During the course of my study so far in subject ETL503, one of the most challenging moments was critically reflecting about my current practice as a Proficient teacher and where I would like to head in the future. I often have larger than life ideas, but this specific activity in the module has helped me to see that these ideas need legs to ensure action.
During the module, we were tasked to view a series of videos reflecting different levels of teaching proficiency, based around the AITSL teaching standard 3.4: Select and use resources. After viewing the range of videos, I placed myself at a Proficient level teacher. My evidence for this level was the following:
- I use a variety of resources and strategies to teach a skill explicitly – for example, if I was to teach a lesson on figurative language in English, I would use online videos, mentor or example text, activities to read, write and identify, followed with discussion and evaluation
- I conduct a variety of formative assessments that allow students to demonstrate knowledge in a variety of ways: through speaking, writing, modelling, drawing etc.
However, I was really challenged by the videos I viewed in the Highly Accomplished section. One of the areas I want to develop is how I collaborate and plan with other teachers around positive, engaging and collaborative use of ICT in the classroom. Technology can be such a powerful tool, and I am not using it to my full advantage. Too often in a high school classroom, students are working independently on their computers, which while necessary at times, can encourage isolated learning, reinforcing the view that technology is insular. The video filmed by AITSL (2017) at Albert Park College in Victoria demonstrated some practical steps, which were far from isolating, such as:
- Explaining to students at the beginning and the end of the lesson how to be responsible online. The lead teacher also gave feedback at the end of the lesson about their success in this target.
- Collaborative work online – students were able to critically engage with each other’s work and were often moving around the classroom – coming to work online with the teacher, while the work was projected onto a larger screen, which everyone could see.
- This reflective online practice allowed the teacher to have conversations with students in the moment that questioned and encouraged them to elaborate, question and extend their learning.
In order for this to be the next step for me, I need to add to my own resource bank knowledge of online apps, programs and resources that can be engaging for students and used to pursue excellent learning. The challenge is set!
Australian Institute for Teaching and School Leadership Limited (2017) Responsible use of ICT in Tools and Resources. https://www.aitsl.edu.au/tools-resources/resource/responsible-use-of-ict-illustration-of-practice#tab-panel-3