PROFESSIONAL EDUCATION PORTFOLIO
Chelsea Adams
Standard 2
Know the content and how to Teach it
Focus Area
2.1
Content and teaching strategies of the teaching area.
Demonstrate knowledge and understanding of the concepts, substance, and structure of the content and teaching strategies of the teaching area.
Artefact 1
Mentor Report Comments
Due to Chelsea's prior training in both the dance and drama fields, she had a solid understanding of the theatre styles, movement vocabulary, and terminology covered in both the Junior Drama classes and VCE Dance class. She was able to re-organise content for her lesson planning and deliver this with clarity to her Year 7 classes, as well as instruct VCE Dance students during their choreographic process, referring to the study design and criteria. She could also impart knowledge on the theoretical components of the course. Students always responded positively to Chelsea as she spent time, during her first week of observation, communicating with the students in small group scenarios.
Focus Area
2.2
Content selection and organisation.
Organise content into an effective learning and teaching sequence.
Artefact 1
Year 8 Dance Teaching Final Placement
Resources:
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War on Waste ABC - Craig Ruecassel
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FUSE Education Weather - Lucy Geruin Content
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Science Development Insects Topic
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Cultural Dance - Indigenous Focus Bangarra Dance Theatre & Dreamtime Stories ​
See lesson plans here!
Lesson 1 & 2 Examples
Lesson 3 Examples
Lesson 4 Examples
Lesson 5 Examples
Lesson 6 Examples
Focus Area
2.3
Curriculum, assessment, and reporting.
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Artefact 1
Dance Lesson Sequence: Social Media & Self - Assessment Rubric
This dance sequence explores Social Media for a 7 & 8 composite class utilising self assessment and group collaborative learning.
Full lesson sequence here
Utilising self assessment allows learners to write about their goals and abilities within performance as well as consider their process.
Focus Area
2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages.
Artefact 1
School Poster
Throughout my last placement the school made continuous efforts to educate learners and staff on First Nations reconciliation utilising these posters throughout the school bringing conversations back to the current Voice to Parliament for Indigenous & Torres Strait Islanders.
Artefact 2
Professional Reading During Placement
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Marcia Langton - Yiman & Bidjara Herritage
Professor Marcia Langton AO is an anthropologist and geographer, and since 2000 has held the Foundation Chair of Australian Indigenous Studies at the University of Melbourne. She has produced a large body of knowledge in the areas of political and legal anthropology, Indigenous agreements and engagement with the minerals industry, and Indigenous culture and art. Her role in the Empowered Communities project under contract to the Department of Prime Minister and Cabinet and as a member of the Expert Panel on Constitutional Recognition of Indigenous Australians are evidence of Professor Langton's academic reputation, policy commitment and impact, alongside her role as a prominent public intellectual.
Focus Area
2.5
Literacy and numeracy strategies.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Artefact 1
Literacy
Learning Activity
English Assignment 1st year
Exploring funds of knowledge within an english assignment allowed us to let a learner draw a picture and then develop a learning activity to extend their English.
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The learner I interviewed as keen on adventure and action as well as telling stories. I expanded on these skills utilising a comic book storyboard and writing a thank you note to the learner explaining the activity. I also developed a flip adventure booklet (see below) from the learners drawing so there was a physical element for the learner to engage with.
Artefact 2
Numeracy
Learning Activity
Maths Teaching on Placement
This video introduces measurement to learners in a funny and engaging way exploring nonstandard units of measurement by measuring objects in Salamanders. The learners in the prep room thought this was very funny and also were able to model this by measuring each other with blocks, hands, and feet.
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The video clearly outlines the rules for measuring and demonstrates them this assisted in clearing up misconceptions.
Focus Area
2. 6
Information and Communication Technology (ICT).
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Artefact 1
Mentor Report - Quote
"Chelsea was part of creating Google slides with visuals to teach Maths daily reviews taught at the beginning of our numeracy sessions as well as using videos and touch screen elements of the classroom whiteboard to engage students in learning. Chelsea also demonstrated an awareness of how to keep students safe online, particularly when using iPads for learning tasks."
Click to watch!
Artefact 2
Shapes Video
The use of ICT within the prep room included brain breaks with video meditations on the digital board as well as math songs reflecting the current topics. My favorite ones were - the fitness guy, during which the learners would ask me to join in on the exercises and push-ups, this was great fun and a way to engage with them whilst laughing.
Artefact 3
Kahoot Quiz Builder
This learning website allows teachers to generate fun class-oriented quizzes for students to look forward to and for teachers to complete summative assessments at the end of a lesson involving new content.
