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Performance and Development Introduction

This document outlines a teacher's action research project to improve student outcomes through the use of project based learning. It identifies three goals: 1) to develop units and lessons addressing humanities skills and content, 2) to improve student outcomes using PBL to provide varied educational opportunities, and 3) to use PBL as a platform to network with colleagues, parents, and the community. Strategies are provided to support each goal, including consulting guidelines, collecting student data, and attending professional development. Evidence that will be collected includes student assessments, self-reflections, collaboration documentation, and data from community events.

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33 views

Performance and Development Introduction

This document outlines a teacher's action research project to improve student outcomes through the use of project based learning. It identifies three goals: 1) to develop units and lessons addressing humanities skills and content, 2) to improve student outcomes using PBL to provide varied educational opportunities, and 3) to use PBL as a platform to network with colleagues, parents, and the community. Strategies are provided to support each goal, including consulting guidelines, collecting student data, and attending professional development. Evidence that will be collected includes student assessments, self-reflections, collaboration documentation, and data from community events.

Uploaded by

api-314122179
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Performance and Development

Action Research Focus:

Project Based Learning

Question: How can I increase student outcomes by using Project Based Learning (PBL) to teach Humanities specific skills and content?
Performance and
Development goal
1. Professional Knowledge
Know students and how
they learn
Know the content and how
to teach it.
Goal: To develop integrated
units, individual lessons and
activities which address
Humanities specific skills and
content.
2. Professional Practice
Plan for and implement
effective teaching and
learning.
Create and maintain
supportive and safe
learning environments.
Assess, provide feedback
and report on student
learning.
Goal: To improve student
outcomes by using project based
learning to provide differentiated
and varied educational
opportunities.

Strategies to support the achievement of each


goal
Consult AITSL guidelines for standards
Complete class profiles and ADIs at the
beginning of the year.
Use ADIs to inform teaching pedagogies and
practice.
Attend all school PD and PLT meetings.
Use KLA meetings to feedback skill
development and activities used.

Consult AITSL guidelines for standards


Consult school SSP and AIP
Implement pedagogy from ASOT
4 levels of planning Scope and sequence, unit,
week by week, personal
Use student self-assessment, peer assessment
and community feedback from showcase
evenings to report on achievement.

Evidence that will be collected to demonstrate


achievement
Class profiles
ADI
Anecdotal notes
Self-reflection
Creation of resources and reflection on their
use.
Parent teacher interviews review of
conversations and comments.

Formative, summative and pre-assessment


Student self-assessment
Peer assessment
Community feedback from PACE showcase
nights
Teacher self-assessment
Peer observation
LT observation
Evidence of participation in professional
learning teams (eg design of curriculum or
moderation of student assessment) and
reflection on its impact.

3. Professional Engagement
Engage in Professional
learning
Engage professionally with
colleagues, parents/carers
and the community.
Goal: To use project based
learning as a platform to network
with colleagues, parents/carers
and the community.

Consult AITSL guidelines for standards


Evidence and reseach about effective teaching
and learning.
Attend fortnightly PACE meetings
Plan and run PACE showcase nights.
Professional learning on PD 15/4/2016
Collaboration on Instagram with other teachers.

Evidence of participation in professional


learning teams (eg design of curriculum or
moderation of student assessment) and
reflection on its impact.
Notes from professional development.
Data collated from PACE showcase evenings
Documentation of professional development

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