The Action Plan


APST - 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 6.3, 7.3

Learn More:

Implementing the Action Plan

Evaluation of Practice

Home

The Action Plan

Expected Outcomes for all learners

Prior knowledge and ability of students has been identified using data from previous reports, assessment tasks and discussions with previous teachers. The unit at the focus of my inquiry demands that students learn to develop an understanding of analyzing a text and be able to produce evidence of their learning in writing. The learning sequence focuses on progressive improvement and sophistication of student ability to identify more elements within the text, combine technical and symbolic codes while effectively communicate them.

Data from previous reports indicates that students need assistance with communicating their understanding of texts. Students A and B have achieved above average grades for analysis tasks within English, however require an ability to communicate their ideas in a more sophisticated way. Students C and D, while possess strong general knowledge of media arts and the topic of inquiry, requires a much more intensive scaffolding to be able to communicate their ideas.

Following the completion of my inquiry, I intend to use the evidence collected to evaluate the effectiveness of my teaching practice in relation to these outcomes for each focus learner. The evidence will include numerous opportunities for students to build their ability throughout analysis activities that form formative assessment, culminating in a summative assessment in which students will apply their understanding and skills to analyze a major text.


Timeline, Learning Intentions/Success Criteria, Learning Outcomes, Class and Assessment Tasks

Content For Learning

The Unit Planner provides detailed information of the content that I will be teaching for my inquiry – Analysing Technical & Symbolic codes. This planner is edited to denote my specific learning tasks that I have created and will implement in the unit.


Week 1 – Defining Media Narratives & (How filmmakers hook their audience).


Week 2 – Narrative Beginnings & Symbolic Elements


Week 3 – Technical Codes of Filmmaking


Week 4 - Analysing Film Texts


Week 5 – Warhorse (2011) Film Review – Summartive Assessment

Unit Plan


Curriculum Links

Learning Intention: Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts

Outcomes: Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Teaching Practices

Worked Examples

Worked examples are an important part of teaching as they provide students with a model to follow when completing a task. They also help students to understand the thinking process behind the task and how to apply it to their own work.

A clear, demonstrated model can assist students to follow a process and relate their growing understanding to the model instructed. This can be particularly helpful for students who are struggling to understand the concept being taught. Worked examples also help students to see the thinking process behind the task. This is important as it allows students to apply the same thinking process to their own work. Also, worked examples provide students with a sense of what is expected. This can help to reduce anxiety and increase motivation. Acting as a scaffold for student learning, models assist students to move from concrete to abstract understanding. This is particularly important in mathematics, where students often need to move from understanding a concept in a concrete way to understanding it in more abstract way.


The Gradual Release of Responsibility Framework

The gradual release of responsibility framework is a model for teaching that includes four phases of increasing student responsibility: modeling, guided practice, collaborative learning, and independent practice. In the modeling phase, the teacher demonstrates the desired behavior or skill for the students. The teacher then provides opportunities for the students to practice the skill with guidance and support in the form of scaffolding. In the collaborative learning phase, students work together to apply the skill. Finally, in the independent practice phase, students are expected to apply the skill on their own.

The gradual release of responsibility framework is an effective way to scaffold instruction and help students learn new skills. It is important for teachers to provide clear models and explanations in the first phase, so that students understand what is expected of them. In the second phase, it is important for teachers to provide adequate support and scaffolding so that students can successfully practice the skill. In the third phase, it is important for students to work together and share their ideas so that they can learn from each other. Finally, it is important for students to have opportunities to practice the skill on their own so that they can solidify their understanding.

Scaffolding

When students are learning new material, it is important that they are guided through the process before they can independently practice. Scaffolding student learning is important in order to provide further examples and explanations about concepts and information. This will help to reduce the amount of information overload which will help them become more competent with the process. The scaffolds and guided practice resources help students to provide sufficient instruction so they can gradually learn to work independently.

Scaffolding is a process that involves providing support for students during the building understanding phase of the teaching and learning cycle. It is particularly helpful because it helps students to focus on the most important information in order to grasp a skill and provide enough confidence for them to progress with their learning.

When students are first learning new material, they often need a lot of support in order to understand it. This is where scaffolding comes in. By providing additional explanations, examples, and resources, students are able to gradually develop a deeper understanding of the material. As they become more familiar with the content, they can begin to work independently with less support.


Feedback

Feedback is an important part of the teaching and learning cycle. It allows educators to guide students and help them advance their learning. Feedback also helps teachers identify patterns in student work, understand what students know and understand, and identify the kinds of errors they are making. This information can help us provide feedback that is relevant to the learning that is occurring and that is meaningful for the student. Feedback can also help us identify content misconceptions that may have occurred and that may require some reteaching.

Questioning

Questioning is a powerful teaching tool that can be used to check for understanding, engage students in learning, and promote higher-order thinking. When used effectively, questions can help students to make connections, see relationships, and develop critical thinking skills.

Questioning is an important part of any lesson. It allows the teacher to check for understanding and ensure that all students are on the same page. It also allows students to share their ideas and thoughts on the material being learned.

When questioning students, it is important to ask questions that require more than just a recall of information. Higher-order questions require students to think critically and make connections between concepts. These types of questions promote deeper learning and understanding.


The Learning Environment

An effective learning environment in a secondary school classroom is one that is safe, respectful, and conducive to learning. It is a place where students feel comfortable and confident, and are able to engage in the learning process.

The following are some key elements of an effective learning environment:

The learning environment that the inquiry will take place in stems from the rules and expectations set at the beginning of the 2022 school year and have been reiterated throughout the course of Term 1 and 2.

The rules established was as follows:

Respect - students are aware they need to be respectful of others within the class, showing care and understanding for people's opinions and ideas. Students are expected to be actively listen during instruction and when their peers are speaking or asking questions. Students are also expected to respect other's belongings and the classroom environment, for example, no eating and no swinging on chairs.

Communication - students are made aware that communication is vital in a successful learning environment. Students are reminded to ask question in class, via email or teams if they need help understanding concepts or completing tasks.

Effort - students are encouraged to give 100% in all the tasks they complete. It is constantly reiterated that giving activities a go and putting effort in will go a long way to having a successful time in English.

Responsibility – it is highlighted to students that they are responsible for the learning. They need to ensure they use their class time effectively. They are also encouraged to use their laptop in a safe and sensible manner.

On time and prepared - workbook, laptop, Insight: Practise and Prepare book, folder and pencil case

As well as the classrooms rules and expectations set by myself and the students, the school has a very clear 'Student Behaviour Support Pyramid' that outlines the school's expectations of the students.

Students have a thorough understanding of the rules and expectations and know that a breach of these will warrant me to intervene and the issue to be dealt with in a timely and fair manner.

Students are aware that if they are ever concerned about the classroom environment, they should approach myself or another member of staff to ensure the issue is dealt with in an appropriate manner.


Student Behaviour Support Pyramid

  1. Classroom rules and expectations are clear and consistently enforced.
  2. Students feel safe and respected.
  3. The physical environment is clean and orderly.
  4. Instruction is engaging and relevant.
  5. Assessment is fair and meaningful.
  6. Feedback is timely and constructive.
  7. Students are supported in their learning.
  8. There is a positive climate of learning.
  9. The teacher is a positive role model.
  10. Parents and guardians are involved in the learning process.

ENGAGING WITH PARENTS AND CARERS

  • Maintain up to date and accurate records of student progress and results within PAM
  • Complete Parent Student Teacher Interview and contact any parents who missed the interview
  • Notify parents of homework expectations and overdue tasks
  • Ensure parents remain informed about the progress of their son via phone or e-mail
  • Involve parents in addressing behaviour challenges