WEEK 8: ASSESSING AND REPORTING

• This week we learnt about assessing and reporting 
• Assessment for learning is important to provide  evidence to the teachers of student learning
• It promotes student understanding and motivation
• Provides the student a scaffolded rubric to help them achieve the best results
• Gives feedback to students so they know areas of improvement

Below is an example of an assessment and rubric I developed for it

Rubric for above assessment

WEEK 7: SCOPE AND SEQUENCE

• Below is a scope and sequence for the unit "Let's Celebrate!"
• 10 week unit for year 10 Food Technology

WEEK 7: STUDENT SUPPORT DOCUMENTS

• Below are 2 student support documents
• 1st is a webquest reviewed and revised from assignment 1- This task is an instructional guided tool to help students develop research skills

• 2nd is support document for the unit "Lets Celebrate!"- Its a design process task for photography to help the students in their design brief portfolio assessment.

Webquest Activity- Online Support Document

http://createwebquest.com/muneeza/food-spoilage-and-its-prevention-group-activity

The Design Process Support Document for the unit Let's Celebrate!

WEEK 7: CREATING A DESIGN BRIEF

• This week we learnt about how to create a design brief
• I used the project outline from week 2 to develop the design brief below
• The project outline used was Food for Special Occasions, creating and designing a food product for a special occasion

WEEK 6: CREATIVE TEACHING AND LEARNING

• This weeks lesson was about preparing lessons using different techniques and strategies to motivate students.
• Quality teaching is important to gain student attention and improves learning. 
• Some qualities of a good teacher through brainstorming, are respectful, good role model, planner, good listener, resourceful, adaptable, enthusiastic, passionate, dedicated
• The table below highlights different strategies that can be used in teaching and incorporated into lesson plans

WEEK 6: MEMORY GAME ON SAFETY

MEMORY GAME- Occupational Health and Safety in Food Technology

• Memory game was designed as part of being safe and teaching safe rules in the classroom. 
• Different strategies can be incorporated in the class to promote safety

• This game highlighted below is a memory game that can be used in the classroom. It consists of a picture, the name and the meaning of the safety rule or procedure. 
• How to play: Cut out each square and mix them all up. Get the students to match the picture to the name and meaning. 

Memory Game Reflection

1.     What parts of the task were most enjoyable? 

The guessing part and interacting with peers was most enjoyable in this game as it made you feel happy while learning important skills in safety. This is a good technique to use as it uses Bloom's Taxonomy of lower order thinking of remembering. 

2.    What parts of the task were least enjoyable? 

Getting the definitions wrong was less enjoyable in the beginning however as the game progressed and i started remembering the definitions and getting it correct, the game started to get better and more enjoyable. Playing with your peers is good as it provides more confidence in students as they are learning with their friends and are in charge of their own learning and understanding. 

3.    List FOUR skills you have learnt from completing this task.

1. Learning that there are different types of strategies to teach skills and knowledge 
2. Identifying when to use use such activities
3. Understanding what type of learners will benefit from the activity
4. Learning how to create such activities that will benefit many students

4.    Do you feel your colleague successfully constructed their memory game? 

I thought the game provided good definitions and pictures that depicted the safety skill well

5.    What were some of the things you found challenging about this task? How did you overcome the challenges?

Trying to summarise or define the safety skill on a small card was challenging however using point form helped. Students may find the task challenging if they don't know the abbreviations of certain words such as PPE. 

6.    Suggest areas for improvement in your game and your colleague partner’s game.

Some areas of improvement could be to get better, clearer pictures and use better definitions for the safety skills. 

WEEK 5: BUILDING STUDENT UNDERSTANDING: - TEACHING STRATEGIES AND SAFETY

• This week it was all about learning strategies to encourage students to learn
• Engaging the students with a variety of learning experiences
• Using Howard Gardner and his 7 intelligences is a good way to incorporate different learning experiences to suit various students in the class- This provides a learning environment that can challenge the students and they can apply their prior knowledge to the tasks or activities
• Using different resources- Online games, powerpoint games, flash games

ACTIVITY- "LETS GET SAFE"

• Role Play on Occupational Health and Safety in TAS
• Reflection on group activity- Debriefing

WEEK 4: BUILDING STUDENT UNDERSTANDING:- LESSON PLANS

Lesson Plans

Few things to note:

• Lesson Outcomes were changed using the Blooms wheel of appropriate action verbs.
• Using some peer feedback, structure of lesson plans, preparation and prior knowledge sections were adjusted. 
• Syllabus outcomes were reviewed according to lesson outcomes and big picture

WEEK 3: LESSON PLANNING

Planning lessons is vital to provide the best learning experiences for the students in the class. Preparing and organising activities and tasks helps to support the teacher and aides in a well behaved class. 

When planning lessons it is essential to consider;

• Needs of the students
• Strengths or weaknesses
• Prior knowledge
• Learning environment
• Techniques best suited to the learning needs
• School expectations
• Resources
• Teacher strengths
• Content knowledge
• Assessment of knowledge

For this activity, I didn't end up using the Big Idea from week 2, however went for another big idea called, " Come Dine with Me!" from the core unit Food preparation and Processing.

Development of Ideas

Week 3: LESSON PLANNING: THEORIES IN EDUCATION

To Become a super teacher we need to:

• Explore the Food Technology Syllabus 
• Focus on areas of study
• Identify key concepts 
• Explore and research educational theorists, such as Bloom, De Bono, Gardner

Steps in lesson planning using backwards approach: (refer to week 2)

THEORIES IN EDUCATION

Benjamin Bloom 

Benjamin Bloom is the founder of the 'Blooms Taxonomy' that was developed in 1956. The taxonomy highlights the different learning domains of, cognitive (knowledge), affective (attitude) and pyschomotor (skills) domains. Since its development, it has been used around the world by educators, industry and businesses to improve teaching and learning environments. 

Blooms Taxonomy model is a very useful tool, that can be used as a checklist, to develop training programs, curriculum, lesson plans as well as designing and evaluating. It is one of the most widely used models in education as it provides an excellent structure for planning, designing, assessing and evaluating teaching and learning and its effectiveness.

The cognitive domain is the knowledge domain comprising of 6 categories:

1. Knowledge

2. Comprehension

3. Apply

4. Analyse

5. Evaluate

6. Create
In 2001, Anderson and Krathwhol, adjusted the model swapping 5 and 6 the other way around.

In education, Blooms Taxonomy model is very useful and is widely used. In food technology it can productively be used while planning lessons, incorporating activities that promote remembering and understanding such as observing, listening, matching games, and then applying the knowledge by demonstrating, cooking, presentations. Showing their creativeness by incorporating tasks such as creating their food products, labels, packaging are all activities that develop and show the students full understanding of the topics.

Edward De Bono

Edward De Bono was born in 1933 and is a master of thinking. He developed the term, Lateral Thinking, as well as the six thinking hats, which have been used in many schools around the world.
The 6 thinking hats tools developed by De Bono is a very useful tool to use in education as it separates the different thinking styles into 6 different categories and is a tool to strengthen critical thinking, collaboration, communication, and creativity Skills. The thinking hats can be assumed as a metaphor, where the hat can be put on or taken off, thus curving the thinking to different levels. Students can work in groups and given the similar thinking hat enabling all perspectives to be included and considered. 

The six thinking hats has been a proven method to develop excellent thinking skills, to promote independent thinking, problem solving, listening skills, improve research and writing skills as well as thinking before speaking.
In food technology, the 6 thinking hats model can be used effectively more so in group work and research tasks. The students can be placed in groups and given concepts to research, and by providing the groups with a thinking hat, all members can come up with ideas and knowledge and then present to the class. For the same concept, 6 groups can come up different ways of relating the same information. 

Howard Gardner

Howard Gardner (1983) is the founder of the theory of 7 intelligences. He suggests from his research that students learn, remember, understand, perform in many different ways through different sources such as music, reading, writing, mathematical, and scientific analysis. Keeping this in mind, Howard's theory challenges the educational system where it assumes that all students learn in the same way, with the same resources. He argues that differences in learning style and activities accommodating these different styles should be incorporated into teaching to include all the different learning styles of the students. 

The 7 identified Intelligence's are:

• Visual-Spatial: Aware of environments, physical space, activities of learning include: drawing, puzzles, models, multimedia, graphs, photos
• Bodily-Kinesthetic: Using the body effectively, activities of learning include: physical activities, hands on learning, acting or role playing
• Musical: sensitivity to music, activities of learning include: turning lessons into lyrics, music in the background, rhythms, musical instruments, music
• Interpersonal: understanding, interacting with others, activities of learning include: email, video/telephone conferencing, time and attention, group activities, seminars
• Intra-personal: Understanding ones own interests and goals, activities of learning include: independent learning and study through books, diaries, creative material
• Linguistic: Using words effectively, activities of learning include: reading, playing word games, poetry, stories, computer games
• Logical- Mathematical: Reasoning, calculating, activities of learning include: experiments, puzzles, questioning, logical games, investigations, mysteries

In education, in particular food technology, realizing the different learning styles of students in the classroom can play a role in using these intelligence's. Providing various activities from all learning styles can help all students in the class and can make teaching and learning effective. A mixture of hands on work, independent study as well as experimenting and research and allowing students to present their work in their way can prove to be successful in achieving the outcomes. 

Reference List

• Business Balls (2010-2013) Blooms Taxonomy- Learning Domains, Retrieved from, http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
• Clark, D., (2013) Blooms Taxonomy of Learning Domains retrieved from, http://www.nwlink.com/~donclark/hrd/bloom.html
• De Bono Thinking Systems, (2013), Six Thinking Hats, Retrieved from, http://www.debonothinkingsystems.com/tools/6hats.htm
• The Learning Partnership, (2014), EdwDeBono.com, The Original De Bono website, retrived from http://edwdebono.com/
• The De Bono Group, (2014) The Six Thinking Hats retrieved from http://www.debonogroup.com/six_thinking_hats.php

• Lane, C., Multiple Intelligences Retrieved from, http://www.tecweb.org/styles/gardner.html
• Thirteen Ed online, (2004) Concept to Classroom: Tapping into Multiple intelligence's retrieved from, http://www.thirteen.org/edonline/concept2class/mi/

Week 2: UNIT PLANNING

Project:

This week we focused on developing a big idea from our stage 5 food technology syllabus.
Working in pairs, we developed and completed three documents for our project:

• Syllabus unit, Big Idea Template
• Project Task Template
• Unit outline template

Big Idea: "Lets Celebrate!"

 Project Tasks: Outline

Unit Outline: "Let's Celebrate!"

Unit Title: Let’s Celebrate!
Focus Area: Module – Food for Special Occasions Unit Description: Food is an important component of many special occasions. Students will explore a range of special occasions including social, cultural, religious, historical and family, and examine the elements of small and large scale catering. Students will plan and prepare safe food, demonstrating appropriate food handling and presentation skills.
Suggested unit length:  10 weeks
Outcomes: 5.3.2 justifies food choices by analysing the factors that influence eating habits 5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes 5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes 5.6.1 examines the relationship between food, technology and society	Resources: •      Stage 5 Text book •      Decorating utensils. •      Card and paper. •      Computer access and computer applications such as Word, Publishing programs. Teacher Support Documents: •      Lesson plans •      Pictures of previous students work •      Sample menu plans/workflow plans Student Support Documents: •      Decorating/garnishing worksheets •      Worksheets to support skills required of students to complete the unit of work.* * Greater elaboration will occur during Weeks 3-8 of the semester.

Week 1: PERSONAL REFLECTION: Why a Teacher?

Why a Teacher?

Week 1: KNOW YOUR SYLLABUS!

Getting to know your Technological and Applied Studies

Years 7-10 Syllabus

Resource	Task
TAS Syllabus Specialisation	http://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#4_5 FOOD TECHNOLOGY 7-10
Rational	Found on Page 8 The Australian food industry is an important aspect of Australian industry providing many employment opportunities. The study of food technology provides students with broader knowledge and understanding of the wider concepts relating to food and its various factors which effect different types of consumers. Food is an integral part of life teaching students’ skills and incorporating their beliefs and values in their learning experience.
Aim	Found on Page 10 The aim of the Food Technology Years 7–10 Syllabus is to actively engage students in learning about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life. Students will develop confidence and proficiency in their practical interactions with and decisions regarding food The study of food technology will help the students gain a broader knowledge of food and develop practical skills ultimately improving ones quality of life.
Objectives	Found on page 11 Knowledge, understanding and skills Students will develop: knowledge, understanding and skills related to food hygiene, safety and the provision of quality food knowledge and understanding of food properties, processing and preparation and an appreciation of their interrelationship to produce quality food knowledge and understanding of nutrition and food consumption and an appreciation of the consequences of food choices on health skills in researching, evaluating and communicating issues in relation to food skills in designing, producing and evaluating solutions for specific food purposes Knowledge, understanding and appreciation of the significant role of food in society.
Outcomes	Found on page 12 The objectives are set out in a table format highlighting what the objectives are for the students in stage 4 and 5 as well as what outcomes they should develop in stage 4 and in stage 5. A teacher should follow the outcomes for each content when developing and planning their lessons
Content	Found on page 14  Key components of Content and Content Organisation. The content is organised in 3 different areas, which are focus areas, practical experiences and core. As well as the essential components of work there are additional components that need to be included in lessons such as life skills, cross curriculum content, ICT, social and environmental factors, literacy and numeracy skills.
Life Skills	Found on Page 39 This is implemented for those students who require further help in their studies. The outcomes are set up for those students who require special education needs and the content is set up for various learning opportunities for each student and should be varied to suit each individual student to meet their goals.
Continuum of Learning K-10	Found on page 46 This specialisation is split up in stages. Stage 1-3 is science and technology which is studied across the years. In stage 1, students are developing skills and understanding in natural and made environments. By stage 3 students should have a deeper understanding of life sciences and gained skills in investigation and research by applying their knowledge n first hand investigations.
Assessment and Reporting	Found in page 52 Outcomes and what students are expected to achieve are stated in the syllabus and are used as the basis to assess the students’ achievements in the different areas.The assessment reporting is broken up in different sections such as assessment for learning, reporting and strategies. Some strategies of reporting include: Practical experience, portfolios, self assessment, research projects, presentations, written reports, and peer assessment

Resource	Task
TAS Syllabus Specialisation	http://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#4_5 Technology Mandatory (years 7-8) Syllabus
Rational	Found on Page 8 Technology and its advancements are growing continuously in this century and so the main purpose of Technology mandatory is to teach students to solve problems and generate new ideas as well as develop knowledge, skills and understanding that will enable students to contribute positively to the Australia’s future. Students will be prepared for lifelong learning and career opportunities in the study of design and related fields.
Aim	Found on Page 11 The aim of the Technology (Mandatory) Years 7–8 Syllabus is to develop students’ ability to design, produce and evaluate quality solutions that respond to identified opportunities and needs. It enables students to justify solutions and to responsibly, safely and creatively use and select materials, tools and techniques. The aim outlines that Technology Mandatory will teach students the ability to design, create and evaluate as well as practice safety with materials, tools and techniques.
Objectives	ŸFound on Page 12 Knowledge, understanding and skills Students will develop: 1        knowledge, understanding and appreciation of and skills in design processes, design theory and the work of designers 2        knowledge of and skills in researching, experimenting, generating and communicating creative design ideas and solutions 3        knowledge and understanding of and skills in the responsible selection and safe use of materials, tools and techniques 4        knowledge, understanding and appreciation of the impact of innovation and emerging technologies on the individual, society and the environment 5        knowledge of and skills in managing quality solutions to successful completion 6        understanding and appreciation of and skills in evaluating and reflecting on the success of their own and others’ design activities.
Outcomes	Found on Page 13 The objectives are set out in a table format highlighting what the objectives are for the students in stage 4 as well as what outcomes they should develop in relation to that objective. A teacher should follow the outcomes for each content when developing and planning their lessons
Content	Found on Page 14 Technology (Mandatory) involves designing, producing and evaluating quality design and so the content is organised in 3 main areas, which are Areas of study, Design Project and Essential Content. ŸAreas of study include built environments Products and Information and Communications. These provide the situation or context for the design project. ŸThe design project involves the design, production and evaluation of quality solutions that are functional and meet identified needs or opportunities. Essential components of work included in lessons such as life skills, cross curriculum content, ICT, social and environmental factors, literacy and numeracy skills.
Life Skills	Ÿ  Found on Page 42 This is implemented for those students who require further help in their studies. The outcomes are set up for those students who require special education needs and the content is set up for various learning opportunities for each student and should be varied to suit each individual student to meet their goals.
Continuum of Learning K-10	Found on Page 52 Stage outcomes and stage statements illustrate the continuum of learning in the Technology (Mandatory) Years 7–8 Syllabus There are stages from 1 to 3 leading up to stage 4 and for each content there is a listed student outcome as well as for the learning processes. Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a consequence of achieving the outcomes for the relevant stage of learning.
Assessment and Reporting	ŸFound on Page 61 A range of assessment strategies should be used when designing assessments. Such include: Observation of demonstrated skills, Research Activities, Presentations, Journals, Written responses and reports, Peer and Self Assessment. Teachers should take into consideration a range of factors including, syllabus requirements, accessibility to resources, student ability and how the task will be administered.

Introduction

My teaching learning portfolio has been developed to show my achievements and understanding in TAS 1Y. Weekly artefacts and personal reflections shows my growing knowledge of the Australian Professional Teacher Standards 1-6.