Deirdre Westerhout

University of Notre Dame Fremantle

Master of Teaching June 2017

Cultural awareness via

introducing new languages to
students.

I listed ways to say hello in

different languages, which the
students used when answering
the morning attendance roll.

I then introduced the national

flags and gave students
opportunities to match the flag
with the country.

This was a popular activity which

created great conversation and
often brought students own
cultural backgrounds into focus.

I conducted a reading for pleasure session.

I introduced the author created a small display to

tune them into the story. This allowed them to
predict, infer and make connections in the read-
ing process. Authors included Paul Jennings and
Roald Dahl.
 Deirdre Westerhout
University of Notre Dame Fremantle
Master of Teaching June 2017

Reading and following instructions /

reading for meaning.

Each morning I would present students

with information on screen. It would
commence with a fun action followed
by instructions on what to do next. Stu-
dents liked coming in to see what fun
thing they needed to do each morning.
This also encouraged reading and com-
prehension, student interaction and
communication.

Integrating technology. The classroom has a set of 8

iPads shared among 24 students. During this lesson
we integrated English (comprehension and language
features) outcomes with Aboriginal studies and art.

After discussing a written text on multiculturalism we

explored key words using QR codes and iPads. Stu-
dents reviewed what they saw on the targeted web-
sites and wrote about their findings.
 Deirdre Westerhout
University of Notre Dame Fremantle
Master of Teaching June 2017

Differentiated teaching.

I plan slightly different tasks within lessons to al-

low advanced students to extend themselves, and
others to work at a level that suits them.

I monitor the students and take note of students

who may need extra support. I would then pull
them into a brief one-on-one lesson at the next
available opportunity. This has proved very bene-
ficial as it gives students individualised strategies
to achieve the lesson outcomes.
This photo shows 2 students in a focusses learn-
ing session with myself.

Small group teaching in rota-

tion.

Most lessons in Year 2 are deliv-

ered in small group rotations to
allow for more focused teaching
and learning.

Alternating activities in the rota-

tion normally reinforce or allow
the practice of the lesson objec-
tives.
 Deirdre Westerhout
University of Notre Dame Fremantle
Master of Teaching June 2017

Use of concrete and representational teaching mate-

rials.
When working with students of varying abilities I would
incorporate multiple concrete materials to enable stu-
dents to visualise the learning. In this maths partitioning
lesson I have used ten frames, counters, whiteboards
and large printed symbols (+ = 10) to illustrate the les-
son.

Students are also able to self monitor their learning with

the use of reflection cards that say: Im Thinking, Ive Got
This, Help Please!
This enables me to check their understanding and adjust
the lesson flow accordingly.
 Deirdre Westerhout
University of Notre Dame Fremantle
Master of Teaching June 2017

Above: worksheets to guide students in their activities.

Top right: student set learning goals for themselves at

start of the week. Later they reflect on their fulfilmen tof
thir goals and set new goals for the coming week.

Bottom right: An assessment example which tracks

student progress in differentiated activities. Also anec-
dotal notes on their progress during the lesson.

Bottom left: A work sample where students choose

and indicate the authors purpose and give reasons for
their choice.