Collections of practical teaching and learning Artefacts in conjunction

with Annotations that demonstrates, supports and claims my

competent teaching practice.
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Professional Knowledge
Standard 1: Know students and how they learn
Standard 2: Know the content and how to teach it

Professional Engagement
Standard 3: Plan for and implement effective teaching and learning

Standard 4: Create and maintain supportive

Standard 5: Assess, provide feedback and report on students learning

Professional Engagement
Standard 6: Engage in professional learning
Standard 7: Engage professionally with colleagues, parents/carers and the community

Professional Knowledge
Standard 1: Know students and how they learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. (1.2)
Artefact: Reading planner

Research in
relation to the
content

Engaging
students demonstrating
on white board,
their own
examples thus
catering for
Kinaesthetic
learners

Able to share/
reflect - caters
for verbal
learners

Reading eggs,
anchor chart/
categories caters
for visual
learners/ EAL
students

Scaffolding the
students learning
- deeper level of
questioning

Annotation
Mr Howard Gardner had influenced my views on learning styles. His work helped me understand that we all have multiple intelligence's
therefore each child has a preferred learning style which best caters for them (Helding 2009). Through my weekly planners I have
incorporated this knowledge and catered for the different learning styles.

The goal we had set for our grade to achieve was to understand the importance of questioning and why we question in regard to
reading. Through discussions and repetition students were quickly able to gain and understanding and achieve our goal. Whilst
teaching the content, through each lesson I was able to scaffold the students learning and discuss questioning on a deeper level.
I had also catered for the EAL students, after group discussions, I had dedicated time to one on one conferences to gain an idea of their
level of understanding, utilising this information in order to plan. Was very pleased in seeing students helping out each other, especially the
EAL students.

Professional Knowledge
Standard 2: Know the content and how to teach it
Organise content into an effective learning and teaching sequence. (2.2)
Artefact: Learning and teaching sequence on Chance and data.

Annotation

During my observation week I identified that majority of my students were kinaesthetic learners.
Organising a teaching sequence in chance and data I provided concrete materials in conjunction
with games/activities that aided students in ustlizsing the correct terminology additionally
students were kept engaged and interested whilst gaining an understanding in the content,
chance and data (Roche et al. 2013). Was very pleased with the effectiveness of this teaching
sequence and how quickly students had grasped the idea.

Professional Practice
Standard 3: Plan for and implement effective teaching and learning
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. (3.2)
Artefact: Pre test, Mass lesson and worksheet.

Annotation
Utilising the students knowledge gained from the pre test that I had implemented, I was able to distinguish which areas the students
required further improvement on. With this information, I had then further planned and implemented lessons in accordance to their
learning needs and capabilities (Sheran & Sarbaum 2012). In addition to this I had incorporated strategies to a level of their
understanding by creating and providing a worksheet on mass thus expanding their knowledge.

Professional Practice
Standard 4: Create and maintain supportive and safe learning environments
Demonstrate knowledge of practical approaches to manage challenging behaviour. (4.3)
Artefact: Seating Plan ( girl, boy )

Annotation
I had instructed that students follow an orderly seating
plan which in turn, minimised misbehaviour. Additionally,
there were visual reminders (posters/signs) of
classroom expectations, student expectations and
whole body listening (Proactive classroom
management) (Tran 2016). Consequences were also
applied including verbal warnings, name on board, picking
up rubbish or staying in through recess/lunch ( Reactive
classroom management). Very pleased with students whole
body listening when sitting in the set seating plan.

Original image
misplaced.

Classroom
expectations.

(Pinterest n.d.)

Professional Practice
Standard 5: Assess, provide feedback and report on students learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. (5.2 )
Artefact: Reading conferences checklist and feedback.

Annotation

Whilst Independent silent reading I had conducted

individual reading conferences with my students. The
student log conferences had outlined appropriate
feedback in order to improve their reading whilst keeping track of their progress and achievements. By taking the time to
conference with my students I have demonstrated an understanding of providing meaningful and timely feedback in regard to their
learning (Gamlem 2015). Was very pleased on how students listened during the conferences, majority of students had made great
progress.
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Professional Engagement
Standard 6: Engage in professional learning
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. (6.3)
Artefact: Constructive feedback from mentor teacher

Annotation
Throughout my placement my mentor and I had ongoing
discussions reflecting my practice whilst providing feedback. As
a graduate teacher, I had listened and improved my teaching
practice by setting short term/long term goals on areas that had
needed further improvement (Moore & Kuol 2005).

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Professional Engagement
Standard 7: Engage professionally with colleagues, parents/carers and the community
Understand and apply the key principles described in the codes of ethics and code of conduct for the teaching profession. (7.1)
Artefact: Myself and a fellow colleague on book character day.

Code of conduct

Annotation
As a graduate teacher, I understand that it is my responsibility to act as an
ethical role model of the teaching community. Therefore I had applied the
key principals identified in the code of conduct (Victorian Institute of
Teaching n.d.) I had professionally participated in book character day with my
fellow colleagues, which in turn, encouraged and engaged student learning
and reading, further creating learning opportunities (ONeill & Bourke
2010).
I was very pleased to see students participating within the book parade and
enjoying themselves.

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References

Gamlem, SM 2015, 'Feedback to support learning: changes in teachers practice and beliefs', Teacher Development, 19, 4, pp. 461-482,
Education Research Complete, EBSCOhost, viewed 18 September 2016.
Helding, L 2009, 'Howard Gardner's Theory of Multiple Intelligences', Journal Of Singing, 66, 2, pp. 193-199, Education Research
Complete, EBSCOhost, viewed 14th September 2016.
Moore, S, & Kuol, N 2005, 'Students Evaluating Teachers: Exploring the Importance of Faculty Reaction to Feedback on Teaching',
Teaching In Higher Education, 10, 1, pp. 57-73, ERIC, EBSCOhost, viewed 18 September 2016.
O'Neill, J, & Bourke, R 2010, 'Educating teachers about a code of ethical conduct', Ethics & Education, 5, 2, pp. 159-172, Education
Research Complete, EBSCOhost, viewed 18 September 2016.
Roche, A, Clarke, D, Sullivan, P, & Cheeseman, J 2013, Strategies for encouraging students to persist on challenging tasks:Some
insights from work in classrooms', Australian Primary Mathematics Classroom, 18, 4, pp. 27-32, Academic Search Premier, EBSCOhost,
viewed 18 September 2016.
Sheran, M, & Sarbaum, J 2012, 'Developing an Assessment of Learning Process: The Importance of Pre-Testing', American Journal Of
Business Education, 5, 5, pp. 609-616, ERIC, EBSCOhost, viewed 18 September 2016.
Tran, VD 2016, 'Coping Styles with Student Misbehaviour as Mediators of Teachers' Classroom Management Strategies', International
Journal Of Higher Education, 5, 1, pp. 1-10, ERIC, EBSCOhost, viewed 18 September 2016.
Victorian Institute of Teaching n.d., The Victorian Teaching Profession Code Of Conduct, pp. 2, Viewed 18th September.
Pinterest n.d.,Viewed 18th September.
<https://au.pinterest.com/>
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