Design for learning Reflections

Week 2 reflection

The 5 different classes I have observed and what I can be potentially teaching were a year 9 science class, year 10 science class, year 12 chemistry class, year 12 biology class and a year 13 chemistry class. The first difference I see between the biology and chemistry senior classes is the amount of literacy and definitions required in biology compared to chemistry where it is more practical and theory based.

The second big difference I see is between the ages of the ākonga from the year 9 who are still concrete learners with some conceptual understanding where in year 12 they are developing more understanding of the conceptual ideas and year 13 is further understanding still. I observed the year 10 behaviour which I was grateful to understand to be the brain development and having this ‘superpower’ of new thought. I actually enjoyed seeing their excitement to life and learning even though at times it was disruptive.

When I was teaching the year 12 biology and the year 12 chemistry I found I was more comfortable with the practical side of the chemistry and could find a nice pace to show the ākonga the equipment and the process they needed to follow. In the biology class I found it harder to not overload the ākonga with too much information and also found I was only doing powerpoint and scipad information not mixing up the activities. I was more concerned about getting the definitions into the ākonga rather than the way I was teaching them.

Week 3 Reflection

It was beneficial to do observations of my Associate Teacher's (AT's) after teaching myself as I saw more teaching tools and different approaches to help the ākonga learn. For example in year 12 biology getting the ākonga to write a question around the topic they were learning for the others to answer. Working as groups really helps the ākonga bounce their ideas around in safe space and learn from each other. I have noticed in biology I need to be more up to date with what the ākonga need to say in the exam to make sure the wording is correct. I need to research the exam questions and answers.

I observed in all year levels how concepts you have thought you have covered really well in various teaching methods still have not been learnt by the ākonga. The importance of testing and evaluation of what knowledge has been gained is invaluable for the ākonga and the kaiako. Having practise questions really helps the ākonga to see the various ways that the question may be presented to them. To prevent the shock of this in assessment going through it as a class and as a group gains confidence in the ākonga.

When I am teaching I am more comfortable walking around the class and engaging in discussions with the class as a whole or in groups. I saw the importance of a hook and relating the material to real life situations. The interest level from the ākonga went up and the deep thinking began for some of the ākonga where they were asking questions that showed they were thinking about what we were learning from lots of angles. I need to work on my planning more and have more awareness of the time so I don’t run out of time and can't finish the lesson with a summary.