Situational Analysis
Community - St Clair
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School - Clairgate Public School
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Class - 4C
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Case Study Participants
Student A - EmergentStudent A is a 9 year old female student who has attended Clairgate Public School since Term 4 of Year 2. Her family have recently arrived in Australia from Tokelau and speak Tokelauan as their first language. Student A lives with her immediate and extended family including her parents, five siblings, paternal grandparents, one aunty and three cousins. Student A is a quiet student in the classroom but has a thriving social life in the playground. Student A often becomes distracted during whole class explicit teaching and can quickly become disengaged with her learning. Despite this, she is keen to please teachers and will work diligently when receiving intensive support. Assessment data shows that Student A is currently performing below grade expectations in Literacy and Numeracy. Student A receives regular Literacy support from the EALD teacher in biweekly withdrawal groups and in class support from an SLSO three times weekly.
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Student B - StandardStudent B is a 10 year old female student who has attended Clairgate Public School since Kindergarten. She is an Anglo-Saxon Australian who speaks fluent English. Student B lives with her parents and younger sister and participates in many extra-curricular activities including squad swimming, zone representational soccer, athletics and music lessons. Student B is a popular student who prefers to play alone or with one other friend. Student B is a respectful student who is quick to become overwhelmed and anxious, however, is confident in seeking support from the teacher. Assessment data shows that Student B is currently performing at or above grade expectation in Literacy and Numeracy. Student B is a visual and kinaesthetic learner who benefits from the use concrete materials, visual representation and manipulative tools when consolidating skills into abstract applications.
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Student C - AdvancedStudent C is a 9 year old male student who has attended Clairgate Public School since Kindergarten. He is an Anglo-Saxon Australian who speaks fluent English. Student C lives with his parents and older sister; his mother is a teacher at Clairgate and is heavily involved in his learning. Student C is a confident and chatty student who enjoys being extended and challenged in all Key Learning Areas. He is a social student who engages in healthy competition with other advanced peers. Assessment data shows that Student C is currently performing above grade expectation in Literacy and Numeracy. Student C is an auditory learner who consolidates understandings through verbal explanations and justifications. Differentiated materials that cater to his preferred learning style will support Student C to develop as a self-aware learner who has the autonomy to act as an agent in his own education.
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Australian Professional Standards for Teachers
Standard 1: Know students and how they learn
1.1.1 - Physical, social and intellectual development and characteristics of students
1.2.1 - Understand how students learn
1.3.1 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Standard 1: Know students and how they learn
1.1.1 - Physical, social and intellectual development and characteristics of students
1.2.1 - Understand how students learn
1.3.1 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Unit of Work: Whole Numbers
Learning Aims:
The aim of this unit is to provide Stage 2 students with authentic and engaging learning experiences that facilitate a developing understanding of Whole Numbers. Through this unit, students will explore place value to read, represent and order numbers. Through differentiated teaching and learning materials, this unit will ensure equitable educational opportunities for students with a diverse range of academic abilities and needs. |
Learning Outcomes:
MA2-1WM - uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM - selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM - checks the accuracy of a statement and explains the reasoning used MA2-4NA - applies place value to order, read and represent numbers of up to five digits (NESA, 2019) |
Lesson 1: Reading and Writing Numbers
Aim:
Students are learning to read and write numbers using their understanding of place value. Students will express numbers in their written and numeral form. Overview:
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Lesson 2: Partitioning Numbers
Aim: Students are learning to partition numbers using their understanding of place value. Students will use standard expanded notation to express whole numbers.
Overview:
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Lesson 3: Ordering Numbers
Aim: Students are learning to order and rearrange numbers in ascending and descending order. Students will identify the numbers before and after a given number to organise collections of numbers.
Overview:
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The Teaching and Learning Cycle
Stage 1 - Assessment
Assessment is an integral component of an effective teaching and learning cycle; it allows educators to identify learning achievements and thereby plan, implement and evaluate targeted lessons (NESA, 2019). During my practicum TPA Case Study, a diagnostic pre-assessment was delivered to determine prior understandings of Whole Number. Data collected from this assessment guided the development of lesson plans to cater for students’ academic needs and abilities. In addition, summative assessment data from Term 1, observations and collegial discussions with my Mentor Teacher enabled me to develop an understanding of each student and their mathematical strengths and weaknesses. Assessment data allowed for the differentiation of teaching and learning materials for emergent and advanced students.
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Australian Professional Standards for Teachers
Standard 5: Assess, provide feedback and report on stduent learning 5.1.1 - Assess stduent learning 5.2.1 - Provide feedback to students on their learning 5.3.1 - Make consistent and comparable judgements 5.4.1 - Interpret student data |
Student A - Emergent
Diagnostic pre-assessment for Whole Numbers demonstrates that Student A:
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Student B - Standard
Diagnostic pre-assessment for Whole Numbers demonstrates that Student B:
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Student C - Advanced
Diagnostic pre-assessment for Whole Numbers demonstrates that Student C:
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Stage 2 - Planning
In collaboration with my Mentor Teacher and other Stage 2 colleagues, I selected learning outcomes to construct a outline and overview for my unit on Whole Numbers. Using the NSW Mathematics Syllabus, I selected learning outcomes and content descriptors to structure the programming of lessons. Outcome "MA2-4NA: applies place value to order, read and represent numbers of up to five digits" formed the basis of my learning sequence (NESA, 2019, p. 134). In Lesson 1, I planned for students to "apply an understanding of place value to read and write numbers of up to five digits" (NESA, 2019, p. 136). In Lesson 2, I planned for students to "use place value to partition numbers of up to five digits and recognise this as expanded notation" (NESA, 2019, p. 136). In Lesson 3, I planned for students to "arrange numbers of up to five digits in ascending and descending order" (NESA, 2019, p. 136). In order to support students working mathematically, I planned to embed outcomes MA2-1WM, MA2-1WM AND MA2-1WM in all teaching and learning activities. In this way, students would improve their communication, problem-solving, reasoning, understanding and fluency skills.
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Australian Professional Standards for Teachers
Standard 3: Plan for and implement effective teaching and learning 3.2.1 - Plan, structure and sequence learning programs |
Stage 3 - Programming
During the programming stage of the teaching and learning cycle, I synthesised diagnostic assessment data, observations of students' learning needs and abilities and syllabus documents to devise a learning sequence with authentic and engaging learning experiences. All lessons utilised the modelled, guided and independent instruction lesson structure to scaffold explicit learning. To engage students, video resources and game based learning activities were embedded in lessons. Most importantly, differentiated content was created to cater for the learning needs and abilities of all students.
Differentiation
During the planning and programming stage of the teaching and learning cycle, I considered the diverse needs and abilities of learners in 4C. Consequently, I differentiated my teaching pedagogy and content materials to ensure that it was accessible and challenging to all students. During lessons, I implemented varied strategies for emergent, standard and advanced students.
Emergent
Standard
Advanced
Differentiation
During the planning and programming stage of the teaching and learning cycle, I considered the diverse needs and abilities of learners in 4C. Consequently, I differentiated my teaching pedagogy and content materials to ensure that it was accessible and challenging to all students. During lessons, I implemented varied strategies for emergent, standard and advanced students.
Emergent
- Concrete materials and manipulative tools (whiteboard sleeves, numeral expander, MAB Blocks)
- Teaching strategies aligned with student’s preferred learning style or intelligence (auditory, kinaesthetic, visual) (Woolfolk & Margetts, 2016)
- Collaborative tasks with mixed ability groups
- Differentiated game materials (smaller sets, less complex questions)
- Scaffolded questioning
- Additional working time
- Intensive teacher and SLSO assistance
- Practiced skills using 3 digit numbers
Standard
- Universal Design for Learning (UDL) principles embedded in lesson planning allowed content to be suitable for all standard students
- Additional teacher support
- Concrete materials and manipulative tools
- Additional working time
- Scaffolded questioning to support reasoning and justification of mathematical understanding
Advanced
- Mental strategies for calculation
- Teaching strategies challenged and extended student's preferred learning style or intelligence
- Collaborative tasks with mixed ability groups
- Differentiated game materials (larger sets, complex questions)
- Reasoning and justification of mathematical understanding
- Increased independent tasks (ICT)
- Practiced skills using 6 digit numbers
Australian Professional Standards for Teachers
Standard 1: Know students and how they learn 1.1.1 - Physical, social and intellectual development and characteristics of students 1.2.1 - Understand how students learn 1.3.1 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities |
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Stage 4 - Implementation
Assessment, planning and programming stages of the teaching and learning cycles facilitated the implementation of high quality learning experiences. Through the use of teaching strategies, I ensured equitable educational opportunities for all students. In this way, all students were engaged and motivated participants in learning activities.
Modelled, Guided and Independent Lesson Structure The implementation of modelled, guided and independent instruction was valuable in allowing all students to access explicit, scaffolded instruction. This lesson structure ensures that all students can understand the theoretical and practical applications of mathematical concepts (Woolfolk & Margetts, 2016; Whitton, 2015). Utilisation of Concrete Materials and Manipulative Tools The implementation of alternative learning resources was central to student engagement and motivation. Concrete materials and manipulative tools allowed kinaesthetic and visual learners to consolidate theoretical understandings into practical mathematical applications. Through the use of these alternative resources, emergent and EALD students were empowered to attempt challenging problems with autonomy (Booker et al., 2014; Woolfolk & Margetts, 2016). Game Based Learning The implementation of games based learning activities engaged a range of diverse learners with differing needs and abilities. Differentiated game materials allowed this teaching strategy to consolidate concepts for emergent student and extend on understandings for advanced students. Through this strategy, I was able to support full student participation and create authentic opportunities for working mathematically (Booker et al., 2014). |
Australian Professional Standards for Teachers
Standard 2: Know the content and how to teach it 2.1.1 - Content and teaching strategies of the teaching area 2.5.1 - Literacy and numeracy strategies 2.6.1 - Information and Communication Technology (ICT) |
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Stage 5 - Evaluation
Evaluating a teaching and learning program is conducive to reflexive teaching pedagogy. Throughout my TPA Case Study, lesson observations conducted by my Mentor Teacher provided useful feedback that facilitated transformative changes in my teaching practice. In particular, this process stimulated collegial discussions which provided an opportunity for me to receive constructive feedback and seek guidance for future lessons. In addition to this, the collection of formative assessment data allowed me to track students' progress and adapt lessons to suit the changed and diverse needs of students. Images, work samples and roaming observations were critical in ensuring that differentiated content was catering for the academic needs and abilities of all learners. Most significantly, summative assessment was a valuable source of data that allowed me to evaluate the effectiveness of my teaching and learning programs. To evaluate my unit on Whole Numbers, I facilitated a summative assessment which was modelled from the diagnostic assessment to ensure consistent and comparable judgements of students learning. Student responses were compared to baseline diagnostic data to measure student growth and identify strengths and weaknesses of the teaching and learning activities. Although summative assessment is valuable in the evaluation of the teaching and learning cycle, it is imperative that this data is triangulated with formative assessment and student self-reporting to ensure the reliability of data.
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Summary of Impact
Student A - EmergentStudent A significantly benefited from differentiated content in the mini unit on Whole Number. The use of visual-spatial and bodily-kinaesthetic teaching strategies catered for Student A’s learning needs and abilities (Booker et al., 2014; Woolfolk & Margetts, 2016; Whitton, 2015). In order to overcome communication barriers, EALD strategies that rely on the visualisation of mathematical concepts were central to modelled and guided instruction (Whitton, 2015). Student A successfully verbalised numbers during lessons, however, struggled to make written record of this understanding. Student A improved her ability to write numbers in the numeral form, however, omitted the 0 place value holder. Through the use of concrete materials and manipuutaive tools such as the numeral expander and interactive MAB Blocks, Student A significantly improved her understanding of partitioning and expanded notation. Student A demonstrated that she was capable of ordering numbers in ascending and descending order. Student A was unable to identify the numbers before and after for five digit numbers but demonstrated the ability to work with 3 digit numbers during lessons.
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Student A - Emergent
Summative assessment for Whole Numbers demonstrates that Student A:
Diagnostic Assessment: 1%
Summative Assessment: 38% |
Student B - StandardStudent B improved her understanding of Whole Number during lessons which were embedded with principles of Universal Design for Learning (UDL). Succinct instruction was central to the development of self-efficacy for Student B. In order to overcome anxiety, chunking strategies that supported the provision of clear and concise content delivery were central to modelled and guided instruction (Whitton, 2015). Student B demonstrated her ability to read and write a range of numbers up to five digits in lessons. She significantly improved her understanding of partitioning numbers using expanded notation form. This growth was achieved through the use of a consolidation game which involved matching dominos with the standard form and expanded notation form. Kinaesthec activities such as the Silent Ordering Activity allowed Student B to apply theoretical understandings to form abstract understandings and thereby order numbers in ascending and descending order (Booker et al., 2014; Woolfolk & Margetts, 2016). Student B was able to identify numbers before and after for five digit numbers.
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Student B - Standard
Summative assessment for Whole Numbers demonstrates that Student B:
Diagnostic Assessment: 42%
Summative Assessment: 95% |
Student C - AdvancedStudent C accessed differentiated tasks that extended on his understanding of Whole Number. Explicit instruction that supported independent exploration of mathematical concepts was conducive to increased engagement with learning. In particular, the implementation of ICT as a learning tool allowed Student C to explore learning styles and access linguistic-verbal information that aligned with his learning style preference (Bonfiglio-Pavisich, 2018; Booker et al., 2014; Woolfolk & Margetts, 2016). Student C was motivated by competitive tasks and enjoyed playing mathematical games with other advanced students. Student C demonstrated an ability read and write numbers up to nine digits in their numeral and written form. Extension activities challenged Student C and his peers to explore numbers with more than nine digits. Student C was capable of communicating numbers in their standard and non-standard expanded notation form and was able to justify his understanding. Student C significantly improved in his understanding of ordering numbers. Student C was capable of identifying the numbers before and after six digit numbers.
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Student C - Advanced
Summative assessment for Whole Numbers demonstrates that Student C:
Diagnostic Assessment: 89%
Summative Assessment: 100% |
Australian Professional Standards for Teachers
Standard 5: Assess, provide feedback and report on stduent learning
5.1.1 - Assess stduent learning
5.2.1 - Provide feedback to students on their learning
5.3.1 - Make consistent and comparable judgements
5.4.1 - Interpret student data
Standard 5: Assess, provide feedback and report on stduent learning
5.1.1 - Assess stduent learning
5.2.1 - Provide feedback to students on their learning
5.3.1 - Make consistent and comparable judgements
5.4.1 - Interpret student data
Future Professional Learning
Goal 1: Develop my ability to utilise teaching strategies that support participation and learning for all students with diverse needs and abilities.
Goal 2: Improve my ability to differentiate during lessons for a range of learners in response to formative assessment data
Goal 3: Develop my ability to engage professionally with parents and carers
- Register for professional development courses (Aspect Workshop (ASD), ADHD Support Australia Conference (ADHD), Teaching and Motivating Students with Particular Needs Seminar (CAPD and ODD)
- Engage in collegial discussions and observations to evaluate and improve practice
- Gain professional experience as a Learning and Support Teacher (LAST) in a Western Sydney School
Goal 2: Improve my ability to differentiate during lessons for a range of learners in response to formative assessment data
- Expand my repertoire of teaching strategies to facilitate flexible and responsive teaching pedagogy
- Engage in reflexive practice to identify professional development needs and adapt teaching practice
- Conduct industry research by accessing peer-reviewed journals, best practice, research-based methodologies and Department of Education documents
Goal 3: Develop my ability to engage professionally with parents and carers
- Increase the quality and quantity of interactions with parents and carers through emails, phone calls and face-to-face meetings
- Review legislative, Department of Education and school policies outlining professional conduct when working with parents and carers
- Observe colleagues' interactions with parents, carers and members of the community to stimulate self-refection
Australian Professional Standards for Teachers
Standard 6: Engage in professional learning
6.1.1 - Identify and plan professional learning needs
6.2.1 - Engage in professional learning and improve practice
6.3.1 - Engage with colleagues and improve practice
6.4.1 - Apply professional learning and improve student learning
Standard 6: Engage in professional learning
6.1.1 - Identify and plan professional learning needs
6.2.1 - Engage in professional learning and improve practice
6.3.1 - Engage with colleagues and improve practice
6.4.1 - Apply professional learning and improve student learning