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


Professional Practice

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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Designing engaging learning activities and classroom resources responsive to students’ needs and cultural backgrounds

Biology: Classification/Structure and Function of Living Things

Over the course of my Bachelor of Education degree and in my placements at the Bulman Community School, NT, Methodist Ladies College, Toorak PS and Cairnlea PS in Melbourne I have designed detailed lessons and units of work, with varied activities and assessments that cater to different learning styles and mixed abilities. I have custom designed worksheets and resources that are responsive to student’s needs, content and learning objectives.

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Promoting self-confidence and pride, encouraging and sharing success 

Visual Art: Portraiture

Whilst teaching at the Bulman School I designed and delivered a structured two-session lesson on portraiture. The content incorporated history of portraiture and understanding artist's intentions, dimensions of the face, capturing person's character and personality. Students worked collaboratively - they had to draw a friend; followed step by step instructions as I explained these and drew them on the white board. Students worked individually yet collectively – working to contribute artworks to a classroom art gallery.

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Creating a supportive and productive classroom environment conducive to learning 

Whilst teaching in the remote Indigenous community of Bulman, Northern Territory, I took the initiative to transform the Middle School 5-10 classroom to reflect a supportive and productive learning environment by arranging the tables in a collaborative way. This allowed the students to work more easily in teams and became more conducive to peer discussions as well as allowed me to better utilise and encourage peer support that is crucial in a multi-year learning environment with a broad spectrum of skills, abilities and attendance issues.

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Assessment, feedback and reflective practice

Chemistry: Separation of Mixtures

This artefact demonstrates my initiatives to utilise a summative science experiment coupled with a written report task to assess student learning during a unit on Separation of Mixtures and gather quantitative data to be used for reporting purposes.


I have consistently used assessment AS and FOR learning to improve learning outcomes, inform my teaching and provide feedback on learning. I often utilise self and peer assessment strategies and strive to provide whole class as well as individual (written and verbal) feedback. I am steadily developing my summative assessment practice – developing rubrics, marking tests, conducting running records.

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Designing activities to aid in student Health and Wellbeing

Kids Yoga Program

The aims of Yoga are to unite the body, mind and the spirit. Yoga is considered therapeutic; it makes the body flexible; it helps us relax. Regular Yoga practice cultivates a fitter, healthier, happier, more energetic and peaceful You. Read more →

Case – Professional Practice

Practice Described
I was teaching Year 10 Applied Science class of 14 girls with a range of social and intellectual disabilities, modified content and instructions. After having spent a better part of the week talking about chromosomes and karyotypes and about the differences between these in males and females, healthy and abnormal types, I needed to know if we can move on. I thought building a karyotype and reading it to answer a series of related questions would be a great way to individually assess my student’s understanding of the topic (I was looking to gather some quantitative evidence of learning, to inform the quality of my teaching and future planning) whilst engaging them in a fun, hands on, cut and paste activity to which I allocated an entire period. I modified the content and gave my students clear instructions on what to do. 

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