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Professional Knowledge
Standard 3 - Plan for and implement effective teaching and learning
Standard 3 - Plan for and implement effective teaching and learning
I believe that my knowledge, understandings and skills in planning and implementing effective teaching and learning experiences have evolved considerably as I have progressed through my initial teacher training. I feel that developing skills that support success for all students in the classroom setting such as understanding and using a differentiated curriculum, employing various teaching strategies and engaging parents/carers in the education of their child has extended my effectiveness as an educator.
From my classroom experience and from knowledge gained from child development and educational theorists such as Maslow (heirachy of needs) , Piaget (developmental stages), Vygotsky (zone of development), Blooms (taxonomy) and Gardener (multiple intellegences) it is evident that the processes and planning required to support students in achieving educational outcomes is a complex task (McInerney and McInerney, 2010). While I acknowledge at this stage in my teaching journey I will require continued development (please see Professional Action Plan- Standard 6) in planning and implementing effective teaching and learning, I do believe that I have the appropriate skills for a graduate teacher.
From my classroom experience and from knowledge gained from child development and educational theorists such as Maslow (heirachy of needs) , Piaget (developmental stages), Vygotsky (zone of development), Blooms (taxonomy) and Gardener (multiple intellegences) it is evident that the processes and planning required to support students in achieving educational outcomes is a complex task (McInerney and McInerney, 2010). While I acknowledge at this stage in my teaching journey I will require continued development (please see Professional Action Plan- Standard 6) in planning and implementing effective teaching and learning, I do believe that I have the appropriate skills for a graduate teacher.
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Situation
While completing my recent final school experience I enjoyed the opportunity and challenge of long term planning across all learning areas in the classroom. This enabled me to connect and apply the theoretical knowledge in more practical and authentic ways.
Action
While designing the following history unit I have used the following variety of strategies and resources to engage, support and assess students: (please click on the following blue text History Plan)
Outcome
As seen in the history plan assessment checklist in terms of student learning, most students were able to achieve the expected outcomes, showing me that it was within their zone of proximal development (Vygotsky). The students were highly engaged with each learning experience and enjoyed sharing their memories and family stories with each other. They also thoroughly enjoyed engaging with the Indigenous Australian dreaming story.
This unit of work did highlight a teaching point that some students needed practise in either their understanding of what a question is or how to take turns in speaking and listening. To accommodate this in the classroom program I introduced 'Bob the Bear' (a strategy I have seen before in classrooms) to take home. Students take turns at having Bob at their house for the night. They draw a picture and/or write a brief description (with parent/sibling assistance if required) about their adventures with Bob. Students share this news with their peers the following day, providing an opportunity for question and answer time once the speaker has finished.
At first some students continued to make statements for which I would provide a reminder of what a question is and encourage them to come up with a question instead. With practise the students were able to grasp a better understanding of questioning and the appropriate times for sharing their own ideas. I believe this shows that I can plan for and implement sequential and effective learning programs that are flexible and allow for adjustments to respond to the needs of the students.
While completing my recent final school experience I enjoyed the opportunity and challenge of long term planning across all learning areas in the classroom. This enabled me to connect and apply the theoretical knowledge in more practical and authentic ways.
Action
While designing the following history unit I have used the following variety of strategies and resources to engage, support and assess students: (please click on the following blue text History Plan)
- ICT by way of interactive whiteboard slides
- Digital and hard copy literature
- Content and processes used as set out in the Australian Curriculum history strand
- A constructivist approach is used as each lesson is child centred, connects to prior learning and is sequenced
- All lessons are structured with introduction, body and plough back
- Uses mixed ability grouping to support lower ability students
- Employs a variety of modes of learning (Multiple intellegences)
- Is embedded with higher order thinking processes (Bloom's taxonomy)
- Integrates other learning areas
- Provides oral, pictorial and written opportunities for students to learn and to show what they know and can do
- Includes parents/carers in the learning process
- Provides flexibility to include teaching points arising from observations/formative assessment
Outcome
As seen in the history plan assessment checklist in terms of student learning, most students were able to achieve the expected outcomes, showing me that it was within their zone of proximal development (Vygotsky). The students were highly engaged with each learning experience and enjoyed sharing their memories and family stories with each other. They also thoroughly enjoyed engaging with the Indigenous Australian dreaming story.
This unit of work did highlight a teaching point that some students needed practise in either their understanding of what a question is or how to take turns in speaking and listening. To accommodate this in the classroom program I introduced 'Bob the Bear' (a strategy I have seen before in classrooms) to take home. Students take turns at having Bob at their house for the night. They draw a picture and/or write a brief description (with parent/sibling assistance if required) about their adventures with Bob. Students share this news with their peers the following day, providing an opportunity for question and answer time once the speaker has finished.
At first some students continued to make statements for which I would provide a reminder of what a question is and encourage them to come up with a question instead. With practise the students were able to grasp a better understanding of questioning and the appropriate times for sharing their own ideas. I believe this shows that I can plan for and implement sequential and effective learning programs that are flexible and allow for adjustments to respond to the needs of the students.