Foundation Year - English (Narrative Writing) - July 2014
Artifacts (artifacts to illustrate practice)
Content Descriptions (The Australian Curriculum V7.0): (Focus Area 2.1)
This foundation class is set in a rural/remote community and consists of 20 students of which (Focus Area: 1.1):
Action (Focus Areas: 3.2, 4.2).
The out come of this activity was a success with all students being engaged in the activity and engaged in producing their own literature. Students felt safe and there was no challenging behaviour from students. Students new what the expectations were and saw them selves as authors. Each student participated in each stage of the activity and produced an individually illustrated book and also a big book for the class.
Evaluation (Focus Areas: 3.6).
The positive student responses to this series of lessons indicated that the task was successful in appealing to students' intrinsic engagement and motivation. Students remained on task throughout the lessons and were keen to hear "Locked in the Classroom" read as a big book. During free-time students would read their book to each other and respond to the literature through play. A possible reason for the success of such a program was that all students were able to see themselves, irrespective of their cultural backgrounds, within literature.
Some students found it difficult to remember texts when they were asked to individually illustrate, through drawing, their own book. In the future, in order to support students with lower literacy levels, it may be helpful to digitally illustrate a whole class big book prior to students individually drawing their illustrations. In this way, students would have been able to refer back to the original text and digital illustrations.
It may have also been beneficial for the teacher to digitally create the Big Book version of "Locked in the Classroom" on the interactive whiteboard. Although this approach may not have engaged the foundation students as they would have been passive participants in the activity (due to their low literacy and ICT skills). It was interesting to note that students asked "How did you make a hole in the door?" and this became a topic of discussion for 5 minutes. Students concluded that a "black piece paper" was stuck on the photograph of the door (a possible activity for further student inquiry).
As my role within the classroom was that of a short term contract teacher (5 weeks), I was not able to take this activity further. Ideally, as a regular classroom teacher, collaborative/interactive writing would become part of the classroom routine; eventually moving the students towards independently creating and illustrating their own literature.
The Australian Professional Standards for Teachers (Proficient) are referenced throughout this annotation (Focus Area 7.2)
1.1 Physical, social and intellectual development and characteristics of
students - Use teaching strategies based on knowledge of students’ physical, social and
intellectual development and characteristics to improve
1.2 Understand how students learn - Structure teaching programs using research and collegial
advice about how students learn.
2.1 Content and teaching strategies of the teaching area - Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.2 Content selection and organisation - Organise content into coherent, well-sequenced learning and teaching programs.
2.5 Literacy and numeracy strategies - Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
2.6 Information and Communication Technology (ICT) - Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
3.1 Establish challenging learning goals - Set explicit, challenging and achievable learning goals for all students.
3.2 Plan, structure and sequence learning programs - Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.3 Use teaching strategies - Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.4 Select and use resources - Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.6 Evaluate and improve teaching programs - Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
4.1 Support student participation - Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
4.2 Manage classroom activities - Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
4.5 Use ICT safely, responsibly and ethically - Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
5.1 Assess student learning - Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
5.2 Provide feedback to students on their learning - Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
7.2 Comply with legislative, administrative and organisational requirements - Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.