Professional Documents
Culture Documents
Student A- Start of learning experience Commented [DW1]: Student A and B had to read The Ice
Festival book and complete a worksheet. The questions
were read by the students then read explicitly by the
teacher.
Commented [DW2]: The activity shows that student A was
competent in placing speech marks in a piece of text,
however, student A struggled to link all of the u_e
graphemes. This highlighted that student A needed a
learning sequence specifically on the short vowel sound
changing to a long vowel sound if the word ended with an
‘e’.
Commented [DW3]: Student A was the weaker student in
the reading group. After guided reading, student A needed
help reading the questions on both pages- especially the
words ending with an ‘e’.
Commented [DW4]: This student sample did not highlight
the need for more work on connecting text with pictures to
understand unfamiliar words, but it was definitely
highlighted when both students were reading The Ice
Festival book and came across unfamiliar words.
Commented [DW5]: Although no evidence was gathered
Figure 1: annotated sample prior to the commencement of learning experience from students using whiteboards, using the segmenting and
Student A- Conclusion of learning experience blending blocks and playing the picture/spelling game, they
definitely helped keep student A and B engaged and suiting
different learning styles. This demonstrates my
understanding of APST 1.5 differentiating teaching to meet
specific learning need of students across the full range of
abilities and 2.5 Literacy and numeracy strategies.
Written Statement
It is evident, from the examples above, that the planning and teaching process must be
specifically and carefully thought out before the learning sequence begins. By this I mean
specific diagnostic tests need to be chosen to gather a range of learning needs, which will aid
in selecting important and specific learning goals. If students and teachers have clear and
achievable learning goals in mind, it is easier to set specific learning intentions through each
lesson, which will in turn build on students’ knowledge and achieve content competency. This
is an aspect of my teaching that I need to develop.
Reflecting back on my planning and teaching of the learning experience, I would have done a
few things differently. Firstly, I would have picked a more appropriate diagnostic test to
identify a bigger range of learning needs. Secondly, I would have spent more time on analyzing
student diagnostic results and identified a few key areas that had to be developed. Finally,
lesson plans would have followed the inquiry model closer, which aligns with my teaching
philosophy. This would have allowed me to create more appropriate learning activities specific
to the content being taught and students’ background knowledge.
Although the learning experience was not exactly as I had planned, there was still some
valuable learning that occurred. As a part of the spelling revision at the start and end of each
lesson, students received immediate and specific feedback (examples of this evidence were
not recorded). This feedback helped students identify their mistakes and misunderstandings.
It was also a good opportunity for me to evaluate student learning and modify the lesson
content to continually build on student knowledge. After student A and B completed the long
vowel sound story spotter (see above) I was able to effectively analyse what learning was
achieved and what to focus on next. Through I was able to ask a few inference questions
about the story and both students found it difficult to respond to the questions. My next
learning sequence would focus on students being able to make reasonable inferences from a
piece of chosen text.
Component C: Demonstration of Impact
I believe that the biggest impact I had on these students was engagement and participation
during reading. Before my teaching commenced in term 2, 8 students were streamed together
receiving the same reading book and work sheet although they all had different learning
needs. This group was pushed to the side and taught by a community volunteer. Student
behaviour was appalling and the engagement and participation levels were extremely low. It
was my biggest achievement throughout my final FPE making these students feel like a valued
part of our class and watching them smile after achieving the slightest bit of success, which
was something that had been hard to come by for these students. This is evident in my
teaching philosophy, I pride myself on being a teaching who will try their hardest to make
every student achieve success through learning experiences that have been modified to suit
all abilities.