Welcome! ~ Sonia Hankova ~ Education/Art/Science ~ E-Mail: sonia.hankova@gmail.com ~ Phone: +61 425 703 860

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Professional Knowledge

VIT Portfolio for Full Registration

How can I best use feedback to enhance student learning?

Recent educational research (e.g. Hattie & Timperley, 2007; Shute, 2008; Naylor et al., 2014) has shown that feedback is one of the most powerful influences on learning and achievement. Effective feedback is an integral part of assessment, helps students identify what they are doing well and provides them with insights into how to improve in areas where they are in need of development. When delivered in an encouraging and timely manner, it can motivate students to succeed and engage with the topic content (Naylor et al., 2014).

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Capstone Research Project — Science Learning in Informal Settings

To what extent are higher-order thinking questions posed during the Mission to Mars program?

This project explores the role of questioning as a key pedagogic strategy to engaging learners in higher orders thinking and presents the results from observational research undertaken at the Victorian Space Science Education Centre. The research focused on investigating questioning strategies used to facilitate the inquiry-based Mission to Mars program. The aim of the program is to engage and immerse students in a technology rich and sensory stimulating environment based on real-life scenarios and hands-on approach to science learning within the context of space. The results of the research are presented in a report that highlights the importance of questioning in science education and presents VSSEC with some valuable data, feedback and recommendations for improvement. The research outcomes were presented at a mini-conference with university peers.

Access the full research paper HERE

Access the research presentation HERE

Developing sequential learning programs and creative and engaging lessons


At Methodist Ladies' College (2014) I applied my skills in developing and delivering whole units of work: Astronomy, Health and Nutrition, Biological and Chemical sciences, including activities and assessment tasks that are in line with the AusVELS Science Curriculum, address multiple domains and cater to differentiated learning. These were based on careful considerations of how students learn, understanding their developmental characteristics as well as on my knowledge and understanding of the content, and how to best deliver it. 

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Approaches to modifying the science curriculum and differentiating learning


 

It is important to note that every single classroom is likely to have students with knowledge and skills from poor to well above expectation. I would say that successful differentiation in a classroom to meet the specific requirement of each student takes a teacher with vast amount of experience. Although I believe I have spend a considerable time both observing different teachers and also teaching different topics to different year levels, I feel I am only beginning to understand and build a repertoire of strategies to efficiently cater for individualised learning.

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Selecting resources and teaching strategies to deliver engaging lessons


I have over the course of past four years developed a wide vocabulary of teaching strategies to engage students and develop their critical thinking and creative skills, at the same time adhering to the curriculum content for the appropriate year level. I have been lucky to observe many great teachers, at university as well as in my placements.

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Case – Professional Knowledge


Practice Described
Will is a 13 year old kid who attends Grade 7 at a local secondary school in a small, low socioeconomic town in rural Victoria. His literacy and numeracy skills are very low, he is on a behavioural management plan and is marked ‘at risk from disengagement’ by the school.

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