Approved ARC 02/09 meeting

Assignment cover sheet

Note: (1) The attention of students is drawn to:
the Academic Regulations,
the Academic Honesty Policy and
the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy/136703
(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
benchmarking or moderation.
Student ID Number/s:

Student Surname/s:

Given names:

S00153057

Paganis

Cassandra

Course: Bach Ed. (Early Childhood and Primary)

Unit code: EDFD462

School: Education

Unit title: Transition into the Profession

Due date: 15th April 2016

Date submitted: 15th April 2016

Lecturer-in-Charge: Bernadette
Summers

Tutorial Group/Tutor: Friday 10am Jeannette Keyser

Assignment Title and/or number: Assignment 1 Individual Teaching Philosophy

DECLARATION OF ORIGINALITY
By submitting this assignment for assessment, I acknowledge and agree that:
1. this assignment is submitted in accordance with the Universitys Academic Regulations, Assessment Policy
and the Academic Honesty Policy. I also understand the serious nature of academic dishonesty (such as
plagiarism) and the penalties attached to being found guilty of committing such offences.
2. no part of any assessment item has been copied from any other source without acknowledgement of the source.
3. no part of this assignment has been written by any other person, except to the extent of collaboration and/or
group work as defined in the unit outline.
4. this assignment has not been recycled, using work substantially the same as work I have completed previously
and which has been counted towards satisfactory completion of another unit of study credited towards another
qualification, unless the Lecturer in Charge has granted prior written consent to do so.
5. a copy of the original assignment is retained by me and that I may be required to submit the original
assignment to the Lecturer in Charge upon request.
6. the Lecturer-in-Charge may, for the purpose of assessing this assignment:
6.1. reproduce this assignment;
6.2. authorise the reproduction of this assignment;
6.3. provide a copy of this assignment to another member of the University; and/or
6.4. communicate, or authorise communication of, a copy of this assignment to a plagiarism checking service,
such as the Turnitin service operated by iParadigms LLC (or such other service utilised by the University
at its absolute discretion). I acknowledge that a plagiarism service provider may then retain a copy of this
assignment on its database for the purpose of future plagiarism checking.
Signature of student(s): ___________________________________________
Last updated:
Approved by:

February 2013
University Learning and Teaching Committee

Date:___/___/___

Assignment 1 Philosophy
ORIGINALITY REPORT

10

SIMILARIT Y INDEX

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PUBLICAT IONS

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Submitted to University of Derby

St udent Paper

Submitted to Universiti Kebangsaan Malaysia

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Submitted to Australian Catholic University

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journals.akoaotearoa.ac.nz
Int ernet Source

Submitted to Miami University of Ohio

St udent Paper

pleconf.org
Int ernet Source

Submitted to La Trobe University

St udent Paper

www.education.alberta.ca
Int ernet Source

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www.innovations.sa.edu.au
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eprints.qut.edu.au
Int ernet Source

Deed, Craig, Peter Cox, Jeffrey Dorman,

Debra Edwards, Cathleen Farrelly, Mary
Keeffe, Valerie Lovejoy, Lucy Mow, Peter
Sellings, Vaughan Prain, Bruce Waldrip, and
Zali Yager. "Personalised learning in the open
classroom: The mutuality of teacher and
student agency", International Journal of
Pedagogies and Learning, 2014.

<1%

Publicat ion

13
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<1%

www.science.gov
Int ernet Source

DeLuca, Christopher, Holly Ogden, and

Elizabeth Pero. "Reconceptualizing
Elementary Preservice Teacher Education:
Examining an Integrated-Curriculum
Approach", The New Educator, 2015.
Publicat ion

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EDFD462 Assignment 1
Individual Teaching Philosophy
DRAFT Philosophy

Comment [CP1]: Below are personal analysis comments

By Cassandra Paganis

Typically, an educator is someone who provides instruction or education. To me an educator

is so much more. For me, being an educator means to foster childrens learning, to guide their
development and learning, to help them grow into knowledgeable well rounded individuals
who eagerly participate in making a difference in their world.as a teacher my ultimate goal is
to provide my future students with the knowledge they require to live full lives.

In order for me to achieve my goal I will ensure to take a student centred approach. I am nit a
fan of rote learning, where students are to copy off the white board or complete worksheet

Comment [CP2]: How will I create this?

Feed back said this was evident in the whole philosophy. This
needs to be condensed as this paragraph and the one below
are sort of repetitive and long.

after worksheet. Learning in my classroom will be via discovery. Students should be actively
participating in the work they are given, solving puzzles and problems. Whilst my classroom
may look like the students are playing game after game, they will actually be using those
games to learn. I am a firm believer learning should be fun. The games will be strategically
developed to help students gain the knowledge, as set by the curriculum, and life skills they
will need to be active participants in the community.

My approach to teaching will be student centred. I will ensure that I pay special attention to
the needs and interests of my students, acknowledging their strengths as well as areas of
improvement. This information will help me create a personal learning environment for my

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|1

Comment [CP3]: What does this actually mean?

students. Catering for all different cultural backgrounds, learning and development levels is
important. To achieve my goal, students need to be seen as individuals who have different
knowledge, needs and ways of leaning. It is my duty as a teacher to nurture students to reach
their fullest potential and this would not be possible without knowledge of my individual
students.

In order to know my students, I will ensure early upon meeting each other a relationship
based on trust, safety and security will be developed with each individual student. I will
ensure to take not and interest not only in who they are as a learner, but what their identity is
and who they are personally. However, I will not limit my relationships to just the students, I
will develop relationships to those that mean the most to my students, their families. I intend
to have parents, grandparents and other family members to also be active participants in our
classroom. To share our knowledge with them and learn from them. This invitation to
participate is extended to our local community.

When teaching my students, I want to use an integrated curriculum approach. For students to
gain the most out of their learning they should be able to make links to other areas in their
learning.

Comment [CP4]: Clear area needing improvement. I need

to research what this is and how I want it to look.
* use for research essay

Learning will not solely be for the students, I will continue to learn and grow myself. I will
use reflective practices to ensure my teaching practices are effective for the students I work
with. Constantly engaging in professional development, I will ensure I can provide my
students with the latest and most relevant knowledge they need to participate in the world
they are in. I strive to constantly improve my teaching methods, knowledge and creativity to
create learning environments that are engaging and fun for students to be a part of

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|2

Comment [CP5]: Potential research topic

The classroom will have an open door policy. Students from all year levels, parents,
colleagues and other family members may enter out classroom as they see fit. This
encourages development of relationships, collaborative work and an environment that is safe
and secure for all. Further the classroom will not be defined by its four walls. Learning will
occur where ever the students are. Lessons will take place in the environment around us so
we can learn from and engage with it.

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|3

Comment [CP6]: With who?

EDFD462 Assignment 1
Individual Teaching Philosophy
Research Essay
By Cassandra Paganis

It is no secret that teaching practices, approaches and methods are constantly changing. In the
21st century, teaching is highly built around student centred learning, developing approaches
to learning and curriculum that provide students with the greatest academic outcomes.
Personalised learning and an integrated curriculum are two approaches whereby this can be
achieved. Both these methods will be discussed in this paper, highlighting what each
approach means in teaching, the benefits they provide, and how to effectively implement
each in the classroom.

Personalised learning is a concept that is gaining increasing interest within the education
system (Edmunds & Hartnett, 2014; McLoughlin, 2013; Prain et al., 2013). However this is
causing confusion as relevant literature describes personalised learning in many different
ways (Edmunds & Hartnett, 2014). Despite this, there are similarities amongst researchers in
how they describe personalised learning. Deed et al. (2014) describe personalised learning in
an open classroom as a style of teaching whereby students are exposed to an abundance of
learning materials, have choice in the direction of their learning and engage in small groups
or individual learning as compare to whole class instruction. Similarly, Prain et al. (2013) and
Downes (as cited in McLoughlin, 2013) also acknowledge that personalised learning is
EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

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student driven, whilst adding that personalised learning celebrates the identity of the
individual.

It is important to recognise that personalised learning is about the individual students and
their needs and interests, however that it is not individualised learning as it does not involve
separation of students, rather the grouping of students (Edmunds & Hartnett, 2014). The
implications of integrating personalised learning have shown through research to be quite
positive, leading to higher engagement, academic improvement, and an increased sense of
agency (Deed et al., 2014; Edmunds & Hartnett, 2014; Prain et al., 2013). Further, Prain et al.
(2013) found in a study of four low socio-economic schools who struggled to gain high
achievement levels that upon integrating personalised learning concepts these issues can be
slowly overcome. The use of personalised learning in the classroom has proven to have
significant benefits in the classroom. Personalised learning helps with the development of
reciprocal relationships that are inclusive and responsive to students needs as teacher work
with them in partnerships (Fielding, 2006 as cited in Prain et al., 2013). Further it provides a
student centred approach in teaching, allowing learning to be devised around needs and
interests of students therefore leading to higher success and academic achievement, as
supported by Edmunds and Harnett, (2014).

Implementing personalised learning is not without its challenges (Deed et al., 2014; Edmunds
& Hartnett, 2014; Prain et al., 2013). Conole (as cited in Edmunds & Harnett, 2012) suggests
the integration of technology in the classroom will assist in personalising learning for
students. This is further supported by other researchers who believe increases in digital
technology and its prevalence assist in positive outcomes related to personalised learning
(Edmunds & Hartnett, 2014; McLoughlin, 2013; Sebba, Brown, Steward, Galton, & James,

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
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2007). Prain et al. (2013) states personalised learning can be challenging, as it is highly
dependant on school leadership, skill sets of teachers and the students capacity to learn.
However, in order to overcome these challenges it is suggested that teachers should improve
their own professional knowledge and put time, expertise and structure into the content they
are delivering, whilst still having a flexible classroom to cater for the needs of the students
(Prain et al., 2013). Students are already using forms of personalised learning outside of
school, therefore Edmunds and Hartnett (2014) suggest we need to adopt personalised
learning techniques into the classroom.

Another concept within the education system that is challenging to implement is an integrated
curriculum (Anderson, 2013). Similarly to personalised learning, the notion of integrated
curriculum can cause some confusion due to different definitions, however it is gaining
increasing popularity (Anderson, 2013). Drawing on the definitions provided by Anderson
(2013), Beane (1991) and VanTassel-Baska and Wood (2010) integrated curriculum, also
referred to as interdisciplinary curriculum, involves the delivery of curriculum subject areas
in a way in which different aspects from the areas are brought and taught together to provide
a holistic way of teaching. Beane (1991) provides an excellent definition of integrated
curriculum by likening it to a puzzle, where by the whole picture cannot be created without
each individual piece. When using this approach in teaching, the idea is to draw on
knowledge from all areas of the curriculum collectively in order to assist in solving a problem
(Beane, 1991).

Deluca, Ogden, and Pero (2015) identify three potential limitations if we teach curriculum
areas separately. Firstly, Deluca et al. (2015) identify that it limits teachers abilities to teach
within interdisciplinary contexts, which are common practices seen and more effective in

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Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|6


addressing the high number of standards provided by the curriculum. Secondly they state
separate curriculum courses may be less likely to address transdisciplinary aspects of
teaching such as creating inclusive learning spaces, assessment and evaluation, social justice
issues and educational philosophies (Deluca et al., 2015, p. 28). Finally, Deluca et al. (2015)
contend that if we separate our curriculum into separate areas it can lead to a lack of
coherence and creates unconnected experiences. The work of Beane (1991) is similar to this
final point saying a crucial aspect of an integrated curriculum is to provide wholeness and
unity rather than separation and fragmentation. Unfortunately, the typical curriculum is
reflective of facts and skills that are disjointed and not connected (Beane, 1991).

Using an integrated curriculum provides several benefits in the classroom. By products

include cooperative learning and critical thinking; both of which are important skills
(Anderson, 2013). Additionally an integrated curriculum allows students to create meaningful
associations and links between different areas of the curriculum, which can help to solve
problems and make further discoveries in life (Anderson, 2013; Beane, 1991; Deluca et al.,
2015). Deluca et al. (2015) conducted a study on integrated curriculum and found that this
type of approach develops relationships not only between content areas but also between
colleagues and students due to the high demand of gaining knowledge from those more
advanced in particular areas. Anderson (2013) found that the used of an integrated curriculum
leads to improved quality of teaching. Additionally a study conducted by VanTassel-Baska
and Wood (2010) proved to have great academic results for gifted students, students at risk,
typical learners, and teachers involved.

In order be successful in the implementation of an integrated curriculum several

considerations should be taken into account. Firstly, it is suggested that when designing the

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Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|7


integrated curriculum it should cater for the most gifted student in order to address their
needs, but also in a way that scaffolds all students, setting standards for them to strive for
(VanTassel-Baska & Wood, 2010). Additionally, when designing the curriculum a team
approach should be adopted to draw on the collective knowledge of all educators as support
from co-workers was see to have created the most success in relation to an integrated
curriculum (Anderson, 2013).

Personalised learning and an integrated curriculum are two approaches in education that help
develop students into successful learners and achievers. Both approaches are increasing in
popularity and becoming more prevalent in the modern classroom (Anderson, 2013; Prain et
al., 2013). Personalised learning allows students to learn in a way that aligns with their
interests and needs as they are the driver of their learning (Edmunds & Hartnett, 2014;
McLoughlin, 2013). If personalised learning is adopted, students will become more engaged
in their learning and gain the best academic achievements possible (Edmunds & Hartnett,
2014). The use of an integrated curriculum is also known to improve academic achievements
as students are able to create meaningful experiences (Deluca et al., 2015). The holistic
nature of an integrated curriculum provides a curriculum free of disjointed and fragmented
learning experiences to allow students to reach their full potential (Beane, 1991). It is
important to recognise that in order to be successful in the implementation of both
approaches teachers are required to be flexible, continually improve their knowledge and
work collaboratively and collectively (Anderson, 2013; Prain et al., 2013).

[words:1348]

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Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|8


References
Anderson, D. M. (2013). Overarching Goals, Values, and Assumptions of Integrated
Curriculum Design. Schole: A Journal of Leisure Studies & Recreation Education,
28(1), 1-10.
Beane, J. (1991). The middle school: The natural home of integrated curriculum. Educational
Leadership, 49(2), 9-13.
Deed, C., Cox, P., Dorman, J., Edwards, D., Farrelly, C., Keeffe, M., . . . Prain, V. (2014).
Personalised learning in the open classroom: The mutuality of teacher and student
agency. International Journal of Pedagogies and Learning, 9(1), 66-75.
doi:http://dx.doi.org/10.1080/18334105.2014.11082020
Deluca, C., Ogden, H., & Pero, E. (2015). Reconceptualizing Elementary Preservice Teacher
Education: Examining an Integrated-Curriculum Approach. The New Educator, 11(3),
227-250. doi:10.1080/1547688X.2014.960986
Edmunds, B., & Hartnett, M. (2014). Using a Learning Management System to Personalise
Learning for Primary School Students. Journal of Open, Flexible and Distance
Learning, 18(1), 11-29.
McLoughlin, C. E. (2013). The pedagogy of personalised learning: exemplars, MOOCS and
related learning theories. Paper presented at the Proc. EdMedia.
Prain, V., Cox, P., Deed, C., Dorman, J., Edwards, D., Farrelly, C., . . . Sellings, P. (2013).
Personalised learning: Lessons to be learnt. British Educational Research Journal,
39(4), 654-676.
Sebba, J., Brown, N., Steward, S., Galton, M., & James, M. (2007). An investigation of
personalised learning approaches used by schools: DfES Publications Nottingham,
England.

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|9


VanTassel-Baska, J., & Wood, S. (2010). The Integrated Curriculum Model (ICM). Learning
and Individual Differences, 20(4), 345-357.
doi:http://dx.doi.org/10.1016/j.lindif.2009.12.006

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Individual Teaching Philosophy

Cassandra Paganis
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Page|10

EDFD462 Assignment 1
Individual Teaching Philosophy
FINAL Philosophy
By Cassandra Paganis

Typically, an educator is someone who provides instruction or education. For me, being an
educator means to foster childrens learning, to guide development and learning, and to help
them grow into knowledgeable well rounded individuals who eagerly participate in making a
difference in their world.

I intend to be student centred when teaching. Paying special attention to the needs and
interests of students, acknowledging strengths and areas of improvement is important. This
helps create a personal learning environment for students. To provide this kind of
environment the classroom will have an abundance of learning materials available for
students to use as they please. Learning will be student driven, with students having choice in
exploration information to be relevant and reflective of the individual. Learning is not left to
students, the principles of the zone of proximal development will be evident, I intend to guide
and scaffold them to unlock new knowledge. To observers, students will be actively engaged
in solving problems through games. Learning should be fun and games will be strategically
developed to help students gain the knowledge, set by the curriculum, and life skills they will
need to be active participants in the community.

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|11


Catering for all different cultural backgrounds, learning and development levels is priority.
Students are individuals with different knowledge, needs and ways of leaning. It is my duty
as a teacher to nurture students to reach their fullest potential, this would not be possible
without knowledge of individual students. Early upon meeting each other, a relationship
based on trust, safety, and security will be developed with each individual student. Taking
note and interest in the kind of learner the student is and their personal identity, provides
avenues to create a more personalised learning experience. Development of relationships is
not limited to the students; it will be extended to their families. The classroom will have an
open door policy. Students, parents, and colleagues may enter the classroom as they see fit
further encouraging development of relationships, collaborative work, resulting in a safe and
secure environment for all.

An integrated curriculum approach will be adopted. For students to gain the most out of their
learning they should be able to make links to other areas in their learning. Students are taught
in ways they can use developed skills, knowledge and experiences from different areas of the
curriculum to solve given problem. Implementing an integrated curriculum will allow a more
holistic way of teaching to be developed and provide students with meaningful experiences
resulting in lifelong learning. In addition, I will work closely with colleagues, collaborating
whilst planning, assessing and implementing lessons for students. This ensures students will
receive well thought out, relevant and applicable knowledge.

Learning will not solely be for the students, I will continue to learn and grow. Constantly
engaging in professional development guarantees students are provided with the current and
relevant knowledge required to be active participants. Through reflective practices, I strive to
constantly improve my teaching methods, knowledge and creativity to generate engaging and

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|12


fun learning environments for students. Finally, a classroom is not defined by its four walls it
will be where the students are, taking place in the environment around them to learn from and
engage with.

[words: 536]

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|13

EDFD462 Assignment 1
Individual Teaching Philosophy
Critical Reflection
By Cassandra Paganis

In writing the second draft of my philosophy, changes were made to improve the quality of
the piece. The overarching ideas for these changes were expanding on the terms personalised
learning and integrated curriculum, giving them further meaning in the second draft. Both
concepts have proven to allow students to excel and create deeper, meaningful learning
experiences (Deluca, Ogden, & Pero, 2015; Edmunds & Hartnett, 2014).

I have included terms resembling students are drivers of learning and an abundance of
learning materials as these are key features of successful personalised learning (Deed et al.,
2014). Creating a personalised learning environment allows for a student centred approach to
be adhered to. This type of learning is about students creating meaningful choices and
experiences with assistance from teachers when necessary (Deed et al., 2014). Therefore, it is
important to include as it provides each student with the optimum learning for the individual.

An integrated curriculum approach has been included in more depth because it is significant
in students achieving their best, as supported by Anderson (2013). I have included ideas of
teaching across subject areas and allowing students to apply gained knowledge to other areas.
EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|14


This is important because it allows for a cohesive and meaningful way of teaching and
learning, therefore providing the best outcomes for students (Deluca et al., 2015).

Finally, concepts relating to professional development, reflective practice and collaboration

with colleagues were either added or expanded on. This is an important inclusion in the
philosophy since they are key elements for the success of personalised learning and an
integrated curriculum (Anderson, 2013; Prain et al., 2013).

[words: 267]

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Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|15


References
Anderson, D. M. (2013). Overarching Goals, Values, and Assumptions of Integrated
Curriculum Design. Schole: A Journal of Leisure Studies & Recreation Education,
28(1), 1-10.
Deed, C., Cox, P., Dorman, J., Edwards, D., Farrelly, C., Keeffe, M., . . . Prain, V. (2014).
Personalised learning in the open classroom: The mutuality of teacher and student
agency. International Journal of Pedagogies and Learning, 9(1), 66-75.
doi:http://dx.doi.org/10.1080/18334105.2014.11082020
Deluca, C., Ogden, H., & Pero, E. (2015). Reconceptualizing Elementary Preservice Teacher
Education: Examining an Integrated-Curriculum Approach. The New Educator, 11(3),
227-250. doi:10.1080/1547688X.2014.960986
Edmunds, B., & Hartnett, M. (2014). Using a Learning Management System to Personalise
Learning for Primary School Students. Journal of Open, Flexible and Distance
Learning, 18(1), 11-29.
Prain, V., Cox, P., Deed, C., Dorman, J., Edwards, D., Farrelly, C., . . . Sellings, P. (2013).
Personalised learning: Lessons to be learnt. British Educational Research Journal,
39(4), 654-676.

EDFD462 Assignment 1
Individual Teaching Philosophy

Cassandra Paganis
S00153057

Page|16

ASSESSMENT
CRITERIA
An Individual
Teaching Philosophy
that articulates beliefs
and teaching
approach and practice

Level of engagement
with the research
issues that shape an
Individual Teaching
Philosophy as
presented in the
essay

Evidence of impact
and/or inclusion of
insights gained from
the research in the
second draft of the
Individual Teaching
Philosophy
Effectiveness and
appropriateness of
writing style

High
Distinction

Distinction

A wellorganised,
clearly
articulated and
insightful
teaching
philosophy that
provides a
purposeful and
profound
picture of the
pre-service
teachers
beliefs,
aspirations and
practice.

A well-organised
and concise
teaching
philosophy that
provides a clear
and purposeful
picture of the
pre-service
teachers
beliefs,
aspirations and
practice.

The teaching
philosophy is
organised,
clearly
articulating the
pre-service
teachers
beliefs,
aspirations and
practice.

The teaching
philosophy
statement is
adequately
organised
indicating
beliefs,
aspirations and
practice.

The teaching
philosophy is
poorly organised,
with no apparent
reference to beliefs
and/or aspirations
and/or practice.

Sophisticated
analysis and
synthesis of
relevant quality
research.

Thorough
analysis and
synthesis of
relevant quality
research.

Relevant quality
research
analysed and
synthesised
throughout most
of the essay.

Relevant quality
research
analysed and
synthesised at
times in the
essay.

Little use of
relevant quality
research and
research is
described rather
than analysed and
synthesised.

Demonstrates
sophisticated
evidence of
impact and/or
inclusion of
insights in the
second draft.

Demonstrates
very strong
evidence of
impact and/or
inclusion of
insights in the
second draft.

Demonstrates
strong evidence
of impact and/or
inclusion of
insights in the
second draft.

Demonstrates
some evidence
of impact and/or
inclusion of
insights in the
second draft.

Demonstrates
limited evidence of
impact and/or
inclusion of
insights in the
second draft.

Structure and
expression
result in highly
effective
communication
of concepts,
ideas and
arguments.

Structure and
expression
mostly result in
highly effective
communication
of concepts,
ideas and
arguments.

Structure and
expression often
result in highly
effective
communication
of concepts,
ideas and
arguments.

Structure and
expression
support the
effective
communication
of concepts,
ideas and
arguments at
times.

Little structure and

expression largely
unclear.

OTHER REQUIREMENTS

YES

Credit

NO

Pass

NN

COMMENTS

Appropriate use of APA referencing style throughout

text and reference list

Page 15 of 20

EDFD 452/462 Unit Outline for Semester 1, 2016