Professional Knowledge

Know students and how they learn

Physical, social and intellectual development and characteristics of students
Understand how students learn
Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Strategies for teaching Aboriginal & Torres Strait Islander students
Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Strategies to support full participation of students with disabilities
Know the content and how to teach it
Content and teaching strategies of the teaching area
Content selection and organisation
Curriculum, assessment and reporting
Understand and respect Aboriginal & Torres Strait Islander people to promote reconciliation between
Indigenous and non-indigenous Australians
Literacy and numeracy strategies
Information and Communication Technology (ICT)

Professional Practice
Plan for and implement effective teaching and learning
Establish challenging learning goals
Plan, structure and sequence learning programs
Use teaching strategies
Select and use resources
Use effective classroom communication
Evaluate and improve teaching programs
Engage parents/carers in the educative process
Create and maintain supportive and safe learning environments
Support student participation
Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use of ICT safely, responsibly and ethically
Assess, provide feedback and report on student learning
Assess student learning
Provide feedback to students on their own learning
Make consistent and comparable judgments
Interpret student data
Report on student achievement

Professional Engagement
Engage in professional learning
Engage professionally with colleagues, parent/carers and community

Tuesday 22nd November

 Maths - Decimal/Fractions/Percentages
What Worked Well
Interactive Number Line (fractions/percentages/decimals)
Giving students plenty of opportunity to discuss with their table group the order before
placing them on a number line
Even Better If
Students need to do more (not just sit and listen)
Try to keep whole class teaching time to no more than 20mins (after 15mins people
start to lose focus)

Writing - Aboriginal Dreamtime Stories

What Worked Well
Connecting the plan for their Dreamtime Story with the Story Cube
Having students move about to share ideas
This strategy seemed to work well for those who were having difficulty coming up with
story ideas as it gave them the opportunity to share with other people

Even Better If
Clearly set out expectations at the beginning of the lesson - these could be behavioural
expectations or academic expectations (Learning Intention & Success Criteria)
Moving Forward
Create a set of success criteria for writing a successful Dreamtime Story (we can work on
this together)

Reading
What Worked Well
Using the Interactive Read Aloud Strategy
Having made notes to remind you where you would like to stop to question or make
comment about the book it a great strategy for keeping people engaged
The small group seemed to be engaged during the session

Even Better If
Comment on the behaviours you want to see e.g people are talking - reward some of those
who are listening well and acknowledge what you like about what they are doing
 Monday 28th November
Writing - Aboriginal Dreamtime Story
What Worked Well
Setting the expectations for the lesson - behaviour and workwise
Time Management was very good today - the whole class teaching time was kept short
and to the point
Moving around to each of the students whilst they were working - checking in on where
they were at
Even Better If
Have a success criteria for the students so they know how to achieve their Learning
Intention

Maths - Fraction of Equality

What Worked Well
Working with groups
Even Better If
If the students have stopped listening, do not be afraid to stop the lesson and regroup the
class before restarting the lesson
Maybe look for a clip to show them - maths antics, khan academy

RE - What can I do...

What Worked Well
Good to have them moving about when filling in sheets
The What can I do activity was engaging and a great way to get students thinking
Even Better If
Ensure you have everybodys attention - dont keep speaking if they are talking

Reading - Daily 5
What Worked Well
Teacher Group - lots of discussion throughout with group members
Even Better If
During discussions about the book give students time to turn and talk to one another
which might bring about some richer discussion and give those who are reluctant to share
an opportunity in a smaller environment

General Management
 Sometimes dont give them an option - if they are not listening at their desks have them sit
on the floor

TUESDAY 29th November

Writing - Aboriginal Dreamtime Story
What Worked Well
Interacting with the students
Conferencing with students
Even Better If
Having some kind of share time at the end of the session to bring the class back together
and focus back in on the Learning Intention

Reading - Daily 5
What Worked Well

Even Better If

Maths - Fraction of Equality

What Worked Well
Students enjoyed the game at the beginning of the session
Even Better If

RE - What can I do...

What Worked Well

Even Better If

Reading - Daily 5
What Worked Well

Even Better If

 General Management
Good idea to start the day the day calmly with some silent reading