SOUTHERN CROSS UNIVERSITY FINAL PROFESSIONAL EXPERIENCE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2016)

Date:15/02/16

M Tu W Th F

Term:

Week: 3

Class: 6

School: Silkwood School

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS FOCUS AREAS

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies
for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
3.3 Use teaching strategies Include a range of teaching strategies.
Time

Learning Intention
LI: Students will observe
how a comma supports a
subordinate clause and a
conjunction in sentences.

8.35

SC: Students will be able to

piece together a complex
puzzle so that it requires a
comma. They will place the
comma in the correct place
and verbalise why it goes
there.

Learning Activities
Maintenance in spelling books

O: While dressed as Even Though act out changing Mary was the
star player even though she broke her arm to Even though she
broke her arm, Mary was the star player. When out of character
discuss how the sentences part were moved and why.

Differentiation
considerations
Cameron to sit in his
chosen front of class
seat due to auditory
processing disability.
Mike not to sit in
same table group as
Matt or Brad due to
behaviour issues.

G: While dressed as And act out changing Angi wants to see Evelyn
and Sami and Codie after class. to After class, Angi wants to see
Evelyn, Sami and Codie. When out of character discuss how and
Students in mixed
why to sentence parts were moved.
ability groups.
E: Hand out sentence puzzles. Explain how to and students create
sentence A of task. Then explain how to and students create part B
of task.
R: Students show and justify how they changed sentence A into sentence B
with a comma.

9.25

Maths proficiency lesson

10.20

First eating break

Signature of supervising teacher:

Date:

Assessment for/ as Learning

What did students know about
comma use before the class?
What did they learn about
comma use and how they
change a sentence from the
Even Though and And
characters?
Ask each student in group a
question about the construction
of sentence A or B. Can the
student identify why the
sentence does or does not
require a comma in a certain
spot?

SOUTHERN CROSS UNIVERSITY FINAL PROFESSIONAL EXPERIENCE DAILY REFLECTION TEMPLATE (REVISED 2016)
REFLECTION ON ACTION
Anecdotal notes based on assessment & observations

Reflection on pedagogy, strategies, management, QT, etc

FOCUS = STUDENTS

FOCUS = TEACHER

During questioning students referenced the characters and performances of their

own accord as a way to justify why a comma should/should not be in a certain
place.

Some parts of the performances were rushed and needed further linking during the
discussion periods. Main points were covered, however more depth on why the
subordinate and independent clauses change place would have been helpful.

Cameron required only a brief overview of performance learning intentions and

task directions due to his seat position. Normally requires everything to be
repeated in detail.

Activities for students during teacher costume changes would have broken up what
students were doing, rather than have them sit and watch for 40 mins of the lesson.

Once students got over their enthusiasm in identifying myself as the characters,
students were engaged and excited to tell me where to place my sentence parts
and commas.
Follow up action:

Follow up action:

In next lesson students need to write down the rules about commas they used in
this lesson. This will show if students retained knowledge and which students
need more help. Students will be given more sentences to write in the same way
sentences A and B were constructed in this lesson, however this will be
independently not in groups. Struggling students will be given one-on-one, or will
work in small group with teacher. Meanwhile other students will complete
activity and extend by writing their own sentences.

Practice the performances before the lesson and think about what the students will be
physically doing for the whole lesson. They should be only writing/sitting for more than
20-30 mins.

Signature of supervising teacher:

Date:

Annotation
Standard descriptor/s the
artefact reflects

Type of artefact

Describe the artefact and indicate the possible

impact or result of the artefact on teaching and/ or
student learning

Describe how the artefact meets the standard descriptors you have
identified.

1.5 Differentiate teaching to

meet the specific learning
needs of students across
the full range of abilities

Day book lesson

based on
changing
sentence
structure with
commas.

In this lesson I decided to role-play two the

characters of the subordinate conjunction Even
though and the conjunction And. The purpose of
the lesson was to show students how conjunctions
support clauses in a sentence. The role play idea was
used to differentiate learning for a student who had
trouble learning with videos. It had the added
benefit that students could interact with the action,
such as asking or answering questions, rather than
only be spectators. In the end the whole class was
more engaged in my characters than they normally
were for videos.

1.5 Differentiate teaching to meet the specific learning

needs of students across the full range of abilities
This class has a student with auditory processing issues. He, and other
students in the class, were having trouble learning from YouTube
clips. I had found a great clip which had a comma walking around
town helping clauses and conjunctions. To eliminate the use of a
YouTube clip for this lesson, I decided to change it into a live action
role play.
The lesson allowed for auditory, visual and kinaesthetic learners due
to the interactive nature of the role play. Auditory learners were
supported by the verbal communication between characters and
class. Visual learners were supported through the acting and the
dropping of the clauses and the comma helping to hold them up.
Finally, kinaesthetic learners were supported by either helping me
with the role-play and/or in the activity where the students had to
rearrange a sentence puzzle (pieces of a sentences cut up) so the
comma supported the clauses.