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Professional Conversation Validation

The professional conversation focused on analyzing the teaching strategies used in the preservice teacher's playscript unit for an ELA class. They discussed strategies that were successful, like brainstorming, balancing individual, group, and class work, and using Chinese translation to aid understanding. The mentor teacher praised how brainstorming engaged students and the transitions between activities kept them focused. Checking for understanding, such as using a "thumb gauge" system, was also highlighted. The conversation demonstrated the preservice teacher's use of multiple teaching strategies to develop students' knowledge and thinking skills in accordance with professional teaching standards.

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104 views1 page

Professional Conversation Validation

The professional conversation focused on analyzing the teaching strategies used in the preservice teacher's playscript unit for an ELA class. They discussed strategies that were successful, like brainstorming, balancing individual, group, and class work, and using Chinese translation to aid understanding. The mentor teacher praised how brainstorming engaged students and the transitions between activities kept them focused. Checking for understanding, such as using a "thumb gauge" system, was also highlighted. The conversation demonstrated the preservice teacher's use of multiple teaching strategies to develop students' knowledge and thinking skills in accordance with professional teaching standards.

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api-465449635
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© © All Rights Reserved
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PROFESSIONAL CONVERSATION VALIDATION

Preservice teacher Professional Experience Course Date


Madeleine Green EDUC 3061 31/05/2019

Professional conversation with (insert name & role) Lesson/learning experience


Yahulda Lelonek
Preservice Mentor ELA weekly overview – playscript unit.

Professional conversation focus: APST focus areas addressed:


Teaching strategies used in the classroom Standard 3.3 – Use teaching strategies

Summary of conversation

Concluding the second week of placement and my first week of full-time teaching, Yahulda and I discussed my unit on
playscripts for ELA. Throughout the conversation we discussed the effectiveness of the lessons, what elements were
successful and what needed improvement working towards the following week. This was achieved by analysing
lesson observations that Yahulda completed on various occasions and my personal evaluations of the strategies I
used.

Some of the successful strategies that I implemented throughout my week was brainstorming, balance between
class, small group and individual work, Chinese translation and checking for understanding. Yahulda and I evaluated
how brainstorming was a good attention-grabbing technique for students to begin the lesson as it allowed them to
recap the information they have already learnt and sparked interest into the next lesson.
The transitions between class discussions to small group and individual work was a strategy that was highly regarded
by Yahulda. She stated how it kept students engaged, assisted with the flow of the lesson and ultimately supported
my classroom management as the students were never stuck doing the same style of learning for a long period of
time.

As the class are EAL/D students, checking for understanding in an English class is crucial to ensure that the students
are successful in the classroom. At the beginning of the week, Yahulda and I discussed the importance of asking
students for understanding, which I started applying to my lessons. However, she was impressed with my strategy of
using the ‘thumb gage’ (up for good understanding, to the side for getting there and down for confused). She
described that it allowed all students to participate as the anonymity of their personal understanding was kept
between themselves and me. Furthermore, the technique of using Chinese translation to ensure that student leading
the class discussion and the other students understand key vocabulary for the topic. Yahulda discussed how this
helped students who were slower with their understanding as it allowed them to think about the content.

Explanation of how this demonstrates APST focus area graduate level

STANDARD 3.3 – Use teaching strategies.


The conversation provides evidence of the APST focus area of standard 3.3 as it presents the multiple strategies
implemented throughout the ELA lessons of the week. It provides evidence that a variety of appropriate strategies
have been selected to help students develop their knowledge and skills, as well as their capabilities of critical and
creative thinking and collaboration.

31/05/2019 31/05/2019
Feedback provider sign/date Pre-service teacher sign/date:

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