Evidence Set One (TPA 3)

Introduction:

Evidence Set One focuses on the TPA 3, a mathematics two-week unit plan on 3D shapes. The unit plan took place after a successful two-week unit on 2D shapes, where students were able to recognise the properties and functions of 2D shapes. Using the momentum and success of this prior unit, students undertook a variety of lessons to learn, understand, and demonstrate their understanding of 3D shapes through a variety of activities that are designed to the needs and interests of students.

The CARES model frames Evidence Set One (TPA 3) and draws reference to APST Focus Areas: 1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 3.1; 3.2; 3.7; 4.4; 4.5.

Context

Evidence Set One (TPA 3) was collected in the context of a South Australian Mid-North rural independent Christian R-12 school, within one of the school’s 4/5 classes, whilst I was on my second teaching placement. The group I taught and learned with was a class of 25 students – 10 Year 4s and 15 Year 5s. The class is divided between genders, cultures and ability levels, with counselling and behaviour support available to students, where necessary. The students within this group were active and imaginative, preferring methods of learning to the worksheets and bookwork that they were used to in other classes. Throughout the weeks leading to this unit, I had made note of what students wanted to ‘spice up’ their maths lessons, as students described it. They wanted less focus on the rigorous bookwork that was typical of their mathematics experiences, and instead wanted more hands on and fun experiences. I took care in the preparation of this unit of work to accommodate those wants, resulting in what became an engaging unit of work.

A personal pedagogy of student cantered holistic learning was imperative to the context of this teaching space. Being intentional with my communication and building rapport with my students, especially in the early days of my teaching placement, was imperative in understanding who my students were, how they liked to learn, and what motivated them in their everyday lives. This research also opened the doors to differentiation, with the creation of student resources stemming from the work done in this space.

Below are the annotated artefacts from Evidence Set One (TPA 3) that demonstrate this methodology of understanding students and how they learn. The following evidence is a collection of my learning about my students, who they are, where they come from, and how to teach to this unique group of students.

Context Artefacts

*Artefact 1.1: Student PAT-M tests (edited for student privacy) used within TPA 3 to understand student’s capabilities and understandings within the learning area of the unit (mathematics) [APST 1.1, 1.2]

*Artefact 1.2: Diagnostic Assessment taken from TPA 3 undertaken by students, as well as the nonspecific results (adjusted for student privacy) to find already attained knowledge of the specific content (3D shapes) from the learning area (mathematics) [APST 1.1, 1.2]

“Involved in some social-emotional follow-up. Students feeling comfortable talking to him about things going on,” (Mentor Teacher, 2024)

“… as you sat in on a behavior follow-up with head of primary and various students.” (Mentor Teacher, 2024)

*Artefact 1.3: Evidence of my direct involvement within social-emotional wellbeing of students. Paying attention and contributing to the social-emotional development needs. [APST 1.1]

School and Class Context Statement:

School x is a school within the rural mid-north of South Australia. School x is a Foundation – Year 12 co-educational Christian school with approximately 400 students. Students range from a variety of identities and backgrounds, which the school prides itself on offering a range of opportunities, from sport, art, music, and other extracurricular activities to support the abilities and talents of all their students. School x places a strong emphasis on the spiritual growth of all students, and endeavors to nurture and develop their faith throughout their education. School x places value on community, learning, creativity, achievement, and improvement, with a curriculum based upon the needs of their students as well as Christian values. Throughout the Primary (Foundation – Year 6) zone, school x places a strong emphasis on Literacy and Numeracy through a combination of traditional and new methods, designed to support the development of all types of students. School x has designated counselling support for students, with students able to access these resources regularly / when needed. As well, students with ESL needs are offered intervention programs to aid with their English language and literacy skills, these students are removed from the class for a lesson during this intervention.

The placement class is a Year 4/5 class with 25 students – 10 Year 4s and 15 Year 5s. The class is divided between genders, and ability levels. Differentiation needs for this group of students include:

Anxiety
Autism Spectrum Disorder (ASD)
Behavioral Regulation Issues
School Counseling (Regular or Irregular)
Dysgraphia •Dyslexia
English as a Second Language (ESL)
High Achievement
Low Literacy Skills
Negotiated Education Plan(s) (NEP)
Specific Learning Disability (SLD)
Work Avoidance
The regular school day is divided between 7 x 45-minute lessons, with breaks for recess (20 minutes), lunch (40 minutes), and fitness (time varies). As well, seven lessons per week are taken by specialist teachers, those being Physical Education, HASS, Art, Music, and AUSLAN. The class has irregular ESO support (3-5 lessons per week) depending on need. The class culture is a positive one, where students are expected to bring regular effort, attention, and a positive attitude to classes.

*Artefact 1.4: School Context Statement used across all TPA Tasks, of the school, the students, and their physical, social and developmental needs. [APST 1.1, 1.3]

“Today I spoke to [student names redacted] during Mathematics. These were high performers and were keen to show me their understandings of the content. I challenged the students with their addition strategies, linking it to multiplication. [student name redacted] picked the connections between addition and multiplication up instantly. [student names redacted] needed extra scaffolding to make those connections. [Student name redacted] helped make those connections in language more familiar with his mates…”

“Brayden has made a genuine effort to build rapport with each, and every, student. From the beginning of his placement, he has found their interests, favourite lessons, and engaged with their personalities to know the students and the world they live in…” (Placement Mentor, 2024)

*Artefact 1.5: Journal entry (edited for student privacy) noting the ways students understood and completed content in the learning area (mathematics) [APST 1.1, 1.2]

*Artefact 1.6: Quote from placement mentor, demonstrating genuine attempts to know students and how they learn [APST 1.2, 1.3]

“Brayden took part in the school excursion to the Botanic Gardens … where a local guide took students through the gardens and taught students about local Indigenous culture and practices.” (Mentor Teacher, 2024)

“… tied in excursion from last week into the learning.” (Mentor Teacher, 2024)

*Artefact 1.7: Two Quotes from placement mentor, demonstrating connections to and use of traditional Aboriginal and Torres Strait Islander cultures and knowledge within teaching content in lessons. [APST 1.4, 2.4]

*Artefact 1.8: Content from HASS lessons taught during the data collection of TPA Tasks, where the Aboriginal 8 Ways of Learning () is utilised. Demonstrating an understanding of Aboriginal and Torres Strait Islander teaching strategies, and promoting reconciliation between Indigenous and non-Indigenous Australians [APST 1.4, 2.4]

“Upon reflection, one major limitation within TPA 3 is in the lack of Aboriginal and Torres Strait Islander mathematics strategies within the shapes unit. The Five Ways of Mathematics in Aboriginal Cultures and the Aboriginal 8 Ways of Learning use symbols and patterns to describe and teach shapes, their properties, and how to articulate these understandings in story telling strategies to incorporate Aboriginal and Torres Strait Islander cross-curricular priorities.”

*Artefact 1.9: Reflection on the limitations of TPA 3 regarding Aboriginal and Torress Strait Islander teaching strategies and delivering reconciliation strategies between Indigenous and non-Indigenous Australians. [APST 1.4, 2.4]

The backbone of Evidence Set One (TPA 3) is a unit of work created to teach 3D shapes. A combination of factors was measured to create a unit of work that would both engage students and offer a rich set of learning experiences to facilitate sound learning within the two-week unit. Through this experience, I found that my lofty ambitions of creating all my own resources, while not unachievable, would be a major undertaking. Adopting some aid and resources from my mentor was necessary, but it did not limit my plan to create varied and rich experiences to motivate and interest students with the learning. Nonetheless,

Pedagogically, there was a need to accommodate to student desires to engage them within the content, as well as craft a scaffolded experience to gradually develop their learning and release responsibility of their own learning back into their own hands. This resulted in the combination of pedagogies to accommodate the facilitations of these learning experiences, including the 8 Ways of Indigenous Learning Framework (Western New South Wales Regional Aboriginal Education Team, 2012), a Gradual Release of Responsibility (Fisher, and Frey, 2021), based off Vygotsky’s Zone of Proximal Development (1978), Differentiation (Tomlinson, 2000. & Hattie, 2011), Polya’s Four Step Problem Solving Method (2014).

Below are the annotated artefacts of the planned unit, on how aforementioned student interest, Australian Curriculum, and pedagogy came together to craft the unit of work on 3D shapes the students took part in. Supporting this is evidence around the planning process, that support the final unit taken into the classroom.

Action

Action Artefacts

Teaching and Differentiation Notes

Need to translate instructions for ESL student (and information given for group discussion)
Give the explanations sheet to for students who require further scaffolding-Offer students extra assistance (on the floor) for direct instruction-Ensure students are demonstrating their learning through verbal articulation, as well as written work.
Have ESO (when present) work with two students with reading and writing difficulties.
When the ESO is not present, PST must ensure they are kept up to speed/further differentiated for (Mentor will let PST know when ESO is not present for lessons)

*Artefact 1.10: Example of differentiation notes taken for a lesson within the TPA 3 unit, demonstrating the adjustments for students with disabilities and differentiation needs. [APST 1.3, 1.6]

“Various activities to choose from – giving students choice of what activity they want to do,” (Mentor Teacher, 2024)

“Gave them a chance on their own then wrote the options on the board for them to check against (scaffolded for spelling or to help kick start memories,” (Mentor Teacher, 2024)

“… but students were engaged and not complaining about being done. It also gave them time to get creative with their responses. Extension student was concentrating hard the whole time!” (Mentor Teacher, 2024)

Artefact 1.11: Quotes from my mentor teacher regarding differentiation teaching practices for students across the spectrum of needs. [APST 1.6, 2.1]

Teaching Strategies

Part of the scaffolding within lessons is use of the ‘I do, we do, you do’ strategy, where students work through each area of learning from the PST, then with the PST, then independently (or with minimal support where necessary) to build their knowledge and consolidate their understanding of their newly acquired knowledge. Using this strategy sets students up for demonstrating their understanding and gives all students a method of learning that is clearly structured and understood by all students. Through this strategy, students will have a clear direction for learning and be able to adequately move forward into further tasks.

By teaching and adopting problem solving strategies within this unit students will be able to self-assess their understanding and know how to move forward, without constant need for PST instruction. The students are taught the four-step method from Polya’s problem solving method (1945). Students will be expected to understand the problem (as set up through the prior strategies), make a plan, execute the plan, look back and reflect. Students will be scaffolded through this process, but there will be an expectation for students to use these strategies throughout their learning in this unit.

*Artefact 1.12: Example of research-based teaching strategies being used within TPA 3, to scaffold student achievement within the learning area (mathematics) [APST 2.1]

Introduction (Discovery and Discussion):

Students will be handed out books by the hand out monitors

Large Group discussion as to what the class thinks a 3D shape is

Body of Lesson (I Do, We Do, You do):

Students will then watch a video (Appendix One) that details, in student friendly terms and with a bit of humor, the transition from 2D shapes to 3D shapes.

*Artefact 1.13: Demonstration of teaching strategy within a lesson plan within TPA 3, using scaffolding to aid in student development within the learning area (mathematics) [APST 2.1, 2.2]

Theoretical and Pedagogical Framework

The following mathematics unit covers three major pedagogical frameworks that influence its construction to accommodate all students within the learning. These pedagogical frameworks are scaffolded learning, tiered differentiation in activities, and open-ended problem-solving strategies.

Due to the knowledge of the class in this learning area discovered in the preassessment, as detailed in the unit plan below, a scaffolded approach was pertinent for this class’s learning. Through the early lessons of the unit, students will be guided through the dimensions, properties, and functions of 3D shapes though Pre-Service Teacher (PST) demonstration, understanding forming though large group work, then consolidating understanding through individual work. This approach is linked to Vygotsky’s Zone of Proximal Development (1978), where students are guided through the learning, given appropriate information to build their understanding of the concepts, and into individual successes, that build into complete understandings, and allow for successful demonstration of these understandings through assessment.

Using tiered activities, students will be given activities, with slight alterations, to meet the needs of students within the class. The literature of Tomlinson (1995 & 2000) promotes the tiering of tasks, through challenge, resources, outcomes, complexity, and process. This unit focuses on the tiering of tasks through challenge initially, then by outcome and process by the end of the unit. Through these processes, student is given multiple avenues for learning throughout the unit.

Using open-ended problems, students can naturally extend their learning throughout the unit. Students will be prompted with open-ended questions from the PST, open-ended tasks, and an open-ended final assessment as they progress with their understanding of 3D shapes. Students are given opportunities to apply their understandings, as well as build upon them, as they are given open-ended prompts to demonstrate their understandings, such as the final assessment where students are asked to create a robot using their understanding of 3D shapes. Apart from a minimum requirement to build their robot, they have complete freedom to represent their understanding with whatever robot design they can think up, using their understanding of 3D shapes to build their robot.

*Artefact 1.14: Demonstration of pedagogical considerations for the unit, including the teaching strategy frameworks that will be used within the learning area (mathematics) [APST 2.1, 2.2]

Student Assessment

Students will be assessed through a variety of methods throughout this unit. Firstly, students are diagnostically assessed, during the prior unit, for their understanding. From that, the unit was constructed to accommodate their understandings, with students being guided from the basic dimensions and properties of 3D shapes (height, width, and dept & faces, vertices, and edges, respectfully) into the relationships between these shapes, their nets, and finally a practical application of this understanding through the building of 3D robots’ summative assessment. Throughout this process, student understanding will be assessed throughout student work, student self-assessment, teacher questions and observations, formative assessment items, and the summative assessment piece.

The formative assessment pieces are based off student work, with the two major pieces being the ‘who’s that shape’ game and the 3D nets diagram activity. These are detailed within the unit plan. The summative assessment is an open-ended task where students are asked to create a 3D robot using their understanding of 3D shapes and their nets. Students are asked to plan and build their robots, detailing their understanding of their learning throughout the process. This is marked against a four-point rubric, where students are given feedback for their work. More details of the assessment are below, and in TPA activity 5.

*Artefact 1.15: Demonstration of assessment strategies used within TPA 3 to assess student development throughout the unit. [APST 2.4]

*Artefact 1.16: Tools used to assess students formatively within the unit, both informally and formally. (modified for student privacy). [APST 2.4]

Lesson(s) Outline:

This task will take place over three lessons to allow students enough time to make their own 3D robots-Students will have three lessons to create their own robot using their understanding of 3D shapes and their nets. -Students will be presented with the hook for the lesson (the not so Iron-Giant) with a short clip and introduction into what they will be expected to do throughout the lesson

Students are being asked by the Australian Government to create prototypes for their own (not so) Iron-Giant’s
Students will need to plan and build a robot using their knowledge of 3D shapes, their properties, and their nets to build an original 3D robot. This will be done through the following steps:
- Students will use the Robot Planning sheet (Example One) to draw, color, and detail their 3D robot
- Students will have to list/identify the 3D shapes they use for their design as well as write down or verbally confirm (with PST prompting) what the properties of these shapes are
- Students then use the nets provided by the PST, or create their own nets, to build their 3D robot
- Students may design and color the 3D robot however they wish, however each 3D robot MUST have:
  - One Cube
  - One Rectangular Prism
  - One Square Based Pyramid

*Artefact 1.17: Evidence of numeracy and literacy strategies within the final assessment, using a numeracy tool (diagram), demonstrating critical numeracy strategies, and two of the three stages of literacy, through articulation of concepts (speaking), and diagram of shapes and their properties (writing). [APST 2.5]

Students will then participate in the ‘Speed Shaping’ game (created by the PST)
The game will ask students to match 3D shapes due to their propertiesoEach slide will have two 3D shapes for students to find commonalities or differences with their properties (see Examples One and Two below)
PST will run through an example on the whiteboard to help with understanding of the game
- Students will have time to write down everything they know about the shape, using what has been learned from the prior two lessons
- PST will encourage students to cover as much detail as possible in the time given
- PST will then pick students to give an answer as to what they think the shape is, writing correct responses on the whiteboard
- Students that wish to add more detail from other student’s responses may do so, using another colored pen/pencil (PST note: ensure that any students that do this use another color for accurate assessment of student understanding)
If/When the activity is done, students will have access to a range of activities to participate in before the end of the double lesson (see Example Three) (3D net activities used to give some experience before the next lessons)
PST will gather the class and recap on the properties of groups of 3D shapes, looking for student answers and descriptions

*Artefact 1.18: Open problem activity, where student apply their knowledge and understanding to their level of knowledge. Students are encouraged to find as many similarities as possible and use reasoning skills to connect the two shapes. Open to all levels of ability and adequately challenges students across all ability levels (see Artefact 1.11 for mentor feedback on activity). [APST 3.1]

*Artefact: 1.19: Examples from the unit plan from TPA that demonstrate the specific content chosen for the unit, as well as the clear planning structuring and sequencing of the content across the unit. [APST 2.2, 3.2]

Results

Evidence Set One (TPA 3) resulted in what became a successful, rich and fun learning experience for the entire class. Throughout the teaching phase of this unit there were distinct challenges that arose throughout that forced me to be reflective and adjust to the needs of the class. Initially, the chosen scaffolded delivery method proved effective in student engagement and understanding. However, the students found that the work being asked of them during these periods was ‘boring’ or ‘slow’. The major adjustments came through the application of game like scenarios, where students were asked open ended questions to answer individually, or in small groups to varying levels of detail. Students were tasked with challenging themselves to think ‘outside the box’ as it were, to find and apply as much as they could from their knowledge gathered on 3D shapes throughout the unit using a variety of modes, including ICT. This, coupled with differentiation of activities led to rich learning experiences, where maths lessons were an exciting time that was looked upon favourably by many of the students.

The pedagogy mentioned previously was implemented to relative success. Having the Gradual Release Method (Fisher, and Frey, 2021) found great success, with students able to move from heavily scaffolded learning to relatively independent learning. Using the Polya four-step problem solving method (2014) in conjunction with this strategy gave students the autonomy to guide their own learning, lending to students being engaged in the activities and exercises to consolidate their understanding of 3D shapes in interest-based ways.

The following artefacts are from Evidence Set One (TPA 3) where a variety of teaching strategies and learning tools were implemented, and reflected upon, to facilitate a rich learning experience based off pedagogical foundation with a variety of learning methods, as well as the results of this learning.

Results Artefacts

“Upon reflection, one major area of weakness in this unit was a lack of engagement with parents/caregivers with the content. There is a wealth of funds of knowledge they could provide within the learning experience. Some parents are farmers, work within a rural context, which offers many opportunities for the learning of 3D shapes to move beyond the classroom context and into the lives of students.”

*Artefact 1.20: Reflection on engaging parents and caregivers within the learning experience within the unit. [APST 3.7]

*Artefact 1.23: Example of safety considerations within the summative assessment referring to class policies to keep a construction-based assessment safe and regulated for student safety and enjoyment. [APST 4.4]

“Throughout this unit there were challenges to the initial plan of utilising more ICT strategies. This did not become a reality as the realities of ICT use in the classroom clashed with the intention. As such, ICT use was relegated to ‘free time’ which ultimately does not fulfill the requirements to imbed ICT use within the content. In future practice, this will need to be addressed for students to have that capability fulfilled through this unit of work.”

*Artefact 1.21: Reflection of ICT use by students within the TPA 3 unit (with a pictured example) demonstrating a need to further imbed ICT practice in a meaningful way within the unit. [APST 2.6]

Students will then watch a video (Appendix One) that details, in student friendly terms and with a bit of humor, the transition from 2D shapes to 3D shapes.
The video will cover the three dimensions that are key to 3D shapes, height, width, and depth.
- The PST will write these on the whiteboard as they are mentioned, if they haven't been already
- The PST will also draw a cube on the whiteboard to use later
- The PST will ask about the sit test, and whether or not that is a viable way to discover 3D shapes?
- The PST will have a ball, a box, and a sheet of paper ready to perform the sit test
- Students will have to explain whether or not the three items have the three dimensions (height, width, and depth) or not
- This is a fun, ‘hands on’ view of 3D shapes in a physical environment before moving back into the conceptual space

*Artefact 1.22: Evidence of safe and ethical ICT use within a learning experience, using a video, that is appropriate for the classroom, to convey content in an approachable manner. [APST 4.5]

Within the unit of work exemplified through Evidence Set One (TPA 3) there were successes and limitations with the work provided, some of which was addressed through regular conferences with my mentor, and some from the reflection process of completing the TPA 3. This section will touch upon the successes, which have been addressed throughout the prior sections. The main evaluation point is to cover the major limitations of Evidence Set One (TPA 3) mainly APST standard 3.7, the engagement of parents/carers in the education process. Throughout the placement experience there were significant experiences getting to know and interact with parents and caregivers in the education process.

Successes across the APST learning standards are evident from the above sections of the CARES model are prevalent. From the choices of how to set out the unit, my holistic and interest-based approach, accommodation of students needs, and creating a fun and positive learning environment to facilitate rich learning experiences. Pedagogically, I feel I have exemplified they type of teaching I wish to bring into my future practice, and where the limitations lie in these practices, knowing then where to move forward to solidify my teaching.

As stated before, the integration of parent and carers in the learning process is a major limitation of my practice. Through involvement through SACSA Athletics days, the local school fundraiser night, and meetings with parents, I was able to begin the process of parent engagement in my practice. Though the beginning of this process was made, and the work made in this space was effective, I know I could have done more to engage parents and caregivers in their child’s education, utilising their funds of knowledge (Moll, 2005) to a amplify their student’s ability and engage them within the school community.

Evaluation

Standards

Within Evidence Set One (TPA 3) the necessary APST focus areas are addressed and examples for their implementation are evident within the above CARES model. Blow is a list of each focus area and how it is addressed through Evidence Set One (TPA 3).

1.1. Physical, social and intellectual development and characteristics of students.

1.2. Understand how students learn

1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4. Strategies for teaching Aboriginal and Torres Strait Islander students

1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6. Strategies to support full participation of students with disability

2.1. Content and teaching strategies of the teaching area

2.2. Content selection and organisation

2.3. Curriculum, assessment and reporting

2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

2.5. Literacy and numeracy strategies

2.6. Information and Communication Technology (ICT)

3.1. Establish challenging learning goals

3.2. Plan, structure and sequence learning programs.

3.7. Engage parents/carers in the educative process

4.4. Maintain student safety

4.5. Use ICT safely, responsibly and ethically