EDM5001: Understanding learners and Learning Assignment TWO: Presentation

[Audio] These PowerPoints are VERY information dense – and you've had a chance to read this (I believe) before this presentation, so given we only have 20 mins, if you don't mind, I'm just going to chat about the important parts, not each individual line..

[Audio] Note: The class was called Economics and Business, but the unit was actually an Introduction to Legal Studies – which aligns with the ACARA subject ' Civics and Citizenship'. Attendance Rate: Below the 2021 North Queensland average ( 86.5% and total for QLD 2021 was 88.9%) and was a priority for this particular school..

Physical Development. Expected Typical Milestones for Age Observed students’ developmental capabilities Growing spurts which can lead to the need for food and water (Caskey & Anfara , 2014) Students were often wanting to eat and drink (or alternatively fill up their water bottle) during class (eating was not allowed in the classroom). Females tend to mature 1-2 years earlier than the males (Archibald et al., 2005; Caskey & Anfara , 2014) In general, female students showed greater maturity levels (particularly in classroom discussions), greater empathy and a greater level of personal awareness. Greater levels of interest in the opposite sex (Kroger, 2007) Clear development of ‘new’ relationships Some changes in relationships, which often resulted in difficulty in seating plans and group activities Change in circadian rhythm (Mason et al., 2021) Students were often ‘tired’ and fell asleep in class (heads down) – particularly on Monday morning.

[Audio] If we look at Piaget's theory of cognitive development – adolescents will be less egocentric and have a greater ability to use thought and reasoning..

[Audio] ERIK ERIKSON's theory is that adolescents main ' crisis' at this stage of development is to determine a personal identity – through understanding their values, beliefs and role in society..

[Audio] Without Assessment – there was NO ABILITY TO use the BACKWARDS DESIGN in lesson planning..

Considerations of student data for planning. EDM5002 Assignment 2.

[Audio] EXAMPLE of the ' Behaviours for success' slide which I used at the beginning of each lesson. This was created from the school's values, using an example from a teacher at the school (whom I met and regularly chatted to about educational theory, philosophy and experience). This aligned well with my personal mindset of positivity, as well as aligning with the Education Queensland Positive Behaviour for Learning framework, which stipulates a need to "define, teach, reteach and model the expected behaviours" (p. 1, Queensland Government, 2022)..

[Audio] Development Needs: PHYSICAL MOVEMENT incorporated into the classroom to allow students to stretch as their bodies are growing as this has also been seen to increase engagement and motivation VOCABULARY - specific Legal language HIGHER ORDER THINKING – Engaging students in classroom discussions using hypotheticals (especially when prompted by student questions – E.g. what happens if a jury decision is split 6/6) ( Caskey & Anfara, 2014) SOCIO-EMOTIONAL – Seating plans were always used to ensure the best combination of students were considered. For students who said they WANTED to sit next to friends, I would need them to 'prove' they were able to engage with the learning in a respectful way in order to stay in that seating arrangement. ATTENTION-SPAN and distractions was a MAIN concern when planning lessons, and thought was given towards HOW much time should be allotted to each activity or section, and how to manage this when it was not working. WORKING MEMORY – Chunking information into smaller pieces, providing visuals and/or diagrams, and re-using same visuals to re-iterate topics ( E.g. Triangles for the Court system hierarchies), and reiterating main points in the recaps each lesson (E.g. The 3 points of the Magna Carta). Diverse needs: Students with EAL/ D – Physical transcripts were provided, as well as closed captions on the videos to increase language acquisition ( Quecan, 2021). Student with Autism – allowed him to do his work in his own time (wanted to copy everything off the PowerPoint). Religious Differences – Sensitivity around diverse experiences ( Island example – where questions included religious concepts) Diverse Socioeconomic backgrounds – In the second lesson, I did do a quick chat about respectful behaviour in the classroom, specifically aimed towards sensitive topics. Future Lesson considerations: TIME/DAY – consider when the lesson will occur to ensure best results DIAGNOSTIC ASSESSMENT – may have worked better if student's felt comfortable with the teacher and engaging as a group OR planned it to be completed individually if it was a first lesson BREAK UP CONTENT – Using activities to embed learning, and break up a ' content heavy' lesson. UNDERSTAND INTERESTS OF STUDENTS – to make the learning more relevant and meaningful to ensure greater student engagement ( Dowden, 2017)..

[Audio] How did the sequence support the development needs of students? Lesson Recaps – *** USE OF SYMBOLS AND NON-VERBAL communication – as per 8 WAYS PEDAGOGY …. Student led recaps of previous lesson(s) – this would allow lesson to build on previous work (but also formative assessment of student's memory and knowledge), and assisted for students who may be away. It's also a good gauge of how student's are feeling for that lesson (i.e. are they motivated, are they participating, are they sleeping etc). Collaborative Learning – Participating in group activities (like deserted island activity, or the identifying criminal elements etc), which is a desired learning style for adolescents ( Caskey & Anfara, 2014) and has been found to increase motivation and participation (Duchesne & McMaugh, 2019). Physical Movement Activities – Students would move either side of room, OR a corner of the room depending on their answer to the question on the board. Physical movement has been linked to better academic learning as well as greater attention and memory ( Duchesne & McMaugh, 2019). Vocabulary Activities – the use of a vocabulary wall to introduce new words can assist all learners for new vocabulary, but in particular, students with EAL/D ( Cronsberry, 2004) How could it be modified/improved to enhance developmental needs? More Active Learning – I found this challenging with the content. Especially as the beginning of the unit was so content heavy. My second lesson was too content heavy ( feedback from supervising teacher, but I could also tell this from the students during the class!). Breaking up content learning with more activities – Some lessons were too ' content heavy' – and a greater use of active learning and activities could have help embed the knowledge and provide other ways of learning. A greater understanding of their assessment task – I wasn't able to use backwards planning, as the assessment task had not been set – so I didn't have a clear understanding of what skills and knowledge were specifically needed. Diverse Learning Greater understanding of student levels – could have provided better understanding of what scaffolding was necessary. Change of Activities – heavy emphasis of classroom discussions, which perhaps was not the style for a few of the students, who may have benefitted better from written or individual tasks..

Incorporated Pedagogies: Explicit Instruction Inquiry-based learning.

During Lesson ONE: Greeted students at door (lining up) Clear expectations presented A lot of praise given Redirection or selective attending for poor behaviour Moving students Proximity and speaking quietly to students individually.

[Audio] ** PHONE CALLS – APST 7.3 – engaging with parents/ carers…. And as per the Parent and Community Engagement Framework – all communication should be positive in nature!!!.

[Audio] ***Incorporating ICT in the Classroom – as in Digital Literacy in General Capability – and APST 2.6 to implement teaching strategies using ICT.

Considerations related to self-evaluation. EDM5002 Assignment 2.

Considerations related to self-evaluation. EDM5002 Assignment 2.

Reflection on Professional experience. EDM5002 Assignment 2.

Reflection: Professional Learning Plan. EDM5002 Assignment 2.

EDM5002 Assignment 2. Perrine Fleming (U1147157).

EDM5002 Assignment 2. Perrine Fleming (U1147157).

References. EDM5002 Assignment 2. Perrine Fleming (U1147157).

References. EDM5002 Assignment 2. Perrine Fleming (U1147157).

References. EDM5002 Assignment 2. Perrine Fleming (U1147157).

References. EDM5002 Assignment 2. Perrine Fleming (U1147157).