Standard 3.1
Graduate level: Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
The role of a teacher within the classroom is to establish and set learning goals that provide achievable challenges for students. These learning goals should be personalized and take into consideration the varying abilities and characteristics of that student.
During Professional Experience 3 I was in a reception class where a majority of the students varied in ability. I had to plan a math lesson which had a focus on 'part-part-whole' mathematics. Instead of just focusing on one number I decided that I would vary the numbers on the worksheets. We looked at numbers 6 and 7 for the students who found it challenging and numbers 10 and 20 for the students who needed a challenge.
Evidence:
- Part-part-whole worksheet
Part-Part-Whole worksheet
Standard 3.2
Graduate level: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Demonstrating the ability to plan, structure and sequence learning programs allows teachers to plan content that is relevant and progressive for students. It provides students with an opportunity to extend their learning and knowledge on a particular topic.
As a part of my Health and Physical Education course I was required to structure and plan a sequence of learning activities. This lesson sequence was based on the prior knowledge of the students in the class and each sequence had a level of progression. In this lesson sequence I demonstrated a clear plan which was laid out and included a visual representation. Each progression was detailed with the description of the activity, teaching strategies and the appropriate developmental links. I then lead my peers through this activity as if I was the teacher and they were the students.
During Professional Experience 3 I was also able to plan a set of mathematical learning sequences that supported and provided achievable challenges for students. During my placement I created 4 math learning tubs 'math with someone', 'math by myself', 'math writing' and 'math technology'. I planned a sequence of 4 math lessons during my placement each one progressing harder, these lessons were accompanied by the math activities in the tubs.
Evidence:
- The attached lesson sequence demonstrates my ability to structure and plan a series of activities that engage students and build on their prior skills.
-Photo of math learning tubs
Standard 3.3
Graduate level: Include a range of teaching strategies.
Creating learning opportunities for students that are engaging and enriching through the use of various teaching strategies. Teaching strategies should assist students in learning the desired course content and help develop achievable goals for the future.
During Professional Experience 3 there was a student with a vision impairment. During my lessons I would have to use a variety of different teaching strategies to engage that student in their work. At the beginning of my lessons I would have a PowerPoint displayed on the interactive smart board with larger font so that it was more visible for that child. During reading I would organize a second copy of the book we were reading and get that child to sit with the book under their assistive technology screen. The assistive technology screen would enhance the pages of the book and project them onto the screen above. These two teaching strategies enabled this student to participate fully in the lesson and developed a sense of inclusion.
Evidence:
- PowerPoint presentation (large font)
- Assistive technology screen
Standard 3.4
Graduate level: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Providing students with a range of rich learning resources will assist them in engaging in their learning. Selecting and using age appropriate learning resources including ICT will allow students to challenge themselves and grow in various areas of the curriculum.
During Professional Experience 3 the classroom ran a programme called 'Daily 5' a literacy based rotation programme. As apart of my time there I introduced to the teacher and class a ICT resource I called 'listen to reading'. This resource allowed students to use headphones and a CD player to listen to stories being read by the narrator. During my time in the classroom I introduced the story Monsters Inc, Wonky Donkey and Please do NOT open this book.
Evidence:
- CD player and story book setup
Standard 3.5
Graduate level: Demonstrate a range of verbal and non-verbal communication strategies to support student engage.
Effective classroom communication is one of the main aspects in creating a positive learning environment. The ability to be able to use both verbal and non verbal teaching strategies will assist in engaging the students and keeping that engagement sustained.
During Professional Experience 3 I was able to work with a Temporary Relief Teacher (TRT). During the day the noise level in the room seemed to be getting higher and higher. I decided that I would try a non-verbal communication strategy to gain the students attention and re-engage them in the learning. I simply started a 'clapping' pattern to get the students focused and back on task. Within a few seconds the students had focused their attention to me and I was able to then support them in engaging back into their work.
Evidence: TRT notes
Standard 3.6
Graduate level: Demonstrate knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Engaging in professional conversation to evaluate and improve student learning allows teachers to share personal knowledge and a range of teaching strategies. When teachers collaborate ideas and strategies it only enhances student learning and outcomes.
During Professional Experience 3 the school had a closure day in which they attended training hosted by the 'Education Change Makers'. The day consisted of building a mind map of ways to improve teaching programmes to effectively improve student learning.
Evidence:
-Mind map
Standard 3.7
Graduate level: Describe a broad range of strategies for involving parents/ carers in the educative process.
Engaging parents/caregivers in the educative process is extremely important and beneficial for the learning of each and every student. If parents are busy and are unable to come into the classroom it is important that there is a platform in which the teacher can communicate with them. I think it is important to touch base regularly with parents to keep them informed and up to date with their child's learning and progress which therefore also creates a sense of inclusion as well.
On Professional Experience 3 I was able to use the programme 'Class DoJo' as a platform in communicating with parents and caregivers. Using Class DoJo I was able to let the families know what I had been teaching that day and what the students were learning. This was a simple way of including families in the educative process whilst opening up that pathway for effective communication.
Evidence:
-Class DoJo post.