Engagement in Professional learning
engage professionally with colleagues, parents/carers &the community
- "Critically reflect on own practice as a process of improving teaching and learning"
- "Seek and apply constructive feedback from supervisors and teachers to improve teaching practice"
- "Engage in professional learning activities and identify future professional learning needs"
REFLECTIVE COMMENTARY
As lifelong learners, critical reflection is necessary for teachers to pursue best practice. However, as my mentor pointed out to me in my final report, one of my weaknesses is that I can be “over critical of self”. I have learned that being overly critical can become a hindrance to my own improvement, because it caused me to feel overwhelmed and reduced my teacher efficacy in the classroom. Although it is important as educators to remain vigilant in looking for ways to improve our teaching, it is also equally important in acknowledging my own small achievements, e.g. “Everyone seemed to get it today!” As many colleagues have said to me, it is the small triumphs which remind us why we became teachers in the first place. One of the pitfalls of being a graduate teacher is that at times, one can become overly ambitious and idealistic. I am reminded that it is important to be a positive realist, that is, to have a positive attitude about teaching, while keeping in mind at times there are limitations to what a teacher can do. I have found that professional development has been a very good for helping me to sustain my enthusiasm for the profession.
During the past semester, I believe I have been very proactive in seeking opportunities to enhance my professional learning, whether it be through online learning (blogs, Youtube), discussion with peers (learning about Socrative), or academic readings (both from university, and information I sought on my own). When I found out about the ASILE/KIPBIPA Conference in Salatiga (see Evidence), I budgeted and allocated time so that I could attend. It was very satisfying experience both personally and professionally, because I was able to hear from experts and other teaching professionals about the current climate of the language in Australia, discuss different teaching methods (in Indonesia & Australia), and improve my language skills in general. I have come away with so many different ideas and perspectives that I couldn’t possibly mention them all here, however there were two key concepts which intrigued me, and has influenced the direction I might be taking in my own pedagogy.
One particular panel session which had a very strong impact on me (See Evidence). Basically, it was a case study of 'immersion' learning in a NSW primary school. Although I do not expect to be emulating this exact program in my own classroom, I believe there were several valuable points discussed in this case study. One is that LOTE can be used to enhance students' literacy and numeracy skills. It can also work to support any of the cross-curricular priorities (Asia Literacy, Aboriginal Perspectives and Stories, Sustainability), and in any subject area (dance, maths, drama, science, etc.).
From my observations during this practicum, because learning Indonesian in year 7 & 8 is compulsory, a number of students are not intrinsically motivated to learn language/Indonesian in itself, however using language as a vehicle for teaching content might actually be a more appealing approach for students. During this trip overseas, I started collating authentic teaching material regarding volcanoes, and considering how to integrate activities from different subject areas to teach content, e.g. from a scientific perspective, why do volcanoes erupt? From a mathematical point of view, how high is Mt Merapi compared to Mt Merbabu?
I even took the opportunity while I was in Indonesia to visit the volcano museum in Ketap Pass, climb Mt Merapi, and chat to locals about the eruption in 2010. This inspired a number of different ideas about how I could approach teaching the content using the language from a S&E perspective, e.g. What is the relationship of the local Indonesian people with volcanoes? Obviously, I am not trained in science or mathematical areas, and as such it will be important for me to seek knowledge from colleagues who are experts in this areas.
To reiterate, I have found professional development opportunities very enriching and satisfying for a teacher - it provides fresh perspectives, and invigorates my enthusiasm for "taking risks in the classroom".
During the past semester, I believe I have been very proactive in seeking opportunities to enhance my professional learning, whether it be through online learning (blogs, Youtube), discussion with peers (learning about Socrative), or academic readings (both from university, and information I sought on my own). When I found out about the ASILE/KIPBIPA Conference in Salatiga (see Evidence), I budgeted and allocated time so that I could attend. It was very satisfying experience both personally and professionally, because I was able to hear from experts and other teaching professionals about the current climate of the language in Australia, discuss different teaching methods (in Indonesia & Australia), and improve my language skills in general. I have come away with so many different ideas and perspectives that I couldn’t possibly mention them all here, however there were two key concepts which intrigued me, and has influenced the direction I might be taking in my own pedagogy.
One particular panel session which had a very strong impact on me (See Evidence). Basically, it was a case study of 'immersion' learning in a NSW primary school. Although I do not expect to be emulating this exact program in my own classroom, I believe there were several valuable points discussed in this case study. One is that LOTE can be used to enhance students' literacy and numeracy skills. It can also work to support any of the cross-curricular priorities (Asia Literacy, Aboriginal Perspectives and Stories, Sustainability), and in any subject area (dance, maths, drama, science, etc.).
From my observations during this practicum, because learning Indonesian in year 7 & 8 is compulsory, a number of students are not intrinsically motivated to learn language/Indonesian in itself, however using language as a vehicle for teaching content might actually be a more appealing approach for students. During this trip overseas, I started collating authentic teaching material regarding volcanoes, and considering how to integrate activities from different subject areas to teach content, e.g. from a scientific perspective, why do volcanoes erupt? From a mathematical point of view, how high is Mt Merapi compared to Mt Merbabu?
I even took the opportunity while I was in Indonesia to visit the volcano museum in Ketap Pass, climb Mt Merapi, and chat to locals about the eruption in 2010. This inspired a number of different ideas about how I could approach teaching the content using the language from a S&E perspective, e.g. What is the relationship of the local Indonesian people with volcanoes? Obviously, I am not trained in science or mathematical areas, and as such it will be important for me to seek knowledge from colleagues who are experts in this areas.
To reiterate, I have found professional development opportunities very enriching and satisfying for a teacher - it provides fresh perspectives, and invigorates my enthusiasm for "taking risks in the classroom".
Documentation of Evidence
1. Mentor and Supervisor Feedback
- “Jenai is a lively teacher with a pleasing sense of humour. It is obvious that she introspects on lessons seeking to improve.”
- “Areas that are underdeveloped: Over critical of self if the day’s planning is not engaged by the students. Jenai is a very reflective teacher, but it can sometimes lead to self-harsh judgment of her ability which is not warranted.”
2. AsILE/KIPBIPA Conference 1 Oct - 4 Oct, 2012
Australian Society of Indonesian Language Educators (ASILE)
Konferensi Internasional Pengajaran Bahasa Indonesia untuk Penutur Asing (KIPBIPA)
Attached is the program of the ASILE/KIPBIPA Conference.
Konferensi Internasional Pengajaran Bahasa Indonesia untuk Penutur Asing (KIPBIPA)
Attached is the program of the ASILE/KIPBIPA Conference.
kipbipa-asile-2012-versi22sept-0345pm.pdf | |
File Size: | 817 kb |
File Type: |
Pengalaman Menajar BIPA di Scotts Head Public School, NSW Australia: Tantangan dan Solusi.
(Teaching LOTE at Scotts Head PS, NSW Australia: Challenges and Solutions)
Presented by I Nyoman Pradnyana Bayu Trisna.
Attached is a synopsis of his presentation.
(Teaching LOTE at Scotts Head PS, NSW Australia: Challenges and Solutions)
Presented by I Nyoman Pradnyana Bayu Trisna.
Attached is a synopsis of his presentation.
nyoman_bayu_trisna_scotts_head_ps.pdf | |
File Size: | 504 kb |
File Type: |
Scotts Head Public School is one of the first schools in Australia to offer a dwibahasa (dual language) program. Students (K-Year 7) are taught a wide range of content in Indonesian for 90 minutes at the beginning of every day. For example Maths would all be taught in target language. Students found this difficult at first, but after 2 weeks the routine was established. These students were tested in the NAPLAN tests both prior and after the school integrated this dwibahasa program, and found that their performance exponentially improved. This demonstrates quite clearly the benefits of teaching LOTE to help increase literacy and numeracy.
3. Travel in Indonesia & Collecting Authentic Resources
Action Plan
For this particular standard, I will be taking two actions:
I will also work to develop a short 4-5 week program based on the them of 'volcanoes'; using authentic text, and develop what key vocabulary/language items I wish the students to learn in order to communicate understanding of content. It will be necessary to simplify this and use it as a means to develop vocabulary and language items, such as colours and numbers, because most students will have little confidence in their ability. It will be a difficult balance in challenging the students and at the same time building learner efficacy in students, so they do not feel overwhelmed and stop trying to learn, but I will be working from the perspective that it will be very engaging for students, and that my role will be to facilitate and promote a positive socio-emotional climate in the classroom.
I will also be seeking colleagues in other learning areas, and finding out whether I can develop activities which would support what they are going to teach. This program will be discussed with my mentor/future head of department, and I will see if we can try this program on one of groups of students in the second half of next year, after I have built rapport with my students.
- 1. Applying the knowledge learned from the ASILE/KIPBIPA conference and from peers. For now I will be focusing upon: “How can I help students practice their literacy and numeracy skills? “
I will also work to develop a short 4-5 week program based on the them of 'volcanoes'; using authentic text, and develop what key vocabulary/language items I wish the students to learn in order to communicate understanding of content. It will be necessary to simplify this and use it as a means to develop vocabulary and language items, such as colours and numbers, because most students will have little confidence in their ability. It will be a difficult balance in challenging the students and at the same time building learner efficacy in students, so they do not feel overwhelmed and stop trying to learn, but I will be working from the perspective that it will be very engaging for students, and that my role will be to facilitate and promote a positive socio-emotional climate in the classroom.
I will also be seeking colleagues in other learning areas, and finding out whether I can develop activities which would support what they are going to teach. This program will be discussed with my mentor/future head of department, and I will see if we can try this program on one of groups of students in the second half of next year, after I have built rapport with my students.
- 2. To continue developing relationships with colleagues or like-minded professionals.
References
Johnson, T.D. & Louis, D.R. (1988) Bringing it all together. Melbourne: Nelson.