Renee completed her 8 Day (Braille )Practicum during COVID-19 remote learning. This involved working onsite on a Friday researching, planning and programming lessons for a student with vi (legally blind) with additional needs in a support unit classroom.
Renee was required also to research, plan and program lessons for a student who was legally blind in a mainstream Year 4 class. This student accesses the curriculum via multi media; e.g. LP, electronic & braille.
Renee planned, meaningful SMART goals . She implemented, assessed and evaluated these goals and the lessons she planned for the students over the 8 days.
During these lessons she maintain high expectations of students and made adjustments where necessary in planning for future lessons on Practicum.
Due to COVID-19 no face to face IEP meetings occurred with student, parents and / class teacher.
Daily Renee liaise with myself, the focus student and parent via Det Zoom Conference lessons.
Renee was very well prepared and all vision support lessons were prepared, assessed and evaluated in a timely manner.
Renee completed a 1 -1 Orientation Mobility lesson with student on site at Hobartville PS. During this lesson she displayed a sound understanding of O & M cane skills and sighted guide techniques. She simplified her instructions to meet the needs of the student with multiple needs (global delay).
Renee completed multi-media lessons in a variety of key learning areas; e.g. O & M, technology, english, maths, science, geography, creative arts.
Learning resources were accessible. Renee was confident in making modifications/adjustments to maximise the use of students' functional vision. Examples of this were:
- Use of technology Zoom App for video conferencing lessons, GoogleClassroom, Renee was able to create resources, share her screen and files.
- enlarging / zooming work
- creating braillle worksheets and games.
- presenting all work clearly an uncluttered.
- the use of tactile materials in creative arts and mapping activity
Renee displayed good behaviour management strategies, she gave lots of meaningful positive reinforcement, and was able to refocus student when their attention strayed, or student was becoming tired.
Renee collaborated regularly with myself to improve and develop her vision support teaching strategies. She took on advice and made adjustments to lesson plans throughout the week.
Renee worked on her braille skills and her confidence in using the Perkins brailler, and displayed significant improvement over the week. With further experience with students using braille Renee's practical skills: knowledge and fluency of braille will continue to develop.
Renee display very good rapport with the students and with staff interactions during practicum.
Renee accessed and used a variety of technology during practicum confidently:
- touch typing program
- accessibility options on iPad - zoom and laptop
- Google Classroom
- Zoom video conference - adjusting and sharing screen, files and whiteboard to ensure all work was accessible to students.
Renee provided feedback to students in a variety of ways:
- instant verbal feedback
- tactile & physical cues
- rewarded students with tactile stickers and positive reinforcement.
- outline verbally to focus student lesson learning intentions
- asked student to repeat instructions at times to ensure student understood expectations.
Renee assessed student's completed work and evaluated lesson outcomes/goals daily.
Renee gathered information on focus child: data & assessment reports from health, medical, educational and allied health professionals and ISTV caseload manager (myself) .
Renee presented herself as a highly professional teacher throughout practicum. She was punctual, and arrived each day with all teaching materials prepared, following DET teacher code of conduct.
Renee attended the Penrith Vision Team weekly Teleconference Meetings and collaborated positively with ISTVs and Assistant Principal, understanding and using professional dialogue.
Renee listened and took on advice provided to her to promote and increase her awareness of focus child's vision and educational needs.
Renee was flexible and able to adapt and collaborate well when changes to routines occurred.
Renee demonstrates application of professional learning from her current studies and was always looking for ways to improve her practice.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
It was pleasure working with Renee during her practicum, Renee was highly professional in her preparation and evaluations of vision support lessons. She displayed good communication skills and had a excellent rapport with the students and staff.
Renee is passionate about learning and furthering her knowledge in working with students with vision impairments.
I wish Renee all the best in her future profession as a Support Teacher (Vision).