Portfolio

1. Portfolio Effects of daily teaching interactions are initially undetectable, like small disturbances in a pond, but with time grow into ripples which significantly shape a student… Jason Hall

2. I show passion in everything I do: playing WSO triangle can be seen as lacklustre, but I choose to make the most of it, waving my arms and triangle in the air with enthusiasm! About Me • I am an Integration Aide at W.W.P.S. • I am a Peer Tutor at Deakin University • Both roles require me to quickly assess the student’s level, and scaffold instruction. • Music: Drums and Guitar • Play timpani and percussion in the Warrnambool Symphony Orchestra (WSO), requiring teamwork and communication and listening skills • Played Drums in Warrnambool Holiday Actors 2011 production of Curtains, giving me a sound knowledge of musicals • Running: Participate in many fun-runs including the Koroit-Warrnambool half-marathon, requiring discipline, commitment & strong theoretical knowledge. Running actively models a healthy lifestyle for students • Reading every day to continually improve my knowledge and experience in becoming a highly-accomplished teacher. • Chess: Represented my high school at the State Titles, teaches strategy, communication and patience. Students learn to sit and listen • Ten Pin Bowling: Regularly played in team, requires dedication, teamwork and communication. • First-class honours in Grade 3 ANZCA Drumset examination, requiring a strong theoretical knowledge and practical ability. • Played Drums in High School Rock Band, called Civil Disobedience “Jason showed he was reliable and organised whilst also being flexible.” -Karen Argent, Supervising Teacher 2009

3. About Me Peer Tutoring 2009-2011 Tutor in Mathematics subjects. The university approached me for this role, due to my high achievement in this subject. Anzca Drum Grade 3 Attained first-class honours requiring a strong theoretical knowledge and practical ability. Golden Key Society Identifying me with an academic achievement within the top 15% of my campus

4. Teaching Philosophy • I believe that with practice, any skill can be refined to a high standard. I intend to pass this belief onto my students • It is vital that a teacher continues to learn: • To improve skills, knowledge and self-esteem • To introduce students to new experiences • To best prepare students for the future • A teacher must model enthusiasm in everything they teach. It is unfair if a student’s dislike of maths stems from their teacher’s disinterest in it. • Teachers should be proactive in the classroom, participating in activities wherever appropriate. This demonstrates that the teacher values their activities. • Three-way partnerships (between parents, students and teachers) are essential; if everyone in the community works towards the same goal, the students will be successful. • Differentiation should be used to provide every student with challenge and success • All Multiple Intelligences are equally important, and need an equal place in the curriculum: teaches students to be healthy; Music assists multitasking and develops the brain; Science, Numeracy and Literacy are required for daily functioning • Students need to be taught how to be resilient: persist through failure and take intellectual risks. • Methods for Behaviour Management should recognise well-behaved students, as well as discipline misbehaviour “Jason showed enthusiasm in all tasks and lessons” – Karen Argent, Supervising Teacher 2009

5. I’ve assisted a class in making advertisements for their school, involving storyboard design, scriptwriting, filming and editing. SmartBoards and Music ICTICT should not replace current methods, but be used to for activities that aren’t being done yet • During my placement I assisted my supervising teacher with regular ultranet classroom activities, which taught me how to utilise its many resources. • I attended 3 ultranet PLT meetings during this placement. Presenting Literacy tasks During my placement, students researched and wrote an interview for an astronaut, and use movie-making programs to record it with the space background VELS 2.5, ICT for creating: creation of an information product to inform • I’ve Integrated Rhythm with maths,focusing on time. The class clapped along with a smartboard metronome set at 60 beats per minute. The beep and large display demonstrated the exact length of a second, making it real for the students. • Also use smartboard to easily display song lyrics I taught a 3-lesson sequence on internet safety using ‘Budd:e,’ an interactive Smartboard program. • Activities I will include in my classroom: • Eliminate lines of students waiting for teacher correction: students scans work into a Smartboard, teacher and any other waiting students discuss how to make it better • Make a wordle of newspaper text, challenge students to decipher the article ‘Jason utilised ICT by incorporating netbooks and the Smartboard into his lessons’ -Dale Beane, Supervising Teacher 2011

6. Music • Drumming club: during placement I started this club, meeting one lunchtime per week to play real and home-made instruments. • Guitar played a significant role during my placements: • Assisting with Assembly during 3rd-Year: accompanying the School Choir during the National Anthem • Promoting confidence and creativity in the classroom by singing simple songs as a class, and encouraging students to create their own lyrics • Beginning with rhythm and body percussion, we progressed to reading musical notation using Orff and • Kodaly methods (notes have simple names relating to their length, e.g. ‘TA’). • I still continue this club despite having completed my placement, as it is important to foster student interests “Jason completed a series of music lessons for another class, quickly stating his expectations” – Dale Beane, Supervising Teacher 2011 VELS Maths 2.25 Measurement, chance and data use of formal units of measurement (seconds) VELS 2.75 Creating and Making: create and present performing works that show emerging knowledge

7. Behaviour Management Effective management of behaviour is necessary for creating a collaborative culture Glenn Pearsall PD: I learned to plan for off-task Behaviour in lessons, so it can be managed immediately ‘Smiley Face’ Behaviour Management System • I designed, constructed and introduced this system during placement: • Each student represented by labeled wooden peg. • Pegs began each day on smiley face. Misbehaving students moved their peg to the next number. • Upon reaching ‘3’, students exited the room. • This integrated perfectly with the ‘3-Strike’ system already in place, but also recognises well behaved students, as students with no strikes for the week gained extra free time each Friday. Y-chart On my first day of placement, we discussed what a ‘good classroom’ looks/sounds/feels like. Students all signed this chart at the end of the session. I referred to this when students were misbehaving: ‘You said that a good classroom feels safe, is it safe when we run? ‘Jason designed a visual representation of our ‘7 steps’ behaviour management program, adding to it an element for positive reinforcement’ – Dale Beane, Supervising Teacher 2011

8. Actually listen to stories they tell Developing a Rapport with students Allow them freedom in their learning “Jason was an enthusiastic team member, participating in staff and school activities. He built a good rapport with staff and children.” Karen Argent Supervising Teacher 2009 Show an interest in students: ‘How was your weekend?’ Value students work with regular classroom displays Participating in Out of Uniform days models enthusiasm and creativity in learning, and allows students to learn more about me, creating lines of communication. For this reason, I am really looking forward to ‘International Talk like a Pirate Day’ next year.

9. Students are given opportunities to share their work in pairs and small groups: Think pair share ‘Jason’s lessons were well resourced, with a range of hands-on experiences for the students’ – Dale Beane, Supervising Teacher 2011 I take an active role in lessons so students know I value the activities I use LI and SC to accurately inform the students of my expectations. Some I have used are: LI: We are learning to use adjectives SC: We use descriptive words in our writing Students need to be fed and feel warm and safe before they can learn. Thus I don’t accept put downs. During placement I allowed students to eat a piece of fruit at 10am, providing a re-energising break and promoting healthy eating LI: We are learning strategies for adding SC: We can choose a suitable strategy

10. Physical Education I support the Moneghetti Report: students must participate in at least 60 minutes of vigorous activity daily I use a games-based approach for PE: students have fun while learning to value exercise, health, motor and social skills, and deal with problem solving, team work, resilience, and winning and losing. Each of these traits is necessary in PE and in the classroom. ‘Lessons were thoroughly planned, equipment ready, the students’ skill level has definitely developed’ – John Millard 2009, Supervising Teacher I can control a whole class in large, open areas • I have helped with Cross-Country training: planning suitable courses away from traffic, and providing supervision. • I’ve also assisted with a ‘Being Healthy’ lesson sequence. The class regularly ran a training course, which required their time to be recorded to monitor improvement. • I ran with the students during both activities, for the purpose of being a role-model. The students appeared to thrive on my involvement. • ‘Jason attended the school running club with enthusiasm,’ – Karen Argent, Supervising teacher 2009 • I’ve completed an 8-unit Health & PE sequence, covering healthy eating and lifestyles, teaching PE, and bullying. • I have taught or assisted with Phys Ed during each year of my placement, significantly a 2-lesson sequence during 4th year, focusing on throwing. • ‘Jason quickly explained rules and purpose of the whistle, good firm outside voice’ – Dale Beane 2011, Supervising Teacher VELS 2.25: Movement and physical activity performance of complex motor skills in minor games and activities Demonstrating activities, to increase understanding

11. Coaching Qualifications Football Coach Level 1 Cricket Coach Level 1 My coaching qualifications make me a diverse and versatile teacher Netball Coach Level 1

12. Differentiation Anticipating that students learn at different rates, and offering a variety of entry points by • Creating different expectations for task completion; students work at their own pace • Using Multiple Intelligences to provide multiple methods for students to access task and display understandings All students are challenged by tasks, but experience success. Without Differentiation, many students are never fully engaged, rarely catching a glimpse of their brightest potential Differentiated Literacy “Jason has used VELS effectively to plan lessons. He has planned for differentiation where he could.” -Dale Bean, Supervising Teacher 2011 VELS Writing, 2.5: appropriate ordering of events and ideas in print and electronic texts Students planned their own version of Little Red Riding Hood (LRRH), by using a dice to select a topic from each row (A-E), and including this in their story. This resulted in each student writing a different story and assisted creativity; the above LRRH story included vampires!

13. Engaging literacy lessons Recount Collaborative writing Daily schedule displayed to assist Autistic students • Students spent 5 minutes writing a story, then passed it to the student on their left, who then continued the story. This was repeated for the lesson. This activity was accessible to all students (differentiated); they wrote at own ability level and about their own topics, while contributing to the story. Text reads: ‘Getting up was the easy part, but now I had to figure out a way to get down safely without falling off a giraffe…’ Modeling a recount of my weekend tells the students about me, creating conversations and rapport. By describing a game of Scrabble, I demonstrated there is always something to write a recount about (which is a common reason given by students for not writing!) VELS Writing2.5 composition of short texts of more than one paragraph to tell a story, correct use of punctuation VELS Writing 2.25: use of adjectives

14. LiteracyEducation I travelled for 3 hours to attend this PD, demonstrating my dedication to furthering my education This PD taught me how to use picture story books to integrate Literacy and Drama sessions

15. Differentiated Maths Tasks My first attempt at Differentiated Maths involved a single activity, in which the numbers were altered (Differentiating the Content). Students were to cut and paste pictures from brochures, adding to a certain total: Low group = $100, Middle group = $1,000, High Group = $10,691 Students chose how to record their working, which revealed more than if I’d told them what to do. Differentiating The Content: What students learn (adding to 100 vs adding to 10,691) Differentiating The Process: How students learn by accessing and understanding lesson outcomes. Unexpectedly, one student started at $10,691 and worked backwards with a running total, subtracting the cost of each item from the total, demonstrating considerable ability (Differentiated Process). Each student was able to participate in the activity, and experience challenge and success ‘Jason corrected all work promptly, allowing feedback to be up-to-date’ – Dale Beane, Supervising Teacher 2011 VELS Number 2.5 :addition and subtraction of amounts of money

16. Creating a Community Differentiated Maths: Differentiating The Product: students use various methods to demonstrate their learning For a 3-lesson sequence on money, the class created a town called ‘Toothrybee’ (2/3B). In small groups the students set up a shops, to buy and sell items, and record their purchases. Students learnt how to budget and distribute tasks, and remained engaged, still wanting to continue after the third lesson. Students were involved in deciding on suitable shops, and prices for each product ‘Jason’s lessons were planned in consultation with VELS’ – Dale Beane, Supervising Teacher 2011 Students weren’t instructed on how to record purchases, deciding for themselves (Differentiating the Product). Students calculated their income and expenses after each session. VELS Maths 2.5 Number: calculation of change from $10 Students could make as many purchases from each shop as desired. Weaker students may only choose to buy one object

17. Differentiated Maths Parachute Men Parachute Man For a maths lesson focusing on Time, I hung Parachute men (home-made from freezer bags) from the roof on a loop of string. Students timed their descent with a stopwatch, rounding to the nearest second. After an hour, the students were still engaged! The second part of this lesson integrated science: students timed the descent with a tied up parachute, creating a variable VELS Measurement, chance and data3.0 students measure time using appropriate instruments. This photo shows me actively participating in lessons by roving around the classroom and having discussions with students ‘Jason has a genuine interest in what the students have to say, and they appreciate this’ – Karen Argent, Supervising Teacher 2011

18. To identify students current understandings, I designed 18 questions from VELS levels 1.0 to 3.5. This range accommodated for both higher and lower abilities These questions were given as a test. Used test results to plan suitable activities Assessment Allowed for student self-reflection During my 4th year placement I taught a 6-lesson sequence on chance and data for a 2/3 class. I was unaware of their current abilities, but these students should be between VELS level 1.75 and 2.25. Students were awarded points for correct answers. Their score and self-reflection were used to identify four distinct ability groups were identified. Ability-appropriate activities were designed for each group Recorded results accurately (E = too easy, R = just right, H = too hard). Used results to plan next lesson Jason planned a unit of work based on a thorough pre-assessment that he designed, and developed a checklist to ensure all objectives were met.’Dale Bean, Supervising Teacher 2011

19. VIT POLT The regulatory body for teaching, ensuring that only qualified teachers are employed in Victorian Schools. My registration is pending VELS details what students should learn, POLT explains the Teacher’s role in providing an effective learning environment. I address POLT principle 5, Support for risk taking, by: • Praising student improvement, instead of focussing on student error. • Utilising information from Glenn Pearsall’s ‘PD in the Pub’: Guide students to achieve excellence instead of perfection; perfection is unattainable, excellence denotes a high standard maintained over time. PD in the Pub ‘Jason had the initiative to seek out the principal for a meeting regarding interviews and selection criteria’ -Dale Beane, Supervising Teacher 2011 “Jason’s lessons were well thought out in relation to curriculum areas,” Nikki Calderwood, Supervising Teacher 2010 E5 Model I utilised E5 by team-teaching a 5-lesson sequence exploring flight. We: • Engaged by identifying funds of knowledge with a concept map, then made various paper planes, discussing how they worked • Explored various methods of flight: balloons, parachute • Explained their function using diagrams, props and activities • Elaborated by asking students to alter a variable (e.g. balloon: add weight) • Evaluated by discussing each lesson with students Evidence of team teaching

20. Innovative Teaching Students used unifixblocks to vote for a design I constructed the winning design. Students were informed of daily progress with Smartboard photographs I drew four designs. This one has extra storage space I Saw a problem, and provided a solution: The classroom playing cards were constantly disorganised and couldn’t be used. I designed and constructed a suitable Games Box Being used in the classroom The Finished Games Box Presenting the Box to the class

21. Volunteering South West Academy of Sport Road Safety Day Education Expo As an enthusiastic and energetic person I willingly take on additional and extra-curricular activities, giving me skills to engage students in positive learning experiences. CheeseWorld Kids Day Holiday Actors Band Relay for Life • ‘Jason showed interest in the wider school program, attending Active After SchoolCareon a number of occasions. He was not asked to do this’ – Dale Beane, Supervising Teacher 2011

22. ‘Jason clearly understands the professional requirements of being a teacher. He was often working well after school on correction, planning and collecting of resources for the next day.’ - Dale Beane, Supervising Teacher 2011

23. References • Cherry, K 2011, The Five Levels of Maslow’s Hierarchy of Needs, retrieved 7th October 2011, <http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm> • Department of Education and Early Childhood Development, 2011, Principles of Learning and Teaching (PoLT) P-12, retrieved 7th October 2011, <http://www.education.vic.gov.au/studentlearning/teachingprinciples/> • Department of Education and Early Childhood Development, 2010, The E5 Instructional Model, retrieved 7th October 2011, <http://www.education.vic.gov.au/proflearning/e5/model/default.htm> • Victorian Curriculum and Assessment Authority (VCAA) 2011, Victorian Essential Learning Standards (VELS), retrieved 1st October 2011, <http://vels.vcaa.vic.edu.au/>