Standard Three: Plan for and implement effective teaching and learning
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3.1
Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
At Ross Park Primary I sat down with individual year 5 students and discussed what reading target they would like to reach by term 4. We discussed various goals they would want to achieve and strategies to improve their reading levels which included working with teachers, support staff and family members.
During my final placement I planned and designed lessons that would start from the basics, unpack complex concepts and incorporate achievable tasks for all students. I needed to take into consideration the different learning styles and varying abilities of the group of students I was teaching and discussed suitable teaching strategies to implement with my mentor. I also built relationships with the students which provided me with a better understanding of their needs and motivation and support required to achieve their goals.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
At Ross Park Primary I sat down with individual year 5 students and discussed what reading target they would like to reach by term 4. We discussed various goals they would want to achieve and strategies to improve their reading levels which included working with teachers, support staff and family members.
During my final placement I planned and designed lessons that would start from the basics, unpack complex concepts and incorporate achievable tasks for all students. I needed to take into consideration the different learning styles and varying abilities of the group of students I was teaching and discussed suitable teaching strategies to implement with my mentor. I also built relationships with the students which provided me with a better understanding of their needs and motivation and support required to achieve their goals.
![Picture](/uploads/2/8/4/3/28434323/1538135.jpg?231)
3.2
Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
During my final placement I used Multiple Year Level (MYL) unit plans, which provided me with information I could apply to structure and plan lessons for specific units of work. This Department of Education planning document provides teachers with information including:
· Unit outlines
· Teaching and Learning sequence
· Content Descriptions
· Achievement Standards
· Assessment Tasks
The development of a Learning Management Plan (LMP) before the start of a unit on ‘Transformation’ helped me identify students’ prior knowledge on the subject and what teaching strategies I would require to achieve the learning intentions and outcomes of the unit.
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
During my final placement I used Multiple Year Level (MYL) unit plans, which provided me with information I could apply to structure and plan lessons for specific units of work. This Department of Education planning document provides teachers with information including:
· Unit outlines
· Teaching and Learning sequence
· Content Descriptions
· Achievement Standards
· Assessment Tasks
The development of a Learning Management Plan (LMP) before the start of a unit on ‘Transformation’ helped me identify students’ prior knowledge on the subject and what teaching strategies I would require to achieve the learning intentions and outcomes of the unit.
3.3
Use teaching strategies
Include a range of teaching strategies. During my placement at Friends’ School I used a strategy where I asked students to work in groups and brainstorm ideas on how to find information in a non-fiction book. Group findings were then presented to the class. This strategy promotes group work where students work with their peers using techniques of ‘think, pair, share’. It also gave me the opportunity to observe and assess student interaction, social skills and identify their prior knowledge. A strategy I used in Warburton was the use of positive feedback through the responding to work using words such as “ great work, excellent, walykumunu (‘good’ in Ngaanyatjarra). These words had a positive impact on the students and gave them encouragement and motivation to take pride in their work by celebrating their achievements. |
3.4
Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. The use of resources is an important tool to engage students in lessons and enhances learning. One of the most consistent resources I used throughout my placement was digital resources such as computers, ipads, electronic whiteboards and online videos. In Warburton as part of a science unit we watched ‘Backyard science videos’. These videos taught the students ways of creating basic science projects which were practical and exciting and gave them an insight into science as a subject. In my final placement I used a variety of resources for the maths units I taught which included: · Maps (Location Lessons) · Trundle wheels (Location Lesson) · YouTube videos (General) · Music (General) · Photos (Symmetry lesson) · Dominoes (Symmetry lesson) · Numeracy games (Multiplication Lesson) · cm3 blocks (Volume lessons) · Marshmallows (Capacity Lesson) · Various containers (Volume Lesson) These resources I accessed through the internet, via my mentor, using the local and university libraries and through university curriculum content. |
3.5
Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
The importance of both formal and informal communications in the classroom will effectively determine the overall engagement of students. When teaching a class for the first time (such as in my final placement) I would reinforce classroom expectations of students putting their hands up when wanting to talk or ask a question. Some of the approaches or strategies I have used in the classroom include the following:
In my final placement the class was regularly asked a question at the end of the day: “What could your teacher have done differently today?” A student responded that Mr. Nick was talking too fast during the morning’s maths lesson and consequently the student struggled to understand the content. This was valuable feedback on my teaching style to reflect on and improve for the benefit of student learning.
During my final placement my mentor through her observations of my lessons highlighted the importance of my positioning and body language in front of the class. I was at times too casual with my body positioning i.e. leaning against the white board. This can unintentionally give feedback to the students that the lesson is easy or unimportant. I reflected on this and improved my positioning in front of the class when teaching. Another useful strategy I learnt when giving instructions to a large group of students is to always make sure you can see all students and that your instructions are audible.
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
The importance of both formal and informal communications in the classroom will effectively determine the overall engagement of students. When teaching a class for the first time (such as in my final placement) I would reinforce classroom expectations of students putting their hands up when wanting to talk or ask a question. Some of the approaches or strategies I have used in the classroom include the following:
- Clear and explicit instructions when starting a lesson or dealing with bad behaviour. This would include a change of tone in voice to send a clear message,
- Group discussions to introduce a new unit of work or reflect on a lesson,
- Communication in the form of hand gestures or facial expressions so as not to distract students at task when I am dealing with bad behaviour.
- Questioning students not on task, distracted or not behaving in an appropriate manner.
In my final placement the class was regularly asked a question at the end of the day: “What could your teacher have done differently today?” A student responded that Mr. Nick was talking too fast during the morning’s maths lesson and consequently the student struggled to understand the content. This was valuable feedback on my teaching style to reflect on and improve for the benefit of student learning.
During my final placement my mentor through her observations of my lessons highlighted the importance of my positioning and body language in front of the class. I was at times too casual with my body positioning i.e. leaning against the white board. This can unintentionally give feedback to the students that the lesson is easy or unimportant. I reflected on this and improved my positioning in front of the class when teaching. Another useful strategy I learnt when giving instructions to a large group of students is to always make sure you can see all students and that your instructions are audible.
![Picture](/uploads/2/8/4/3/28434323/7973809.jpg?316)
3.6
Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
It was very valuable during my placement to reflect on my teaching practice. At the end of each day I would have reflective discussions with my mentors and write journal entries to reflect on my lesson planning and the effectiveness of my teaching. An example of a journal entry is:
“Something I have learnt today is that a strategy to be mindful of is to allow your lesson plan to occasionally deviate from your intended planning or learning intention. If the students are fully engaged and enjoying a certain lesson task allow the lesson to flow organically, always making sure that students are involved and extending themselves in the learning objectives.” (Nick Stedler, Ross Park, 2014)
Mentor feedback forms during my placement have been a valuable source of reflection on my teaching practice and have given me advice and direction in improving my strengths. The example displayed here shows evidence of the assistant principle at Richmond Primary giving feedback on a certain lesson I prepared and taught to the Grade 4 class. The feedback was very constructive and helped me reflect on and improve my work.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
It was very valuable during my placement to reflect on my teaching practice. At the end of each day I would have reflective discussions with my mentors and write journal entries to reflect on my lesson planning and the effectiveness of my teaching. An example of a journal entry is:
“Something I have learnt today is that a strategy to be mindful of is to allow your lesson plan to occasionally deviate from your intended planning or learning intention. If the students are fully engaged and enjoying a certain lesson task allow the lesson to flow organically, always making sure that students are involved and extending themselves in the learning objectives.” (Nick Stedler, Ross Park, 2014)
Mentor feedback forms during my placement have been a valuable source of reflection on my teaching practice and have given me advice and direction in improving my strengths. The example displayed here shows evidence of the assistant principle at Richmond Primary giving feedback on a certain lesson I prepared and taught to the Grade 4 class. The feedback was very constructive and helped me reflect on and improve my work.
![Picture](/uploads/2/8/4/3/28434323/3392811.jpg?328)
3.7
Engage parents/ carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
There are a variety of ways to involve parents/carers in the educative process. In my final placement a strategy I had not seen before was to communicate with students and parents through a daily diary. I supported my mentor and team teacher by adding comments of students’ work, behaviour, achievements, and general comments of the days learning. Parent feedback was also received through comments made into these diaries.
During my time at Ross Park the students put on a short play. In order to draw on the strengths of parents my mentor invited those who had been involved in performances to support the process. This included one parent who had been involved in directing films, and another who had an acting background and assisted the kids develop their dramatic skills. Capitalising on this skills can assist broaden students horizons and involve parents in their children’s education.
Describe a broad range of strategies for involving parents/carers in the educative process.
There are a variety of ways to involve parents/carers in the educative process. In my final placement a strategy I had not seen before was to communicate with students and parents through a daily diary. I supported my mentor and team teacher by adding comments of students’ work, behaviour, achievements, and general comments of the days learning. Parent feedback was also received through comments made into these diaries.
During my time at Ross Park the students put on a short play. In order to draw on the strengths of parents my mentor invited those who had been involved in performances to support the process. This included one parent who had been involved in directing films, and another who had an acting background and assisted the kids develop their dramatic skills. Capitalising on this skills can assist broaden students horizons and involve parents in their children’s education.