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WESTERN SYDNEY UNIVERSITY Professional Prati U ‘Secondary Program Roport Presori Teshara rans | Sesion [Set 17 7018S ‘Crieaunescting are | Serco ais oye ‘Sana | Eee a ea Warpacenont | Foe é| ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Sean isa keen and knowledgeable practical student who has worked to enhanoe his teaching practice and pedagogy during Practoum 2. Sean has developed a sound knowledge of content and his lessons follow a logical sequence and ‘suppor the quay teaching framework, He has demonstrate hs abiity to interpret syabus and school dacumenis lo incorporate Science outcomes and school pistes (iterapy, numeracy, ICT and ierentiaon) into his lessons. Sean meets the diverse range of student larg neads in his classes through the use of diferente tasks including worksheets and PowerPoint. He can communicate his learning intensions fr each lesson clearly and create a supportive environment where students are engaged in ther leaming, Sean has engaged in professional leaming activites and colegial discussions to improve his knowledge and skils and to reflect on his teaching practic. Hei will to implement feedback, ‘Sean has been able to demonstra all equied standards and showed growth throughout his ‘Sean all the best in his future teaching career. OVERALL ASSESSMENT cra: ssistector Danses SATISFACTORY The Presence Teasers pase adm he gare sada mest he era ors etd by Ions tn Yasar hsp lar ptessrleing Were Prsowen Techs wat carded ung ‘vel abv ves i ge tau beer ne sunmay comets LUSTIsFACTORY: Tha see Test hale ls Pessoal Expeionce unt anda re cesta al eet ‘loner a destey te NSW tne Tore. Te Saas Tease, Ptr Eptens Cera a Pind ‘ech conan hale Pro saie Test ques sn an Prost eiperrce io eterpin eros sty) Congres ora atin easer ho Peer Tes Sul ere at Unsafe aoe wax berg paDes AF rhe aye ecnmaned noe amet te iourg goin Sinatue: | sulufis Pre-serice Teacher's Signature: Ze Date: L144 2019 carn Teachers suas Siping Take parler raids Tee Stands a asso loPricasna Egeere inher NO -Raldonrstad O- Dancrevaee &~Eceets operons Bator: hePe Nansen tance Suporising Teachers Name Nidls sevice Tle rac nthe Comer secon, ¥ Sars et aa be dons ase oe ‘ononalon he rope Cannan ston. tana ava Seas rst 'STANDARD_ERNOW STUDENTS AND HOW THEY LEAR NOD TE acer area ‘GHADUATE TEACHERS TILT ys soent —] Denar iowledge and vw of possi ad {dito faecal elope an chronic of sucesso how Des my ‘Eelopaentand | et ening Soca TT end Row Dent row Togs and underage Dow ee stadet ee and he nits freaking TT Sinan pik Benoni Iaonagy of eng wai are rapnsive oie vere ingui | ring stent an ees of tens fom vee Hg cla ‘lua regio nd religous and solononomle batground. Retgrunde TAT sg Tir Dens: sa ow lee nd undid nae of Ta {ching Abril ond | ula ent aod lagusts background or the edt of suds a Foner Se Iander | Aborigine Tors Seal unde akgrunds TST Deas | Deo ovine ad weaning of seis eng teaching trmet the | eating ome he apc ering ees of sens teal mage Specttesming needs | edi ‘tate soe Tarnge of ies TET Siesta | Drone tod awed understand regen ‘pot fi parison | and ahing tess th spp rsp on ang dens ‘fue | sit di ‘abi \ ‘Sean prepared lestons which corolated with syllabus documents and faculty units of work, Sean exhibits an ability lo cater for students identified as being gifted and talented by engaging them in ‘Work thet requires higher onder thinking. Enquiry based learning has been incomporsted in some of his lessons in 8 variety of ways to extend these student, as demonstrated through hs lesson plans and ‘worksheets, Post lesson reflection saw Sean modify his delivery which has now become more refed and effective. ‘Lesson plans which were submitted contained a good variety of teaching and leering strategies. The lesson sequence was appropriate and alloved for concepts to be built upon to support student learning. Professional Prec I Ragort ih, Superaing Teschers sonst: W/L) Prose Tee st ‘STANDARD: KNOW THE CONTENT AND WOW TO TEACH ®D Feces ares ‘GRADUATE TEACHERS Tir Conestand | Derr know dae and wooing ale concep hanes ond ‘aching sug ofthe | sar ofhe enol od acing sae of he ng SEE Conta saan | One Se FO CRT Teg lng ENE sd onion ET Carica | Us earl, css and pai tna as ang Secement and ‘omnes and eso plas SET Caisse nd — | Dano road ented wdestanding fa pe Tr 7 ‘ps ttl | tran Tos Satish has nes people prom Insc and 9 Ingen Ausalins Bttieas | Ror Ray een ma TIS 7 Sentai and | telenent tsting steps Torn TCT To xpand ceca TSE 7 Comeuniaon ‘pron forme “eaiology (CT. Comments ‘Sean's lessous follow a logical sequence and suppor the quality teaching model. He understands the importance of modify tarks appropriate to individual students, tallow students to access leering, Sana been wiling to seek advice when planning lessons so that course outcomes are accessed in ‘an appropriate manner, s desionstated in his lesson plans and resources developed. ‘Sean displayed strength in catering fora range of diferent leaming abilities and learning styles. He produced a variety of resources including PowerPoints and worksheets to foster student leaming sean was able to incorporste schoo piers (iteraey, numeracy, ICT and differentiation into his Tessons. Sean understands the importance of created a postive end challenging learning environment by using a variety of structures including group work and individual tasks and she differenited by providing open ended research tasks and opportunites fr student to extend. “STANDARD FLAN FOW AND IMPLEMENT EFRECTIVE TEACHING AND LEARNING [RO [E Foes ares (GRADUATE TEACHERS Trt ease Seeing gr provide sil canes or eo 7 halengiag teaming | vapiog lies and castes. seal 5551 Fan, asae wa Pl son agave vig re of Wd eager ae 7 oqeneelasming | efevewacing sas. SET racing] Tad nar oF each ee Si Selatan so] Dasa lee o age a rr long TCT a resurer ‘pgs dents hearing 4etts| SET Um aHaRS | Danae neo rT an eal cenlon ao 7 —| bo ‘hseeor — (Moshicden _coenmunication oan % Tad] Bans isd ange fae iar bowel woe | (eh posuere cnt ain 4 progam aI Fr Engagepaena’ | Desi roal ange of isi Torino reewe oe erntcteatne | sastepons Reba ‘Comments ‘Scan ss motivated to enhance leaming outcomes in each ofhis classes, He uses well structured {eevons and lean sks fo provide a meaningful leaning experince for his sudents. Sean has identified the importance of communicating clearly and eflesively to classes explicit expevatios of ‘behaviour and learning gols to enhance leaning. He has demonstrated the importance of using both ‘verbal and non-verbal eommuniation strategies to manage student Jsming and behaviour. Protesona Pace Rago | SupeniingTescere sera: aes

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