Portfolio_R.Dodd

Robert Dodd Portfolio

Standard 2

Teachers know the content they teach

Teachers have a sound, critical understanding of the content, processes and skills they teach

My reflections:

In the teaching rounds at Mill Park Senior Secondary College, I carefully planned the content and pedagogy to provide effective learning goals for students. I taught Advanced General Mathematics to Year11 students.

I was assessed on the following competencies:

Knowledge of classroom and program design, use of materials and resources in structuring activities
Understanding and selection of appropriate methodologies, content, processes and skills in planning for effective curriculum
Establishment of clear and achievable learning goals
Provisions of learning opportunities that are rich and authentic

For these competencies which match the present criterion I was given an excellent result. The mentor stated that I had a firm knowledge of the topics.

As a teacher and tutor at James Cook University in 2006, I demonstrated the importance of helping students on an individual needs basis. In the area of Biomechanics for second year students, I showed my willingness to help student who had weaknesses in the fields of Physics. After the classes, I was frequently approached to help students in the subject. The senior lecturer in Physics, Dr. Kevin Ness stated that "Robert understood both the content of the subject and the limitations of the students".

As a teacher and tutor at James Cook University, in the subjects of MA1000 and MA 1020 Mathematics Lecturer David Godwin made the statement that I "showed a considerable depth of knowledge of the content" in these areas, and that he would be "pleased to recommend him".

My future professional learning goals:

It is a goal of mine to continue to improve my professional skills and knowledge through a combination of professional and personal development. The importance of this is shown in the following article with which I am in agreement.

"The Critical Importance of Well-Prepared Teachers for Student Learning and Achievement

Nearly everyone now accepts the premise that teachers make a difference in the lives of their students. One report (Coleman et al., 1966) briefly cast doubt on the direct importance of teachers in student achievement. This report seemed to indicate that the impact of teachers and the quality of teaching were less important to student learning and achievement than other factors, such as student"s socioeconomic status. However, subsequent research in classrooms has demonstrated that teachers do make a tangible difference in student achievement. For example, variation in student achievement has been systematically related to variation in the classroom behaviours of teachers (as summarized in a review of the literature by Good et al., 1975).

Reflecting these findings, King and Newman (2000) state, "Since teachers have the most direct, sustained contact with students and considerable control over what is taught and the climate for learning, improving teacher's knowledge, skills and dispositions through professional development is a critical step in improving student achievement.” The National Commission on Teaching and America’s Future (NCTAF, 1996) and other national groups, such as the Education Trust (1998), earlier reached similar conclusions based on research that tracked the academic achievement of individual students over long time periods (see, for example, Sanders and Rivers, 1996). Further, all of these organizations have shown that well-qualified teachers and high-quality teaching can close the achievement gap between economically disadvantaged students and their more affluent peers."

Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium (2000)
Center for Science, Mathematics, and Engineering Education (CSMEE)

Teachers can articulate the key features and relevance of their content to their students and others, and can demonstrate how it is applied

I was assessed on the following competencies:

Knowledge of classroom and program design, use of materials and resources in structuring activities
Understanding and selection of appropriate methodologies, content, processes and skills in planning for effective curriculum
Establishment of clear and achievable learning goals
Provisions of learning opportunities that are rich and authentic

For these competencies which match the present criterion I was given an excellent result. The mentor stated that I had a firm knowledge of the topics.

Teachers know the methodologies, resources and technologies which support learning of the content, processes and skills they teach

My reflections:

ICT Skills

(I am including my ICT skills and experience, because these transferable skills can be used in the teaching field.)

· Bachelor of Science Degree: University of Newcastle: Applied Mathematics (High Distinction)

(I completed a module on both mathematical and computerised scheduling resource allocation. This module involved and in-depth understanding of this subject by actually using logic and mathematical formulas to create solutions. The module also included using computerised management information systems. )

· Financial Diploma Subjects: Deakin University; DFP2 (Distinction)

(This subject was actually Financial Mathematics and covered the financial uses of mathematics in computing.)

· Certificate Computer Accounting – Martin College; (High Distinction)

Utilisation of financial management software, mainly MYOB, covering full use in businesses including stock control

· Graduate Diploma Computer Studies; Canberra University; Computer Structures -(Credit)

An in-depth coverage of the programming behind computer systems:

All of the above courses included the study and utilisation of computerised management information systems and software packages.

PROFESSIONAL DEVELOPMENT

· Web Development and Databases: Orbit Corporation

· Online Computer and Database Searching: Knight Ridder Corporation

· Software: C++; HTML, XML; JavaScript; MS Office; CorelDraw12; MYOB; Corel DESIGNER 12; Visio.

· Software: Scheduling Software: Lantiv Timetabler 6; Global IP Asset Management

· Intellectual Property Asset Management Training: LES

· Good Manufacturing Practice; Good Laboratory Practice; Good Clinical Practice: NATA

· Quality Standards Conceptual Training (NATA)

· Quality Assurance Auditor Course. (NATA)

· Workplace Health and Safety - Level 2: NSCA (QLD)

All of the above courses included the utilisation of computerised management information systems and software packages.

Patents

· 1 US 5251626 Apparatus and method for detection and treatment of arrhythmias using a neural network

· 2. EP 465241B1 Apparatus for the detection and treatment of arrhythmias using neural networks

(The above patents were for implantable medical devices containing microprocessors managed and controlled by programmable software.)

In the following positions I extensively utilised computerised management information systems and software packages.

Details can be seen in the Criteria applications within this document.

Business Development Director; Cairns Global Language School:

Used Word, Power Point, and Excel Software for Business management.

Used Microsoft FrontPage, and Dreamweaver for Web-site creation and management.

Intellectual Property Manager; IP Australia; Telectronics P/L; Cochlear P/L; AIPS; ActiveSky Inc.:

Used IP Australia computerised management information system:

Used Word, Power Point, and Excel Software for IP Asset management and preserntations.

Used Global IP Patent Software for Intellectual Property Management.

Financial Planning Manager; NAB:

Used Database (Excel) Software in-house software system for extensive financial management:

Financial management applications were an extensive part of the job role.

Business Development Officer; AO5 DET Central Queensland Institute of TAFE:

Used Excel Software for Business management.

Quality Assurance Manager; Telectronics P/L

Used Excel software interfaced to In-House Computer system for Master Schedule used for Resource Allocation in Scheduling and QA Management of non-clinical trials, studies, and Laboratory management.

My future professional learning goals:

These are to continue to improve in my ICT skills so as to be able to incorporate these to improve my skills as a teacher and improve the learning process.

Teachers are familiar with curriculum statements, policies, materials and programs associated with the content they teach

My reflections:

In the Graduate Diploma of Education (Secondary Teaching at RMIT), in the subjects of Maths Methods and Physics Methods, we studied extensively the curriculum statements, policies, materials and programs associated with the content. The detailed assignments in these methods classes required an understanding of these requirements.

Standards define what students should know and be able to do at different stages of learning. They provide valuable information about student progress which can form the basis of further teaching and intervention.

The Victorian Essential Learning Standards recognise the differing learning needs of students at three stages of learning. Curriculum expectations for student achievement are set at six levels over the 11 years of compulsory schooling. The six levels are broadly associated with Years Prep to 10 and are consistent with the levels for student achievement introduced in the Curriculum and Standards Framework (CSF) in 1995. General expectations of when students will achieve the various standards are:

VELS <http://vels.vcaa.vic.edu.au/essential/> 6-9-2006

VCE <http://www.vcaa.vic.edu.au/vce/studies/physics/physicsindex.html#H3N400027>6-9-2006

<http://www.sofweb.vic.edu.au/students/vce/index.htm> 6-9-2006

My future professional learning goals:

These are to improve my familiarity with the curriculum statements, policies, materials and programs so as to improve my teaching skills and expertise in the above criteria.

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ARTIFACTS # 2

Lesson Plan (1) Physics

School __RMIT___ID 3147035 Year Level _11_

Teacher Name _ Robert Dodd____ Date __4-09-2006______

Topic	Physics; Statics of a Particle
Duration	48 minutes
Unit	2
Area of Study	1
VCE Outcomes	Outcome 1: On completion of this unit the student should be able to describe and explain movement of particles and bodies in terms of Aristotelian, Galilean and Newtonian theories. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.
Key knowledge and skills	Students will learn how to apply the vector model of forces, including vector addition, vector subtraction and components, to readily observable forces including weight, friction and reaction forces; [Note: As this was given to an advanced General Maths class to year 11, Friction will not be covered, smooth surfaces assumed. Also, the application will apply to forces in equilibrium]
Aims	To learn about triangles of forces for static particles. To solve problems involving triangles of forces, including the forces and the angles of the forces to horizontal or vertical frames of reference.
Resources	Teacher Lesson Plan; Stands, clamps, Pulleys; Strings; Several weight disks (Sizes 50 and 20 grams); Protractors; Text – Advanced General Mathematics –Evans et al.; Calculators (Ti 83).
Student – Teacher Focus	White board help; Worked example; Use questions to students when time spent at board and demonstrating; Demonstration with models; Minimal time at board; Lesson 3 - time of day no concentration problems; Students have time to perform a calculation after copying diagram; One-One Help teacher to students Form groups of 4; In Groups, proceed to models with protractors. Time to check weights, examine model, and take angle measurements
Lesson Introduction	Greet students; briefly cover what we did last lesson and what we are going to cover this lesson.	3 mins
Main Teaching/Learning Activities	Show Example (2) where a particle in equilibrium of 15 kg wt is suspended by a string from a point, and a horizontal force F kg wt pulls the particle such that that string makes an angle of 30 degrees to the vertical. Find F and the tension on the string T. This is drawn on the whiteboard. The solution is found using a triangle of vector forces. The triangle is solved using tan and cos ratios. A triangle of 30 degrees is drawn showing the ratios of tan and cos 30 degrees. Students are questioned during this process. Students copy Example (2) in books Demonstration of weights (practical example) using clamps, weights, strings and pulleys by teacher similar to Example (2). Students also write down the practical example which was demonstrated. Students form groups of 4 and make calculations. Teacher helps students one to one during calculations. Students to calculate the angle (theta) to the horizontal the object O makes when suspended by the string to point P. When completed calculations in groups, students measure weights to confirm they are equal to the weights shown in the diagram. They then examine the practical example to ensure the horizontal force is horizontal, and then measure the theta using protractors.	7 mins 3 mins 5 mins 5 mins 3 mins 8 mins 10 mins
Conclusion	The groups of students compare the measured angle with the answer obtained from their calculations. Students to explain reasons for any differences between calculated result and measured result, considering the accuracy of the apparatus.	3 mins
Self-Evaluation and Reflection	Due to limited resources at the School, photocopies of the examples and exercise could not be produced and given to the students as handouts. It was necessary to write these on the whiteboard. In the future, if more resources are available I would seriously consider using the overhead projector along with handouts. This would save writing it on the board, occasionally having my back to the students, and it would additionally provide re-usable resources for future lessons. Also, it would be preferable to use more board time. Due to a single lesson, and limited time I would have preferred to cover more practical examples and give the students more hands on time and the opportunity to verify more calculations. The single lesson also limited the opportunities to assess the students’ understanding of the KLA’s.

Lesson Plan (2) Physics

(Double Lesson)

School __RMIT___ID 3147035 Year Level _11_

Teacher Name _ Robert Dodd____ Date __5-09-2006______

Topic	Statics of a Particle (Inclined Planes)
Duration	96 minutes
Unit	2 (Physics)
Area of Study	1
VCE Outcomes	Outcome 1: On completion of this unit the student should be able to describe and explain movement of particles and bodies in terms of Aristotelian, Galilean and Newtonian theories. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.
Key knowledge and skills	Students will learn how to apply the vector model of forces, including vector addition, vector subtraction and components, to readily observable forces including weight, friction and reaction forces; [Note: As this was given to an advanced General Maths class to year 11, Friction will not be covered, smooth surfaces assumed. Also, the application will apply to forces in equilibrium]
Aims	To learn about triangles of forces for static particles. To solve problems involving triangles of forces, including objects on smooth inclined planes.
Resources	Teacher Lesson Plan; Ramps, adjustable with angle measurement; Toy cars; Pulleys; Strings; Several weight disks (Sizes 50 and 20 grams); Weighing scales (talking). Text – Advanced General Mathematics –Evans et al.; Calculators (Ti 83).
Student – Teacher Focus	White board help; Worked example; Use questions to students when time spent at board and demonstrating; Demonstration with models; Minimal time at board; Lesson 1 - time of day – first lesson- Need to engage students early so as to avoid concentration problems; Students have time to perform a calculation after copying diagram; One-One Help teacher to students Form groups of 4; In Groups, proceed to models. Time to check weights, examine model, and take weight and angle measurements
Lesson Introduction	Greet students; Roll mark and announcements from School Newsletter. Briefly cover what we did last lesson and what we are going to cover this lesson, with regard to inclined surfaces. Capture their attention with the toy cars on the ramp, and the talking weighing scales.	5 mins
Main Teaching/Learning Activities	Show Example (3) where a body weighing 20 kg is placed on a smooth inclined plane (at 30 degrees to the horizontal). A string is attached to the body and a point up the plane preventing movement of the body. The body is in a state of equilibrium. Students are to find the tension in the string (F), and the magnitude of the normal force (N) exerted on the body by the plane. This is drawn on the whiteboard. The solution is found using a triangle of vector forces. The triangle is solved using sin and cos ratios. A triangle of 30 degrees is drawn showing the ratios of tan and cos 30 degrees. Students are questioned during this process for example as to their understanding of the forces, the direction of forces, equilibrium, and their understanding of the basic trigonometry aspects. Students copy Example (3) in books Demonstration (practical example) using toy car, weights using clamps, weights, strings and pulleys by teacher similar to Example (2). Students also write down the practical example which was demonstrated. Students form groups of 4 and make calculations. Teacher helps students one to one during calculations. Students are to calculate weight of the car. Students are to draw a triangle of forces similar to example 3, and on the assumption of having a smooth inclined plane and a frictionless pulley, use the weights on M as the value of the tension on the string holding the toy car. The ramp has a measuring device for calculating the angle which is currently set to 30 degrees. When completed calculations in groups, students proceed to demonstration models, inspect, and confirm, then measure weights to confirm they are equal to the weights shown in the diagram. They then examine the practical example to measure the weight of the car. Students use the talking weighing scales to perform this measurement. They also measure the angle of the ramp using protractors. Students use Table 1 to adjust the ramp to the angles shown, and add weights to the mass connected to the string until a state of equilibrium is reached. Students both calculate and measure the weight of the car for each of the angles and record the results on the table. Students are to report on any differences obtained between calculated and measured results.	8 mins 4 mins 5 mins 4 mins 10 mins 10 mins 45 mins
Conclusion	The groups of students compare the measured weight of the toy car with the result obtained from their calculations. Students are to explain the reasons for any differences between the calculated result and measured result, considering the accuracy of the apparatus and the assumptions made.	5 mins
Self-Evaluation and Reflection	Due to limited resources at the School, photocopies of the examples and exercise could not be produced and given to the students as handouts. It was necessary to write these on the whiteboard. In the future, if more resources are available I would seriously consider using the overhead projector along with handouts. This would save writing it on the board, occasionally having my back to the students, and it would additionally provide re-usable resources for future lessons. Also, it would be preferable to use more board time. Due to a double lesson, and having more time I was able to cover more practical examples and give the students more hands on time and the opportunity to verify more calculations. This included using different angles for the inclined plane, and different weights on the mass M to provide different string tensions, and recording results in a table. (Table 1) The double lesson provided the students more opportunities to assess the students’ understanding of the KLA’s.

Ramp Angle Ǿ	Sin Ǿ	String Tension (T)	Car Weight T/ Sin Ǿ	Car Weight Measured
15°
20°
25°
30°
35°
45°

Table 1

Robert Dodd Portfolio

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