Critical Reflection

Over a number of weeks I have developed a lesson plan for Year four based on The Australian Curriculum in History. The content descriptor that I used for my lesson plan around is Stories of the first fleet, including reasons for the journey, who travelled to Aus, and their experiences following arrival (ACHHK079). I will no critically reflect on the attached video of me introducing my lesson to my peers. I will reflect on the effectiveness of the lesson introduction, communication skills, use of the concept map and suitability of the lesson introduction.

When reflecting on the effectiveness of my lesson introduction it is clear that the concept and ideas of the lesson are relevant to the content descriptor but the implementation of the lesson in some aspects bought the value of the introduction down. In hindsight, after looking back at my lesson introduction I believe I should have known my content more in order to be more professional and confident whilst teaching a new topic. Ball (2013) made it clear that the general categories were crucial and that an emphasis placed on content dimensions of teacher knowledge was not intended to denigrate the importance of pedagogical understanding and skill: Mere content knowledge is likely to be as useless pedagogically as content free skill (Shulman, 1986b, p. 8). When questioning the students throughout the introduction about their prior knowledge of the first fleet the students produced the intended responses I was hoping for. Particularly, when the students were faced with questions they had only briefly touched on in the previous lessons only a minor amount of prompting was necessary to come to the correct answer. Asking effective questions is the key to gaining constructive feedback (Erwin, 2003). Furthermore, on the topic of

questioning I will now critique if my questions were effective. In all of the questions I posed to the students I ensure they were open-ended question to encourage discussion in the classroom, I avoided yes or no questions because I wanted responses that make it possible for me to hitchhike and gain further clarity of what the children understand and finally I ensured the students understood the questions and didnt have to guess. An aspect of my lesson introduction that I observed when watching the video would be to incorporate more probe questions to encourage students to elaborate and support assertions and claims. An advantage of incorporating probe questions are particularly to encourage students to concentrate on specific points, for clarifying uncertainties, testing the validity of a more general response and seeking evidence. The most important critique I have about my question was the fact that I didnt make certain that all students develop a deep understanding of ke y declarative and procedural knowledge by emphasis higher order questioning. I should have incorporated higher order questioning because they are an essential feature of formative assessment as they enable child and teacher to identify what they know and can guide them in their next steps (Wiltshire, 2008). Wiltshire (2008) states this can be achieved by encouraging children to compare, contrast and infer, modelling and asking analytical and synthesis questions.

Communication skills are one of the most important factors in the classroom not only for the teacher but also the students. When filming my lesson introduction I was extremely conscience of my voice and how I was speaking. When reflecting on the presentation my voice did not vary throughout the duration and I was speaking at a reasonable level and speed. A downfall of my speech was the fact that you could hear how nervous I was in my speech. Hendy (2008) considers relaxation techniques,

development of good posture, breathing exercises that help the centring of the breath, work on pitch, resonance and tone. In preparation for my teaching career I will work on these techniques to improve my voice and nerves whilst teaching my students. When considering the questioning and responding techniques a number of factors come into account to insure the questioning is effective for the childrens learning. When placing the questions I asked the students on Marion Blanks level of questioning it is evident that the questions are at level three. These questions require the children to use their own knowledge to make basic predictions, assume the role of another, or make generalisations. The children begin to use their higher-order thinking skills. For the age group my lesson plan was aimed at the level of the questions should have been at level four. These questions would have involved problem solving, predictions, solutions and explanations and require own knowledge and thinking about the future and past. I should have based my lesson plan on an inquiry-based curriculum where the students generate the curriculum. To rectify this issue instead of telling the students how to solve the problem, I should have asked questions to help them think through it on their own. I was extremely wary of the wait time I provided after each of the questions. I tried to leave approximately three seconds after each question for the students to answer. Stahl (1994) agrees with this convention by suggesting to use three seconds as a minimum time period because this length represents a significant break-through (or threshold) point: after at least three seconds, a significant number of very positive things happen to students and teachers. Although, not every question was left with this amount of time to respond. I should have waited patiently instead of answering a few of the questions for the students. Body language is an integral part of introducing a lesson because it is a second language that is used to motivate the students. Research suggests that nonverbal

behaviour plays an important role in the overall communicative process (Gregerson, 2006). I should have taken more control of my body language and incorporated it into the lesson introduction more (this can be seen throughout the attached video). Regulator cues would have been effective in helping to serve to control turn taking and other procedural aspects of interpersonal communication (Gregerson, 2006). On the other hand, I was confident with the use of my facial expression. The channel of communication remained open because I was signally readiness as well as happiness and excitement to do the lesson.

As part of the assessment piece we were required to incorporate a concept map into the lesson plan. The concept map I created with the help of the students fitted into the analyse level of Blooms Taxonomy of Cognitive Levels. The level of thinking that I required from the students in my questions and answers wasnt at the highest order thinking skills that I should have set for the students to achieve. On reflection I should have set the expectations higher for the students and stepped them up to the design level. This level the students would have been required to act like an inventor, experiencing light bulb moments to generate new products, ideas or ways of doing things. Through the use of Metalanguage whilst constructing the concept map the students prior knowledge was activated in order for them to come up with the information and facts that were needed to complete the concept map. The writing I produced on the whiteboard was not at Queensland Cursive standard. The language features were correct with the capitals where necessary with the correct sizing on the white board for the children to see The solution for this would be to simply practice and gain my confidence in writing.

The lesson introduction I believe was suitable for the planned lesson. In order to have a successful lesson plan the lesson objectives and outcomes are to be met. The students did have the opportunity to demonstrate their ability to complete the lesson objectives. They were provided with continual time and opportunities to describe what the convicts encountered. When looking back at the video of myself presenting the lesson introduction I was extremely happy with how I incorporated the learning outcomes into the lesson. There is nothing I would have changed about the implementation of the outcomes. Each of the outcomes were covered, the students were told stories of the first fleet, they were required to sequence historical events, identify different points of view and pose a range of questions about the past.

In conclusion, the lesson plan introduction that I produced was not at the highest standard it could have been. With more research, practice and confidence I would have been able to have a better chance at presenting an excellent lesson plan. I will take all my critiques into consideration and will incorporate what I have learnt into my future teaching career.

References
Ball, D.L., Thames, M.H., & Phelps, G. (2013) Content knowledge for teaching: what makes it special? Retrieved from http://conferences.illinoisstate.edu/nsa/papers/thamesphelps.pdf

Cotton, K. Classroom questioning. Retrieved from http://rsd.schoolwires.com/145410515152938173/lib/145410515152938173/Classroo m_Questioning_by_Cotton.pdf

Erwin, D. (2003) Feedback questions: how to avoid dead end. Retrieved from http://www.danerwin.com/white_papers/pdf/feedback_questions_how_to_avoi d_a_dead_end.pdf

Gregersen, T.S, (2006). Reflections on english language teaching, Vol. 6, No. 1, pp. 51-64 Retreived from http://www.nus.edu.sg/celc/research/books/relt/vol6/no1/5164gregersen.pdf

Hendy, L (2008). How a teachers voice affects pupils behaviour. Retrieved from http://www.teachingexpertise.com/articles/your-voice-your-job-669

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forest, Australia: Pearson Australia.

Stalh, R.J. (1994). Using think time and wait time skillfully in the classroom. ERIC Digest Retrieved from http://www.ericdigests.org/1995-1/think.htm

Wiltshire, (2008). Questioning. Retrieved from http://www.wiltshire.gov.uk/primary-literacy-questioning-sept-08.pdf