement, I taught place value with decimals. From observations and using a check list during lessons my mentor and I could see that some students were struggling with the concept of place value of tenths and hundredths. Our observations told us that we needed to allocate more time to place value. From here it was discussed that we could start star squads back up and address it in levels of abilities splitting the students into three groups accordingly. From here the teacher Focus is to engage students in games and understanding to help consolidate our teaching with their learning, whilst enabling and extending students. We made changes by introducing a place value chart that each student put on their desk, we also made sure to correct the way students pronounced the decimals, being one point two four not one point twenty-four. Throughout placement I found these meetings very useful for my planning and interpreting data to see if students connected with their learning, storing the taught information (Duchesne et al., 2013, pp. 499-504) through recaps at the start of each lesson. I have learnt that PLC meetings are crucial for teacher support and guidance, creating a safe and secure learning and teaching environment where we are able keep ourselves accountable for what is being taught and ensuring students are learning collectively and individually.

Standard Five – Assess, provide feedback and report on student learning. Focus area 5.5: Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement Evidence- Annotation- Running record to assess student learning. Reflective statement During my placement I observed my mentor connect regularly through face-to-face conversations with parents. He also communicated through emails, tests, school reports and parent teacher interviews. All of these methods provide up to date records on student’s achievements and weaknesses. If students were away my mentor would check in with parents to make students were okay and if they needed anything, some parents would let him that their child wasn’t coming in asked if he could email through the class work. Through these ways of communication my mentor was able to provide information regularly to parents to ensure they were involved and aware of what their child was up to. Whilst I hadn’t had the chance to look at the student’s midyear reports, this would be the most up to date evidence, unless the parents had come in to see their child’s work on display or verbal conversations. When my mentor carried out a running record with the students, he would update parents how their child was going with their reading, fluency and comprehension skills. The purpose for letting parents/carers know how their child is going, is that most afternoons only one or two parents came in to pick up their child, by keeping touch via emails, my mentor was able to take photos of student work and send it through so parents knew what the students were learning about. My mentor also engaged frequently with his students about their own work and especially after an assessment or running record where he was able to provide instant feedback. Glazzard & Stokoe (2011) state the importance of having these conversations with your students so that they can articulate their own learning needs but also identify their achievements enabling them to be partners in the development of their learning. Standard Six – Engage in professional learning.

Focus area 6.1: Identify and plan professional learning needs. Demonstrate an understanding of the role of the Australian Professional Standards to Teachers in identifying professional learning needs. Evidence- Reflective Statement

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