Evaluation by Rebekah Lewis-Smith

The professional placement completed at Little Lambs Early Learning Centre was an opportunity to
demonstrate my teaching capabilities in the kindergarten context under the supervision of Marysia Quinn.
During the implementation of lesson plans that I had designed, I was able to test, trial and develop a
range of strategies that I head learnt through the university course material (Queensland College of
Teachers, 2015). I was also able to draw on a range of perspectives and theories by Russian psychologist
Lev Vygotskys and Jean Piaget to guide how children learn (DEEWR, 2010). I combined the approaches
that children can use their experiences of the world to actively construct their own knowledge and that
cognitive skills can develop further using a sociocultural perspective of working in partnerships with
parents and families (Sigelman & Rider, 2009).
The Queensland Studies Authority [QSA] (2015) expresses that planning should be informed by emergent
responses to childrens ideas. The learning sequences and experiences that I implemented were
intentionally designed to meet the requirements of the Queensland Kindergarten Learning Guidelines and
facilitate the childrens learning according to their interests. During the planning, I took into consideration
the variety of learning styles and levels outlined in my Class Profiling document and organised activities
that could cater for individuals small groups and whole class (QSA, 2015 p.10). When an activity had an
intention teaching focus, for example the Numeracy Beading activity, I grouped the children according to
their ability to improve learning conversation and give the best opportunity for them to meet the academic
outcomes outlined in the lesson plan (ACT Government Education and Training, n.d.). The planning of
lessons also ensured that there were substantial strategies to support challenging behaviour that could
arise during the day, for example the lesson about Indigenous Australians makes clear links to strategies.
The following pedagogical practises were used to enhance students learning and interests:

Developing a holistic view of the child

Building and nurturing relationships

Reflective curriculum decision making

Learning through play

(DEEWR, 2010).

Through the built relationships with children and my mentor teacher, I was able to work together to
construct learning experiences that are relevant to children in the kindergarten context and bring together
professional knowledge to cater for personal learning styles (DEEWR, 2010). I believe that the pedagogical
practises assisted in creating effective experiences that expanded childrens knowledge and understanding
of the world.
To gain formative assessment information of childrens learning, I used a range of strategies including
observations, asking probing questions and taking photographs of their learning (Department of Education
and Early Childhood Development [DEECD], n.d.). Mind maps were also used to record the discussions that
we had, and childrens responses provided evidence of their understanding and skills. Assessing childrens
learning in kindergarten happens as the cycle of planning occurs (DEECD, n.d.). Assessment of learning is
continual according to the DEECD who stated that the kindergarten teachers greatest assessment tool is
this continual process of observing, documenting, evaluating and planning again. This was exactly how I
conducted my planning and assessment of childrens learning because as the DEECD declared, young
children demonstrate their understanding by doing, showing and telling.

To engage and encourage the participation of all children in the class, I created challenging experiences
that would foster social interactions and high level thinking skills (DEEWR, 2010). This was achieved
through strategies such as modelling and demonstrating, which is evident in the feather blowing activity;
Open questions, which was explored in the Sink the Ship activity; Explaining and encouraging children to
contribute their ideas in discussions; which is evident in the feedback sheet of the Numeracy Beading
activity. The learning spaces acted as the third teacher and were designed to welcome and cater to
different learning capacities (Fraser, 2006). The environment itself invited ideas and questions from the
children as they had places to have fun, relax and enjoy quiet times or be noisy. The environment was
designed to make them feel comfortable, secure and competent and to be able to make choices. An
opportunity to engage in conversations that are meaningful to them and to engage their senses and all
areas of development (QSA, 2010).
I recognised that the five learning outcomes of Identity, Connectedness, Wellbeing, Confident Learners and
Effective communicators are all interwoven together. For example, a child can demonstrate their
understanding of measurements in play as they talk and compare creations of Mobilo against their body
heights. As children play, they co-construct learning, build relationships with one another and contribute
their ideas, reflecting on new ways to make sense of the world. This strengthens childrens wellbeing and
their sense of identity by building connection to people, place and language (QSA, 2010). Transitions were
used to provide children with opportunities to make choices because the more choices that children have,
the more they are involved in their own learning (QSA, 2010).
The feedback provided by my mentor teacher was useful in enabling me to redesign my learning programs
to enhance student learning. For example, I removed an activity from my lesson because Marysia
suggested that having two explicit teacher support activities would mean that there was minimal
supervision for the rest of the class. The feedback was applied immediately and in turn proved to be a
success in the management of rotational activities at quiet time. My strength is writing learning stories
that document childrens development. I help children build positive dispositions and approaches towards
their learning by planning activities that stimulate curiosity, wonder, creativity, enthusiasm and a
motivation to learn (QSA, 2010). I also have a strong understanding of the cycle of planning which
incorporates assessment of student learning in a variety of ways.
My goals is to effectively engage in a deeper reflection process on a continual basis so that I can improve
my teaching practices. I would love to learn how to promote higher order thinking skills within young
children and develop language that encourages problem-solving and investigating. I would like my future
students to develop skills of inferring, predicting, hypothesising, testing, experimenting, evaluating and
generalising because these skills will equip them to be successful learners at school. The role of the
creative leader is not to have all of the ideas, it is to create a culture where everyone can have ideas and
feel that they are valued (Sir Ken Robinson, 2015).

References
ACT Government, Education and Training. (n.d.). Gifted and Talented Education. Retrieved from Department of
Education and Training - ACT:
http://www.det.act.gov.au/__data/assets/pdf_file/0005/587309/Grouping.pdf
Department of Education and Early Childhood Development. (n.d.). Assessment Techniques and Tools for
Documentation. Retrieved from Department of Education and Early Childhood Development:
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/completely_kinder/8.%20Section%204%20Assessment
%20FINAL.pdf
DEEWR. (2009). Early Years Learning Framework. Retrieved from Department of Children's Services:
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_le
arning_framework_for_australia.pdf
Fraser, S. (2006). Authentic Childhood (2nd edn.). Ontario: Nelson.
Queensland College of Teachers. (2015). Assessing the Australian Professional Standards for Teachers. Brisbane, Qld,
Australia.
Queensland Studies Authority. (2010). Queensland Kindergarten Learning Guidelines. Retrieved from Queensland
Curriculum and Assessment Authority: https://www.qcaa.qld.edu.au/downloads/p_10/qklg.pdf
Robinson, K., & Aronica, L. (2015). Creative schools: Revolutionizing education from the ground up. Penguin UK.