Case Study Report

Name: Tabinder Akter Student Number: 19266406 Content

 Situational Analysis
 Professional Goals
Name of school: X high school  Case Study Report
 Overview of
Address of school: 100 Hobart Street Participants
 Key Classroom Event
1
 Lesson Plan 1
Phone number: (02) 020200 5534  Pre-lesson Discussion
Professional Form 1
Experience Placement School Principal: Ms Mary  Evaluated Lesson
Plan 1
 Lesson 1 Observation
Mentor Teacher/s: Allison Y, Martin A Feedback
 Post Lesson
Discussion Form 1
 Key Classroom Event
Weebly URL: https://takter.weebly.com/ 2
 Lesson Plan 2
 Pre-lesson Discussion
Form 2
 Evaluated Lesson
Plan 2
 Lesson 2 Observation
Feedback
 Post Lesson
Discussion Form 2
 Key Classroom Event
3
 Lesson Plan 3
 Pre-lesson Discussion
Form 3
 Evaluated Lesson
Plan 3
 Lesson 3 Observation
Feedback
 Post Lesson
Discussion Form 3
 Summary of Impact
 Supporting Appendices
  Caregivers’ consent
forms
 Appendix 2 [optional;
provide title]
 Appendix 3 [ optional;
provide title]
 Appendix 4 [ optional;
provide title]
 Appendix 5 [ optional;
provide title]

Situational Analysis

Classroom/School/Community Information - Sociocultural Analysis/What, does this information mean?

background
School:
Community:
Z Catholic Community is a collaboration between the Diocese X high school is committed to the development of
of P including its agencies and S. The Sisters of Mercy P and young women, academically and spiritually. They
the N Brothers lay the foundation of this vibrant community. inspire in their students the desire to transform the
world into one alive with the mercy and justice of
God and foster a commitment to excellence and
School: lifelong learning.
X high School is a girl’s school. There are 1150 students in
the school, with over 300 of these in Years 11 and 12. Q is a
suburb in the West of Sydney, 20 kilometres from the CBD.
30% of the adult population have completed tertiary
education. The socioeconomic status of the community is Classroom:
above the national average. A significant proportion of
students attend from a wider geographic area, and Year 7 Year 7 students are coming from different primary
students in 2019 came from over 55 different primary schools. schools. They need additional support to
familiarise themselves in school cultures, rules and
The school offers a broad curriculum, with flexible choices responsibilities.
that cater to the wide range of student abilities. The excellent
co-curricular program enables students to experience Students are from the different socio-cultural
involvement and success in a wide variety of areas. Programs background. There is a big transition occurs as
have implemented in Year 7 that develop metacognition skills students are moving from primary to high schools.
and enable students to analyse their learning styles to assist They need learning and behavioural support to
them in their development as autonomous, life-long learners. cope with the new environment.
Classroom:
There were 8 year 7 groups and each group comprising of 25
students. During my case study, I was in TAS department and
I was covering stage 4 Technology Mandatory curriculum.
My class had mixed ability students. Most of the students were
very bright, others are average and few of them were in
additional needs. The school did not want to notify additional
needs’ students that I am going to observe them. They believe
this may create a negative impact on their learning and thus
they have selected mixed ability students to observe. I was
working one bright, one average and one student with
additional needs.
Professional Goals (4-6)
Goal 1
Focus on students’ interests, strengths and weaknesses
through observation
Link to standard 1.2.1: Understand how students learn
Demonstrate knowledge and understanding of research into
how students learn and the implications for teaching
Strategies:
 Focus on students’ strengths, progress, and the process
of learning.
 Try to relate this knowledge into the way I will teach
them
 Observe how they respond to a question and dealing
with a problem.
To support my case study students, I have selected
few teaching strategies such as group work, class
discussion, pair-share and peers tutoring to help
them to understand each other. It also helps me to
develop a relationship with them.
Ongoing evaluation and reflection
Date: 16.10.2019
After receiving the confirmation about the students
I am going to consider as my case study
participants, I started to observe them. I was trying
to find out their weaknesses and strengths in the
classroom. I was also observing their behaviour
while they are on task. My intention was to find
out what interests them most.
Date: 19.10.2019
After observation, I decided to do individual and
group tasks with my students. For the first lesson,
I provided worksheets to all of my students. I
wanted to gather their performance level through
these worksheet problems. I asked them to
  Be the example, and set my students up for the
learning behaviours they will truly need as they create
a successful future.
 Observe and apply the mentor teacher and other
educator’s strategies.
Goal 2:
Motivating students to be active participants in their learning
process
Link to standard 4.1.1: Support student participation
Identify strategies to support inclusive student participation them to answer the question that I had published
and engagement in classroom activities.
Link to standard 3.1.1 Establish challenging learning
goals
Set learning goals that provide achievable challenges for
students of varying abilities and characteristics.
Strategies:
 Research into the motivation and efficiency of appreciation of digital and broadcast media.
students who set their own learning goals and targets
indicates that students have more confidence to take Date: 22.10.2019
on more challenging tasks, regardless of their ability. I conducted a whole-class discussion in my lesson
download the code from EdPy software to see how
my case study students deal with that problem. I
also asked them to download other program in a
group to find out the Robot’s actions.
Date: 20.10.2019
My mentor teacher and I overviewed the students
again and then decided about their learning plan.
For the second lesson, I had provided my lesson
plan and strategies to my mentor teacher. As one
of the students was weak in verbal instructions, I
had decided to provide her written instructions
about what she needed to do in that particular
lesson. For the other two of my students who are
comparatively bright and were not good at
communicating, I had decided to do a group task
with the whole class. As, Group
work gives students the opportunity to engage in
processing information and evaluating and solving
problems. It also provides management skills with
roles within groups, and assessment skills
involved in assessing options to make decisions
about their group's final answer.
Ongoing evaluation and reflection
Date: 22.10.2019
In today’s lesson, I had designed an online
collaborative learning platform called Padlet. I
asked my students to join the platform. I asked
on the platform. Students were excited to see this
new tool. All of them answered the question. After
that, I asked them to like the best answer. Then I
had gone through the best answer with them and
discussed the findings. The motivation was to
improve the digital literacy of my students. In
addition, this type of collaborative platform helped
my case study students to compare their answer
with other peers. Padlet helped to develop
students’ oral language, reading, writing, critical
today. Whole-class discussions can encourage
 Develop students’ communication and teamwork
skills.
 Plan engaging learning activities that motivate and
engage students.
 Observe and apply mentor teacher and other
educator’s strategies
 Students tend to achieve more than when working on
goals set for them by the teacher, with their motivation
to improve and master a task increasing and their self-
esteem remaining strong, even in the case of failure
 Develop students’ problem solving and critical
thinking skills.
students to learn from one another and to articulate
course content in their own words. While generally
not conducive to covering large amounts of
content, the interactive dynamic of discussion can
help students learn and motivate them to complete
homework and to prepare for class. Leading
discussions in which students contribute
meaningfully requires a great deal of instructor
forethought and creativity. During my discussion,
I gave every student an opportunity to speak and
ask questions.
Date: 23.10.2019
I planned a group task today where students need
to work as a group. I provided a butcher paper to
every group where they need to draw a flowchart
about the scenario I gave to them. I found the class
very engaging and co-operative. They were
discussing between themselves about how they can
draw. I walked to each group to encourage the
discussion and redirected the thought process
when necessary.
Date: 24.10.2019
In one of my lessons, I had provided a challenging
task to my students. It was a group task. We were
working on Edison Robot project task. I had
designed a few challenging tasks such as maze
challenge, following different shapes challenge for
students to achieve. I had found this lesson very
engaging and competitive. Students were
considering the tasks as a prestigious issue. All the
groups were trying to achieve the competition. I
provided a merit award to the group who were able
to complete the task first. We also celebrated our
achievements through hand clapping.
Date: 25.10.2019
I tried to create a classroom where students feel
confident about themselves. For example in this
lesson, I talked about their cultures and asked them
to share their favourite cultural program to the rest
of the class. My motivation is to develop a
respectful environment for everyone. After that, I
had given two choices to them such as either they
 could do more tasks that are challenging or they
could work on their assessment tasks. Some
students wanted to work on their Edison Robot and
some students wanted to finish their assessment
tasks. The motivation was to help them to take
responsibility for their own learning.

Reflection:
I have learned a range of strategies for creating a
positive learning environment. For example, I have
learned to identify students’ interests, their active
participation in the classroom, and develop
confidence in taking responsibility for their
learning. I have also learned how to provide
immediate feedback about their learning. I have
created many activities to keep my students
engaged. I believe an effective engagement
strategy can reduce classroom discipline problems.

Case Study Report

Overview of Case Study Participants

Student 1

 Exhibits a positive outlook and attitude in the classroom

 Cannot demonstrate verbal understanding
 Does not write with depth and insight; sentences are very short

Student 2

 Often does not cooperate consistently with the teacher and other students
 Does not transition easily between classroom activities without distraction
 Is sensitive to the thoughts and opinions of others
 Sometimes does not work democratically with peers

Student 3

 Rarely takes an active role in discussions

  Does not easily grasp new concepts and ideas
 Does not use class time wisely
 Regularly distracts peers

Links To Standard: 7.3.1 - Understand strategies for working effectively, sensitively and confidentially
with parents/carers

I obtained signed consent forms from students' parents/carers before working with focus students. I maintained
confidentially with student information by removing their name.
 Lesson Plan 1
Mentor teacher’s signature

Stage/Class: Year 7 TM4

Title: Introduction to EdPy app Date: 19/10/2019

Time: 60 minutes

Year & Subject: Year 7 Technology Mandatory

Learning Intention: Success Criteria:

Students will get to know about the EdPy app, the
software they will use to program the Edison
robot.
Syllabus outcomes and content/skills
Outcomes
Familiarise with some example programs.
Able to know how to search the ‘Documentation’
window.
Identify some commands from the ‘Documentation’
section.
Familiarise with ‘Line Help’ to discover more about
each function.

TE4-4DP designs algorithms for digital solutions and implements them in a general-purpose programming
language

Resources:

EdPy-Student-Worksheet
Worksheet 1.3-1.4- Meet the EdPy app

Teaching and Learning Activities Stage of lesson

The teacher will talk about the objectives of the lesson. 10 minutes
The teacher will explain the application of the EdPy app to students in the following
way:

“EdPy is a highly versatile text-based programming language for the Edison robot.
EdPy is based on Python, a popular computer programming language renowned for
being easy-to-learn with high readability. Programmers use Python to develop
everything from the latest apps to business software. YouTube and Pinterest are just
some of the many applications that use Python!”

The teacher will show the layout of EdPy software to students from google
classroom. The teacher will talk about the software’s features in the following way:
 “Layout: For sharing and saving your written program you need to create an
account. After login, you can see the menu bar where the setting is to change your
email address. Then you can see the save button, name of your project, check code
for checking any error and program Edison is to compile and send the code to
Edison robot. On the left, you have programs that will be working on and some
examples to guide your coding.

The EdPy software has the following features:

● Line help – provides a Plain-English explanation of valid lines of code
● Autocomplete – automatically offers matched option suggestions as a user
starts typing in code
● Popup help – help box assistance providing a description of the code which
appears as you type
● Help text and examples – inbuilt help text and examples native inside the
programming space”

10 minutes
Strategic questions will be asked by teachers. The first example from the
documentation will be demonstrated by the teacher.

Questions to ask:

Q1: What should you change the following line if you are using an Edison Version
1?

1. Ed.EdisonVersion = Ed.V2

Tell students that a parameter is a variable that they can declare.

Q2: How many input parameters does each of the following commands have?

Ed.PlayBeep()

Ed.TimeWait()

Ed.LeftLed()

Ed.DriveMotor()

Q3: You can change the Setup code to use inches instead of centimetres as your
unit of measurement throughout the program. If you did this, how should that line
of the Setup code be written?
Q4: If there are errors in your code after you have clicked the ‘Check code’
button, in which window will the error appears?

The teacher will provide time to students to write the answers to the questions. 15 minutes
Students will be working on their worksheet. The teacher will walk around the
classroom to see how they are approaching the questions. The teacher will help less
capable students to write their answers.

The teacher will demonstrate how students can program the Edison robot. 5 minutes
The teacher will use the clap program for demonstrating to students.

The teacher will ask students to download other programs in Edison robot to see 15 minutes
how it respond to that program. Students will play with Edison robot. The teacher
will walk around and help the less capable students to download the program and
show the actions of the robot.

The teacher will wrap up the whole idea through a class discussion. The teacher 5 minutes
will ask the students to prepare for the next lesson.

Differentiation and Integration:

The teacher will help the less capable students in learning to download code into Edison Robot.
The teacher will answer questions asked by students.

Assessment Strategies:

Students will be assessed through strategic questions and worksheet problems.

 Pre-lesson Discussion 1

Teacher Education Student: Tabinder Akter

Completed by Teacher Education Mentor Teacher/ Observer: Dorothy Spiteri
Student and Mentor Teacher
Date: 22/10/2019
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and
how they learn
This is a year 7 class. It is a mixed ability class. There are 25 students. They
are learning about Edison Robot. Students are enjoying hands-on activities
related to Edison Robot. They love playing around with it. They are very
engaging while doing hands-on activities with Edison Robot.

What is the content or curriculum area you intend to cover? Know the content and how
TE4-4DP designs algorithms for digital solutions and implements them in to teach it
a general-purpose programming language

What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and
In this lesson, students will learn about EdPy software. They will learn the learning
basics of the software and also how to write a code to program Edison
Robot. They will download the test program to see how Edison Robot
responds to that program.

What classroom routines will you use to encourage engagement and Create and maintain a
manage behaviour? supportive and safe
Telling them the objectives of the lesson. learning environment
I will provide worksheets to students where they need to answer questions
related to the content I delivered. Solving worksheet problems will help
them to understand better and bring engagement in the classroom. They
will also download and test the example programs that are in the software.
This tasks will make them busy and thus less behaviour management.
How will you differentiate the learning to meet the needs of the three focus Know your students and
students (case study participants)? How will you connect the learning for how they learn
students?

I will go to each of my focus students to see how they are learning or if

they need extra support. In this lesson, I will mainly observe their learning
style and how they respond to the questions that I ask them.

Describe the teaching strategies you intend to use to share new information Plan for an implement
and give students the opportunity to demonstrate understanding (e.g. effective teaching and
ALARM, group work, project-based learning, etc.) learning

Students will be working in a group. I will provide them with the task that
they need to finish collaboratively. I will make sure that they are working
as a team, each of them is contributing to solving the given problem and
sharing their expertise and collaborating to successfully achieving their
goals. I will make sure that everyone is on task by looking at their work
and will also ask them to demonstrate their understanding. While students
will be demonstrating, I will able to record their knowledge and provide
feedback on their learning.

How will you ensure the review of learning occurs? Assess, provide feedback
and report on student
Throughout the lesson, I will ask various strategic questions to students to learning
check their understanding of the content. After receiving the responses
from the students, I will provide them feedback of their answer with an
example of better answers. I will also check their worksheet as evidence of
their learning and performance. Students will submit their task in the
google classroom and I will mark their worksheet to see their performance
and write a report.
 Lesson 1 Observation Feedback

Agreed focus area(s)

 Students’ communication with Teacher Education Student: Tabinder Akter
their teacher and peers Mentor Teacher / Observer: Dorothy Spiteri
 Responses from students to Date: 22/10/2019
see their understanding
 Which interests them most
about learning a new content
What did the Teacher Education What did the students say/do? Evidence
Student say/do? Evidence
Teacher Education Student (TES)- Some of her students asked for help to demonstrate the problem again.
Tabinder, went to each of her focus After receiving a demonstration from Tabinder, students were happy to
students and asked them questions look at other problems.
related to their given task.
Students were also asked questions related to their wowrksheet.
She also described the given They asked how they can approach the answers. After receiving the
problems to the students and explanation from Tabinder, they understood and were participating in
explained to them how they could answering the questions.
approach to find the solution.
Students were able to answer the questions.
Some of her students asked for help
to demonstrate the problem again. Students were able to download the code from EdPy software.
Tabinder demonstrated the problem
again to them and they understood.
She asked them to solve more
similar problems.

Tabinder provided worksheet

problems to students to solve.
Tabinder went to each of the group
to see how they were going.
Tabinder helped each group
including her focus students to fill
up the worksheet.

Tabinder mostly observed her focus

students in this lesson. She observed
their communication and method of
dealing with a problem.
 Post Lesson Discussion 1

Teacher Education Student: Tabinder Akter

Completed by Teacher Education

Student Mentor Teacher Signature:
Date: 21/10/2019
Piece of Evidence Connections Next Steps and
(Graduate Teaching Standards; Suggested Strategies
Best Practice; Research-Based
Methodologies)
Completed worksheet problems return by In my next lesson, I will
students 2.3.1 Use curriculum, assessment provide written
and reporting knowledge to design instructions of the task to
learning sequences and lesson my focus students.
plans.
According to learning
I have provided worksheet problems theory, some students
to my students which helped them in find verbal instructions
their final assessment task. They difficult to follow. For
submitted the task in google this type of students,
classroom assessment folder. written instructions help
them to understand the
problems better (Estes,
1.3.1 Demonstrate knowledge of 2012).
teaching strategies that are
responsive to the learning strengths I will communicate with
and needs of students from diverse my focus students to see
linguistic, cultural, religious and their performance.
socioeconomic backgrounds.
I will identify their needs
I have made groups to ensure students and work on meeting
are accepting other peer’s views. their needs.
Collaborative work is important for
altering the deficit perceptions of
different groups. Students participated
in a challenging task where they
inquire the code to get the correct
actions from Robot. I also provided
students with the opportunity to
participate in the class discussion
which values the difference in the
classroom.
 Lesson Plan 2
Mentor teacher’s signature

Stage/Class: Year 7 TM4

Title: How to write code for Edison Robot Date: 22/10/2019 Time: 60 minutes

Year & Subject: Year 7 Technology Mandatory

Learning Intention: Success Criteria:

Learn how to write code for Edison Robot and
observe the actions of the Robot.
Learn to change the parameters to see the
difference of actions of the Robot.
1. Learn how Edison Robot works and how they
respond to the code that is written for them.
2. Able to write a command that is saying the
Edison Robot to move forward.
3. Able to write a command that is saying the
Edison Robot to move forward.

Syllabus outcomes and content/skills

Outcomes

TE4-4DP designs algorithms for digital solutions and implements them in a general-purpose programming
language
TE4-1DP designs, communicates and evaluates innovative ideas and creative solutions to authentic problems
or opportunities

Resources:

EdPy-Student-Worksheet-Lesson 2
Worksheet 2.1, 2.2

Teaching and Learning Activities Stage of lesson

The teacher will talk about the objectives of the lesson. The teacher will link the 5 minutes
lesson to the previous knowledge meaning what they have learned in the previous
lessons.

Remind students to submit their task in the google classroom. Give them an
introduction on writing code in EdPy software. Tell them that after checking their
 code, they can download the code and see how Edison Robot responds to that
program.

The teacher will show this video clip to students. Students will watch the video clip 10 minutes
and see how they can write the code in EdPy software.

Link: https://www.youtube.com/watch?v=ABrQwi-C73k

After watching the video clip teacher will ask some questions to students to check
their understanding. The examples of the questions are:

If you want to drive the Robot forward, which function or command you need to
think of?
How many parameters a drive function does contain?
Do you need to change the parameters to get some desired output?

40 minutes
The teacher will ask students to work as a group. The teacher will ask students to
try the code that is asking the Robot to drive forward. Students need to answer the
following questions:

1. 1. What constant did you have ‘Ed.DistanceUnits’ set to in the Setup code?

2. What number did you need to enter as the distance input parameter to make
Edison drive from the start to the finish line?

Experiment with driving the Edison robot at different speeds.

3. What happens when you drive it at speed 10?
4. Do you notice any changes in the accuracy of Edison when it is
driving at speed 10?

The teacher will draw a start and end line using masking tape, and ask students to
drive their robot to complete the line. The teacher will celebrate the success of
each group through hand clapping. \When they finish, the teacher will ask one
group to come front and show their code to the class and demonstrate the actions
of Robot.

They will be doing the same thing for driving the Robot backward, and then
driving it to forward and backward. They will be participating in Maze and
triangle challenge.
The teacher will wrap up the whole lesson and ask students to prepare for the next 5 minutes
lesson.

Differentiation and Integration:

The teacher will help less capable students in their thought process while they are writing the code.
The teacher will also provide written instructions to the focus students to drive the Robot.
The teacher will answer questions asked by students.
The teacher is using a video clip which will help students who learn better through visual.

Assessment Strategies:

Students will be assessed through strategic questions. Students also need to perform in the challenging task
where they need to drive their robot in forward and backward.
 Pre-lesson Discussion 2

Teacher Education Student: Tabinder Akter

Completed by Teacher Education Mentor Teacher/ Observer: Dorothy Spiteri
Student and Mentor Teacher
Date: 22/10/2019
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and
how they learn
This is a year 7 class. It is a mixed ability class. There are 25 students. They
are learning about Edison Robot. Students are enjoying hands-on activities
related to Edison Robot. They love playing around with it. They are very
engaging while doing hands-on activities with Edison Robot.

What is the content or curriculum area you intend to cover? Know the content and how
TE4-4DP designs algorithms for digital solutions and implements them in to teach it
a general-purpose programming language
TE4-1DP designs, communicates and evaluates innovative ideas and
creative solutions to authentic problems or opportunities

What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and
In this lesson, students will learn how to write code for Edison Robot and learning
observe the actions of the Robot. They need to upload their written code
into the robot, which they learned in the previous lesson.

Students will also learn to change the parameters to see the difference of
actions of the Robot.

What classroom routines will you use to encourage engagement and Create and maintain a
manage behaviour? supportive and safe
Telling them the objectives of the lesson. learning environment
I will provide worksheets to students where they need to answer questions
related to the content I delivered. Solving worksheet problems will help
them to understand better and bring engagement in the classroom. It also
helps them to stay focus on the content. I will be checking their
understanding throughout the lesson by asking strategic questions.
How will you differentiate the learning to meet the needs of the three focus Know your students and
students (case study participants)? How will you connect the learning for how they learn
students?

I will go to each of my focus students to see how they are learning or if

they need extra support. Based on the previous lesson observation, I will
provide written instructions to my focus students to see how it works. In
this lesson, I will also use YouTube video clip to clear the content through
visual. Group work will also help my focus students to communicate their
understanding by asking questions to their group members.

Describe the teaching strategies you intend to use to share new information Plan for an implement
and give students the opportunity to demonstrate understanding (e.g. effective teaching and
ALARM, group work, project-based learning, etc.) learning

Students will be working in a group. I will provide them with the task that
they need to finish collaboratively. I will make sure that they are working
as a team, each of them is contributing to solving the given problem and
sharing their expertise and collaborating to successfully achieving their
goals. In this lesson, students are participating in a challenging task where
they need to program their Robot to move forward and backward. I will
draw a starting and ending lines for them to complete the task. Students
need to drive their Robot from start line to end line (forward move), from
end line to start line (backward move). They also need to do a forward and
backward movement together. I will make sure that everyone is on task by
looking at their work. Each group needs to come front to demonstrate their
understanding by describing the Robot’s actions. While students will be
demonstrating, I will able to record their knowledge and provide feedback
on their learning.

How will you ensure the review of learning occurs? Assess, provide feedback
and report on student
Throughout the lesson, I will ask various strategic questions to students to learning
check their understanding of writing the code. After receiving the
responses from the students, I will provide them feedback of their answer
with an example of better coding approach. I will also check their
worksheet as evidence of their learning and performance. Students will
submit their task in the google classroom and I will mark their worksheet
to see their performance and write a report.
 Lesson 2 Observation Feedback

Agreed focus area(s)

 Students’ ability to Teacher Education Student: Tabinder Akter
demonstrate their Mentor Teacher / Observer: Dorothy Spiteri
understanding Date: 22/10/2019
 How they communicate in
front of the audience such as
their teacher and peers
 How they respond to a
challenging task
What did the Teacher Education What did the students say/do? Evidence
Student say/do? Evidence
Teacher Education Student (TES)- Some of her students asked for help to demonstrate how to download the
Tabinder, went to each of her focus code.
students and asked them questions After receiving a demonstration from Tabinder, students were happy to
related to their given task. participate in a challenging task that Tabinder drawn on the floor using
masking tape.
She also provided written
instructions to her focus students to Students were also asked questions related to their worksheet.
observe and record their They asked how they can approach the answers. After receiving the
performance. explanation from Tabinder, they were participating in answering the
questions.
Some of her students asked for help
to fix their written code. Tabinder Most of the students were able to solve the maze and other challenges.
provided instructions about how
they can resolve the error.

Tabinder sat a challenging task for

them where they need to drive the
Robot forward and backward. She
celebrated each group’s success
through hand clapping. She ensured
that her focus group had a turn and
successfully completed the task.

Students were very engaging and

they eagerly participated in the
challenging task.
 Post Lesson Discussion 2

Teacher Education Student: Tabinder Akter

Completed by Teacher Education

Student Mentor Teacher Signature:
Date: 22/10/2019
Piece of Evidence Connections
(Graduate Teaching Standards;
Best Practice; Research-Based
Methodologies)
Provided written instructions.
1.2.1 Demonstrate knowledge and
understanding of research into how
students learn and the implications
for teaching.
Next Steps and
Suggested Strategies
In my next lesson, I will
run a collaborative
platform where everyone
needs to write what they
have learned so far.

Based on my previous lesson According to Lev

observation, I have provided simple Vygotsky's sociocultural
written instructions to my focus theory, some learners can
students to improve their learning. or cannot accomplish a
task. Between these two
areas is the zone of
1.3.1 Demonstrate knowledge of proximal development,
teaching strategies that are which is a category of
responsive to the learning strengths things that a learner can
and needs of students from diverse learn but with the help of
linguistic, cultural, religious and guidance (Turuk, 2008).
socioeconomic backgrounds. The collaborative task
such as flowchart
This lesson was mostly student-driven drawing will help them
where I have focused to improve their to see their peer’s
learning skills. For improving their answers and make a
learning skill, I drew a challenge for decision of their learning
them where they need to drive their outcomes (K. Ann &
Robot to successfully complete the Suzanne, 2002).
task.
I will also communicate
with my focus students to
see their performance.
 Lesson Plan 3
Mentor teacher’s signature

Stage/Class: Year 7 TM4

Title: How to write code for Edison Robot Date: 23/10/2019 Time: 60 minutes

Year & Subject: Year 7 Technology Mandatory

Learning Intention: Success Criteria:

Learn how to write code for Edison Robot and
observe the actions of the Robot.
Learn how to use Padlet.
Learn how to draw and demonstrate a flowchart
that describes Robot’s actions.
4. Learn how Edison Robot works and how they
respond to the code that is written for them.
5. Able to participate in Padlet platform
6. Able to draw flowchart in Butcher paper
7. Able to demonstrate the flowchart in front of the
class

Syllabus outcomes and content/skills

Outcomes

TE4-4DP designs algorithms for digital solutions and implements them in a general-purpose programming
language
TE4-2DP plans and manages the production of designed solutions

Resources:

Padlet
EdPy-Student-Worksheet
Worksheet 3.1, 3.2
Butcher papers

Teaching and Learning Activities Stage of lesson

The teacher will talk about the objectives of the lesson. The teacher will link the 10 minutes
lesson to the previous knowledge meaning what they have learned in the previous
lessons. The teacher will use a collaborative platform such as Padlet where students
will write down what they have learned about Edison Robot. Students also need to
hit the like button to select the best answer. The teacher will go through the best
answer with the students.
Remind students to submit their task in the google classroom. Tell them that after
checking their code, they can download the code and see how Edison Robot
responds to that program.

The teacher will ask students to try their Robot to turn left and right. The teacher
will draw lines on the table or floor and let students try their code to follow the lines. 20 minutes
At first, the teacher will draw lines where Edison needs to take 180 degrees left turn.
Then the teacher will again draw lines where Edison need to take 180 degrees right
turn. Students need to write a code where Edison Robot will follow the lines.

Students need to work in groups. After finishing the code, they need to come front
and try their code to see Edison’s actions.

The teacher will provide butcher papers to students. The teacher will give a 20 minutes
scenario and students need to draw flowchart based on that scenario. Students
need to work in groups. Students have previous knowledge about flowcharts. They
need to describe their robot’s actions in that flowchart.
The teacher will again ask students to write down two things that they have learned 10 minutes
in this lesson in the Padlet platform. The teacher will ask the students to prepare for
the next lesson.

Differentiation and Integration:

The teacher will help less capable students in writing the code.
The teacher will answer questions asked by students.

Assessment Strategies:
The teacher will assess through challenging task set for them.
The teacher will assess through strategic questions.
 Pre-lesson Discussion 3

Teacher Education Student: Tabinder Akter

Completed by Teacher Education Mentor Teacher/ Observer: Olga Moore
Student and Mentor Teacher
Date: 22/10/2019
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and
how they learn
This is a year 7 class. It is a mixed ability class. There are 25 students. They
are learning about Edison Robot. Students are enjoying hands-on activities
related to Edison Robot. They love playing around with it. They are very
engaging while doing hands-on activities with Edison Robot.

What is the content or curriculum area you intend to cover? Know the content and how
TE4-4DP designs algorithms for digital solutions and implements them in to teach it
a general-purpose programming language
TE4-2DP plans and manages the production of designed solutions

What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and
Students will learn how to write code for Edison Robot and observe the learning
actions of the Robot.

Students will learn to change the parameters to see the difference of

actions of the Robot.

Students will learn to demonstrate a code and Robot’s actions in front of

the class.

The teacher will provide a scenario and ask students to draw a flowchart
on butcher paper to demonstrate the actions of the Edison Robot.

What classroom routines will you use to encourage engagement and Create and maintain a
manage behaviour? supportive and safe
learning environment
Telling them the objectives of the lesson.
Students will participate in a collaborative platform ‘Padlet’ where they
need to write what they had learned in the previous lesson. I will also
provide them with some butcher papers and a scenario, where they need to
draw a flowchart of their Robot’s actions. I will be checking their
understanding throughout the lesson by asking strategic questions.
At the end of the lesson, they also need to write two things that they have
learned in this lesson on a collaborative platform. This will be their exit
slip.

How will you differentiate the learning to meet the needs of the three focus Know your students and
students (case study participants)? How will you connect the learning for how they learn
students?

I will go to each of my focus students to see how they are learning or if

they need extra support. Based on the previous lesson observation, I will
provide a collaborative platform ‘Padlet’ where everyone can participate.
Online collaboration is a learning process where students can apply their
knowledge and see other’s view to compare. There is an opportunity to
analyse a question and create a shared meaning (Harasim, Hiltz, Teles, &
Turoff, 1996). It also helps the teacher to work as a facilitator in students’
learning. It increases students’ responsibility for developing their own
learning (Beltran-Martin, 2019). They also need to draw a flowchart based
on a scenario given by me. It is group work. Group work will also help my
focus students to communicate their understanding by asking questions to
their group members.

Describe the teaching strategies you intend to use to share new information Plan for an implement
and give students the opportunity to demonstrate understanding (e.g. effective teaching and
ALARM, group work, project-based learning, etc.) learning

At the very beginning of the lesson, students will be participating in an

online collaborative platform where they will share their knowledge with
others. It is a great tool to improve their literacy skills. In this platform,
they need to answer questions and can see others’ answer to compare.
Students will be working in a group. I will provide them with the task that
they need to finish collaboratively. I will make sure that they are working
as a team; each of them is contributing to solving the given problem and
sharing their expertise and collaborating to successfully achieving their
goals. In this lesson, students are participating in a challenging task where
they need to draw a flowchart based on a scenario given by me. The
scenario will be asking them to articulate the robot’s actions and then
illustrate it through a diagram. I will make sure that everyone is on task by
looking at their work. Each group needs to come front to demonstrate their
understanding by describing the Robot’s actions. While students will be
demonstrating, I will able to record their knowledge and provide feedback
on their learning.
How will you ensure the review of learning occurs? Assess, provide feedback
and report on student
Throughout the lesson, I will ask various strategic questions to students to learning
check their understanding of writing the code. After receiving the
responses from the students, I will provide them feedback of their answer
with an example of better coding approach. I will also check their diagram
as evidence of their learning and performance. Students will demonstrate
their diagram in front of the class and I will provide feedback on their
diagram. If their diagram needs to change then I will describe how they can
do it.
 Lesson 3 Observation Feedback

Agreed focus area(s)

 Students’ ability to participate Teacher Education Student: Tabinder Akter
in a collaborative task Mentor Teacher / Observer: Olga Moore
 How they communicate in Date: 23/10/2019
front of the audience such as
their teacher and peers
 How they respond to the
feedback provided by the
teacher
What did the Teacher Education What did the students say/do? Evidence
Student say/do? Evidence
Teacher Education Student (TES)- Some of her students asked for help to log in to Padlet online application.
Tabinder, went to each of her focus After receiving the instructions from Tabinder, students were happy to
students and asked them questions participate in online collaborative tasks. They all liked the best answer and
related to their given task. Tabinder went through the best answer.

She also provided an online

collaborative platform for all
students to observe and record their Students were participating in active group discussion.
performance.
Students were demonstrating their flowchart in front of the class.
Some of her students asked for help
to fix their written code. Tabinder
provided instructions about how
they can resolve the error.

Tabinder sat a challenging task for

them where they need to drive the
Robot to follow a triangle. She
celebrated each group’s success
through hand-clapping and merit
award. She ensured that her focus
group had a turn and successfully
completed the task.

Students were very engaging and

they eagerly participated in the
challenging task.
 Post Lesson Discussion 3

Teacher Education Student: Tabinder Akter

Completed by Teacher Education

Student Mentor Teacher Signature:
Date: 23/10/2019
Piece of Evidence Connections
(Graduate Teaching Standards;
Best Practice; Research-Based
Methodologies)
Provided opportunity for Online
collaboration 2.6.1 Implement teaching strategies
for using ICT to expand curriculum
learning opportunities for students.
I have implemented the collaborative
teaching strategy by using online
collaborative learning tool Padlet. It is
an opportunity for students to share
their knowledge and accept other
views.
Next Steps and
Suggested Strategies
In my next lesson, I will
continue group work and
collaborative learning as
per the suggestions of my
mentor teacher.
I will try to focus on
student-centred approach
and the life skills they
need to achieve.

I will also communicate

3.1.1 Set learning goals that provide with my focus students to
achievable challenges for students see their performance.
of varying abilities and
characteristics.

In this lesson, I have sat a challenging

task for my students to achieve. Few
goals they needed to achieve such as
drawing a flowchart and determining
the Robot’s actions. Extended
students were able to do all the tasks
and less capable students were able to
do at least two tasks.
Summary of Impact

Teacher Education Student: Tabinder Akter

Mentor Teacher/ Observer: Dorothy Spiteri and
Completed by Teacher Education Student
Olga Moore
Date: 24/10/2019
Case Study Participants (Focus students)
Student 1
 Exhibits a positive outlook and attitude in the classroom
 Cannot demonstrate verbal understanding
 Does not write with depth and insight; sentences are very short
Student 2
 Often does not cooperate consistently with the teacher and other students
 Does not transition easily between classroom activities without distraction
 Is sensitive to the thoughts and opinions of others
 Sometimes does not work democratically with peers

Student 3
 Rarely takes an active role in discussions
 Does not easily grasp new concepts and ideas
 Does not use class time wisely
 Regularly distracts peers

Discussion Link to Graduate

Teacher Standards
Provide a summary of the impact on the learning of the three Case Study Standard Covered:
Participants 1.1.1, 2.5.1, 2.6.1, 3.2.1,
3.3.1, 3.4.1
The case study is an important way of analysing and finding the teaching
strategies that are useful and brings improvements in students’ learning. It
involves real-world situations as a basis for learning. It is a way of
considering a teacher as the role of a coach rather than an information
deliverer. The teacher can also gather evidence of their teaching and enable
students to make the decision of their learning.

In my case study, I have gathered data from my focus students to identify

their interests and needs. I have made a database of their learning needs
where I recorded their knowledge level and how they learn. Based on my
data, I have applied a few teaching strategies to check their performance
level. At my first lesson, I have observed one of my focus students (student
1) is getting difficulties in understanding verbal instructions. Based on that,
I integrated written instructions method to support her learning. I have
found written instructions helped in understanding the task better for her. I
had also observed that she was feeling separated when I provided extra help
to her. She was assuming that she might not good enough to do a task. Then
I changed my plan and integrated online collaborative platform such as
Padlet where students can see other approach in solving a problem
(appendix 2). It was also a good strategy to implement ICT in the
classroom, where students had to work in an online application software
using their laptop. I have found this strategy more suitable for all. I also
conducted assessment task such as solving worksheet problems (appendix
4).

Students 2 and 3 are having difficulties in communicating and respecting

other views. For supporting them as well as other students, I have integrated
group task such as working on butcher paper (appendix 5). In this group
task, students were working on drawing a flowchart based on a given
scenario. I encouraged my focus students as well as others to engage in
active discussion before drawing the flowchart. I went to every group to
make sure they were on task and discussing their thoughts with their group
members. I found this strategy worked well for my focus students. For
developing their communication I also integrated an online collaborate
platform (appendix 2) where students need to answer a question given by
me. They could see each other responses to compare. This is a good strategy
to enable students to find out their knowledge gap by comparing with
others.

Thus, a case study is a great way to check the applied strategies that were
useful in students’ learning. There is also scope to change the strategies that
were not helpful in a certain situation.

Write a critical reflection on your own classroom teaching practice in terms

of the teaching cycle of planning, teaching and assessing, reflecting on Standard Covered:
feedback/observation/ student data. 1.3.1, 1.5.1, 2.1.1, 2.3.1,
3.1.1, 3.5.1, 3.6.1, 4.1.1,
The practical experience in a school setting provides me with an excellent 4.2.1, 5.1.1, 5.2.1, 5.4.1
opportunity to reflect upon my teaching strategies. It provides a great
insight into applied strategies that worked well. It helped to analyse
learning and teaching practices that contributed to effective pedagogies
within the focused curriculum (Bonney, 2015).
During my experiences, I have learned how to collect data about my
students’ interests and building partnerships with them. Every day, I have
learned new things. I have learned how to recognise and foster my personal
and professional identities. I assessed myself by examining my teaching
pedagogies, articulating reasons and strengths for the applied strategies, and
identifying areas for improvement (Victoria Department of Education and
Training, 2006). For example, in my year 7 class, while I was delivering a
lesson about Edison Robot, I have found one of my case study students who
were not able to understand my verbal comments. I then wrote and
delivered written commands and instructions about what to do in that
specific lesson for her and found this strategy worked for her (appendix 3).
I have found some students were not interested in watching videos rather
working on their own. Some students were very sensitive; one failure in
any simple task made them vulnerable and withdrawn from that task
domain (Western Australia Department of Education, 2016). One of my
case study students was included in this group. For these types of students,
I integrated group and collaborative tasks such as Padlet and butcher
paperwork, which I found engaging. To reflect on my teaching strategies,
my mentor teacher advised me to conduct a further summative assessment
task for my students. As assessment is a teaching tool to identify students’
real progress. After conducting the assessment task, I understood there is a
lot to do with my students, as their progress was not my expected level. My
mentor teacher suggested that I would do better when I will be able to
continue work on my students throughout a term. He said as I was unknown
about their previous term knowledge and progress, it was difficult to assess
accurately.

During my placements, I had appointed in different faculties such as

mathematics, technology and applied studies (TAS), and science with many
groups of students. I applied many strategies such as group work, pair-
share, mind-mapping in butcher paper, online collaborative task, round-
robin chart, worksheet handouts, peer tutoring, class discussion, practical
work in my classroom. I had tried to implement student-directed learning
facilities all the time. For example, the butcher paper task was a good
example of students-centred group work where students needed to mind
map their task and record it in a butcher paper (appendix 5). However, my
mentor teachers (four altogether) commented I need to improve on my
questioning as I was mostly asking close-ended questions rather than open-
ended. They also asked for better time management and various strategies
to apply. During my placement, I had to move into different faculties and
work under many teachers. For example, in my last months of practicum, I
had to work under six teachers at TAS faculty in many subjects area, which
I found challenging. Every teacher has his or her own teaching strategy and
expectations, and meeting the individual teacher’s expectation is
challenging. Though I believe, I have learnt many aspects of a professional
teacher through this challenging teaching environment.
To work with young adolescents and improve their learning, it is crucial to
apply flexible teaching strategies. To include assessment strategies, I have
found various assessment techniques such as portfolio, video creation,
website development, blog creation, project work are helpful rather
depending on quiz and exams. It is also essential to set up goals and
expectations from students. For example, In my lessons about Edison
Robot, I sat many challenges for my students such as maze challenge,
following triangle and other shapes to achieve. Feedback is a powerful
influence on students’ achievement. I had provided formative feedback to
my students almost in my every lesson while doing group work or class
discussion. The aim was to enable them to identify their own learning gap
that they need to achieve.

During my practicum, I have tried to build up a relationship with my

students though it was difficult, as I had to work with multiple groups of
students. In addition, each faculty such as Mathematics, Science and TAS
is different in their style of delivering teaching pedagogies, and thus I
believe cooperation between the faculties is important. STEM education is
a pathway to complete this gap and enhance students’ learning outcomes.

From your critical reflection, what future professional learning would you Standard Covered:
undertake to improve your teaching practice? 6.3.1, 6.4.1

From professional practice

• I have learned how to collect data about my students’ interests and
building partnerships with them.
• I learned to assess my personal theories of learning and teaching in
light of the evidences I collected.
• I learned to encourage my students to assess their own learning as
well as their notions of how they learn, by giving them formative
feedback.
• I was able to adjust lessons and assessments to meet the learning
needs of these students to ensure they were included in the
classroom.

My mentor teacher suggested me to continue work on verbal and non-

verbal questioning strategies and student-centred approach. I would like to
improve my questioning strategies such as to ask open-ended questions
rather than close-ended. I want to extend my teaching strategies such as
collaboration with parents, colleagues and communities. I want to create a
teaching network of mine where I can learn and listen to other teachers’
strategies and improve mine.

Appendix 2: Collaborative Platform (Padlet)

Students were working in an online collaborative platform where they need to answer questions
provided by me. I asked them to answer in this platform then everyone could see how others
approached in answering the questions. Students also need to like the best answers. I was then
gone through the best answer with them to give them a better understanding of the best-approached
answers. In this way, less capable students had a chance to compare their answer with the best
answers. There is a great opportunity to improve students’ critical thinking, literacy and
communication skills. I had found this strategy helpful for building up my students’ life skills.

The question asked by me: What have you learned from today’s lesson?

Advanced response:
The student is achieving
knowledge on programming
language. She demonstrated her
understanding in explaining the
coding knowledge. She explained
how she could program Edison
Robot to get to desire actions
(TE4-1DP).

Standard response:
The students were able to explain
the desired actions of Robots. She
did not explain exactly what
amount of degrees she used to turn
her Robot left or right (TE4-1DP).

Emergent Response:
The student was trying to relate her knowledge
to coding. She understood what she learned but
did not explain it properly (TE4-1DP).
Appendix 3: Written Instructions

I had found one of my case study students having difficulties in understanding verbal instructions.
Then, I had planned with my mentor teacher to write instructions for her. I wrote the above
instruction sheet to enable her to realise what she should need to do in that lesson. I had found this
strategy helpful for her, as she did not frequently ask me about the tasks she needed to do in that
lesson.

The instructions explained

what she needed to code the
Edison Robot (TE4-4DP).

Appendix 4: Assessment task (Formative)

For knowing students how they learn, I had conducted an assessment task. The focus was to
identify how they solve a problem.
Advanced response:
This student’s
response was good.
She was able to
answer most of the
questions correctly.

Standard response:
This student was able
to answer most of the
questions though some
of the answers was
wrong. She was able to
describe the actions of
the Robot and relate it
to the code.
 Emergent Response:
This student attempt few
questions correctly. She
needs more support to
understand the questions.

Appendix 5: Student-centred approach

(Butcher paperwork)

Students were learning about flowchart for Edison Robot. I had planned for a group work where
they need to draw their flowchart idea in a butcher paper, explain the scenario and include the
code. After finishing, they need to explain in front of other peers and teacher about their work.
While they were explaining, other students were trying to find out problems if there any. After
that, I had a class discussion with all students. I had found this lesson very engaging as students
were mostly on task.
Advanced work: There were
three students in this group.
They added scenario in
Problem heading. They added
flowchart and related code to it
(TE4-2DP).
Standard work:
There were three students in this
group. They did not include the
scenario of their problem and
related code. They were able to
draw their flowchart based on
discussed scenario among
themselves (TE4-2DP).
Emergent work:
There were three students in this
group. They included the scenario
but could not able to include the
code and finish flowchart. They
were having great discussion with
their group members but could not
decide how to draw (TE4-2DP).
Appendix 6: Some of the worksheets I have used in these lessons and photos of challenging
tasks

Worksheet example 1: Action recognition

Worksheet example 2: Problem Solving

Worksheet example 3: Critical thinking

Photos of Challenging Tasks:

References
Beltran-Martin, I. (2019). Using Padlet for collaborative learning. In 5th International
Conference on Higher Education Advances (pp. 1–8).
https://doi.org/10.4995/head19.2019.9188
Estes, W. K. (2012). Learning theory. Foundations for A Psychology of Education, 2014, 1–50.
https://doi.org/10.4324/9780203052273
Harasim, L., Hiltz, S., Teles, L., & Turoff, M. (1996). Learning networks: A field guide to
teaching and learning online. Journal of the American Society for Information Science,
47(10), 797–798. https://doi.org/10.1002/(sici)1097-4571(199610)47:10<797::aid-
asi21>3.3.co;2-2
K. Ann, R., & Suzanne, H. (2002). Student Interest and Achievement: Developmental Issues
Raised by a Case Study. In A. Wigfield & S. Jacquelynne (Eds.), Development of
achievement motivation (1st ed., pp. 123–189). Elsevier Science & Technology. Retrieved
from https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=294585.
Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the
second language classroom. Arecls, 5, 244–262. https://doi.org/Article
SECTION 7: WSU Teaching Performance Assessment and assessment of Graduate
Teaching Standards
Standard 1 – Know students and how they learn
Element 1 Assessed
Graduate Teacher Professional elsewhere in
Element 2 Element 3
Standard Experience course
Case study Presentation
Descriptor report [Learning
portfolio]
1.1.1 Demonstrate
knowledge and
understanding of X X X
physical, social and
intellectual
development and
characteristics of
students and how
these may affect
learning.
1.2.1 Demonstrate
knowledge and
understanding of X X X
research into how
students learn and the
implications for
teaching.
1.3.1 Demonstrate
knowledge of
teaching strategies X X X
that are responsive to
the learning strengths
and needs of students
from diverse
linguistic, cultural,
religious and
socioeconomic
backgrounds.
 1.4.1 Demonstrate
broad knowledge and
understanding of the X X X
impact of culture, [dependent on
cultural identity and the context of
linguistic background class]
on the education of
students from
Aboriginal and
Torres Strait Islander
backgrounds.
1.5.1 Demonstrate
knowledge and
understanding of X X X
strategies for
differentiating
teaching to meet the
specific learning
needs of students
across the full range
of abilities.
1.6.1 Demonstrate
broad knowledge and
understanding of X X
legislative
requirements and
teaching strategies
that support
participation and
learning of students
with disability.

Standard 2 – Know the content and how to teach it

Element 1 Assessed
Graduate Teacher Professional elsewhere in
Element 2 Element 3
Standard Experience course
Case study Presentation
Descriptor report Learning
portfolio
 2.1.1 Demonstrate
knowledge and
understanding of the X X X
concepts, substance
and structure of the
content and teaching
strategies of the
teaching area.
2.2.1 Organise
content into an
effective learning and X X X
teaching sequence.
2.3.1 Use curriculum,
assessment and
reporting knowledge X X X
to design learning
sequences and lesson
plans.
2.4.1 Demonstrate
broad knowledge of,
understanding of and X X X
respect for [dependent on
Aboriginal and the context of
Torres Strait Islander class]
histories, cultures and
languages.
2.5.1 Know and
understand literacy
and numeracy X X X
teaching strategies
and their application
in teaching areas.
2.6.1 Implement
teaching strategies
for using ICT to X X
expand curriculum
learning
opportunities for
students.

Standard 3 – Plan for and implement effective teaching and learning

 Element 1 Assessed
Graduate Teacher Professional elsewhere in
Element 2 Element 3
Standard Experience course
Case study Presentation
Descriptor report [Learning
portfolio]
3.1.1 Set learning
goals that provide
achievable challenges X X X
for students of
varying abilities and
characteristics.
3.2.1 Plan lesson
sequences using
knowledge of student X X X
learning, content and
effective teaching
strategies.
3.3.1 Include a range
of teaching strategies.
X X X

3.4.1 Demonstrate
knowledge of a range
of resources, X X X
including ICT, that
engage students in
their learning.
3.5.1 Demonstrate a
range of verbal and
non-verbal X X X
communication
strategies to support
student engagement.
3.6.1 Demonstrate
broad knowledge of
strategies that can be X X X
used to evaluate
teaching programs to
improve student
learning.
 3.7.1 Describe a
broad range of
strategies for X X
involving
parents/carers in the
educative process.

Standard 4 – Create and maintain supportive and safe learning environments

Element 1 Assessed
Graduate Teacher Professional elsewhere in
Standard Element 2 Element 3 course
Experience Case study Presentation
Descriptor report Learning
portfolio

4.1.1 Identify
strategies to support
inclusive student X X X
participation and
engagement in
classroom activities.
4.2.1 Demonstrate
the capacity to
organise classroom X X X
activities and provide
clear directions.
4.3.1 Demonstrate
knowledge of
practical approaches X X X
to manage
challenging
behaviour.
4.4.1 Describe
strategies that support
students’ well-being X X X
and safety working
within the school
and/or system,
curriculum and
legislative
requirements.
 4.5.1 Demonstrate an
understanding of the
relevant issues and X X
the strategies
available to support
the safe, responsible
and ethical use of
ICT in learning and
teaching.

Standard 5 – Assess, provide feedback and report on student learning

Element 1 Assessed
Graduate Teacher Professional elsewhere in
Element 2 Element 3
Standard Experience course
Case study Presentation
Descriptor report Learning
portfolio
5.1.1 Demonstrate
understanding of
assessment strategies, X X X
including informal
and formal,
diagnostic, formative
and summative
approaches to assess
student learning.
5.2.1 Demonstrate an
understanding of the
purpose of providing X X X
timely and
appropriate feedback
to students about
their learning.
5.3.1 Demonstrate
understanding of
assessment X X
moderation and its
application to support
consistent and
comparable
judgements of student
learning.
 5.4.1 Demonstrate
the capacity to
interpret student X X X
assessment data to
evaluate student
learning and modify
teaching practice.
5.5.1 Demonstrate
understanding of a
range of strategies for X X
reporting to students
and parents/carers
and the purpose of
keeping accurate and
reliable records of
student achievement.

Standard 6 – Engage in professional learning

Element 1 Assessed
Graduate Teacher Professional elsewhere in
Element 2 Element 3
Standard Experience course
Case study Presentation
Descriptor report Learning
portfolio
6.1.1 Demonstrate an
understanding of the
role of the Australian X X
Professional
Standards for
Teachers in
identifying
professional learning
needs.
6.2.1 Understand the
relevant and
appropriate sources X X
of professional
learning for teachers.
 6.3.1 Seek and apply
constructive feedback
from supervisors and X X X
teachers to improve
teaching practices.
6.4.1 Demonstrate an
understanding of the
rationale for X X
continued
professional learning
and the implications
for improved student
learning.
Standard 7 – Engage professionally with colleagues, parents/carers and the community
Element 1 Assessed
Graduate Teacher Professional elsewhere in
Element 2 Element 3
Standard Experience course
Case study Presentation
Descriptor report Learning
portfolio
7.1.1 Understand and
apply the key
principles described X X X
in codes of ethics and
conduct for the
teaching profession.
7.2.1 Understand the
relevant legislative,
administrative and X X
organisational
policies and
processes required
for teachers
according to school
stage.
7.3.1 Understand
strategies for working
effectively, X X X
sensitively and
confidentially with
parents/carers.
7.4.1 Understand the
role of external
professionals and X X X
community
representatives in
broadening teachers’
professional
knowledge and
practice.