Thursday, November 15, 2012

Case 24: VU Full year results


Case 24: Professional knowledge

Task: Good results in teaching course

See results below. 

Action:   Worked with real interest and drive to learn and apply knowledge.

Results: 1st semester: 3 x High Distinction & 1 Distinction

Results: 2nd semester: 3 x High Distinction & 1 Distinction



  







Friday, November 2, 2012

Case 22: New teaching aid - Prezi

Case 22: ICT 

Task:   Create a subject overview for a content rich topic, to give students direction in their studies using the 3D style presentation software Prezi.

Resource:    1. Learning map http://prezi.com/ftqi4lfit06p/classification-learning-map/

2. Course content http://prezi.com/mu82cbigjuq5/classification-kingdom-animals/

Action:     The course content prezi worked well in the class to explain the complexity of the classification system.
The Learning Map I have prepared for an intro to topic next time.

Thursday, November 1, 2012

Case 21: Cyber bullying

Case 21: Professional knowledge, ICT.   

Task: Dealing with cyber bullying



Resouces:    See www. Cybersmart.gov.au

Action:   Very interesting seminar to help recognize & have a age based, action plan for students on these issues.  

Results:  I have not implemented this in a school but have the resources will help a great deal.


Case 20: Implementing Edmodo

Case 20: ICT

Task:   Implementing Edmodo. Student safe, Facebook style messaging system 

Action:   Used for messaging, test & quizzes, uploading assignments, tracking results, science news & reminders, class weblinks.

Results:  I found it a good way of extending the classroom by using a safe, facebook style interface. It was good for getting class statistics from quizes and setting up links to various resources.    

Case 19: Help desk technician

Case 19:  Computer literacy  

Task:   Help desk support, Remote telephone support   

Action:   Working as an IT professional, by listening & visualizing what the client was seeing on the PC I could methodically go through the problem solving process.



Results:   Corrected the software problem. Showing  empathy was important to a good customer outcome.

Case 18: Vic Space Science centre - as student

Case 18: Professional practice

Task:    Victorian Space Science centre – as student

Example:   See video building robots      

Action: Very interesting experiential learning. Keeping the instructions simple & appropriate was important.


Results:   Letting the student solve problems and build their own designs is a good approach.

Case 17: Victorian Space Science centre – as teacher

Case 17: Professional knowledge   

Task:  Looking for a big idea and trimming the extraneous.

Example: Victorian Space Science centre – as teacher

Action:   Creating practical examples & environment to learn through experiential learning.   

Results:   Excellent approach, requires a rewriting of content to apply concepts in a student oriented language & activitiy.

Case 16: Art & Science

Case 16: Other skills

Task:    Integrating science, my art & photography

Reference: Julie Cameron The Artist Way Workbook (2006)   

Action:   There is a terrific interplay between science & art and with photography, the way you see the detail and the beauty of the world.    In Y7 Classification: Plant Kingdom topic I asked students to “look” for things going home from school. To open their perceptions of the world around them. To see species that they would not normally see.

Case 15: Zoo excursion

Case 15: Professional practice.

Task:   Being part of a Y7 zoo excursion

Example:   Two roles: 1st to manage a group of 10 x yr7’s around the zoo. 2nd to be responsible for the epipen for one student  

Result:   1. Trip around zoo went well and I kept the students on-task with the activity.
2. I do annual training in using an epipen.



Action: I identified the at-risk student and identified myself to the student and the action plan if required.





















Case 14: Control a first aid incident

Case 14: Other skills - Certified in Advanced Emergency First Aid 

Task:   Control a 1st aid incident. First Responder at a cycling road race accident.  

Action: Made the road area safe. Triage the 5 injured cyclists. Treat and record all injuries. Despatch to futher treatment.

Result:  This was a complicated incident but by a logical process & experience was handled and the rest of the races continued.

Case 23: 4wd & bus license

Case 23: Other skills 

Task:  Driving a 4wd & bus.  

Resource:   I have a heavy truck and bus license (non commercial)

Action:   Occasional transport requirement

Results: I have a lot of experience with driving large vehicles. Note; I need to do a short course to be certified for transporting school children.

Case 13: Launching hot air balloons

Case 13: Professional practice & engagement  

Task:   Launching a hot air balloon  

Examples:   See photos  

Actin:   Thinking about other possible issues with flying these balloons out of the school
              grounds I initiated a meeting with the principal, I also did a met check for wind speed
             & direction explaining all these issues with the science club students.
             We covered safety & the students had a fire extinguisher that I brought in from home
              as a safety precaution.
              We tried to fly two of the balloons. The first caught fire due to the wind blowing the
              flames into the paper. The second could not get enough lift as the air was too warm
              for the weight of the tissue paper balloon.

Results:  Although we did not have lift off the students understood the reasons and accepted
               not all science is a success. It also "looked pretty cool' as the balloon burn to the
               ground...

Case 12:Student late handing in assignment

Case 12: Professional practice   

Task:  Student late in handing in major assignment        

Action:  I listened to reasons which were a split family situation and no internet at the fathers
              house. I asked what would she do about correcting problem.
              She suggested her local library. I got a commitment from her and I did not make any
               further comment so she did not get embarrassed by discussing her family situation.

Result:  Assignment handed in before school results were needed.  

Case 11: Student ski trips

Case 11:  Organizational  skills with adolescents   

Task:    Over several weeks with different schools, ran ski tours & instructional day for high school students    During my time working at Lake Mountain Resort.    Managed 12-15 students with regard to equipment, safety, instruction, safe traveling & clothing during the day, food & energy levels.

Result: They returned to roadhead safe and sound and more knowledgable about skiing and the environment.   

Case 10: Discipline

Case 12: Discipline

Task:    Yr 9 student confrontation with not keeping on-task in the classroom.
      
Action:  I ceased confrontation by removing student from room and then got the rest of class
              back on-task.
            
Result:  Once the student had calmed down I then discussed with student how his behavior
              affected the other near him. This I did in a calm logical voice. He understood it was
              not  him being picked on but only his behavior to the other students. He understood
              & agreed to the conditions of his return.

Case 9: Acid/Base flashcard game

Case 9: Collaboration


Task:     Learn common acid & base products around the home & their pH level. 

Example:   I made laminated, named cards of common acids & bases.

Action:     I developed a game using flash cards of products around the home.
                 From their existing knowledge. they took turns putting them up on the board. In
               strength order of the acid- (pH 2) all the way through to Base (pH 14) They could
                help each other and I would ask leading questions so they could order them
                themselves. 14 flash cards for 14 pH levels.   
               
Result:    Yes this was good involvement exercise. A bit of competition was involved.
                This game/activity were also used by two other teachers.

Case 8: Ran Rocket practical as a guest teacher.

Case 8: Professional practice.

Task:    As guest teacher I ran a rocket prac over two lessons for Y9 as a break to their other content.   

Content:   Lesson 1 engineering of a rocket, propulsion of rocket, safety procedures.
                  Lesson 2 procedure to launch safely, launching their rockets.

Action:   I split the class into groups. These groups had to select a safety officer, launch platform engineer and launch engineer.
               We went through roles by asking guiding questions & students answering.

Result:    Everyone was very excited about the success of the compressed air rockets made out of plastic drink bottles. They launched well reaching 40m.

Case 7: Running Year 7 Science club over two terms

Case 7: Professional practice.  

Task:  To run a science club for year 7

Example: See ACP report attached. I ran this over two terms. 

Action: Exploring topics that the students were interested in. The theory was not covered initially but as an add on from the inquisitive questions they asked.  

Result: A measure of the success of some of the activities, and the confidence it inspired, was when one of students ran a series of related experiments in their mainstream science lesson for the class.




Case 6: Teach Year 9 over 1 1/2 terms

Case 5: Professional practice.  

Task:   To run year 9 classes over a 1 1/2  terms.

Example:   Taught several topics including       

Action:  Through a range of activities engage the students in learning. I have an interest in setting up scenarios.  Such as activities that the students have to solve in groups and individuals from their existing knowledge and then from their peers, internet and finally me.

Result:  Initially most activities I planned had a section of ICT work but this particular class (Year 9) got off task easily. I still used the scenarios but then went to a more question & answer approach with random selection of students and getting them up to the board to write up answers. Overall this class needed a high rotation of activities.

Case 5: Taught year 7

Case 5: Professional practice. 

Task:   To run year 7 classes over a term.

Example:   Taught several topics.       

Action:  Through a range of activities engage the students in learning. I have an interest in setting up scenarios such as games and practical examples from the students age group that they could relate to.

Result:  Initially most activities I planned took longer than anticipated but this was OK because the line of questioning by the students went into some educationally valuable areas.





Case 4: Lesson plans x 55

Case 4: Professional practice.

Task to prepare lesson

Example: See attached word docs.

Action: 55 lessons were prepared.
Lesson was reviewed mentor feedback & my feedback notes were added at end.

Result: A very interesting time! The more detail in the lesson plan the better. Pre class visuallisation and rehearsal of content really helped. Having extra content helped several times when the dynamic of the class changed.


Case 3: School practicum at bayside College

Case 3: Professional practice.

Task:    To observe and teach in a public school over 8 weeks

Example of work: See my report

Action: Worked as a teacher Bayside College Middle school in Williamstown with a mentor

Result: I have a good collegiate approach within the science & numeracy faculty and also across the school.

Case 2: Working as a group

  
Case 2: Professional engagement  

Task:   Coordinated a group to lecture in our Ideal School project.  

Example of work:   See below Ideal school essay doc.
The theme was teamwork & a community schooling approach.  

Action: What my approach was.   Brainstorming ideas, including strengths & interests of 6 in our group into the plan allocating task. I took on the coordinating role & intro & conclusion.
All the team did their allocated task by due with only one prompt.

Result: Was goal achieved?    We had a vibrant and coherent presentation.

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Ideal School Reflection essay – “A Team” (Second presentation)

1. Summary of our Ideal School

The ‘A Team’ School
            Community linked
            Inclusive
            Cooperative learning
            Team teaching
Vocationally AND academically oriented.        
Welfare & wellness centric
As a community where everyone know everyone personally discipline is less of an issue.
Facilites are built for the community and the school as multi use and are cost effective.
Community links are inherent because of the close ties to the families and the encouragement of culture specific festivals during holiday periods rather than being left vacant.

Espit de core within the school is very important and makes the workplace a fun place to work because we all have the same goals.  

        Enthusiasm generates success.
        Inclusive school: Everyone in the community is valued no matter what part they play: academic and vocational.
        Support of student engagement & learning
        ALL the community is involved in the school processes.

In other words Cooperative Learning.

Advantages of Team Teaching to student.
        greater interaction between teacher and student
        working as a team, teachers model respect for differences, interdependence, and conflict-resolution skills
        can more easily accommodate different learning styles and learning abilities
        allows for the integration of different subjects to be taught which simulates ‘real life’ learning

Advantages of Team Teaching to Teacher
Allows for development of new teaching approaches.
Aids in overcoming academic isolation
It gives the participating team teacher a supportive environment

Teacher enthusiasm = Student success

Career & Community -Jayden
Students are offered an opportunity to develop an authentic career path that suits their strengths and dreams.
Parents nights gets them involved in understanding the goals of their sons or daughters

Pathway Team

Pathway Plan
This offers success thru planning
Gives students more confidence because they can see where they are going.
School Excursions
Vocational Education and Training (VET)
  • Wide range of areas
  • Outside school

Facilities & Resources – Angie
Teacher aides- vanessa
Classroom management- Ben
Flexible teaching methods adaptable to different learning styles.

Clear and effective communication skills that both engross and inspire students.

Well structured and organised classes to best utilise time.
School discipline
……………. No need !
Mr Woodcock
Student welfare - Steve
Whole School Approach
Incorporate entire school into wellbeing
Create processes for situations
Develop rules with student input
Well being
is incorporated into curriculum
Address health issues open and honestly in class
Address drug and alcohol with openess and honesty
Educate on local wellbeing resources
School retention
Reduce risk of disengagement
Devise suspension policies
Devise expulsion policies
Address behavioural issues

 Community Pride
By having such close ties to the Community we can see trends and react to changing demographics.
This process lets participants acknowledge that all opinions are respected,

The recommendations are arrived at in a fair and objective manner.

The “A Team” School
We FAIL by not realizing all things are connected
 


Case 1: Dropping an egg form 2nd storey


Case 1: Professional practice

Task:    As a student in a small team we were given a set of materials to design a craft to drop an egg from 2nd story and have it survive.  

Example of work:

Action: What my approach was.   I became a teenager again!
From my general knowledge of physics & materials and having other ideas from the team we designed a paper parachute & a suitable capsule to carry the egg.  

Result: Was goal achieved?  The design worked, we were the only team to not break the egg in the two storey fall.