Week+4

I found the first part of today's lecture regarding VELS and how it's broken down from 3 strands to 14 domains and then further dimensions within each domain extremely helpful and informative. It's obvious that VELS is an important part of being a teacher and even though I had read the VELS webpage I found it very useful to have someone simply explain vocally what it was all about from a practical perspective. Pete explained how you would look at the learning foci of each domain in order to determine the basic areas where your students may need to improve their knowledge and also that the grades corresponding to each level are working up towards that level over either a year (Preps up to Level 1) or two years (grade 1&2 up to Level 2, and so on). The notion that there are progression points every two terms made me realise that making some specific learning goals for our students at a few intervals within each progression point much easier to manage than if it was a whole two year period of teaching staring us in the face! I found all the information very useful as I had been wondering how one level could correspond to more than one teaching year and how you might figure out where to start in terms of the standards you would expect of your students.

Also, just briefly, I found that having someone talk through the sections of a lesson plan made me realise just how straight forward each section is, and although it will take a bit of practice no doubt it no longer seems as daunting.

Laura :-D  I agree with Laura it was nice to have the lesson plans explained in detail, though from experience of tutoring, taking practical class and after school sport I had a reasonable idea of what planning is required to take a class. My personal experience has taught me to be well read on the subject and to have completed all problems (if tutoring or taking practicals) and understand every step in the problem. Initially, I had military style planning with respect to what I wanted to cover in every lesson and how I wanted to cover it. Over time I learnt to loosen this planning and to be flexible to try and enhance what the students got out of the lesson. This did not mean I reduced the reading and mathematical working of problems, just that I loosened my need to have complete control of the direction of learning that took place in the classroom and I was more willing to meet their needs and therefore hopefully enhance the learning of the students. I enjoyed the reading for this week titled 'What's worth knowing' it really made me think outside my own little world and question everything and observe that in everyday living we are so connected to others and it felt unbelieveably freeing to actually do this. I believe that if you have all the i's dotted and t's crossed then the student's may miss out on a big joy of life which is to discover new things yourself rather than have someone tell you exactly what to do and how to do it. Obviously, how you discuss things with the students will have a big impact on their enjoyment. I also felt like there was a lot of anxiety in the lecture and workshop surrounding practicum, we can't plan for practicum until we get to the school and meet our mentor and find out what topics are being covered in each class (english, maths, science, etc) as difficult as it is, it is a matter of wait and see. I too am daunted by the inability to plan for practicum but as mentioned in lectures this could just as easily happen in the workplace (a graduate friend of my thought she would have yr 9's and when she reported for work she had prep's) but I am also excited about the prospect of getting a chance to spend time in a classroom and experience the joys and pittfalls of learning on the job.

Matt

 There’s been some really interesting thoughts raised.

Firstly, in regards to the lesson plans, it is nice to see how to set out a lesson plan but also to understand how straight forward it is. I think it is incredibly beneficial to take the time to plan lessons and have a clear direction on where the lesson is heading. However, at the same time, it is equally important to be aware that the lesson may not go in the way you intended and as a teacher, have the flexibility and ability to adapt to unexpected changes of events.

The other thought raised by Matt I think is great. The notion that children need to learn by discovering in life and learn from their experiences. I couldn’t agree more. At times it is more appropriate to guide a student, rather than teach. By the student discovering answers themselves, this may provide more meaning and relevance to the child and hopefully they will learn from such experiences. I also feel it is important to have a clear lesson plan and lesson goal in mind, but also allow the students to steer the lesson in the direction that they have an interest in. By doing this, hopefully we can maintain interest and engage our students!

Emma

**Maths anxiety** I was thinking about maths and some of the comments I heard after yesterday's test but also a discuss of anxiety we had at lunch. In reflection I slowed my process right down and I realised that my very first step in any mental calculation is an estimation, by talking to others I realise this is a pretty common theme, an estimation relieves a great deal of anxiety for a subject that is basically right or wrong (black and white) it brings the grey back into Maths and everybody loves grey. Grey allows discussion, acceptance and there are so many shades we could talk about them all day, hence there is the gaining of time (by talking we gain ourselves time and relief pressure). In my head yesterday there was no pressure with respect to solving the maths puzzle, there was simply discussion of numbers, the puzzle is simply a tool for me to play with numbers to float them around, like a child. Now the challenge is obviously how do you teach the majority to 'play' with numbers and not to fear numbers.

Back to a maths question..... Take the train question, if a train is traveling at 18 km/h how long will it take to travel 30 km. If you had no idea how to work this out but I told you the answer was between 1 and 2, think about how you would feel with the reassurance that the answer was between 1 and 2? Now imagine if you could immediately provide yourself with that reassurance, by ignoring the 30 initially and playing with multiples of 18 in your head, 18, 36 yessssss the answer is between 1 and 2. I can solve this puzzle.....

Those of us how have suffered/suffer anxiety in what ever situation have been **taught (not drilled)** ways to deal with this ourselves (not shirk the issue or run away), it is an internal reassurance that everything is going to be ok this allow us to relax and discuss the problem and hence solve the puzzle.

Cheers Matt   Matt – you’re comments about maths anxiety were so interesting! I think throughout the years as I have gotten to know myself better, I have quite enjoyed being given questions that require some thinking, whether it be maths, English or any other subject. I have learnt to really enjoy the feeling of having a challenge there up for the taking - for me to puzzle over. Whether that problem occurs in real life, a test or a class discussion, challenges are what makes our brain tick over and keep us interesting people. I use to get so nervous about things I didn’t know, but now it kind of excites me. I remember reading something about knowledge, and the more we know, the more we can learn and the more we want to learn. It is like a circle that just gets bigger and bigger!

Yes, there is a lot of uncertainty and anxiety about practicum and I think I am just going to apply what I have just said - embrace it! See what happens! It will be a learning experience and I honestly can not wait. I feel that we are being prepared adequately to go out on prac, especially now I have a better understanding of VELS and lesson planning. I think some things are only going to slot into place once we are out there experiencing it for ourselves.

Cat. 