ANGÉLIQUE KOURMOUZIS
Education Portfolio
Teaching is not a profession; it's a passion.
CORRESPONDENCE TO:
3 Bronze Wing Street South Morang VIC, 3752.
2010
Email:
It is important that students bring a certain ragamuffin, barefoot, irreverence to their studies; they are not here to worship what is known, but to question it.
Angélique Kourmouzis
angelique@boundlessmusic.com.au
amkourmouzis@students.latrobe.edu.au
CAREER OBJECTIVE
To obtain a position in a primary school environment, where my passion for teaching children and the years of experience I have gained working with them, can be implemented and further developed. In the long term, I aim to become an expert in the field of child development and teaching. I hope to make a difference to the lives of the children I teach by instilling in them a joy of learning, while helping them develop a strong sense of self and well-being.
Individual Teaching
2010
ANGÉLIQUE KOURMOUZIS
E-PORTFOLIO CONTACT:
TELEPHONE: HOME:
0419 385774 03 9436 5550
ANGÉLIQUE KOURMOUZIS!
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Type to enter text
Classroom teaching with Year 3/4 at Thomastown Primary School .
Acrostic poetry
"Who dares to teach must never cease to learn."
EDUCATION
Primary/Secondary
1974 – 1985 Marymount College, Burleigh Heads.
Tertiary
2007 - 2009 Bachelor of Arts, La Trobe University.
2010 Diploma of Education, La Trobe University.
REFEREES
COURSE-RELATED WORK EXPERIENCE
Primary School Professional Placements:
Epping Primary School.
Thomastown Primary School.
Primary School Fieldwork: Marymede Catholic
College.
Sharon
Kelly
(Mentor
Teacher)
Sharon is familiar with my energetic and enthusiastic approach to teaching. She can provide details of my flexible and well-prepared lessons, as well as comment
on the rapport I developed with my students.
Dean
Bush
(Mentor
Teacher)
Thomastown
Primary
School.
Phone
9465
2225 Dean can comment on the lovely rapport that I developed with the children in his 3/4 class. He can give detailed comments on my ability to plan and execute explicit and well-structured lessons that account for differentiation and different
learning styles in the classroom, as well as the effectiveness of my classroom management techniques. He can also comment on my knowledge of and ability to implement John Munro’s ‘high reliability literacy teaching procedures’ or HRLTP’s into my planning.
Epping
Primary
School
Phone
9401
1389
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1996 – 2007
1990 – 1991 1989 – 1990 1986 – 1989
The Leader Newspaper – Melbourne. The Capricorn Local Newspaper - Rockhampton. The Gold Coast Bulletin – Gold Coast.
- - -
Creative design skills in advertising. Advertising sales skills. Customer communication and relation skills.
EMPLOYMENT HISTORY
Self employed Children’s Party Entertainer (Fairy) for my business “The Celestial Forest” Children’s Parties.
- Developed time management skills. - Became adept at developing successful routines. - Further developed engagement strategies for large groups of children. - Further developed behaviour management strategies for large groups of children. - Developed creative ways to work with and engage children.
1996 – 2000
Self employed Co-Manager and Co-storeowner of ‘The Celestial Forest’ fairy shop in Eltham.
- Undertook the running of a small business, which included the ordering and receiving of stock, stock management, banking, opening and closing the store, organising and running the fairy parties at the shop, as well as the hiring and organisation of staff.
- Developed organisational skills in the running of a small business. - Developed engagement strategies for large groups of children. - Developed behaviour management strategies for large groups of children.
1991 – 1996
Home duties. - Patience. - Child development skills.
EXTRA-CURRICULAR ACTIVITIES
2010 Saint Damians Football Club, Team Manager - Under 15’s boys.
2009 Saint Damians Football Club, Team Manager Assistant - Under 14’s boys.
2008 Saint Damians Football Club, Team Manager - Under 13’s boys.
2000 St Andrew’s Uniting Church Kindergarten, Montmorency. President of the Kindergarten.
1999 St Andrew’s Uniting Church Kindergarten, Montmorency. Secretary of the Kindergarten.
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ANGÉLIQUE KOURMOUZIS! PAGE5 INTERESTS AND SKILLS
As an avid reader - I love books and like many, would love to one day pen my own bestseller. I am enticed by a well-written thriller, but equally love my coffee table books on Vintage and French furnishings and far away places. I have a passion for restoring old furniture and scouring the markets in search of treasured one off pieces and am often called upon to help friends furnish their homes or provide advice on colour schemes. I love to cook decadent comfort food - rich chocolate soufflé cakes and winter pies being my favourite. On weekends, I dabble on the guitar and sing, and have learnt to love Sunday afternoons, cheering on my son and his footy mates, as they battle the cold chill of winter for the glory of a win.
• Adept in both PC and Macintosh computers • Web 2.0 ICT skills ( Wikis, blogs, webquests) • Motivated, caring, energetic and a hard worker. • Determination to succeed and learn new skills. • Positive attitude and outlook on life. • Work well independently, as well as comfortably working in a team. • Committed to completing tasks at the highest standard possible
and adept at working well under pressure. • Excellent written and oral communication skills and am able to liaise effectively with
others in a professional manner. • Well organised, with good time management skills. • Flexible and easily adaptable to change. • Highly motivated to do what it takes to become an expert in my
field. • Extremely creative and likes exploring new ideas. • Great cook.
Maecenas pulvinar sagittis enim.
Rhoncus tempor placerat.
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Educational Philosophy
‘Even though we face the difficulties of today and tomorrow, I ... have a dream.’ (Martin Luther King, 1963.)
A dream that the children of tomorrow, will no longer slip between the cracks of indifference and apathy that we have become accustomed to today; That no child will be considered unteachable or too difficult to bother with and that our children will no longer be expected to fit
into neat little boxes and graphs that segregate and discriminate them from each other. I have a dream, that the model of our education system will continue to rearrange itself into one that transforms, and goes beyond the power of intelligence to see the world through the heart. And through this ‘Education [as Socrates so eloquently phrased, can become] the kindling of a flame, not the filling of a vessel,’ and the model upon which our education system will be built.
As a teacher in this wonderful system, my goal is to create an environment where the everyday acts of teaching and learning lead to thinking. A person centered classroom with a balance between my needs and responsibilities and those of my students. An environment of respectfulness and co-operative learning. A welcoming space where
They may forget what you said
students feel safe to express who they are and discuss new ideas, but they will
without the fear that they will be labelled as wrong. A place where diversity and individuality can be celebrated, and creativity
encouraged and not stifled. Above all, I aim to teach through an open heart, so that I may discover in all those whose paths cross with mine, a way to help them unlock their own potential and realize the strength and gifts they carry within.
never forget how you made them feel.
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ANGÉLIQUE KOURMOUZIS! PAGE7 Educational Philosophy
Imagination is too often seen as something peripheral to the core of education and yet I would argue that engaging students’ imaginations is crucial to successful learning and would be the premise from which my teaching would begin. The biggest educational challenge we are facing, is how to implement ideas of transformative learning which will negotiate a balance between the education of the child, as well as his/her
health and happiness. Lazear advocates that our instructional methods must undergo a revolution if we are to reach all students sitting in our classrooms and that the challenges we face will not only encompass teaching our students new ways of thinking, but helping our fellow teachers to see the potential that a new way of teaching could have in reaching ‘all’ of our students.
I prescribe to the VELS pedagogical approach to teaching, and the focus on an integrated curriculum and inquiry based learning. Ideas very much founded in a constructivist theory with the basic premise that people create their own meaning through experience; this negotiated and
play based method of discovery, embraces the building on of prior knowledge and making of connections and also accommodates the theories of multiple intelligences espoused by Howard Gardener. Theories I find relevant and helpful to my own lesson planning.
My goal as a teacher, will be to create an environment where these can occur and where the everyday acts of teaching and learning lead to thinking. I will endeavour for their experiences of school to be remembered with joy; and for myself to be remembered, not only as a teacher who imparted knowledge, but as a mentor and guide who enlightened, inspired and empowered them to become all that they dreamt they could be.
Education is
not the filling of a bucket,
but the lighting of
a fire.
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ANGÉLIQUE KOURMOUZIS! PAGE8 8 VIT STANDARDS FOR
GRADUATING TEACHERS
The following pages refer to the 8 standards for graduating teachers. They describe the essential elements of teaching and provide details of my own experience and developing understandings and knowledge of them.
PROFESSIONAL KNOWLEDGE
• • •
Teachers know how students learn and how to teach them effectively. Teachers know the content they teach. Teachers know their students.
PROFESSIONAL CONDUCT
• • •
Teachers plan and assess for effective learning. Teachers create and maintain safe and challenging learning environments. Teachers use a range of teaching practices and resources to engage students in effective learning.
PROFESSIONAL ENGAGEMENT
• Teachers reflect on, evaluate and improve their professional knowledge and practice.
• Teachers are active members of their profession.
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PoLT
Principles of Learning and Teaching
The PoLT provides the basis of good teaching and describes classrooms that are supportive, motivating, challenging, engaging and that cater for diversity.
The principles focus on my role in creating and maintaining a learning environment conducive to meeting student learning needs. The principles also provide an opportunity to reflect on my teaching to ensure that I am achieving best practice.
I have demonstrated the PoLT by:
! Supporting students in their learning. ! Encouraging independence, interdependence and
self-motivation. ! Considering student needs, backgrounds,
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PROFESSIONAL KNOWLEDGE:
1.
Teachers know how students learn and how to teach them effectively.
perspectives and interests when developing learning
programs. ! Valuing assessment as an integral part of teaching
and learning. ! Connecting learning with real life examples.
The Blueprint for Government School States that:
The Preferred Future - "...all government school students are entitled to an excellent education and genuine opportunity to succeed, irrespective of the school they attend, where they live or their home background."
I agree with this sentiment and will endeavour to deliver on this to the best of my ability. I utilise the following resources and guidelines when planning programs:
π! VELS Standards and Progression Points for each domain. π! Science and Mathematics Continuums. π! The FUSE website. π! Various ICT and Multimedia resources and websites.
π! DEECD website.
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Assessment and Reporting Advice
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The Department of Education’s Assessment and Reporting Advice provides guidance on gathering data, analysing outcomes and communicating quality feedback to students, parents and the community.
Through PD and my teaching experience, I have a good insight into formative and summative assessment and the need for them.
I can demonstrate knowledge of:
π! Assessment FOR learning through a subtraction unit that I developed at Thomastown Primary School, that was informed by the results of the pre-test
that I analysed after marking.
π! Assessment AS learning through observing the preparation of student learning plans at Thomastown Primary.
PROFESSIONAL KNOWLEDGE:
π! Assessment OF learning through a ‘Living Creatures’ unit that I was Teachers know how responsible for developing the initial lessons for at Thomastown Primary. students learn and
How Students Learn how to teach them I have come to understand how students learn through the following methods: effectively.
π! Research undertaken during my university studies.
π! My experiences on teaching placements.
π! Thoroughly examining the DEECD guidelines.
In my classroom I recognise that there exists a variety of different learning styles. To ensure every student has the opportunity to reach their full potential, I use a variety of classroom teaching strategies. These include:
π! Authentic learning experiences to ensure that learning experiences are meaningful π! Developing creative lessons to ensure that all students are engaged.
π! Consideration of various theories for learning i.e. Gardner’s Multiple Intelligences, Bloom’s Taxonomy, Vygotsky’s Zone of Proximal Development and implementation of Munro’s HRLT’s.
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PoLT
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Professional Knowledge Literacy
I have demonstrated knowledge of the importance of developing support strategies for literacy through the following methods:
π! Use of John Munro’s HRLT’s, i.e. GKR, MMM, LCG, summarising, paraphrasing etc.. to enhance literacy understandings and learning and help students to develop their own set of comprehension strategies.
PROFESSIONAL affairs and environmental issues. KNOWLEDGE:
Numeracy
π! Using authentic, real-world experiences i.e. newspapers, current π! Providing support through the preparation of materials to scaffold 2.
learning i.e. persuasive writing at Thomastown Primary.
π! Daily rotation of literacy groups at Epping and Thomastown Primary; including shared reading, writing, comprehension and differentiated learning tasks.
π! Running record and Marie Clay observation survey at Epping Primary School.
Teachers know the content they teach.
Through the use of concrete materials and real life examples I challenge students in my classroom to deeper levels of understanding in numeracy. I ensure that I provide support through a variety of delivery methods including; whole class, small group work and individual instruction.
Some of the strategies that I consider when developing numeracy programs include:
π! Inquiry based learning: Setting a high number of open, well structured questions encourage students to elaborate on their thinking.
π! Adaptive reasoning: Asking open questions in the classroom and allowing students to share their reasoning.
π! Learning by doing: Direct hands-on experience and practical activities. π! Using real data: Allowing students to make connections to their daily lives.
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LITERACY
‘Schumann the Shoeman’
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PROFESSIONAL KNOWLEDGE:
Teachers know the content they teach.
The following example demonstrates how I would use a literary text to develop a unit of work across various domains within VELS.
Based on Schumann the Shoeman, which was shortlisted for ‘Best Picture Storybook’, I would create the following lessons:
π! English: Book report. π! English, Interpersonal Development and ICT: Recount of the story in pairs to match illustrations
from the book. This could then be published on ICT through a program such as PhotoStory or PowerPoint.
π! English: Vocabulary. π! English: Comprehension. π! Mathematics: Shoe survey and graphing data. π! The Arts: Shoe collage. π! English: Write a story from the perspective of a forest creature. π! ICT: Music could be then added to the students published version as well as narration.
NUMERACY
As part of the Numeracy push at Thomastown Primary, I was involved with creating lessons to ensure students developed a strong grasp of maths at a foundation level. To help this process I worked with many strategies and mediums, so that students of different learning abilities could be catered for.
An example of this can be seen in the lessons I taught on multiplication. Explicit teaching of content was then backed up with the use of different methods and styles of exploration.
Examples: Understanding and use of mathematical formulas. Representation of a number sentence in 3 - 5 different ways. Vertical algorithms. Number lines. Arrays. Materials. Groups of.
I subsequently found that such an intensive and exhaustive exploration had a positive impact on their understandings of content, which was self-evident in the post testing.
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Getting to Know your Students
I understand that each child is different and will always make sure to connect with and get to know each and every child in my classroom; their likes, their fears, their dreams, the challenges they face and what makes them unique and special.
At the beginning of each year, my first day will commence with the sharing of a shoebox filled with treasures that I have chosen, which show my personality and tell the students about me. That day they will also take home their own shoebox, to fill with drawings, or words, or little things from home that can help me to get to know and understand them at a deeper level.
I am aware that our classrooms today are filled with a rainbow of cultures and will teach my students to celebrate this diversity. I feel it also provides an exciting platform from which to explore many of the VELS domains including; The Arts, Civics and Citizenship, Humanities, Lote and English.
I believe that I develop wonderful relationships with my students, filled with respect and care and am so looking forward to my very own class. I also believe that every child is capable of learning and understand that positive reinforcement is essential to their progress and their sense of self. I will always ensure that the students in my care are challenged and supported, that their successes are celebrated and that they understand that any mistakes are only wonderful opportunities for learning.
RELATIONSHIP BUILDING ACTIVITIES:
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PROFESSIONAL KNOWLEDGE:
3.
Teachers know their students.
News and Sharing Time Letter Writing Class and individual Journals Games
Message Boards
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Effective Learning Planning and Assessment
Assessment forms a key part of the teaching and learning both for myself and my student. Assessment also provides parents with an objective perspective of their child’s progress and the areas for improvement.
Through effective informal and formative assessment, and by using a variety of assessment methods, I am able to inform my teaching to improve student learning outcomes.
I used formative and summative assessment in during my placement at Thomastown and used a pre-assessment activity to determine further teaching in an integrated unit of the humanities domain. This unit was relevant to students as we were looking at the day to day ways, we as humans impact on living creatures and our world.
When planning for effective learning I would also consider the following types of formal assessment:
π! Naplan Testing π! On Demand Testing
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PROFESSIONAL PRACTICE:
4.
Teachers plan and assess for effective learning.
π! Online Math and English Interviews. Planning for Effective Learning I always ensure that I plan lessons and units of work which integrate a range of activities, resources and materials to support learning. When planning I ensure that my lessons are consistent with VELS and the curriculum standards of the school. I can demonstrate my capacity to plan lessons and units of work independently and with my teaching colleagues. When planning I have used:
Several of the units of work I completed were used in the students’ portfolios.
π! Weekly Planners π Scope and Sequence charts. π! Term Overview planners.
π! Integrated inquiry unit planner
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! Learning Environments PAGE15
Safe and inclusive learning environments.
My classroom will always be one where students will feel safe and healthy relationships will be encouraged and nurtured. It will be a place where every child will feel like a valuable contributor, diversity will be celebrated and students will feel safe to challenge themselves without fear of failure. Classroom principles will be negotiated and values and expectations established. I will PRACTICE: instill i them a love of learning and help them to celebrate their individuality 5.
and the unique gifts they bring to our class. Teachers create and
Good mental health has benefits for children’s learning. Not only are mentally healthy students more motivated learners, they show more commitment to their school work, and they are more likely to achieve academic success. Students with good mental health are less likely to display difficult classroom behaviours. These mental health benefits are associated with better prospects for students in later life, including in education, employment and positive relationships.
Student Wellbeing.
maintain safe and challenging learning environments.
I always ensure that I work co-operatively and purposefully with my colleagues to maintain student wellbeing. Through consultation of the Physical, Personal and Social strand within VELS, I ensure that my curriculum programs provide students with the opportunity to participate in learning experiences. I understand that connecting with and developing positive relationships with parents and carers is essential to a students success; but that first and foremost, I must put the individual needs of every child first and build trusting relationships that support and encourage my students, and build upon their sense of self.
Primary schools and their staff know that they play a key role in children’s development. After families, schools are the next major influence on children’s development. Through forming close and sustained relationships with students, primary school teachers can support children’s developing confidence, help them learn to manage emotions and behaviours, and develop relationships and skills. They are also in a position to notice when children are having difficulties and, if required, and in collaboration with parents and carers to locate or suggest further help. Primary school staff who understand the importance of children’s wellbeing and development can make a significant difference to children’s mental health.
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PROFESSIONAL
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Teaching Practices
Good Teaching Practice is a key influence on student learning - a desired outcome and primary goal of higher educational institutions. Teachers strive to meet the principles of good practice in an effort to provide the best learning experience for their students. Key considerations in shaping good teaching practice include:
• Encouraging good communication between teachers and learners • Encouraging interaction among learners • Providing opportunities for active participation • Timely and appropriate response and feedback
• Emphasising time on task • Motivating learning by communicating expectations • Respecting diverse talents and ways of learning
Engagement
Within my class I always ensure that I plan challenging, interesting and exciting lessons to engage my students. I also believe that student engagement decreases motivation for misbehavior.
ENGAGEMENT TECHNIQUES
PROFESSIONAL PRACTICE:
6..
Teachers use a range of teaching practices and resources to engage students in effective learning.
π DuringmyplacementatEppingPrimary,Iusedrealpropsofsticks,strawandbrickstoengagethestudentsin a discussion about the text ‘The Three Little Pigs.’ Had it been possible at the time, I would have also used the 1957 ‘Looney Tunes’ cartoon ‘The Three Little Bops’ as well.
π At Thomastown Primary School, I used PowerPoint and the data projector to engage students on the information text we were to study on ‘The Jurassic Period’. We began by exploring the geography of the world and
how it had changed in the last 2 million years, and they were fascinated to see that Australia and South America had been at one time joined together. It also gave them a real world context to what they were studying.
π Inallmylessonplanning,Iplanfora5-10minuteengagementperiod,sothatIcaninstillexcitementand curiosity into the minds of my students about what it is we are to study for that lesson. I will always plan for creative and fun methods in which to teach content in my classes.
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PROFESSIONAL PRACTICE:
6..
Teachers use a range of teaching practices and resources to engage students in effective learning.
!
Teaching Practices
ICT and Multimedia
Preparing students for the global world of their future is a complex and exciting prospect. Rather than replacing what students learn at school, ICTs are providing students with new learning tools. Computers, digital cameras, data projectors, personal digital assistants (PDAs) and the Internet have the potential to become today’s blackboards, textbooks, pens and paper. These ICT initiatives foster student engagement and learning and are easily incorporated into the classroom.
The use of these technologies give students: ■ Experience in innovation, creativity and problem-solving ■ Confidence to deal with technological and cultural
change
I myself have been on a journey to develop my own knowledge of ICT, so that I can incorporate it into my lessons with ease and create exciting ways for students to explore content.
You can follow this journey on the blog I have created:
http://reflectionsbyangelique.blogspot.com/
A high standard of written, electronic and verbal communication skills are essential for communicating with students, parents and colleagues. Having the capabilities to construct meaning and to convey information to others is vital for educators.
Being a good communicator is not simply about giving instruction and being heard; it is also about engaging and developing a rapport with those you are communicating with and having effective listening skills.
In my classroom I use effective questioning techniques to encourage deep levels of understanding.
I also place high importance on teaching my students to develop these same skills and provide opportunities for independent and cooperative learning activities.
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Communication
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!Professional DevelopmentPAGE18
Throughout my year as a pre-service teacher, I have demonstrated my commitment to professional learning by attending numerous professional development sessions. Sessions attended include:
π! Behaviour Management: Ray Lewis π! Teaching Phonics and Spelling: David Hornsby π! Assessment on the Go: Glenn Pearsall π! Multimedia and the ICT: Michael Miller π! Magical Mathematics: Latham Burns
My Learning Style
I recognise the importance of understanding my own learning style and the different styles that will exist within my own classroom. During my research I found Howard Gardener’s Theory of Multiple Intelligences to be extremely insightful. I regularly give this consideration when planning lessons to ensure that students have the opportunity to explore concepts in a variety of means. improve their
Reflective Practice
I believe that reflective practice is essential for developing quality learning programs that meet the learning needs of every student. During placements, I always took time after each lesson to reflect on my teaching and ways to further improve my techniques. I eagerly seek feedback from my mentors and show a willingness to accept and incorporate it into all future planning. I intend to continue to reflect upon and seek feedback so that I can constantly improve and expand upon my techniques.
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PROFESSIONAL ENGAGMENT:
7.
professional knowledge and practice.
Teachers reflect on, evaluate and
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!
PROFESSIONAL ENGAGMENT:
8..
Teachers are active members of their profession.
Myself and my Colleagues
Professional Conduct
π I am an active member of the teaching profession and I understand the professional behaviour and ethical conduct required of a teacher.
π I am aware of the common administrative and professional duties and expectations of teachers and can fulfill these competently.
π I will ensure that I continue to contribute to the professional learning community both within the school and in the wider community.
School Involvement
π I am an energetic, enthusiastic team member who is always willing to get involved in a variety of whole school events. π During my own children’s education, I was involved in many school excursions and incursions and also took a team to build a Billy Cart.
π In my last practicum at Thomastown Primary, I was involved in a full day soccer clinic and took part in dance. I would love the opportunity to be involved in helping create wonderful memories for our students of their own primary years and the fun events they experienced there.
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ANGÉLIQUE KOURMOUZIS! PAGE20 Key Areas of Interest
• • • •
The
following
pages
address
some
of
the
key
areas
of
interest
in
my
evolving
pedagogy:
Integrated Inquiry Units e5 Instructional Model Thinking Processes ICT and multimedia
THOMASTOWN PRIMARY SCHOOL SOCCER CLINIC
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Integrated Inquiry Units
I understand that an integrated unit of work is interdisciplinary and based around a central theme to be explored.
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INTEGRATED INQUIRY
• •
• • •
•
draws together elements of different disciplines into a meaningful whole combines general and specific content, as well as generic skills that can be applied in many different environments. For example, students may apply mapping skills in an investigation into sustainability that is combining content from the Humanities, Mathematics and Science. They could apply research skills to an investigation into community life reflects the complexities of knowledge and its application in diverse contexts, problems and situations reflects closely the interdependence between aspects of life in the ‘real world’ encourages learners, through active investigation, to unify rather than separate knowledge as they move from the acquisition of facts to the development of broader concepts and generalisations has a strong emphasis on student-centred, active learning and on the process of investigating as much as on the product.
I find Kath Murdoch’s book ‘Classroom Connections’ to be useful to my lesson planning.
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π
π
At Epping Primary, I was involved in creating lessons for an integrated unit around ‘Fairytales; and at’ Thomastown Primary I helped plan for and then develop lessons that
across the domains of english, humanities and maths, that centered around the theme of ‘Living Creatures’ that we had chosen for this term’s integrated unit.
As part of my final assessment, I created a ten-week integrated unit that combined the domains of english, math, ICT, humanities, interpersonal development and the Arts. We
included a local perspective, rich concepts, understandings and big questions in our planning of the
unit.
An Integrated Program:
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!
e5 instructional model
I chose the e5 instructional model when preparing a small unit of work for my 1/2 class on my first practicum, as I believe it defines effective teacher practice and helps ensure that the goals of increased student learning and knowledge are addressed.
EVALUATE
For evaluation, the students then created a story map, in which they were required to retell the most important parts from the POV they considered most accurate. They had to include: the characters, the setting, the problem and the resolution.
ELABORATE
We elaborated on what parts of the story could be true and with the use of the props I had brought in with me: some sticks, straw and a brick; we deducted and then voted on the validity of the Wolf being able to blow down the houses.
e5
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EXPLORE
We explored different points of view and did a VENN diagram to look at the similarities and differences between the stories.
EXPLAIN
To explain the story, I read different versions of the text , including the original and then the version as told from the POV of the Wolf.
ENGAGE
To stimulate interest and curiosity
I
would introduce the story with the 1957 Looney Tunes cartoon, ‘The Three Little Bops’ and brainstorm the different ways in which stories can be told. I
engaged the children by introducing different versions of the text and using prediction methods to guess at characters, settings and problems.
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!Thinking Processes PAGE23
As outlined in VELS: Our world and the world of our future demand that all students are supported to become effective and skilled thinkers. Thinking validates existing knowledge ad enables individuals to create new knowledge and to build ideas and make connections between them.
Although VELS standards are not introduced until Level 3, I believe that younger grades can also benefit from a thinking-oriented curriculum to enhance higher order thinking skills.
I had had the opportunity during my placements to used KWL charts, Spider diagrams, de Bon’s thinking hats, circle maps and brainstorming charts. We have displayed the ‘big questions’ on the wall and these are reviewed regularly and added to. I have also used mind and circle maps, VENN diagrams and other graphic organizers, as well as witnessing a wonder wall in use.
I believe that making thinking processes explicit, as part of everyday practice, will provide stimulating and challenging learning opportunities.
IDEAS IN THE CLASSROOM
π π π π π! π! - QuestionMatrix - FishBoneDiaagrams - SWOT Analysis
!
Wonder Walls Mind Maps Concept Maps Surveys ThinkerKeys GraphicOrganisers
- KWL Charts - VennDiagrams
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ICT & Multimedia
ICT is being integrated in many areas of the curriculum and is an essential element to todays schooling. As teachers we must be aware that the students in our care are headed towards a global future.
I have demonstrated knowledge of the importance of developing ICT skills and will continue to do so in the future.
These are just some of the ways I would like to incorporate ICT in the classroom.
π! PowerPoint Presentations - video story books, projects.
π! Blogs and wikis - journalling, class diaries, communication skills.
π! Inspiration - mind maps, brainstorming.
π! Flip and video cameras - portfolios, video presentations and in conjunction with computer programs.
π! WebQuests - integrated inquiry learning.
π! ... I would also like to explore podcasting, e-books and interactive whiteboards.
Please find on the final sheets a few example pages from the ‘Survival WebQuest’ I developed with a colleague, for a 10-week unit on Sustainability and Survival.
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Soccer Clinic - Thomastown Primary School
REFLECTIONS
I must admit it was with both fear and excitement that I began my teaching journey, with what I would quickly begin to think of as ‘my’ 3/4 class at Thomastown Primary School. I had met with my mentor Dean previously and knew that this was going to be a tough gig. As an awesome and incredibly organised teacher himself, the expectations he had of me were very high. Although up till now my belief in myself as a teacher had been strong, I had concerns. Having spent many years working with younger children, I did have
doubts about teaching content. With a huge push on numeracy at TPS, I had admitted upfront to Dean that math was my weak point. He explained that it was his strength and that we took the advanced group for this subject. His remedy was to throw me in from the second day so that I could get as much experience as possible - and trust me, I did.
I began lessons and at the end of each, was given detailed reports which outlined clearly where improvement could be made, yet never forgot to congratulate me for the things I did well, such as my manner with the children and my behaviour strategies.
Knowledge is love and light and vision
Helen Keller
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TELL ME AND I’LL FORGET. SHOW ME, AND I MAY NOT REMEMBER. INVOLVE ME AND I’LL UNDERSTAND.
Firstly I learnt that timing was everything. That engagement procedures should go for no more than 10 - 15 minutes and that you must always allow time for a recap with your group at the end of the lesson. Learning objectives should also be clearly stated and lessons explicit and clear. I discovered there were many terms I did not know; things like arrays and differentiation, that at the start seemed so unfamiliar and now come second nature to me. I relearnt terms like homophones and discovered theorists in education I had never heard of. Before long I was talking the lingo of John Munro with ease and confidence. His GKR’s, MMM’s and LCG’s rolling off my tongue :-D I discovered my adeptness at researching content and providing interesting and engaging lessons and learnt how easy it is to attach my laptop to a data projector to include presentations in my lessons. My favourite comment from Dean, was about the powerpoint I created to broach the subject of ‘Evolution” with the children at the start of our “Living Creatures” unit. He wrote that ‘it was very powerful and really aided the children. They got it!” he said - a massive compliment which I much appreciated.
For an exhausting and exhilarating five weeks, I planned and researched and then planned some more. I learnt how to pre-test and post-test and marked papers till midnight, in order to group the students accordingly the next day. I took focus groups on the floor each lesson to help those students who struggled with area or acrostic poems, and helped them to further develop their ideas and produce and finish work that they could be proud of. I found my stern voice and my love of teaching flourished.
I grew, as a person and as a teacher.
Now as it all comes to an end, I look back on the challenging and rewarding few weeks I spent at Thomastown, excited that the next time I will be in a classroom, it may very well be my own... Angélique
ANGÉLIQUE KOURMOUZIS
