MTeach Portfolio — Michael Chipman
This annotation addresses APST Standard 6, descriptor 6.3 - Engage with colleagues and improve practice.
On my first practicum I produced a series of review lessons for my Year 11 physics class covering each of the main topics from the Stage 6 preliminary curriculum. These lessons were the last opportunity for students to revise syllabus content within class prior to sitting their final Year 11 exams. The first topic I reviewed was the Kinematics unit Moving about. After the first of the two eighty-minute review lessons, my supervising teacher discussed with me her observations of the lesson and the class learning that took place (PE1 - observation - 170823 - 11PH2). On this occasion, as evidenced by the attachment, my supervising teacher suggested that, for the next review lesson, I:
Prior to this first lesson, I had felt (self-imposed) pressure to try to cover as much as I possibly could with the class, recognising the limited time for dealing with the topic. I didn’t want to omit a problem type or aspect of the subject that might be presented in the end of year exam, and so consequently rushed to get through the lesson. The feedback I received from my supervising teacher was clear: following lessons would be improved by dealing with fewer questions in a less hurried, more thorough fashion.
In the subsequent lesson I did manage to act on the suggestions made by my supervisor (6.3), the result being an improved experience for both students and prac teacher. My supervising teacher observed that “fewer [questions] were more effective” and that “conscientious students got a lot out of the lesson” (PE1 - observation - 170825 - 11PH2). Addressing each of the recommendations made previously did not make my lesson perfect, and several new constructive ideas for improvement were suggested, including:
Following lessons saw me attempt to implement these most recent ideas – whilst not forgetting previous feedback – and so the process continued for the duration of my prac. The value of direct/explicit instruction for many students in my classes was an especially important practical insight I gained during these joint reflections with my supervisor (6.3).
My second prac saw me once again successfully integrate constructive feedback into my lessons – this time in mathematics. In her additional comments to my professional experience report, my supervising teacher wrote “Michael is an enthusiastic learner … [and] had excellent rapport with his colleagues” (PE2 - report, p.4). This sentiment was echoed in a comment from the tertiary supervisor on my second prac (PE2 - tertiary supervisor observation - 180524 - 9M21, p. 2), who noted “You are well prepared and have a ... rapport with the students and staff and you take on board ... advice and use it to improve” (6.3).