Amy Keith 22269786 Standard One Professional

Experience 3

Standard One
Know students and how they learn

Knowing the students and their physical, social and intellectual development and characteristics and how they learn allows us as
teachers to understand how different students learn, including the type of learner they are. (Standard 1.1 and 1.2). Students with
diverse linguistic, cultural, religious and socio economic backgrounds are likely to need additional support with their learning, as a
teacher knowing these students is important so lessons can be differentiated to ensure that these students are not left behind
throughout the school year, I have not had a class yet that has incorporated students of these kinds of diverse abilities. (Standard
1.3 and 1.5). Students of Aboriginal and Torres Strait Islander backgrounds and students with disabilities may also need additional
support throughout classes and will also require differentiation within everyday lessons, in my professional experience, I had one
Aboriginal student who had very poor attendance and therefore failed most classes. If this was my own class with enough time to
implement a strategy for this student, I would set up an online blackboard learning site or a blog site where the student could
access the classwork, this way, the student would not fall so far behind the classwork. (Standard 1.4). Most diverse students will be
left behind if lessons are not differentiated to give these students additional support. (Standard 1.4, 1.5 and 1.6).

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Experience 3
Note the focus area and
standard descriptor/s the
artefact / document reflects
1.1 Physical, social and
intellectual development and
characteristics of students
Demonstrate knowledge and
understanding of physical,
social and intellectual
development and
characteristics of students and
how these may affect learning.
1.2 Understand how
students learn
Demonstrate knowledge and
22269786 Standard One Professional
Annotations for Standard One
Note the type of Describe the document / artefact and Describe how the
artefact / document indicate the possible impact or result of the document / artefact meets
artefact / document on teaching and/ or the standard descriptors
student learning you have identified.
This artefact is a The artefact is a lesson plan, this outlines Knowing the students in
lesson plan taken the teaching and shows what students will the class and their
from my Professional be learning for the 70 minute English physical, social and
Experience 3 lesson. This lesson plan includes slight intellectual development is
placement. The class variations for different students, this important for teachers
was a year 8 English includes breaking down instructions into when planning lessons.
class during my small steps for those students who need the Knowing the students in my
second week of additional help. Students who are slower at class allows me to
practicum. writing and taking notes or have a learning differentiate the lessons I
difficulty were given a handout of the teach for their individual
information to glue into their books instead, needs.
to ensure that these students dont miss out
on the information. As highlighted in green, the
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Amy Keith
Experience 3
understanding of research into
how students learn and the
implications for teaching.
1.5 Differentiate teaching to
meet the specific learning
needs of students across the
full range of abilities
Demonstrate knowledge and
understanding of strategies for
differentiating teaching to meet
the specific learning needs of
students across the full range
of abilities.
22269786 Standard One
Including the PowerPoint presentation with
stimulus images on it allowed the students
who are visual learners more of an
opportunity to participate as well as the
other students in the class.
The students learning was enhanced
through this lesson because of the use of
different strategies. The folding story took a
lot of explaining at the beginning, however,
students picked it up quickly and created
engaging sentences.
The groups used within the lesson outlined
have been made based on which students
will work best together, most of the boys in
the class dont work well together and
knowing this helps me to make groups with
students who will work better together.
Professional
lesson was differentiated
very slightly for various
students, this included
using more explicit
instructions, and breaking
down steps to be really
simple for students. This
also included having
handouts prepared for
students who are slower at
writing down the notes or
have a learning disability
(Standard 1.5).
Various images were used
as stimulus to give the
students visuals to help
them with their writing. This
is important for the visual
learners in the class. These
images on the PowerPoint
could be switched between
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Amy Keith 22269786 Standard One Professional
Experience 3

easily for the students to

utilise. (Standards 1.1 and
1.2)

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 Amy Keith 22269786 Standard One Professional
Experience 3

Artefact: Lesson plan from Professional Experience lll

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III (2017): SECONDARY

KLA: English Date: 16/02/2017 Time: 11:55-1:05 Class: Year 8 School: Elanora State High
School
APST FOCUS FOR THE DAY: 3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
General Capabilities:
Literacy Numeracy Information and Critical and Creative Thinking Personal and Social Capability
Communication
Technology
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day):

Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
cultures
Class Specific Considerations:
Context: Behaviour Considerations: Seating plan Learning Difficulties:
Lesson 9/16 C.B Sits by himself at front of room. CH Extremely low literacy level
Year 8s are working towards creating a short story, JC Difficulties getting notes down; lacks
which will be written under test conditions. motivation
They have been introduced to 7 steps and analysed a
variety of sources.

Timing Procedure Preparation / Differentiation/ Assessment students

Considerations Behaviour Strategies
Syllabus outcome / Descriptor: (ACELY1810)
Experiment with text structures and language features to
refine and clarify ideas to improve the effectiveness of
students own texts

Objective / Learning intention:

LG 1: Use show, dont tell to create a folding story.
LG 2: To create tightening tension using show, dont tell - Have the power
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Experience 3

and senses. point prepared

and ready to go.
Success criteria:
Students will create tightening tension using their
senses chart. Students will also implement dialogue
within their story.

Introduction (O) Ensure students are Be explicit in

5 minutes - Students will write down the lesson title, learning sitting in their seating explaining the
goal and date off the board. plan to ensure activities in the
- Ask a student what we started last lesson students do their best lesson for students
o Tightening tension and senses chart work. who may not Formative assessment
3 minutes - Recap the senses chart and show students the understand as checking that all
picture of the refugees as the stimulus again. easily. Explain it students have senses
- Put students in groups of 6 again to them chart filled in with at
3 mins per - Students will create a folding story based on the Use class paddle pop individually to least 3 words/phrases in
sense/ 18 refugee camp. sticks or randomly ensure they each box.
mins o See - (What does your character see?) select students off the understand and
o Hear - (What do they hear?) class list. break it down into
o Smell - (What are they smelling?) easier steps.
o Touch - (What kinds of objects do they
Continue to
touch)
explain for each
o Taste - (What can they taste)
new fold/sense. Books to be collected
o Feel (emotion) - (How does the character and written feedback
feel?) provided on the senses
- Between each sense, students will fold their story folding story, looking for
and pass it clockwise students using their
- Students will then glue one of these into their show, dont tell concept
books so they dont lose it. Paper taken to class. that they have been
- Select their best sense and 2 from each group working on.
share.
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Experience 3

Body (G) If students are

disrespectful to myself
or another student,
- Go through the important rules of dialogue on restate the
9 minutes expectation of 100%
slides 12, 13 & 14
respect.
o 1. Speech marks ( ) are used to show
what is spoken aloud by a character. E.g.
Hello. How are you? said Billy. If students continue to
talk and disrupt/ not
o 2. You start the speech marks before the do their work move
first word spoken. E.g. He walked away students to a different
and said, Good to see you. seat. Students will
stay in their assigned
seat until told
o 3. You close the speech marks after the
Use paddle pop sticks otherwise.
last word they speak not at the end of
each sentence. E.g. Would you like or select students
something to drink? Dan asked. randomly off the role if
no one is eager to
answer.
o 4. When someone new speaks you must Monitor students work
start a new line. Handout provided for and participation while
o E.g. Thank you. Do you have any students that are slow moving around the
cola? Billy requested. Of course, at writing/have classroom offering
difficulty writing off support for those who
Dan answered.
board. need it.
(Jeseka, Cooper and
o 5. The first word of a new piece of speech Cody will especially
must have a capital letter. E.g. Billy find this useful)
smiled and said, Perfect!

o 6. The same rules of punctuation must be

used in speech; for example a question
needs a question mark. E.g. Do you
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Experience 3

want ice? he continued.

o 7. You must always use punctuation to

separate what is being spoken and the
rest of the writing. E.g. No ice thank
you, Billy concluded.

3 minutes Body (E)

- Explain to students that planning is important so

that you know your characters personality, this
relates back to what they would be likely to say.
o If your character was a zombie, what
would they say?
10 minutes
- Paper fights activity
- In pairs, students choose a starting sentence and
what the students relationship will be.
- Students take turns writing a line of dialogue to
each other.
- This activity should be silent as students write
down their sentences.
- Have 3-4 pairs share their dialogue. What the groups will
3 minutes be:
- Ask a student if they know why we use dynamic - Jeseka
dialogue. - Cody B
Utilise parallel
o Advances the story - Shaunna
acknowledgment
4 minutes o Moves plot - Cody p when students are
o Adds drama (through conflict) - Cian misbehaving or not
- Explain that dynamic dialogue shouldnt be doing their work.
- Joshua
overused, characters dont need to have long
boring conversations. - India
- Cooper
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Experience 3

- Show students the example of the boring - Charleigh

dialogue. - Zainem Use non-verbal cues
o How (if at all) could we improve this - Jackson to get students on
task
conversation?
- Tapping book
o Explain that students should only use - Nic
10 minutes - Proximity
small amounts of dialogue to improve their - Corban
- Eye contact
stories. - Gareth
- - Finn
- Angela
- Split students into groups of 3-4. - Chris?
- In these groups students will brainstorm as many
synonyms for said as they can. Students can use
example short stories that they have in their
books if they need.
Conclusion (R)
5 minutes
- Groups will present to the class their synonyms for said and these can be written in everyones books.
- For homework students will list 5 more synonyms for said in their books.

Supervising teacher: Date:

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Amy Keith 22269786 Standard One Professional
Experience 3

References

Australian Institute of Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pd

NSW Education Standards Authority. (2017). NSW Syllabus: Integrating ICT Capability. Retrieved from:
http://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/

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