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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
ASSIGNMENT 3 – REPORT OF SUPERVISION CYCLES 3 AND 4
3231VTA – CORE VOCATIONAL TEACHING
CONVENOR: DR. IAN JAMES
SUBMITTED BY: DAVID MARTIN
STUDENT #2636349
DATE SUBMITTED: 22 MAY 2008
David Martin 3231VTAStudent #2636349 Core Vocational Teaching
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
This assignment will report on the third and forth documented supervision cycles by analysing
classroom activities, questioning technique, mentor conferences against known teaching
theories. Firstly a description of the setting will be given and then the critical analyses of the
cycles. Future development plans will be outlined and finally a summative reflection given.
Also included are appendixes containing the supervision reports, summative reports and notes
pertaining to the included teaching resource CD.
DESCRIPTION
The second set of supervision cycles involved further lessons with the same group as the first
supervision cycles. It was done in a vocational education setting with a range of students, from
high school age through to mature age students with a range of previous vocational and
educational backgrounds. I was teaching sessions 15 and 16 of a thirty session cluster of four
competencies, use business technology, produce simple word processed documents and
perform office skills, often grouped together as “the computing cluster.”
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
CRITICAL ANALYSIS
The post teaching conference from the first and second supervision cycles highlighted mostly
positive aspects of my teaching strategies that I continue to implement. While only four cycles
have been reported on, supervision has been done for four hours each week for ten weeks with
moderation taking place regularly.
These discussions started with some brief feedback about the lesson observation and
classroom interactions. Almost always positive, Joseph offered ideas on the class handouts
being used and asked questions of the study guide that showed possible flaws or problems,
including the modification of some assessment. The first set of supervision cycles also enabled
reflection on teaching strategies that can be used to improve lesson design and the
effectiveness of delivery.
After reviewing the first set of supervision cycles and teaching strategy literature I carefully
reviewed and rewrote the lesson plans (see appendix 5). Doing this helped me focus on
important components of the lesson. In some cases, planning needs to be done for different
ability in the class (Marsh, 2000, p. 88) and while this is not done explicitly in the lesson plan I
do try to choose a pace that will suit as many people as possible.
The classes I teach are practical classes and should include a diverse range of activities that
are student focuses and are more likely to produce second order thinking (Stevenson &
McKavanagh, 1993, p. 95). However, I think that many of my teaching activities and those that
the students undertake are still based on first order cognitive holding power. Most of my
activities based around demonstrating and telling while students are generally following
instructions and relying on the teacher for the checking of results (Stevenson & McKavanagh,
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
1993, p. 95). A shift in my delivery style of planning will be required to move some activities into
problems that students can solve and ways of introducing self assessment.
Particular care was taken with the sequencing and possible questioning techniques that could
be used. These questions involved students more, offering real life examples of how learning
outcomes were related to vocation. However, upon reflection it is still a didactic strategy, one
where there is limited teacher-student interaction except for occasional questioning to clarify
material. (Sternberg & Spear-Werling, 1996, p. 37). I tended to overpower the student input too
quickly, pre-empting a student centred discussion and sharing of pre existing knowledge.
I set out to teach to this class for the entire duration of the subject, not just for the supervision
cycles. This enabled me to set a classroom environment from the start that encouraged
productive workflow and opened communication between myself and the students. It is
important to help create a positive and supportive environment where learning is worthwhile and
rewarding (Barry & King, 1998, p. 29) which I do in a number of ways. Firstly, by ensuring that
questions are answered in a positive way that encourages confidence and self-esteem.
Secondly, by the use of scaffolding to assist individual or sub-groups of the class that also
allows different pacing for different students.
While some techniques require work, I am confident that my teaching practice is based on solid
theories that help create a supportive and active learning environment that allows all students to
participate in meaningful and worthwhile ways. Observations made by Joseph confirmed that
these strategies are working and gave ideas of where improvement can be made.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
FUTURE DEVELOPMENT PLANS
An area that still needs development for my teaching is the effective use of questioning in the
classroom. This will involve more pre-planning of appropriate questions and taking note of what
works and what doesn’t.
The current training packages also specify that simulated environments should be used in
vocational education, which is not currently done to a great extent with the competencies I
teach. By creating activities that provide more interaction between students similar to what is
found in an office workplace would benefit them a great deal.
The post teaching conference raised the issue that while innovation shown with the electronic
study guide and interactive tutorials is impressive, an issue can be the time it takes to create
and maintain such a system. Solutions could include using experts in blended delivery units or
linking to external tutorials available through learning networks or other web based providers.
When using computer based tutorials it is a lot of work involved, while the current versions are
interactive, they do not test the students knowledge, they are simply fancy demonstrations.
While I am able to make judgements based on observations of students, I would also like to
build both computer based and self assessment into the video tutorials. This idea was
discussed and supported in post teaching conference.
Using established theory as basis for practice is the starting point of a continuous cycle of
practice, reflection and experimentation to continually evolve and improve my teaching over
time.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
SUMMATIVE REFLECTION
Over the duration of the observation and supervision cycles I have been able to analyse
experienced teachers in action as well as my own practice. This process has extended my view
of the reflection cycles, which in many ways I was already involved in by striving to improve my
“teaching product.” The strategies used in the classroom are as much, if not more of the product
then the teaching aids, preparation and documentation that go along with the job of being a
teacher.
Classroom management is sometimes a challenge as a beginner teacher, and it is important to
be able to choose and adapt a variety of strategies (Marsh, 2000, p. 163). I try to plan on-task
activities that engage students for as much of the lesson as possible, but there with such a
variety of students off-task behaviour is inevitable. The challenge then becomes ensuring that
off-task behaviour does not turn disruptive. Techniques I use include specific instructions,
continual movement around the class, especially where problem students were sitting.
I think that there is too much demonstrating and that my overall style is still teacher based, the
activities need to become more student centred. One way of doing this is to use small groups
within the classroom, though this should only be done if it helps achieve learning outcomes,
there is sufficient time and all resources are available for each group (Marsh, 2000, p. 96).
Whole class instruction is still effective, but can lead to boredom unless visual aids, occasional
student activity and involvement and questions are used (Marsh, 2000, p. 102). Variety seems
to be a key component in keeping attention levels, as well as keeping the work challenging
while keeping to the learning outcomes.
As the day to day running of the classroom becomes more routine reflection will start to focus
on the why of teaching and the philosophies that go along with this question. This was evident
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
in some of the post teacher conferences which included union shop talk, reflection on institute
policy on teaching and the changes over time that Joseph has seen in 25 years of teaching
service.
Expert teachers have a wide range of strategies and skills to draw upon in the classroom and
adapt them to the situation at hand. I have observed some new practices, and tried using
questioning and group work during the course with mixed success. The continuing reflection
process will find ways to make these ideas work within my own style and become integrated into
the classroom. A gain from the supervision cycle is that I now place a higher value on
moderation and discussion with expert teachers.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
LIST OF REFERENCES
Barry, K., & King, L. (1998). Beginning Teaching and Beyond (2nd ed.). Tuggerah: Social
Science Press.
Marsh, C. (2000). Handbook for beginning teachers (2nd ed.). Frenchs Forest: Pearson
Education.
Sternberg, R. J., & Spear-Werling, L. (1996). Goal 2: Understadning teaching strategies to
enhance thinking. Teaching For Thinking , 35-54.
Stevenson, J., & McKavanagh, C. (1993). Practice 10, Theory 5. An examination of the depth of
learning . SET, No 1, Item 4.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
APPENDIX 1 – TEACHERS RESOURCE MANUAL
Included on the “Teachers Resource CD” is all of the material that I have used over 3 years of
teaching. As a beginner teacher, the pre-planning resources I was given included a set of
delivery plans, assessment descriptions, textbook and examples of two or three assessment
checklists and all developments have been stored electronically since then. Using an electronic
filing system has many advantages over a traditional filing cabinet or concertina. Firstly the
amount of information that can be stored is dramatically increased, and there is no need to have
just samples. With modern technology everything can be filed for future reference. However a
good backup system is required to ensure that no data is lost over time or through accidental
erasure.
TO ACCESS THE MOST RECENT STUDY GUIDE:
1. Put the CD in the drive
2. If an autostart window appears choose View folders, go to step 4
3. If the autostart window does not appear:
a. Click on The Start Button,
b. Click on My Computer
c. Double Click on the CD Drive that should show TeachingResource
4. Double click on 2008 Computing Study Guide
5. Double click on index.htm
Hyperlinks are then used to navigate to the different sections, including delivery and individual
lesson planes, assessment items and checklists and video tutorials and other class handouts.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
VERSION HISTORY
The customised delivery plan and an assessment matrix are included in the 2005 folder. This
matrix is based around the activities and tasks outlined in the delivery plan, but not the learning
outcomes. Also included are the completed textbook files which I completed by using the
student text book. Doing this gave me answers to many questions that students had in class.
In 2006 lesson plans were written for each session, outlining resources and what activities
students should complete to remain on target to completing the course. While the students
were still working through self-paced, this was a major step for me in analysing what was being
done and how it compared to desired learning outcomes. Hyperlinks were also added to the
2006 delivery plans, making use of the electronic media.
At the end of 2006 I was determined to change my resource structure and started researching
blended learning principles and platforms. The online system currently in use appeared to be a
somewhat outdated system and there were known issues with the large file downloads. I had
also been developing video tutorials which were quite large file sizes, so this made the TAFE
system too hard to use. By using an existing government web page template and layouts of
common forms (delivery plan, unit overview) I created my electronic study guide. This guide is
not designed to be used online, but as a classroom resource that can be used over the local
area network or copied to CD.
The latest changes include using an Institute template, allows access to marking checklists and
criteria assessment marking criteria sheets that align with learning outcomes, rather than a list
of activities. Each lesson has been planned using class session records, which I am now careful
to add and modify during or after a lesson. These will be scanned and used as a journal for
further reflection and updates on the next version.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
APPENDIX 2: SUMMATIVE EVALUATION
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
APPENDIX 3: LESSON FEEDBACK FORMS
David Martin 3231VTAStudent #2636349 Core Vocational Teaching
Started promptly, described lesson objectives and linked the topics and assessment to previous classes and activities.
Students keen and comfortable with the relocation process.
David was well prepared with Classroom resources, utilised electronic study guide, data projector, and scanner. The curriculum was linked extremely well to AQTF requirements and the skills required in a business environment.
Prepared…Data show, remote, whiteboard, computer room, scanner, internet connection. Located students away from their distracting computers to explain in detail important aspects of demonstration and assessment for the job related cover letter, web searching and scanning.
A good demonstration, excellent explanation and discussion of underpinning knowledge/skill requirements. This involved students, allowed relevant questions by David and students, and gave David the opportunity to see if students understood what was expected. It also focused students away from their own computers.
Well done, with individual clarification of issues raised by students. David proactively addressed research issues/problems that students might encounter for the days activities and future job search activities. Eg. if a web address was not given in the job advertisement then yellowpages.com.au may provide the necessary information.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
David Martin 3231VTAStudent #2636349 Core Vocational Teaching
Relevant, best practice and workplace efficiency linkage, logical and flowing structure with industry and teaching knowledge clearly displayed. Excellent clarity and appropriate level which kept students focussed the whole class…well done for this group of young students.
Good overview of the Assessment requirements and logical integration of a stimulating practical activity to enhance student understanding.
Well done…good linkage to future activities and sessions within the delivery.
Good, clear progression with Session Plan and appropriate timing. Also see relevant comments in the Communication/Climate section.
Well done.
Good, accepted practices continually demonstrated.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
David Martin 3231VTAStudent #2636349 Core Vocational Teaching
Excellent teacher punctuality, minor student lateness, excellent in all other aspects.
David observed student progress well during their practice; he advised where necessary and managed the variety of student pace through both the scanning and cover letter components. In particular the management of the queue to the scanner was handled well with prompting of participation when necessary. In another example in response to a student question, good class discussion of the advantages of scanning was initiated. ie. less paper copies, ease of archiving.
David is well organised and links classroom activities to industry best practice in an excellent manner.
Well done…. The only minor comment not mentioned previously would be that the use of the traditional “Dear Sir/Madam” could be replaced by the more modern alternative of “Dear Sir/Ms” because of the context that “Madam” now has.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
David Martin 3231VTAStudent #2636349 Core Vocational Teaching
Started promptly, described lesson objectives and linked the topics and assessment to previous classes and activities. Good recount of previous topics and the specifics of the assessment items being completed during this session.
Being close to vacation time, students were the most distracted of all observations. David settled the students well to commence the class. Four (4) late arrivals were handled extremely well with specific instructions to turn on their computers and commence speed and accuracy practice. Their initial intention was the have a chat with other classmates. Student distraction continued throughout the class with David having to work hard to keep students on track. This he achieved well by continual movement around the class and by keeping assistance focussed and brief.
David was well prepared with Classroom resources, utilised electronic study guide in relation to speed and accuracy and portfolio assessment. Data projector utilised well for Tables and Mail Merge demonstration in the second session.
Prepared well, both physical resources and handouts for speed and accuracy. Organised well for second session task demonstrations.
A good demonstration, excellent explanation and discussion of underpinning knowledge/skill requirements. Some students were confused over components of the instructions for the speed and accuracy test eg. double spacing of paragraphs. The demonstration of both “tables” and “Mail Merge” was excellent.Well done, with individual clarification of issues raised by students. During the demonstration of tables and mail merge specific issues of concern were demonstrated again to give clarity to all. With David’s classroom manner, students feel comfortable to ask questions and have him assist when and where necessary.
Relevant, best practice and workplace efficiency linkage, logical and flowing structure with industry and teaching knowledge clearly displayed. Good throughout the class but excellent in regard to Mail Merge demonstration and student question regarding “merge fields”….. all aspects of tone, pace and emphasis. Feedback more specific with some students. eg Tracey needed additional assistance with commas and bibliography.
Planned assessment implemented well.
Well done…good linkage to future activities and sessions within the delivery. Good classroom management at the end of class to keep focus.
Good, clear progression with Session Plan and appropriate timing.
Well done.
Good, accepted practices continually demonstrated.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
David Martin 3231VTAStudent #2636349 Core Vocational Teaching
Well done…as previously mentioned students were distracted more than usual. A particular outburst of Madison was handled professionally with a clear and assertive directive to “concentrate on your activities, please”. Good management at the end of class.David observed student progress well during the class; he advised where necessary and managed the variety of student pace. Extremely tolerant of student non-focus showing experienced classroom management to achieve lesson objectives.
David is well organised and links classroom activities to industry best practice in an excellent manner.
The use of autocorrect spelling and grammar functions in the Speed and Accuracy test should be a topic for moderation with other teachers. Instructions for Speed and Accuracy test improved by using written as well as verbal instructions (eg. PowerPoint or a handout).
Overall, well done…objectives achieved, effective and professional classroom management demonstrated.
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
APPENDIX 4: RECORD OF TEACHING HOURS
David Martin 3231VTAStudent #2636349 Core Vocational Teaching
Total of 32 hrs supervised
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
APPENDIX 5
Introduction
This lesson links to previously taught word processing and letter writing activities. Time will be
provided this lesson for students to produce a part of their final assessment portfolio, a cover
letter to a specific job advertisement.
Lesson Objectives
Given a computer with a word processer and internet connection, students are to write out a
draft copy of a letter of application to an advertised job in the allocated lesson time.
The student will need to find a job advertisement and evaluate it, is the job suitable for them?
The student will analyse the job criteria and address any special requirements in the cover
letter.
Students are given a sample cover letter and will write out a letter of application using
appropriate formatting and writing style.
Content Selection and Sequence
Full Demonstration of process using whiteboard projector
Demonstrate existing links to job search sites
Demonstrate search techniques on job search sites
Demonstrate and explain existing job search sites and techniques
Questions and group discussion on suitable job categories and search
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
Students to find suitable job using job search sites
Demonstrate analysis of job description, criteria and special requirements
Demonstrate and explain analysis and “what if’s” of job descriptions, criteria and special
requirements. E.g. what if I don’t have the qualification they ask for, what if there is no name to
address is to.
Questions on job descriptions, criteria and special requirements
Students to highlight special features of their job advertisement.
Demonstrate require letter writing style and layout.
Demonstrate and explain where to get more resources on letter writing styles and layouts
Questions and group discussion on style and layouts
Students to create cover letter of application based on selected job advertisement.
Teaching Aids
Career Quiz activity – an interactive game/quiz giving students background information on
training and on-the-job terminology.
Cover letter writing guide – A clear writing guide giving general information, writing tips and an
explicit example of a completed letter with appropriate style and formatting.
Internet links to popular job search sites
Internet links to other letter writing and job related materials
Teaching Strategies
Demonstration, explanations, group discussions
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Assignment 3 – Report of Clinical Supervision Cycles 3 and 4
Some of the strategies I am building on are questioning techniques that involve more of the
group. This strategy can help with the analysis of the learners pre-existing levels of expertise
and knowledge.
By including as many of positive teaching behaviours in my lessons
Questioning Techniques
What attracts you to a job advertisement?
What can you do to make your letter stand out from the crowd?
Assessment
Informal assessment during question time and pre-writing activities allow the teacher to gauge
student knowledge of topics covered.
The submission of the letter is the formal assessment for the lesson. It will demonstrate that the
student is able to write a job application letter in a suitable style and format, that covers all of the
criteria and special requirements of a job advertisement.
Summary
This lesson has shown that the integration of previous lesson material has allowed students the
find and analyse information from the internet and use this information to create a business style
letter in a designated timeframe.
David Martin 3231VTAStudent #2636349 Core Vocational Teaching