Evidence Set Two (TPA 4)
Introduction
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Evidence Set One focuses on the TPA 4, the recorded video of fifteen minutes of a lesson I taught within a mathematics multiplication strategies unit, that was reviewed by both my mentor and I, and reflections recorded for further reference for professional development. The video was recorded in the same class context as the previous evidence set, with the majority of student present for the lesson. Students were queried with what areas of multiplication they wished to learn, which students answered to learn more ways to multiply, and more activities like the previous 3D shapes unit. Student interest was used in conjunction with the Australian Curriculum to construct the unit, and the lesson recorded. A similar pedagogical framework was taken from the prior mathematics unit to facilitate a rich learning experience for students, within their ability levels, and with their interest in mind.
The CARES model frames Evidence Set Two (TPA 4) and draws reference to APST Focus Areas: 3.3; 3.4; 3.5; 4.1; 4.2; 4.3; 6.2; 6.3; 6.4.
Context
The main evidence for Evidence Set Two (TPA 4) was a part of the prior context as Evidence Set One (TPA 3). The maths lesson occurred during lesson four, between 11:30 am – 12:10 pm. The class was mostly present, and all students present participated in the lesson. Students had access to their workbooks, activity sheets, and extra resources for further extension exercises (Column Dice). An appropriate selection of content and resources were acquired before the undertaking of this lesson to facilitate a rich learning experience for students, setting myself up for a successful mathematics lesson.
A student focus holistic strategy to learning is still the crux of my pedagogical choices. Having resources that are both accessible and practical for student success, married with appropriate and learner centred content, is paramount to successful and rich learning experiences. For this lesson, student interest had been the north star for the types of multiplication strategies chosen, in this case the column method. This was built upon from prior lessons in the unit, with students undertaking many different strategies to find something that suits their learner profiles, as well as appropriately challenge students to think outside of the strategies they are used to within multiplication. Students with needs are also catered to, with tools and strategies put in place to help them to understand and utilise these strategies without any further pressure put on them.
Below are artefacts from Evidence Set Two (TPA 4) that demonstrate my appropriate selection of class resources, teaching strategies and preparation for class management to facilitate a rich learning experience
Context Artefacts
“Lesson Structure: The lesson structure is familiar, scaffolded practice, where students all gather some experience with the multiplication strategy, as well as have an example to reference back to, for the practical demonstration.” (Mentor Teacher, 2024)
“Scaffolding: Allowing students to follow along with the process of teaching, step by step, is important for understanding the process of this mathematics strategy. Students of all ability levels will have access to this understanding through scaffolded methods, which the PST has undertaken throughout the placement.” (Greenslade, 2024)
*Artefact 2.1: Reflections and lesson plan evidence of specific teaching strategies (gradual release of responsibility) used within the lesson of TPA 4. [APST 3.3]
Introduction (I do, we do):
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Teacher will give ESL student their phone with the Google Translator app open, for their comprehension.
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Teacher will introduce the multiplication strategy for the lesson, column multiplication.
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Teacher will put the PowerPoint example on the Smart TV, then copy the most important information on the whiteboard.
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Teacher will perform the column strategy of mathematics on the white board, slowly going through each step for students to copy into their workbook (See prior note for PST observation)
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Students are to copy this information into their workbook to reference to through future problem solving tasks. (Ensure in future all students copy this part, re: observation)
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Students will be told that future problems completed on the whiteboard will not have to be entered into workbooks (but allowed to help consolidate understanding) (this is so students that require more time to write down the first problem have it, while also allowing the majority of students to move forward)
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Teacher will perform multiple examples (at least three) of the column multiplication strategy, with students answering each part until they can perform the strategy.
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Teacher will then let students pick one of the tiered worksheets to stick into their books and complete. (Tiered worksheets were effective)
*Artefact 2.2: Evidence of the resources chosen for the mathematics lesson reflected upon in TPA 4. Resources include tiered worksheets and support material to assist student understanding, and supply extension activities to those that need/desire it. [APST 3.4]
The very nature of Evidence Set Two (TPA 4) was the preparation and evaluation of a recorded lesson in context. To prepare for this lesson, and its joint mentor and mentee reflection, I took the time to record and reevaluate my practice going forward. Not only did this place me in the right mindset for reflective and reflexive practice, but reinforced the importance of engaging with colleagues, selection of teaching content and strategies, as well as careful selection of resources for each lesson. The mark of a good teacher is not in what they already know, but in how much they exemplify the position of a lifelong learner, an aim of the Australian Curriculum, to build upon practice and continue to demonstrate the strategies of reflective and reflexiveness to their students. This section of the TPA within Evidence Set Two (TPA 4) is an example of such.
As well as reflection and growth made within the classroom, I also took a part in professional development outside the classroom, along with the mentors and peers within my placement school. During the placement, and prior placement experiences, I have taken part in several professional development opportunities to better my practice and further embody the position of a lifelong learner. This is an imperative part of being an educator, and a practice I hope to foster in my future career.
The following artefacts from Evidence Set Two (TPA 4) are examples of the selection of specific teaching strategies and resources I made for the lesson, as well as the engaging with teaching professionals in both a reflective and professional development manner to further improve my practice.
Action
Action Artefacts
“Positioning and Feedback: Positioning was a challenge for the lesson, often being asked to move and give space for students to see the whiteboard, mitigating the effectiveness of the scaffolded approach for students unable to witness the PST working through each step. Feedback was sound, using a three-step model, but often was spent guiding students that were already successful, who naturally wish to spend more time with the teacher. As such, some students went under the radar or were not able to receive the help they needed during the lesson. This can be rectified in the next lesson on this strategy but needs to be noted beforehand.” (Mentor Teacher, 2024)
“Verbal and Non-Verbal Communication: Another area that had its strengths and weaknesses was communication. Verbally, the PST was able to give clear direction with instruction and used an appropriate volume and tone of voice to deliver said instruction. The PST was also able to manage communicating with students to focus and give answers in a respectful and effective manner. Students knew what was expected of them in the instructional portion of the lesson and most students completed this effectively as a result (see above for the exceptions). During the lesson, the PST was able to verbally communicate the concepts of the lesson effectively, managing to simplify and extend explanations and understandings of this multiplication strategy where necessary.” (Greenslade, 2024)
*Artefact 2.3: Evidence of reflections on communication within the TPA 4 lesson, noting the strengths and weaknesses of communication within the classroom (strengths highlighted). [APST 3.5]
“Content and Delivery: The lesson had good content that applied itself well to the curriculum standards. The delivery of the lesson content was generally well scaffolded and paced, offering opportunities for students to follow the formula and understand the strategy before moving into practical tasks” (Mentor Teacher, 2024).
“Differentiation: Differentiation was applied throughout this lesson to varied results. The scaffolded approach, tiered worksheets, and range of activities all had positive and negative results as discussed above. Further differentiation included the ESL student having access to Google Translate to help with their understanding of the both the instruction and content of the lesson, which was successful through that students work.” (Greenslade, 2024)
*Artefact 2.4: Reflections on the support of student participation through teaching strategies and differentiation methods. [APST 4.1]
Results
One key part of Evidence Set Two (TPA 4) was the reflection undertaken between myself and my mentor. Successes and challenges were highlighted within a joint reflection of from a fifteen-minute recorded video of practice within a mathematics lesson. Within this lesson students completed a range of exercises, tiered by difficulty to scaffold their understanding and consolidation of the column multiplication method. The scaffolded method was a successful teaching strategy, beginning with the familiar and moving toward more challenging content from this basis, all students being able to follow along with this strategy. As well, there was a distinct confidence with behaviour management and instruction that grew over the placement, exemplified with this lesson.
The following artefacts from Evidence Set Two (TPA 4) are examples of the teaching strategies, behaviour management strategies, management of student participation and classroom activities, and engagement with colleagues to improve practice throughout the TPA 4 process.
Results Artefacts
Artefact 2.5: Reflections on the management of classroom activities and engagement of students within the TPA 4 lesson. [APST 4.2]
“Behaviour: Behaviour management has been an area of strength throughout this placement, as well as this lesson. During the lesson there was some examples of students calling out and distracting the PST, which was dealt with in a calm, and respectful manner by the PST, which negated any behaviour problems from getting out of hand. Some students tended to wander, which was dealt with in a similar manner, where students were reminded of their expectations before being asked to sit down again. As mentioned above, some of the extension students found it difficult to manage their behaviour when bored with the task. Again, the PST reminded them of behaviour expectations before they were asked to cease any mucking around. After the reminder, students, mostly, returned their focus to their work. Some students with diverse needs are offered more space with behaviour difficulties and are allowed access to the ‘chill out’ shack to help with their regulation (which two students utilised). Other than these examples, behaviour was manageable throughout the lesson.” (Greenslade, 2024)
*Artefact 2.6: Personal reflection of behaviour management within the TPA 4 lesson, adhering to school and class policy to regulate behaviour, whilst still considering individual student needs. [APST 4.3]
“Student Engagement: Much of the class was engaged throughout the lesson, however the video highlighted two students that were actively disengaged/not focused while the PST was not facing the class (while writing on the whiteboard, changing the PowerPoint slides, etc). As such, the students that were not attentive required significant instruction post the instruction period, which greatly diminished their ability to consolidate an understanding of the multiplication strategy by the end point of the lesson. For future practice, the PST should ensure all students are engaged within the instruction time by using the students writing time to move around the back of their tables and walk down the line of students, both to get out of their way when they are recording from the whiteboard and ensure that the disengaged students are reminded to participate in the lesson.
Extension: The extension exercises were effective but can be improved upon for future practice. The tiered worksheets were a good level of natural progression for students, allowing students to progress though column multiplication gradually, while also giving the extension students a method to move forward with, and a challenge in the third sheet that tested their understanding of this multiplication strategy.” (Greenslade, 2024)
“Brayden was highly engaged with the children in his care throughout this teaching experience, being keen to use every available opportunity to get to know them through extra curricula activities in the school and wider community. He developed rapport with the children quickly, ensuring highly enjoyable and interactive learning experiences. He displayed a sound knowledge of subject content and has an effective mastery of adapting the content of his planned activities to meet the needs of the children. Brayden's strength was to bring the subject content to the students in an engaging way, ensuring a high level of participation. He demonstrated substantial ability to manage a complex range of abilities and levels of interest in the class. He had a calm and assuring tone in the learning environment and was consistent in managing some of the challenging behaviours in an appropriate way” (University Liaison, 2024)
*Artefact 2.7: During the TPA 4 collection period, I participated in Professional Development opportunities including an introduction to the Writing Revolution and the NCCD. [APST 6.2]
Throughout Evidence Set Two (TPA 4) there has been a focus on evaluating practice, all of which culminates in this section. The general management of the classroom, engagement of professional development, colleague engagement and application of professional development. Within the evaluation process of TPA 4 there was significant areas for improvement identified, as well as growth identified because of the teaching practical. These understandings were consolidated through regular reviews with my mentor, and other teachers at the practical school, with all offering experience and advice throughout. Through TPA 4 specifically, areas of improvement were clearly identified and I ensured to address each area that required improvement within the final written TPA 4.
As well as this experience, opportunities for professional development were undertaken whilst on placement. These experiences didn’t directly lead to the support of the learning area in the TPA 4, but there are practices throughout that can influence other learning areas. For example, throughout the Writing Revolution workshops taken during the placement offered different strategies of how to apply literacy in the classroom and modify the questions asked in a literacy lesson that are open to exploration. This is one such example, which can and was applied to learning areas later in the practical.
Below are the annotated artefacts from Evidence Set Two (TPA 4) on the engagement between myself and other educators, engagement in professional development, and the application of these conferences and professional development opportunities in the classroom.
Evaluation
Evaluation Artefacts
“… Brayden took on feedback and quickly developed trusting relationships with his mentor teacher/s. He used initiative in attending to all the requirements of his placement.” (University Liaison, 2024)
“… He takes on feedback and reflects on each lesson.” (Mentor Teacher, 2024)
TPA Assessment Task 4 (Teach and Manage Student Learning)
On Monday the 24th of June, 2024, a video was taken, with permission from the school, of the PST’s practice for reflection and feedback. The lesson was a mathematics lesson taking place within a Multiplication Strategies unit (For more information of the lesson context, see the lesson plan below). Through this lesson, a video was taken, using a school recording device, of the first fifteen minutes of the lesson for analysis and reflection between the PST and mentor teacher. After this analysis, the video was deleted, to preserve the confidentiality of the students in the video.
*Artefact 2.8: Throughout the process of TPA 4, conference with other teacher(s) was undertaken to reflect on practice and improve outcomes for student learning. [APST 6.3]
*Artefact 2.9: Evidence from TPA 4 and reflections from final report on ability to take feedback and development and transfer that into future learning opportunities for students. [APST 6.4]
Standards
Within Evidence Set Two (TPA 4) 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 Two (TPA 4).
3.3. Use teaching strategies
3.4. Select and use resources
3.5. Use effective classroom communication
4.1. Support student participation
4.2. Manage classroom activities
4.3. Manage challenging behaviour
6.2. Engage in professional learning and improve practice
6.3. Engage with colleagues and improve practice
6.4. Apply professional learning and improve student learning