Evidence Sample 1

This evidence sample aligns with various teaching standards descriptors. The nature of this evidence piece allows students to feel equally challenged and supported in their exploration of the unit topic. The range of choices of research and presentation provided in the lesson plan demonstrate an awareness of strategies to support inclusiveness of students by allowing partner or group work, and various types of activities so that all students can engage with the work from where they are at. It also caters for the different strengths and abilities of each student. The range of topics and activities provided in the lesson allow for the free exploration of cultures and religious backgrounds through drawing, storytelling, while also allowing students to explore their own individual areas of interest. It allows for the implementation of ICT as a contemporary teaching strategy through concepts such as research, presentation, and filming and editing. It further incorporates a range of resources to engage students, such as ICT, drawing, reading and researching, and kinaesthetic approaches such as filming.

Evidence sample one can therefore be seen to align with the graduate level teaching standards 1.3, 2.6, 3.4, and 4.1.

Justification

In this evidence sample, students were asked to demonstrate their knowledge of the themes and ideas found in “The Invention of Hugo Cabret”. This task was presented at the end of the unit, after reading the multimodal text, gaining a deeper understanding of the symbols, themes and key ideas found within it. The year 7 students were then asked to present a research task about to one of the listed concepts found in the sample, which related to the topics discussed and developed in class. This evidence sample has incorporated teaching strategies that respond to the strengths, needs and rich diversity of students, utilises ICT, uses a range of resources and supports student inclusion, as per graduate teaching standards 1.3, 2.6, 3.4, and 4.1. Whitton, Barker, Nosworthy, Humphries and Sinclair (2016) suggest that this type of learning—discovery learning—can involve both hands on and research based activities, and provides students with a ‘freer’ environment to learn (p.175). This evidence therefore is responsive to the needs, strengths and diverse nature of students by allowing the exploration of the task at a level students can achieve success within. Further, engaging tasks can enhance learning, by allowing first for success and gradually increasing the task’s difficulty (Whitton, Barker, Nosworthy, Humphries, & Sinclair, 2016, p.241). The large range of resources (both consumable and non-consumable, using computer programs and picture books) (Whitton, Barker, Nosworthy, Humphries, & Sinclair, 2016, pp. 138-139), including ICT, illustration, collaboration, research and creativity ensures that all students are supported and included properly within the lesson. Weatherby-Fell (2015) suggests that providing students with a variety of options to demonstrate their understanding is particularly useful (p.168), and can also be seen to be illustrated through this evidence sample.