My name is Teresa Swensen and I am a teacher who specialises in junior primary and primary school education. I have been working and studying in the coaching, training and teaching fields for nearly 15 years, and I have been loving every minute of it. I am resourceful, perceptive, organised, compassionate, and committed. My teaching practice is evidence based and my teaching strategies are backed with strong research. I have a love of learning and I endeavour to foster a love of learning and curiosity in my students.
This class blog located at https://2015room16.edublogs.org/ demonstrates achievement towards focus area 2.6.
The students in my year 5/6 class were allocated 1:1 laptops by the school and the class blog proved to be a valuable resource where I linked appropriate and relevant ballads and poems that Banjo Paterson wrote for the students to study. Additionally it provided an opportunity for students to publish their work to share with their peers, family and the wider community.
I received a High Distinction for this assignment which was required as part of the Numeracy and ICT topic that I studied at Flinders University in 2014. It has been adapted from the First Fleet Unit from AC History Units. It incorporates the general capabilities of numeracy and ICT capability into a Year 4 History unit. I have detailed a justification for the use of the planned ICT tasks which demonstrate an understanding of how TK, PK and CK combine to strengthen student learning and I have addressed the three principles of Universal Design for Learning (UDL). This assignment demonstrates that I can plan a unit, lessons and assessment tasks that incorporate a variety of ICT teaching and learning activities and demonstrates achievement towards focus area 2.6.
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This visual 
chart is a strategy used for students with Autism Spectrum Disorder and demonstrates my achievement towards focus area 1.6.
I have developed First/Then charts for students with Autism Spectrum Disorder on my final professional experience placement and to use as a homeschool educator. The chart provides routine and structure for the students which assists by making the school day more predictable. The chart serves two purposes, it provides motivation for the student to work through the learning activities to earn the reward activity as well as providing a visual aid supported with pictures to provide structure and routine.
This lesson plan provides evidence towards achieving focus area 1.6 as it demonstrates the accommodations and teaching strategies I have planned to support students with disabilities to participate and learn.
With this knowledge and understanding of the diverse needs of students in my class I included adjustments to the classroom environment that would be required and ensured differentiated learning tasks using a RAFT to ensure all students were able to participate at their level whilst producing the required learning outcomes.
This keynote slide is from an assignment in my topic Differentiation for Diverse Learners at Flinders University in 2015. It is evidence of my knowledge and understanding of how differentiation and inclusion in the classroom meets the legislation for Disability Standards for Education (2005). This demonstrates achievement towards focus 1.6.
Commonwealth of Australia. (2006) Disability Standards for Education (2005). Retrieved from http://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
Conway, R. (2014) Australian schools, policy and legislation in perspective’, in Hyde, Merv, Carpenter, Lorelei Rita & Conway, Robert NF (eds.), Diversity, inclusion and engagement, 2nd edn, Oxford University Press, South Melbourne, Vic., pp. 15-38
Jarvis, J. (2013), ‘Differentiating learning experiences for diverse students’, in Hudson, Peter (ed.), Learning to teach in the primary school, Cambridge University Press, Port Melbourne, Vic., pp. 52-70.
These are a sample of cards that were presented to me from my year 5/6 students. By thanking me in their farewell cards for teaching them about Paterson demonstrates they were engaged and enjoyed the unit of work. This is evidence towards achievement of focus area 2.1. Continue reading Thank you cards from students
This written observation sheet demonstrates achievement for Focus Area 2.1.
The lesson began with a YouTube clip of The Man From Snowy River which the students were viewing in preparation of the work they were continuing with from the day before. The students had been well placed in groups with other students that they worked well with, and the lesson was structured to ensure students understood their task and had sufficient support from peers and myself. This written observation record demonstrates that my lesson was engaging for the students resulting in them being focused on their learning activities.
As evidence towards focus areas 3.2 and 2.6 this storyboard demonstrates one of the outcomes of a media arts program that I planned in conjunction with English narrative writing in a year 5/6 class. Continue reading From narrative writing to creating an e-book
