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QUALITY TEACHING ANALYSIS OF YOUR PEER TEACHING LESSON YOUR Score Your Peer/s Score 5 Substantiation for YOUR score, including some comment re the feedback from your peers I made a conscious effort to integrate this element. I Deep Knowledge 5 explicitly asked the students to present and then evaluate knowledge, and the coder recognised this. Following this evaluation, students were asked to justify Deep Understanding INTELLECTUAL QUALITY 5 4 their evaluation, this was recognised as deep understanding I believe in the evaluation of the knowledge I Problematic Knowledge 4 3 demonstrated that it was problematic. Comment was that it was evident, no suggestion of why a 3 was given. I made it obvious to students that this lesson was to Higher-order Thinking 4 4 include HOT, especially in group work task, and this was recognised as the higher-order thinking component I used and explained terms such as image and tone, Metalanguage 3 3 but I did not discuss or elaborate in length, so some students may have not understood Substantive Communication 3 3 My lesson was mostly teacher directed, and I probably could have had a higher amount of communication It is true that my lesson did not incorporate this Explicit Quality Criteria QUALITY LEARNING ENVIRONMENT 2 1 element. I believe as an introductory lesson there was no task where Explicit Quality Criteria was required I was given positive feedback that the content of the Engagement 5 4 lesson was intrinsically interesting to a significant number of my peers and they were all engaged. Much like Explicit Quality Criteria, this lesson content in High Expectations 1 1 itself did not require students to complete a set task so High Expectations were not particularly relevant I believe the peer teaching environment also aided in Social Support 5 5 achieving this goal, but I did endeavour to explicitly value the contributions of all students. Self-regulation was challenged by two group work tasks Student Self-Regulation 4 3 and some students were distracted. Through separate group monitoring I attempted to keep them focused.

Element

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I did not aim to include this element in my introductory Student Direction 1 2 lesson, and I deliberately regulated activities and the lesson progression, student direction still recognised. Accessing the students background knowledge was Background Knowledge 5 4/4 central to my lesson objectives; only my first activity was explicitly recognised as demonstrating this element Cultural knowledge was also a central aim. One coder Cultural Knowledge 5 2/5 only saw it in class discussion but the other recognised it as more sustained throughout the lesson. SIGNIFICANCE Knowledge Integration 2 2/3 Links to geography and history were recognised but the lesson was fairly centralised. I encouraged those who did not actively participate to Inclusivity 4 3/3 contribute in discussions, but was still observed that some students were the dominant participants I believe that the lesson showed high connectedness Connectedness 4 2/5 but one coder believed that student discussion of themes would have raised lesson connectedness. Centred on stories, this lesson had narrative central Narrative 5 4/4 and throughout, both in texts and in personal anecdotes by me and the students.

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QUALITY TEACHING ANALYSIS OF ONE OF YOUR PROFESSIONAL EXPERIENCE LESSONS YOUR Score Substantiation for YOUR score, including some comment re the feedback from your Cooperating Teacher about the quality of your lesson Lesson was an introduction to Haiku and Cinquain. The Deep Knowledge 4 meanings, forms and features were central to entire lesson and all activities Some students showed evidence of a deep Deep Understanding INTELLECTUAL QUALITY 3 understanding in their samples while others repeatedly asked for clarification and assistance Poetic forms were introduced as social constructions, Problematic Knowledge 3 with variations presented and history of their construction and formation over time told The students were an advanced year 7, and they Higher-order Thinking 4 sustained HOT throughout most of the activities presented Metalanguage 3 As terms and metalanguage of poetry was revised, it was presented, but there was not a sustained focus There was much discussion throughout the lesson Substantive Communication 4 between myself and the students, both individual and as a class teacher commented on some distraction during individual communication incidents QUALITY LEARNING ENVIRONMENT Explicit Quality Criteria 3 A quality expected was vocally communicated, but not written or presented for students to refer to. Engagement was variable; teacher commented on Engagement 3 episodes of distraction and lack of focus during group work activities The activities of the lesson were challenging to all High Expectations 5 students. I explicitly encouraged students individually and as a class to take risks and try hard. Social support was high between students and towards Social Support 4 me as a teacher. I devoted extra attention to struggling students through individual monitoring and feedback

Element

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Students were variably focused and distracted. The Student Self-Regulation 3 main behavioural problems occurred during group work activities Student Direction 2 Student control was minimal. Teacher commented this was preferable due to upcoming assessment task Background knowledge was not central, but teacher did Background Knowledge 3 comment that she saw my effort to connect lesson to previous learning of poetry in and out of school contexts songs, movies, stories, primary school Haiku and Cinquain cultural histories were discussed, Cultural Knowledge SIGNIFICANCE 3 and students were encouraged to write about cultural experiences, but many did not Knowledge Integration 1 Knowledge was restricted to the subject matter of poetic forms and features All students and groups were questioned and all contributions valued and effort expected Some connection evident in introduction and revision, but not central to lesson content or objectives Narrative of poetry and poetic forms was used Narrative 3 throughout the lesson, teacher commented on effective use of narrative in introducing/revising the poetic forms

Inclusivity

Connectedness

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POINTS OF COMPARISON BETWEEN PEER TEACHING EXPERIENCE AND THE LESSON DURING YOUR PROFESSIONAL EXPERIENCE PLACEMENT

I certainly felt more in control of my peer teaching lesson, especially over content and activities, and this reflected as a more positive experience and a greater ability to design a lesson that I felt the students could engage with. As I had completely designed the lesson myself it was not subject to any school scope & sequence. This gave me more control, and I used this to incorporate as many elements of the Quality Teaching model (Ladwig & Gore, 2009) as possible. The lessons I taught in my professional experience were on two poetic forms and they were required knowledge for a half-yearly examination on poetry. I accessed resources and made a lesson plan that I coded using the Quality Teaching model, but I certainly found it harder to incorporate, especially elements such as knowledge integration and connectedness.

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TWO TARGETS FOR IMPROVEMENT, INFORMED BY FEEDBACK ON YOUR TEACHING AND RELATED TO QUALITY TEACHING

My peer and teacher feedback observed that knowledge integration and explicit quality criteria were lacking in both my peer teaching and practical experience lesson. In recognition, I need to work on explicitly stating to students the quality I expect of their work (Ladwig & Gore, 2009) and the links their work has to wider knowledge and contexts. (Burke, 2003) (Zeichner & Liston, 1996) emphasise order, and this was a weakness in the group work activities I attempted in both lessons; I have a passion for the strengths of peer and collaborative learning, but I need to improve my strategies for implementing group work activities. As a practical decision (Valli, 1992) , I would shorten periods allowed for the completion of group work activities(Killen, 2009), making certain that this was communicated to students along with explicit quality criteria of the work expected within the given time. REFERENCE LIST Burke, Jim. (2003). The English Teacher's Companion: a complete guide to classroom, curriculum, and the profession (2nd ed.). Portsmouth: Heinemann. Killen, Roy. (2009). Effective Teaching Strategies: Lessons from research and practice (5th ed.). Melbourne: Cenage Learning Australia. Ladwig, James, & Gore, Jennifer. (2009). Quality Teaching in NSW Public Schools: An Assessment Practice Guide. Sydney: Department of Education and Training. Valli, Linda (Ed.). (1992). Reflective teacher education : cases and critiques. Albany: State University of New York Press. Zeichner, Kenneth M., & Liston, Daniel P. (1996). Reflective teaching : an introduction. Mahwah: L. Erlbaum Associates.

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Beyond the River Lesson Plan Peer Teach Lesson

KLA : English Syllabus outcome/s and indicator/s:

Class : Year 7

Date : In this lesson the learners will:

Time :

Recognise how The River as a story is created and why, through a close study Outcome 6: A student draws on experience, information and ideas to facilitated through a range of processes: imaginatively and interpretively respond to texts Specifically: - comparison to other texts 6.5 Identify the ways characters, situations and concerns in texts connect to - The picture book test and review of the test students own experiences, thoughts and feelings Additionally: Understand how stories move between times and places through specific Outcome 2: A student uses a range of processes for responding to and textual techniques composing texts Think about how their background knowledge can be material for a story of Specifically: their own in the same way as The River; using their own familial and cultural 2.1 Uses a range of listening, reading and viewing strategies, including skimming, scanning, predicting and speculating, reading and viewing in depth backgrounds thus connecting the characters and plot of The River to their own and rereading and re-viewing, according to the purpose and complexity of the experience, information and ideas texts TEACHING AND LEARNING ACTIONS Orientation: 8 Reflection:
minutes Focus: today we are continuing to learn about picture books! Today is especially important because we are going to think about why we like picture books, and how to understand the way that picture books work. Engage: Teacher Last lesson I explained what a picture book is. Remember? Well my favourite picture book is the arrival by Shaun Tan: it has no words at all! Everyone here probably has a favourite picture book, and now we are going to think about what they are - Opening Activity group picture book shortlists 5 min max! Access: Share the shortlists with the class as a group, talk about why they were chosen, whose favourites they were and why (show and tell) 3 min max! Content Time Discovery & Exploration minutes Consolidate: ask ID students something new they learnt about their favourite picture book or The River and how it works as a picture books, and why they like certain picture books. Reflect: has what we have learnt today changed how you look at picture books? Challenge/Extend: homework of the lesson is to find out about their family history through asking their parents in preparation for next lesson, where we will use this information to write a story of their own that moves between their present and a story of the past. Also, challenge the students to bring in a picture book they have at home if they want and let the class do the picture book test on it. Class Teachers What - Assessment How Resources Structure Role Students Picture book Group Group Paper for group analytical range favourite work work shortlists organising of processes for activities: Internet to

Group activity fav picturebooks

5 min

Students will be split into groups nominated by the teacher. They will discuss their ID favourite picture book/s with their groups and group will choose 2

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Share group shortlists & make class shortlist Class discussion of class list

2 min

2 min

for a group shortlist Encourage students to discuss their reasons for choices and their process of elimination with each other Groups will present their shortlists simply list them in turn to the teacher who will write or type them into a class shortlist on the board groups will be questioned on their choices for their shortlist out of all member favs. Students think about class choices and are introduced to the concept of books as a mirror of the real world - they are introduced to analysis of textual representations

Group present to class

Teacher response to group work

responding to texts & their experiences and ideas on responding to texts

Group shortlists > class shortlist Justification of choices Discussion of texts as representations of the real world and real cultures and people

search for books they cant remember details of? Smartboard or whiteboard for sharing of class shortlist

Whole class

Teacher response to group work

6.5 Reflecting on choices, student will learn how texts connect to their own exp.

Introduction of the Picture book test and 6 min testing of The River

Reflection 3 min and Consolidation of learning

Last week we read The River, and now we are going to talk about it in the same way that we just discussed your picture book favourites. We know it is about Chinese culture everyone remember where China is on the map? Now we are going to look at a picture book test that measures how much a picture book looks at different cultures and how well they are shown in the book Reflection activities see reflection box

Whole class

Whole class

Direct instruction and student response

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Haiku Lesson Plan Professional Experience Lesson (Arranged as separate to following Cinquain lesson, through circumstance were integrated) Time : 75 mins

KLA : English Syllabus outcome/s and indicator/s:

Class : Year 7 English

Date : __/__/12 In this lesson the learners will:

Learn about Haiku as a form of poetry. They will learn about Haikus: Students learn to: 4.1 Identify and describe the purpose, audience and context of texts - History 4.3 adapt texts for different purposes, audiences and contexts and - Influences articulate the effects on meaning 4.5 selectively use dictionaries, thesauruses, spellchecks and other - Features reference texts - Rules Students learn about: 4.7 The effectiveness of specific language forms and features and structures They will learn how to compose Haiku the whole process. From brainstorming of texts for different purposes, audiences and contexts and for specific ideas to using these to write drafts according to rules, then evaluate and edit modes and mediums. these drafts before they share them with the class. 4.8 The ways in which specific language forms and features and structures of text are used to shape meaning including, in written texts: medium, organisation, sentence structures, grammar, punctuation, [] the use of formal or colloquial language and figurative language TEACHING AND LEARNING ACTIONS Orientation: 8 Reflection:
minutes Focus: today we are continuing to learn about poetry, but today we get to write some! One of the easiest forms of poetry to write is Haiku because it doesnt need to rhyme and it has very strict rules. We are going to learn these rules and write our own. Engage: Teacher Over the last few lessons you have been looking at particular poetic techniques. Haiku and Cinquain are types of poetry. They sometimes use the techniques you have been learning about. Opening Activity Haiku or Cinquain? Quiz 5 min max! Access: Quiz, on board brainstorm. What we already know about Haiku and Cinquain. Can you guess which samples and features are which poetic form? Content Time Discovery & Exploration minutes Consolidate: ask ID students something new they learnt about how they can use poetry to express the way they feel and see the world. Reflect: has what we have learnt today changed what you think of poetry? Challenge/Extend: make your poems into a poster with one or more illustrations describing or depicting what the poems are about. Students can make a single posters for Haiku or they can also write a Cinquain next lesson on the same topic and combine them. (Explain next lesson is Cinquains etc.. BEFORE STARTING ON FINAL POEM POSTER)

Class Structure

Teachers Role

What - Assessment How Identify and describe the Student learn through class

Resources

Class Activity, board

10 min

As a class students will respond to a big word haiku and written on the board. Ideas about what they know

Whole Class

Class control and

Board whiteboard or 9

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brainstorm and quiz

Haiku history, context, influence

5 min

or think they know about Haiku and what the word means. Samples displayed or written on board, class allowed to respond with opinions. Features and form rules quizzed (alternative to direct instruction) Brief historical account of Haiku - Haiku is 17-syllable verse usually concentrated on natural imagery. It th originated in Japan in the 19 Century. In Japanese, it is the singular (explain vs plurals) of haikai, in haikai no renga "jesting linked-verse;" (originally a succession of haiku linked together in one poem.) Discovery & Exploration

response, participation on board Direct instruction from teacher

Direct instruction of essential content

purpose, audience and context of texts

AND

quiz- Haiku or Cinquain? samples, rules Learn how the history of Haiku and its context influences the rules about how it is written

The ways in which specific language forms and features and structures of text are used to shape meaning

smartboard for sharing the class ideas and learning Smartboard or whiteboard for displaying/writing summary of Haiku for students to copy Resources Board to write or display information on, samples of Haiku with illustrations

Content

Time

Class Structure

Rules of Haiku and how to write Haiku

5 min

Explanation of group activity Expectations

5 min

Class writes a

Explain: A haiku is always written in 3 lines. Each line has a set number of syllables. The first line - 5 syllables. The second 7 syllables The third line - 5 syllables. A Haiku is inspired by observation of the world! Simply think about something you like, write a free description of it and then make that description fit the rules! Haiku are commonly accompanied by an illustration Briefly explain parts of speech: nouns, verbs, adjectives to consolidate (use MadLibs explanations) Explain verb evaluation as important HSC - Make a judgement based on criteria; determine the value of explain that they need to evaluate group word choices Students are split into groups. They are going to

Whole class

Teachers Role Direct instruction, explain idea of fewer words for potent image

What - Assessment How The ways in which specific language forms and features and structures of text are used to shape meaning

Instruction in how the structure of the Haiku, through syllable count, shapes meaning

Whole class

Direct instruction

Assessed in next activity Grammar nouns, verbs, adjectives. Evaluation skills

Board to write on explanation of parts of speech

Monitor

Knowledge of

Large A3 or

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Haiku through group activities

20 min

brainstorm words about the season of winter. Group 1 is nouns. Group 2 is adjectives (words that describe the season.) Group 3 writes verbs (action words of the season.) Students will work independently to write their own haiku, using words from the charts to help them generate ideas. Make sure that students understand that the word lists are for reference and ideas; encourage them to use their own words if they think of something that is not on the charts. Students have opportunity to share their Haiku if it is finished, peers offer feedback. Fast students can start, or homework is to write their Haiku on a new piece of paper supplied? And accompany it with an illustration

Group work

group activities, correct mistakes Monitoring and helping students who require it

Independent work

15 min

Individual student work

Reflection and 10 min Consolidation of learning

Class response to peers

Encouraging students to share Haiku and work at home

parts of speech and their differences required. adapt texts for Adapt original different Haiku purposes, purposes to audiences and describe their contexts and own articulate the experiences of effects on the season of meaning winter Public Sharing of speaking skills, poetry with audience class, class etiquette listens

butchers paper for group word lists

Haiku Starter worksheet (with the spots for the syllable counts Haiku starter worksheet

Blank sheets of paper for fast students, homework task

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Cinquain Lesson Plan Professional Experience Lesson (Arranged as separate to Haiku lesson, through circumstance were integrated) Time : 75 mins

KLA : English Syllabus outcome/s and indicator/s:

Class : Year 7 English

Date : __/__/12 In this lesson the learners will:

Learn about Cinquain as a form of poetry. They will learn about Cinquains: Students learn to: 4.1 Identify and describe the purpose, audience and context of texts - History Cinquain is pronounced 4.3 adapt texts for different purposes, audiences and contexts and Influences articulate the effects on meaning SING-KEYN 4.5 selectively use dictionaries, thesauruses, spellchecks and other - Features reference texts Cinq is pronounced SANK - Rules Students learn about: 4.7 The effectiveness of specific language forms and features and They will learn how to compose Cinquain the whole process. From brainstorming structures of texts for different purposes, audiences and contexts and for ideas to using these to write drafts according to rules, then evaluate and edit these specific modes and mediums. 4.8 The ways in which specific language forms and features and structures drafts before they share them with the class. of text are used to shape meaning including, in written texts: medium, organisation, sentence structures, grammar, punctuation, [] the use of formal or colloquial language and figurative language TEACHING AND LEARNING ACTIONS Orientation: 8 Reflection: minutes
minutes Focus: today we are continuing to learn about writing poetry! Two of the easiest forms of poetry to write are Haiku and Cinquain. We learnt about Haiku last time. Like Haiku, Cinquain poem dont need to rhyme and have very strict rules. We are going to learn these rules and write our own. Engage: Teacher Opening Activity Do you like this Cinquain? - display samples for opinions and quiz kids on rules of Cinquain Access: Quiz, on board brainstorm. What we already know about Cinquain. (Explain it is ok to get them wrong, we are going to learn more about the form later) Content Time Discovery & Exploration Consolidate: ask ID students something new they learnt about how they can use poetry to express the way they feel and see the world. Reflect: has what we have learnt today changed what you think of poetry? Challenge/Extend: make your poems into a poster with one or more illustrations describing or depicting what the poems are about. Same as the posters for your Haiku, make one for your Cinquain or, if it is about the same subject matter you can combine them.

Class Structure

Teachers Role

What - Assessment How Identify and describe the purpose, Student learn through class quiz- Haiku or

Resources

Class Activity, board

10 min

As a class students will respond to a big word haiku and cinquain written on the board. Ideas about what they know or think they know they are and mean.

Whole Class

Class control and

Board whiteboard or

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brainstorm and quiz Cinquain history, context, influence

5 min

Samples displayed or written on board, class guesses whether they are Haiku or Cinquain. Features and form rules also quizzed (alternative to direct instruction) Explain historical and phonetic origins of the word cinquain French word for 5, because the form has five lines (adaption of French word by an American = different pronunciation) cinquain "collection of five," 1711, from Fr. cinq "five" five. 5-lined stanzas of verse from Adelaide Crapsey (1878-1914.) Discovery & Exploration

response, participation on board Direct instruction from teacher

Direct instruction of essential content

audience and context of texts

AND

Cinquain? samples, rules Learn how the history of Haiku and its context influences the rules about how it is written

The ways in which specific language forms and features and structures of text are used to shape meaning

smartboard for sharing the class ideas and learning Smartboard or whiteboard for displaying/writing summary of Haiku for students to copy Resources Board to write or display information on, samples of Haiku with illustrations

Content

Time

Class Structure

Rules of Cinquain and how to write Cinquain

5 min

Class writes a traditional Cinquain as a 10 min group activity

Class writes a word Cinquain as a

10 min

Explain: There are two types of Cinquain - the type that Adelaide invented, inspired by Haiku. Like Haiku, the rules are based on the number of syllables in each line. A modern adaptation of this is word cinquain, where the number of words allowed in each line is controlled. Cinquain is, like Haiku, inspired by observation! Normal descriptions can easily be made into cinquain Students use the word sheets from the previous lesson to think about how they can use these same words in a trad Cinquain. Rules: line 1 - 2 syllables, line 2 - 4 syllables, line 3 - 6 syllables, line 4 - 8 syllables, line 5 - 2 syllables line 1 - one word (noun) a title or name of the subject line 2 - two words (adjectives) describing the

Whole class

Teachers Role Direct instruction, explain idea of fewer words for potent image

What - Assessment How The ways in which specific language forms and features and structures of text are used to shape meaning

Instruction in how the structure of the Haiku, through syllable count, shapes meaning

Whole class

Whole class

Class activity Composition skills + outcome 4.8 The ways in which specific language forms and features and Class activity structures of

Participation and comprehension

Board to write on rules, suggestions, and final class Cinquain

Participation and

Board to write on rules, suggestions, and final class

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group activity

Independent work

20 min

title line 3 - three words (verbs) describing an action related to the title line 4 - four words describing a feeling about the title, a complete sentence line 5 - one word referring back to the title of the poem Students will work independently to write their own cinquain, using words from the charts to help them generate ideas. Make sure that students understand that the word lists are for reference and ideas; encourage them to use their own words if they think of something that is not on the charts. Students have opportunity to share their cinquain if it is finished and peers can offer feedback. Fast students can start or homework is to write their Cinquain on a piece of paper supplied? And accompany it with an illustration, this may be displayed.

text are used to shape meaning

comprehension

Cinquain

Individual student work

Monitoring and helping students who require it

adapt texts for different purposes, audiences and contexts and articulate the effects on meaning

Reflection and 10 min Consolidation of learning

Class response to peers

Encouraging students to share cinquain and work at home

Public speaking skills, audience etiquette, evaluation and reflection skills

Adapt original cinquain purposes to describe their own experiences of the season of winter Sharing of poetry with class, class listens. Reflection worksheet

Graphic Cinquain Organiser, Apple Cinquain Organiser worksheets

Cinquain reflection worksheet, board to share class cinquains

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