Maya Kiternas

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ASSIGNMENT 2
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
PART A: FOUR FOCUS AREAS WITHIN GOING GAGA LESSON PLAN
2.3.1: Curriculum, assessment and reporting (AITSL, 2014)
Spencer (2012) referred to 6 content descriptors from the Year 10 English Australian
Curriculum (ACARA, 2015) in the Going Gaga lesson plan. The content descriptors
from the Australian National Curriculum acted a guide to the lesson and ensured that
student learnt relevant content whilst certain criteria was met. Example 1, at the start of
the lesson students were shown a slideshow that contained photos of recognisable
female public figures and raised their hand when they agreed a certain female was
influential. The criteria for ACELA1639 (ACARA, 2015) was satisfied as students had
evaluated individuals based on historical, social and cultural contexts. Example 2,
students answered questions relating to the topic in their group presentations. The
criteria for ACELY1813 (ACARA, 2015) was met through the group presentation, as
students had organised their answers that presented their point of view.
4.1.1: Support student participation (AISTL, 2014)
The Going Gaga (Spencer, 2012) lesson plan implemented strategies that supported
inclusive student participation and engagement in activities. Example 3, students were
encouraged by the teacher to raise their hand in response to a slideshow. Students
participated at their own discretion and the activity was nonverbal, this allowed for
students of all abilities to participate. Example 4, the teacher facilitated discussion where
students raised ideas and different points of view. This allowed for students to participate
at their discretion and learn through their peers ideas, even if they did not contribute.
Example 5, students were organised into groups and in each group the students were
assigned a specific role that highlighted individual strengths. The group work catered to
students of all abilities and focused on individual strengths contributing to a final
collaborative presentation.
2.6.1: Information and communication technology (ICT) (AISTL, 2014)
Spencer (2012) implemented ICT through the Going Gaga lesson plan, which
expanded on the curriculum and presented unique learning experiences for students.
Example 6, in their groups students were asked to research and discover information on
their devices. The use of ICT allowed students to independently research and control
their own learning. ICT gave students access to a variety of sources, this allowed every
student to find evidence to present to their group. Example 7, students were given an
option of ICT tools and had to choose one to create their presentation. The variety of ICT
tools allowed students to choose a program that they were component using and
ensured that each presentation was different, this made watching the presentations
interesting even though the content was similar.

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5.1.1: Assess student learning (AISTL, 2014)

Spencers (2012) Going Gaga lesson plan allowed the teacher to formally and
informally assess students, which allowed the teacher to adapt the lesson and make
changes depending on student needs. Example 8, the teacher asked the students to
raise their hand in relation to a slideshow. This informal diagnostic assessment gave the
teacher awareness of students prior knowledge on the topic. Example 9, students
engaged in a discussion that was informal diagnostic assessment, it gave the teacher
insight into student knowledge of the topic after they were given further information. This
further helped the teacher to identify areas that needed to be address in future lessons.
Example 10, the students had to answer questions in group presentations. This was a
formal assessment that depicted what students had learnt and gave the teacher
indication if the lesson was successful.

PART B: SECTION 1 - REPORT ON FOCUS AREAS

2.3.1: Curriculum, assessment and reporting - Use curriculum, assessment and
reporting knowledge to design learning sequences and lesson plans. (AISTL, 2014)
Focus area 2.3.1 ensures that graduate teachers design lessons which reference the
curriculum and prior student assessment to cater for diverse student needs, such as
students who speak English as a second language (ESL). The Australian Curriculum
enables teachers to have greater flexibility and allow for further emphasis on certain
content, this allows teachers to easily make adjustments based on student ability
(BOSTES, 2015). Teachers should consult previous assessment data on ESL students,
to gain an understanding of students academic performance and literacy skills prior to
their class (Clarke and Pittaway, 2014). Students from ESL backgrounds have learnt
meaning and value through another language, therefore teachers must promote
classroom activities which recreate these meanings and values in English (Kimberly,
1999). The criteria for ACELA1564 from The Australian Curriculum indicates that
students need to understand that language can have inclusive and exclusive social
effects, empower and disempower people (ACARA, 2015). This can be taught through
curriculum resources that visually highlight multicultural perspectives. These resources
resonate with ESL students and make the concept easier to understand through
visualisation. Teachers can also implement group activities where ESL students have the
opportunity to learn English meaning interpersonally through their peers (Clake &
Pittaway, 2014), as seen in the Going Gaga lesson plan (Spencer, 2012). Focus area
2.3.1 can therefore be used to support ESL students, as the curriculum allows teachers
make adjustments based on student needs and prior assessment knowledge.

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4.1.1: Support student participation - Identify strategies to support inclusive student

participation and engagement in classroom activities. (AISTL, 2014)
Graduate teachers who are proficient in focus area 4.1.1 can establish strategies to
support participation and engagement in classrooms activities for diverse students, such
as students with attention deficit hyperactivity disorder (ADHD). Approximately 8% of
Australian children have been diagnosed with ADHD. ADHD students are generally more
inattentive, hyperactive and impulsive (Clarke & Pittaway, 2014). To make learning more
inclusive for ADHD students teachers should maintain a structured classroom
environment, implement visual aids and redirect students to work rather than ordering
them (Clarke & Pittaway, 2014). Spencers (2012) Going Gaga lesson plan involved
spatial activities, these are found to best promote ADHD student engagement as they
are visually stimulated (Clarke & Pittaway, 2014). The Going Gaga (Spencer, 2012)
lesson plan started with a slide show, this captured the attention of ADHD students due
to the visual aesthetic. Spencers (2012) lesson plan also involved group work which
benefited ADHD students. Students were assigned a certain role within their group that
highlighted their academic strengths. ADHD students were included in the group and
remained engaged in the activity through stimulating their visual senses, through
collecting images or digitally editing the presentation. It is evident that focus area 4.1.1
can be implemented to ensure participation and engagement in classroom activities for
students with ADHD.
2.6.1: Information and communication technology (ICT) - Implement teaching strategies
for using ICT to expand curriculum and learning opportunities for students. (AISTL,
2014)
Focus area 2.6.1 states that graduate teachers should implement activities that involve
the use of ICT to expand learning and curriculum opportunities for diverse students,
such as students that are hearing impaired. ITC allows teachers to easily tailor
instructors for hearing impaired students and widens the variety of activities to employ in
the classroom (Clarke & Pittaway, 2014). Student who are deaf or hard of hearing
generally have issues communicating to the teacher and with other students. Teachers
should then build on the strengths of hearing impaired students in order to improve
communication (Clarke & Pittaway, 2014). In the Going Gaga (Spencer, 2012) lesson
plan allowed for students to communicate to their groups through online messaging, this
enabled hearing impaired students to effectively communicate with the other students in
their group. Students who are hearing impaired also struggle to follow verbal directions.
This can be overcome by visually displaying directions on ICT devices, such as using
interactive whiteboards, powerpoint presentations, enabling the subtitle feature on
videos and allowing students to access devices which convert speech to text (Clarke &
Pittaway, 2014). Therefore focus area 2.6.1 caters for hearing impaired students, as ICT
provides teachers with a wide range of options to overcome their physical disability in
the classroom and promote learning.

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5.1.1: Assess student learning - Demonstrate understanding of assessment strategies,

including formal and informal, diagnostic, formative and summative approaches to
assess student learning. (AISTL, 2014)
Graduate teachers can effectively implement focus area 5.1.1 to assess their students
learning through formal and informal approaches, this is a necessary task when teaching
students with learning disabilities such as dyslexia. Assessment data can act as a guide
and help to plan future lessons that are relevant and effective for students (Timperley,
2009). Students with dyslexia tend to struggle with reading, writing and communicating
(Clarke & Pittaway, 2014). Teachers should interpret formal assessment data collected
from dyslexic students, as it gives a clear indication of their academic level. In turn this
will help teachers to better communicate with students, as they can use language that is
appropriate to their level of literacy. Students who are dyslexic can grapple with
interpreting and remembering information (Clarke & Pittaway, 2014). By analysing
assessment data teachers are able to pin point areas where dyslexic students are
having difficulty. These areas can should be readdressed and material can be presented
in smaller chunks, in order to make it more understandable. In Spencers (2012) lesson
plan, students are asked to raise their hands in relation to a slideshow. Through this
informal assessment the teacher deducted if dyslexic students understood the activity
through their level of participation. The teacher then redirected the students attention
and helped them to understand the activity. It can be seen that focus area 5.1.1 is
enables teachers to cater for dyslexic students through analysing assessment data.
PART B: SECTION 2 - INCORPORATION OF PEER FEEDBACK
As a preservice teacher it is important to start engaging with other teachers and gain
feedback on work. This is a constructive method to ensure that teaching methods,
materials and lessons are relevant and effective. Also by consulting with other teachers
you are exposed to different perspectives and acquire constructive criticism. By
receiving feedback from my peers I was able to ensure that the focus areas I had
chosen were appropriate and justified, as I received positive comments on question 1
and 2. Furthermore, the feedback also gave me vital information from my peers to
consider in my assignment. My peers picked up on discrepancies in my work and also
gave me points to take into consideration. One of my peers mentioned in question 3 that
I needed to better highlight how the lesson plan was inclusive towards students learning
ability and catered for different learning styles. This made me go back and revise the
lesson plan, by including more annotations and highlighting sections that catered for
different student learning abilities and learning styles. Overall, I found that by receiving
feedback I was able to go back over my lesson plan and guarantee that I had covered
the 4 questions in the revised lesson plan.

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Maya Kiternas
References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). F-10

Curriculum Version 8.1, Learning Content Year 10. Australian Curriculum,
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Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian
Professional Standards for Teachers. Australian Institute for Teaching and School
Leadership (AITSL). http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
Board of Studies, Teaching and Educational Standards NSW (BOSTES). (2015). English
K-10. Board of Studies Teaching and Educational Standards NSW. Retrieved from
http://syllabus.bostes.nsw.edu.au/english/english-k10/
Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest,
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Kimberly, M. (1999). Cooperative Learning Experiences: Meeting the Needs of Culturally
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www.australiancurriculumlessons.com.au/2012/10/14/going-gaga/
Timperley, H. (2009). Using assessment data for improving teaching practice. In 2009
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