The process of completing a portfolio of varied work for this assessment has been interesting and practical. As a mature age student studying again after many years of working, I was worried that I would feel disconnected from the tasks, and that the assessment pieces would not reflect anything that happens in the ‘real world’ of teaching.
In my working roles over the last 15 years, I have been able to develop a very good understanding of how hectic and unstructured a school day can be – even with all the best intentions of planning and routines. In study that I undertook in those earlier years, the types of genres used were much less interactive as they can be in today’s classroom. This assessment has helped me to develop a further understanding for the different ways that students can be engaged in the learning process (through blogging, live web pages, podcasts, film, just to name a few). I particularly enjoyed creating the podcast for the Multimodal presentation. I feel that this assessment allowed us to take out new technology for a bit of a spin – to ensure that we can use and manipulate it in ways that will enhance access for all students that I am working with. I also find that being able to try different genres also prepares us well in how we will plan our lessons in the classroom. Ensuring that the curriculum is accessible for all students (whether they have a verified disability under the Disability Discrimination Act (1992) and Education Standards) or whether they have learning difficulties, appropriately planning ensures that all students are able to participate. By incorporating and embedding appropriate planning and delivery of content, rather than adding at the last minute, a teacher will provide the best opportunities for access.
I have also enjoyed the opportunity to receive feedback from my peers, as well as being able to give appropriate feedback on their work. This provides the opportunity to be engage in robust reflection and evaluation of my work. By also giving feedback to others, I am able to practise ways that bring out the best in other students in a positive way.
In my working roles over the last 15 years, I have been able to develop a very good understanding of how hectic and unstructured a school day can be – even with all the best intentions of planning and routines. In study that I undertook in those earlier years, the types of genres used were much less interactive as they can be in today’s classroom. This assessment has helped me to develop a further understanding for the different ways that students can be engaged in the learning process (through blogging, live web pages, podcasts, film, just to name a few). I particularly enjoyed creating the podcast for the Multimodal presentation. I feel that this assessment allowed us to take out new technology for a bit of a spin – to ensure that we can use and manipulate it in ways that will enhance access for all students that I am working with. I also find that being able to try different genres also prepares us well in how we will plan our lessons in the classroom. Ensuring that the curriculum is accessible for all students (whether they have a verified disability under the Disability Discrimination Act (1992) and Education Standards) or whether they have learning difficulties, appropriately planning ensures that all students are able to participate. By incorporating and embedding appropriate planning and delivery of content, rather than adding at the last minute, a teacher will provide the best opportunities for access.
I have also enjoyed the opportunity to receive feedback from my peers, as well as being able to give appropriate feedback on their work. This provides the opportunity to be engage in robust reflection and evaluation of my work. By also giving feedback to others, I am able to practise ways that bring out the best in other students in a positive way.