Assignment: Complete all 3 questions, and put subheadings: Situational Analysis, Literature Review and Impact upon future teaching practice. It is highly recommended for you to present your work
under the following subheadings:
QUESTION 1. Situational Analysis (450 words) – A and B
a)Provide an analysis of the school environment, resources and needs. More specifically, identify the needs of the particular students/ class/school where you are placed and current support
structures or programs they may be involved in. You should also identify the focus of the lesson plan and how you envisage this will be of benefit to the identified students (note: 100 words only
about the school environment, focus on other area from more specifically..). I put back ground info below for your reference.
School environment – School: Christian brothers School is an all-boys multicultural high and primary school community that celebrates its proud tradition, diversity and strong partnerships with
family. The school contributes to the holistic development of young men through life-giving education and the promotion of their Christian formation in thought, word and action. Total students in
high and primary school 1300. Total students in Primary school is 300. Primary school is Years 5 and 6 only. Setting: The school is set on high school grounds, school years range from year 5 to
year 12. The primary school has its own area and play ground, and the high school has it owns area and playground.
School Mission: The mission of Christian brothers High School is to develop young men with gentle heart and strong characters, through faith and excellence in teaching and learning.
The school is an integral part of Edmund Rice Education Australia and it endeavours to promote quality Catholic education based on its Charter through leadership, service and co-responsibility.
Recourses at school: school provides facilities that ensure all students have the opportunity to study the wide range of courses available in a rapidly developing curriculum of today. The school
has six fully equipped science laboratories, performing arts rooms and music, a lecture theatre, auditorium, examination hall, gymnasium and an impressive learning centre. The learning centre has:
A library and resource centre. This resources centre has an open plan facility that houses the library book collection as well as computer, audio-visual and learning support resources.
Specialist classrooms: include Visual Arts, Technology and Applied Sciences (including workshops and a state-of-the-art commercial kitchen), Music, Drama and PDHPE.
Class description:
Year 5S has a total of 32 students. In this class there is 1 ADAH student, 1 Impair hearing student, 12 students with behavioural problems, and a broad range of abilities in the class with a few
students at the 4 students at the top of the class, using extension activities. The room is small and has 5 round tables in the classroom, and a white board at the front of the class. All students
workbooks are kept in there individual trays on one side. Generally, students will sit were they want to sit at any of the tables, unless being told otherwise by the teacher. The hear impartment
student sits at the front of the class, as well as the ADAH student. The behavioural problem students are asked to spread around the classroom when they first enter the room at homeroom time (in
morning), the teacher makes mention that these will be the spots for them for the rest of the day (generally they sit up the front of table). Higher achiever students will also be spread around the
tables to assist struggling students when completing activities.
In this class there is a range of levels in the classroom. Key focus area in this class is English in this class. There is a program in place for teachers at this school to follow and they have a
day to day plan of lessons that need to be taught for all classes. This program is taught for two weeks and rotates. Every teacher has this in their class.
Focus of lesson plan: “The life cycle of a frog”. This lesson plan introduces the stages that a tadpole goes through to become a frog, and is a stimulates lesson linking to “explanation”. Students
to meet the outcomes of Syllabus (stage 3):
* EN3-1A: communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
* EN3-3A: uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
* EN3-4A: draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
*EN3-9E: recognises, reflects on and assess their strengths as a leaner
From: NSW English Syllabus
How this lesson plan will benefit students: – giving Students an opportunity to
• Develop and apply contextual knowledge
• Understand and apply knowledge of language forms and features
• Respond to and compose texts
• Students will specifically learn about the life cycle of a frog
• Students will develop an understanding of how accurate spelling supports readers to read fluently and interpret written texts with clarity
• Use interaction skills
• Students will understand the vocabulary used in connection with the life cycle of frogs
• Students will reflect on their learning and build on what they knew, and what they have learnt about the life cycle of frogs
b) Provide a detailed analysis of your teaching focus area e.g. what previous learning experiences have they encountered? Are there any other impending needs (e.g. autism, EAL/D etc) which may
impact upon this lesson?
My Teaching focus? – What went wrong? The Strategies?
Due to mix abilities in my class, and amount of lower ability students: was not able to complete whole lesson. Lesson went for longer then we planned (45 mins, instead of 30mins (as planned)). Was
not able to complete the note taking section (this section in particular leads to explanation). Had to create another lesson, just for note taking (so this can lead up to “explanation” lesson
plan). Students took longer than expected to complete activities.
What went right with planning? Strategies?
– Use Scaffolded learning with students.
– Got class involved in class discussion with KWL chart: Students had to answer first in their English books, “what I know and what they I want to know”, then got students to put their hands
up and tell the class their examples, then wrote examples on the board so students with lower ability could copy down examples and what I have learned” again wrote examples on board so students
could copy and explain examples.
– Created a warm, friendly class atmosphere and that made it easier for teaching the lesson.
– All children engaged in class lesson.
– Set our instructions at being of lesson, so students would understand the expectations of lesson, as well as to have respect for other students. Also established a good rapport with
students at start of lesson, as asked students about KWL chart.
– Indicators were met in lesson plan
– Kept class interested – with watching youtube documentary and completing worksheet, which worksheet is a stimulates to explanation. Used a worksheet with words, so that the words can be a
stimulates to explanation.
– Use effective class management in lesson – when students did not listen I used bell, and counted down 3,2,1 and all students listened.
– Walked after class to see who needed help and to engage with students
Pervious learning experiences they have encountered:
– Knowledge of life cycle of a butterfly
-The Frog life style is more complex
– Because of the way I planned my lesson I have accompanied there needs. For hearing impartment student I ware at all times when teaching a FM system. This did not impact on my lesson, as hearing
impartment student could hear everything I was saying through FM system. Student can also lip read. This student sits at the front of the class when lessons are taking place, so there is no impact
on all lessons being taught and if he cannot hear FM he puts his hand up.
School environment – School: St Marys Catholic School is an all boy’s high school and primary school. Total students in high and primary school 1300. (Years 5 and 6 only in primary school).
Setting: The school is set on high school grounds, school years range from year 5 to year 12. The primary school has its own area and play ground, and the high school has it owns area and
playground.
Recourses at school: school provides facilities that ensure all students have the opportunity to study the wide range of courses available in a rapidly developing curriculum of today. The school
has six fully equipped science laboratories, performing arts rooms and music, a lecture theatre, auditorium, examination hall, gymnasium and an impressive learning centre. The learning centre has:
A library and resource centre. This resources centre has an open plan facility that houses the library book collection as well as computer, audio-visual and learning support resources.
Specialist classrooms: include Visual Arts, Technology and Applied Sciences (including workshops and a state-of-the-art commercial kitchen), Music, Drama and PDHPE.
Class description:
Year 5S has a total of 32 students. In this class there is 1 ADAH student, 1 Impair hearing student, 12 students with behavioural problems, and a broad range of abilities in the class with a few
students at the 4 students at the top of the class, using extension activities. The room is small and has 5 round tables in the classroom. Generally, students will sit were they want to sit at any
of the tables, unless being told otherwise by the teacher. The hear impartment student sits at the front of the class, as well as the ADAH student. The behavioural problem students are asked to
spread around the classroom sitting towards the front of the tables. Higher achiever students will also be spread around the tables to assist struggling students when completing activities.
In this class there is a range of levels in the classroom. Key focus area in this class is English.
QUESTION 2. Literature Review (800 words)
Identify the learning theory that underpins your teaching focus. Research relevant scholarly sources such as journals, books, media articles and respected websites which provide further insight
into this focus area. You must make reference to applicable content which has been addressed in the course content including lectures and readings. What does this literature support in response to
these needs? Recommendations? Previous study which may shape how you plan to cater for the needs you intend to address?
The literature must demonstrate clear links between the theory you have identified and the planning you have developed to ensure the success of this lesson.
***make sure: Evidence of extensive research through a range of scholarly sources which supports a detailed literature review of the focus area***
**did research on “the life cycle of a frog” – the stages”, looked at articles on hear impertinent students in classroom, behavioural problem students, and ADAH students – strategies in classroom?
Maybe look for supporting resources for this? Looked at this book: Effective Teaching Strategies – Lessons from Research and Practice. EDITION 6 AUTHOR- Killen, Roy and NSW Syllabus as I had to
look at what Syllabus outcomes were being addressed in this lesson. –also talk about why this syllabus underpins my teaching focus? Find a resource on why English Syllabus is important for teaching
focus, and to be addressed in lesson plans?
QUESTION 3. Impact upon future teaching practice (450 words)
What is the result of your intervention? What worked? What did not work as you had planned? What did you learn and how will you apply this to future teaching practice?
You must clearly identify how this teaching experience has shaped your practice and reflect upon the specific strategies that you intend to reapply or modify in the future. You may reference the
written feedback provided by the Mentor teacher as a basis for your reflection.
(WILL SEND THIS BIT TO YOU TOMORROW FOR QUESTION 3)
Assessment criteria:
1. A concise, well-articulated situational analysis of the school/students and a detailed description of the lesson you have been assigned to plan
2. Evidence of extensive research through a range of scholarly sources which supports a detailed literature review of the focus area
3. Evidence of reference to three aspects of the content covered in this course
4. Evidence of deep reflection and planning as a result of this research which clearly shapes and informs future teaching practice including the description of specific teaching strategies
5. Well-structured writing; correct use of APA citation and referencing procedures; adherence to the word limit; and excellent use of English expression, grammar and spelling.
For your reference, below is back ground on my lesson plan:
Lesson plan: “The life cycle of a frog” – this lesson plan introduces the stages of a life cycle of a frog, and is a stimulates lesson linking to “explanation”. The Key Learning Area: English.
Recent Prior Experience: Students have had prior experience in taking down notes from watching videos, and understanding the concept of life cycles. (note: Students have had basic prior knowledge
on explanation)
Indicators of Learning for this lesson (learning intention):
By the end of this lesson, the students will:
• Students will specifically learn about the life cycle of a frog
• Students will develop an understanding of how accurate spelling supports readers to read fluently and interpret written texts with clarity
• Use interaction skills
• Students will understand the vocabulary used in connection with the life cycle of frogs
• Students will reflect on their learning and build on what they knew, and what they have learnt about the life cycle of frogs
We have created this lesson based on what our mentor teacher’s recommendations on topic area (explanation) she advised us to teach. Students have some previous knowledge on explanation, but our
mentor teacher wanted us to go more in-depth into explanation. We have created three lesson plans, first lesson plan (which is this one, and we are talking about with the questions), introduction
on “The life cycle of a Frog” (have attached notes on lesson plans, so you understand what we taught). The main development of our lesson plan, and most time children spent is on the KWL chart and
worksheet. Both of these activities we created are stimulates to explanation. The KWL chart made students have an understand of “what I know, what they I want to know, and what I have learned”
about the life cycle of a frog (this was a stimulates to explanation). The worksheet we gave to the students also was a stimulates to explanation (the words link to the pictures), students had to
guess the stages and cut and stick to correct words. Again, it shows explanation of a life cycle of a frog. In the introduction of our lesson plan, students had to write KWL chart in their English
books and write “what I know, what they I want to know”, then in development part, students watched youtube documentary on “the life cycle of the frog”. After the short youtube video, we had a
short discussion on “what they have learned, getting students to write in their books in this column. After this discussion, students completed worksheet. After worksheet, we then had a class
discussion on all three columns and teacher (other prac student) wrote examples on the board so that all students could understand the “life cycle of a frog”. I got all students involved, and all
students put up their hands to make say what they wrote. Myself and other prac student are introducing this lesson plan, so that the students understand the a real life cycle of an animal, and to
understand in future lesson plan how to write an explanation. Next lesson plan we be based on note taking of “the life cycle of a frog”, then final lesson plan will be all about explanation.
Assignment: Complete all 3 questions, and put subheadings: Situational Analysis, Literature Review and Impact upon future teaching practice. It is highly recommended for you to present your work
under the following subheadings:
QUESTION 1. Situational Analysis (450 words) – A and B
a)Provide an analysis of the school environment, resources and needs. More specifically, identify the needs of the particular students/ class/school where you are placed and current support
structures or programs they may be involved in. You should also identify the focus of the lesson plan and how you envisage this will be of benefit to the identified students (note: 100 words only
about the school environment, focus on other area from more specifically..). I put back ground info below for your reference.
School environment – School: Christian brothers School is an all-boys multicultural high and primary school community that celebrates its proud tradition, diversity and strong partnerships with
family. The school contributes to the holistic development of young men through life-giving education and the promotion of their Christian formation in thought, word and action. Total students in
high and primary school 1300. Total students in Primary school is 300. Primary school is Years 5 and 6 only. Setting: The school is set on high school grounds, school years range from year 5 to
year 12. The primary school has its own area and play ground, and the high school has it owns area and playground.
School Mission: The mission of Christian brothers High School is to develop young men with gentle heart and strong characters, through faith and excellence in teaching and learning.
The school is an integral part of Edmund Rice Education Australia and it endeavours to promote quality Catholic education based on its Charter through leadership, service and co-responsibility.
Recourses at school: school provides facilities that ensure all students have the opportunity to study the wide range of courses available in a rapidly developing curriculum of today. The school
has six fully equipped science laboratories, performing arts rooms and music, a lecture theatre, auditorium, examination hall, gymnasium and an impressive learning centre. The learning centre has:
A library and resource centre. This resources centre has an open plan facility that houses the library book collection as well as computer, audio-visual and learning support resources.
Specialist classrooms: include Visual Arts, Technology and Applied Sciences (including workshops and a state-of-the-art commercial kitchen), Music, Drama and PDHPE.
Class description:
Year 5S has a total of 32 students. In this class there is 1 ADAH student, 1 Impair hearing student, 12 students with behavioural problems, and a broad range of abilities in the class with a few
students at the 4 students at the top of the class, using extension activities. The room is small and has 5 round tables in the classroom, and a white board at the front of the class. All students
workbooks are kept in there individual trays on one side. Generally, students will sit were they want to sit at any of the tables, unless being told otherwise by the teacher. The hear impartment
student sits at the front of the class, as well as the ADAH student. The behavioural problem students are asked to spread around the classroom when they first enter the room at homeroom time (in
morning), the teacher makes mention that these will be the spots for them for the rest of the day (generally they sit up the front of table). Higher achiever students will also be spread around the
tables to assist struggling students when completing activities.
In this class there is a range of levels in the classroom. Key focus area in this class is English in this class. There is a program in place for teachers at this school to follow and they have a
day to day plan of lessons that need to be taught for all classes. This program is taught for two weeks and rotates. Every teacher has this in their class.
Focus of lesson plan: “The life cycle of a frog”. This lesson plan introduces the stages that a tadpole goes through to become a frog, and is a stimulates lesson linking to “explanation”. Students
to meet the outcomes of Syllabus (stage 3):
* EN3-1A: communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
* EN3-3A: uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
* EN3-4A: draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
*EN3-9E: recognises, reflects on and assess their strengths as a leaner
From: NSW English Syllabus
How this lesson plan will benefit students: – giving Students an opportunity to
• Develop and apply contextual knowledge
• Understand and apply knowledge of language forms and features
• Respond to and compose texts
• Students will specifically learn about the life cycle of a frog
• Students will develop an understanding of how accurate spelling supports readers to read fluently and interpret written texts with clarity
• Use interaction skills
• Students will understand the vocabulary used in connection with the life cycle of frogs
• Students will reflect on their learning and build on what they knew, and what they have learnt about the life cycle of frogs
b) Provide a detailed analysis of your teaching focus area e.g. what previous learning experiences have they encountered? Are there any other impending needs (e.g. autism, EAL/D etc) which may
impact upon this lesson?
My Teaching focus? – What went wrong? The Strategies?
Due to mix abilities in my class, and amount of lower ability students: was not able to complete whole lesson. Lesson went for longer then we planned (45 mins, instead of 30mins (as planned)). Was
not able to complete the note taking section (this section in particular leads to explanation). Had to create another lesson, just for note taking (so this can lead up to “explanation” lesson
plan). Students took longer than expected to complete activities.
What went right with planning? Strategies?
– Use Scaffolded learning with students.
– Got class involved in class discussion with KWL chart: Students had to answer first in their English books, “what I know and what they I want to know”, then got students to put their hands
up and tell the class their examples, then wrote examples on the board so students with lower ability could copy down examples and what I have learned” again wrote examples on board so students
could copy and explain examples.
– Created a warm, friendly class atmosphere and that made it easier for teaching the lesson.
– All children engaged in class lesson.
– Set our instructions at being of lesson, so students would understand the expectations of lesson, as well as to have respect for other students. Also established a good rapport with
students at start of lesson, as asked students about KWL chart.
– Indicators were met in lesson plan
– Kept class interested – with watching youtube documentary and completing worksheet, which worksheet is a stimulates to explanation. Used a worksheet with words, so that the words can be a
stimulates to explanation.
– Use effective class management in lesson – when students did not listen I used bell, and counted down 3,2,1 and all students listened.
– Walked after class to see who needed help and to engage with students
Pervious learning experiences they have encountered:
– Knowledge of life cycle of a butterfly
-The Frog life style is more complex
– Because of the way I planned my lesson I have accompanied there needs. For hearing impartment student I ware at all times when teaching a FM system. This did not impact on my lesson, as hearing
impartment student could hear everything I was saying through FM system. Student can also lip read. This student sits at the front of the class when lessons are taking place, so there is no impact
on all lessons being taught and if he cannot hear FM he puts his hand up.
School environment – School: St Marys Catholic School is an all boy’s high school and primary school. Total students in high and primary school 1300. (Years 5 and 6 only in primary school).
Setting: The school is set on high school grounds, school years range from year 5 to year 12. The primary school has its own area and play ground, and the high school has it owns area and
playground.
Recourses at school: school provides facilities that ensure all students have the opportunity to study the wide range of courses available in a rapidly developing curriculum of today. The school
has six fully equipped science laboratories, performing arts rooms and music, a lecture theatre, auditorium, examination hall, gymnasium and an impressive learning centre. The learning centre has:
A library and resource centre. This resources centre has an open plan facility that houses the library book collection as well as computer, audio-visual and learning support resources.
Specialist classrooms: include Visual Arts, Technology and Applied Sciences (including workshops and a state-of-the-art commercial kitchen), Music, Drama and PDHPE.
Class description:
Year 5S has a total of 32 students. In this class there is 1 ADAH student, 1 Impair hearing student, 12 students with behavioural problems, and a broad range of abilities in the class with a few
students at the 4 students at the top of the class, using extension activities. The room is small and has 5 round tables in the classroom. Generally, students will sit were they want to sit at any
of the tables, unless being told otherwise by the teacher. The hear impartment student sits at the front of the class, as well as the ADAH student. The behavioural problem students are asked to
spread around the classroom sitting towards the front of the tables. Higher achiever students will also be spread around the tables to assist struggling students when completing activities.
In this class there is a range of levels in the classroom. Key focus area in this class is English.
QUESTION 2. Literature Review (800 words)
Identify the learning theory that underpins your teaching focus. Research relevant scholarly sources such as journals, books, media articles and respected websites which provide further insight
into this focus area. You must make reference to applicable content which has been addressed in the course content including lectures and readings. What does this literature support in response to
these needs? Recommendations? Previous study which may shape how you plan to cater for the needs you intend to address?
The literature must demonstrate clear links between the theory you have identified and the planning you have developed to ensure the success of this lesson.
***make sure: Evidence of extensive research through a range of scholarly sources which supports a detailed literature review of the focus area***
**did research on “the life cycle of a frog” – the stages”, looked at articles on hear impertinent students in classroom, behavioural problem students, and ADAH students – strategies in classroom?
Maybe look for supporting resources for this? Looked at this book: Effective Teaching Strategies – Lessons from Research and Practice. EDITION 6 AUTHOR- Killen, Roy and NSW Syllabus as I had to
look at what Syllabus outcomes were being addressed in this lesson. –also talk about why this syllabus underpins my teaching focus? Find a resource on why English Syllabus is important for teaching
focus, and to be addressed in lesson plans?
QUESTION 3. Impact upon future teaching practice (450 words)
What is the result of your intervention? What worked? What did not work as you had planned? What did you learn and how will you apply this to future teaching practice?
You must clearly identify how this teaching experience has shaped your practice and reflect upon the specific strategies that you intend to reapply or modify in the future. You may reference the
written feedback provided by the Mentor teacher as a basis for your reflection.
(WILL SEND THIS BIT TO YOU TOMORROW FOR QUESTION 3)
Assessment criteria:
1. A concise, well-articulated situational analysis of the school/students and a detailed description of the lesson you have been assigned to plan
2. Evidence of extensive research through a range of scholarly sources which supports a detailed literature review of the focus area
3. Evidence of reference to three aspects of the content covered in this course
4. Evidence of deep reflection and planning as a result of this research which clearly shapes and informs future teaching practice including the description of specific teaching strategies
5. Well-structured writing; correct use of APA citation and referencing procedures; adherence to the word limit; and excellent use of English expression, grammar and spelling.
For your reference, below is back ground on my lesson plan:
Lesson plan: “The life cycle of a frog” – this lesson plan introduces the stages of a life cycle of a frog, and is a stimulates lesson linking to “explanation”. The Key Learning Area: English.
Recent Prior Experience: Students have had prior experience in taking down notes from watching videos, and understanding the concept of life cycles. (note: Students have had basic prior knowledge
on explanation)
Indicators of Learning for this lesson (learning intention):
By the end of this lesson, the students will:
• Students will specifically learn about the life cycle of a frog
• Students will develop an understanding of how accurate spelling supports readers to read fluently and interpret written texts with clarity
• Use interaction skills
• Students will understand the vocabulary used in connection with the life cycle of frogs
• Students will reflect on their learning and build on what they knew, and what they have learnt about the life cycle of frogs
We have created this lesson based on what our mentor teacher’s recommendations on topic area (explanation) she advised us to teach. Students have some previous knowledge on explanation, but our
mentor teacher wanted us to go more in-depth into explanation. We have created three lesson plans, first lesson plan (which is this one, and we are talking about with the questions), introduction
on “The life cycle of a Frog” (have attached notes on lesson plans, so you understand what we taught). The main development of our lesson plan, and most time children spent is on the KWL chart and
worksheet. Both of these activities we created are stimulates to explanation. The KWL chart made students have an understand of “what I know, what they I want to know, and what I have learned”
about the life cycle of a frog (this was a stimulates to explanation). The worksheet we gave to the students also was a stimulates to explanation (the words link to the pictures), students had to
guess the stages and cut and stick to correct words. Again, it shows explanation of a life cycle of a frog. In the introduction of our lesson plan, students had to write KWL chart in their English
books and write “what I know, what they I want to know”, then in development part, students watched youtube documentary on “the life cycle of the frog”. After the short youtube video, we had a
short discussion on “what they have learned, getting students to write in their books in this column. After this discussion, students completed worksheet. After worksheet, we then had a class
discussion on all three columns and teacher (other prac student) wrote examples on the board so that all students could understand the “life cycle of a frog”. I got all students involved, and all
students put up their hands to make say what they wrote. Myself and other prac student are introducing this lesson plan, so that the students understand the a real life cycle of an animal, and to
understand in future lesson plan how to write an explanation. Next lesson plan we be based on note taking of “the life cycle of a frog”, then final lesson plan will be all about explanation.
