Analysis of SENA and Follow-up Activities
PDHPE Unit of Work
Teaching Standards Addressed:
3.1.1, 3.1.2, 3.1.3, 3.1.5, 3.1.6, 3.1.7, 3.1.8, 3.1.9, 3.1.10
(for evidence of Aspect 3.4, see Element 1)
As part of my third year curriculum studies, I developed a unit of work for PDHPE focussing on interpersonal relationships. In developing the unit I constructed an overview that clearly articulates the learning goals for the combined sequence of lessons. These learning goals relate specifically to syllabus outcomes, content knowledge and skills within the strand, and are accompanied by explicit indicators for learning for each specific goal (3.1.1).
The individual lessons within the unit are designed to contribute towards students’ attainment of the learning goals expressed in the overview. The sequence of lessons makes use of a range of teaching strategies designed to engage students in a variety of learning experiences while addressing learning outcomes. These strategies include cooperative group work, whole class activities and discussion, the use of stimulus materials, graphic organisers and discovery-based learning (3.1.2).
This unit also demonstrates my ability to implement a range of assessment tasks including formal, informal, formative and summative tasks. The unit shows evidence of my understanding and ability to use assessment for learning through the incorporation of activities that offer both learning opportunities for students, as well as opportunity for teacher observation and reflection of students’ development toward learning outcomes. For example, completion of graphic organiser worksheets, and structured class discussion involving directed questioning – see sample lesson plan within the unit (3.1.5).
As other evidence of my achievement of these teaching standards, I have included an analysis of a Count Me In Too, SENA (Schedule for Early Number Assessment) I conducted with a Kindergarten student. The analysis shows my ability to interpret assessment data in relation to where students’ are now, what they need to learn next, and how they will achieve progression to higher levels of learning. Being able to interpret and understand students’ needs in this way, allows me to effectively select and organise subject content in a structured and logical sequence, and in a manner that will best address students’ needs (3.1.3).
The results analysis and my observations from the SENA were compared against the Count Me In Too Learning Framework for Number. I then related the levels reached within the framework to the syllabus outcomes in order to assess the student’s development within the expectations of their Stage. This is further evidence of my ability to use a range of strategies (in this case, learning frameworks) to assess student achievement of learning outcomes, as well as my knowledge of the link between outcomes and assessment strategies (3.1.6).
My analysis of the SENA includes information that could be used to inform further planning of teaching and learning. This includes recommendations in regard to content areas that require consolidation before moving forward in the learning sequence, and suggestions as to the type of activities necessary to develop the student’s understanding to the next level. This information is based on analysis of the assessment results, and shows my ability to use assessment to guide planning. The follow-up activities designed are an example of how I would plan to address one of the specific needs of the students identified based on the results of the assessment (3.1.10).
Maintaining an accurate record of students’ achievement in diagnostic assessments such as the SENA is important for classroom teachers in order that the results can be effectively used to monitor individual student’s development of concepts and achievement of indicators, and to inform classroom planning and practice. In order for records of students’ learning to be practical and purposefully used, data should be represented in a concise, easy to interpret format. One possibility for this would be a checklist (3.1.8).
I believe that assessment in the form of timely feedback that recognises strengths as well as areas for improvement is crucial to students’ development. I believe that students should be provided with a range of different contexts in which to display their knowledge. I believe that a constant cycle of planning, implementation, assessment and reflection should inform teachers work, and that communication between teachers, students and parents is imperative to this process.
I need to be more conscious of communicating assessment criteria to students in regard to what they will learn, how they can show that learned this, and expectations for the standard of their work. I also need to develop systematic ways of recording students’ progress in order that it can be effectively used for planning, and reflecting on their development. Finally, I need to establish an understanding of the principles and practices of reporting to students, parents and caregivers (3.1.9).
I will provide more detailed feedback to students when marking their work during my next professional experience, and will experiment with the use of sticky notes as a means of providing discrete, timely and individual feedback throughout lessons (3.1.7). I will actively seek out information in regard to schools’ policies on reporting to parents and attempt to engage in some level of reporting/communication with parents myself during my next professional experience.