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STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
3.1 ESTABLISH CHALLENGING LEARNING GOALS
---Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
It is important to ensure students are supported in every way possible when setting challenging learning goals - they must be relevant, planned according to their individual abilities and potential, and directly relate to Standard 1.2 - Know students and how they learn. It is however, essential to ensure challenges for students does not result in them becoming anxious.
During a unit of work associated with telling time, students were required to make their own clock templates to use to assist with working out time problems. Some students grasped the time concepts of "past", "half past", "to", and were then set more challenging goals of working out scenarios. This enabled these students to continue on with their learning, while students who struggled with the concepts, were able to further revisit learning material supported through the use of an online internet program, before grasping the basics.
Evidence 1: The "Time Quiz" was difficult for students who hadn't firstly grasped how to tell the time; however students who did grasp time concepts, used various quizzes such as this example, to challenge and extend their own knowledge of time .
Evidence 2: Students engage in 3 way conversations with their parents and the classroom teacher throughout the year. One of the key topics of discussion includes the student/parent/teacher identifying challenging learning learning goals, and ways students can be supported to reach them. These goals, are discussed at each further 3 way conversation, to determine whether the goals have been met, need further work, as well as setting further challenging goals set. This has been a good way to challenge students to also be responsible for their own learning, and believe in their abilities.
3.1 ESTABLISH CHALLENGING LEARNING GOALS
---Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
It is important to ensure students are supported in every way possible when setting challenging learning goals - they must be relevant, planned according to their individual abilities and potential, and directly relate to Standard 1.2 - Know students and how they learn. It is however, essential to ensure challenges for students does not result in them becoming anxious.
During a unit of work associated with telling time, students were required to make their own clock templates to use to assist with working out time problems. Some students grasped the time concepts of "past", "half past", "to", and were then set more challenging goals of working out scenarios. This enabled these students to continue on with their learning, while students who struggled with the concepts, were able to further revisit learning material supported through the use of an online internet program, before grasping the basics.
Evidence 1: The "Time Quiz" was difficult for students who hadn't firstly grasped how to tell the time; however students who did grasp time concepts, used various quizzes such as this example, to challenge and extend their own knowledge of time .
Evidence 2: Students engage in 3 way conversations with their parents and the classroom teacher throughout the year. One of the key topics of discussion includes the student/parent/teacher identifying challenging learning learning goals, and ways students can be supported to reach them. These goals, are discussed at each further 3 way conversation, to determine whether the goals have been met, need further work, as well as setting further challenging goals set. This has been a good way to challenge students to also be responsible for their own learning, and believe in their abilities.
3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS
---Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
In order to effectively deliver lesson content to students, it is essential to firstly plan what will be taught, and how it will be presented. Content needs to be structured logically and sequentially to be clear and understood by students. A sequence must contain a beginning, middle and conclusion. Having a sequence of lesson plans, also enables me to have a clear understanding of what I'm teaching. Content to be included into learning programs must be in consultation with the Australian Curriculum, and each consecutive lesson plan linked to the previous.
Evidence 1: After I've explored the Australian Curriculum content, I brainstorm ideas, generally working backwards from the assessment item. I then plan what needs to be taught and how this will be achieved according to learning styles. I then further research to find information and decide on the best possible ways to deliver the information to students. It is also useful to brainstorm/collaborate with other teachers across the same year level.
Below: Lesson plan 5, of 16 sequential lesson plans
---Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
In order to effectively deliver lesson content to students, it is essential to firstly plan what will be taught, and how it will be presented. Content needs to be structured logically and sequentially to be clear and understood by students. A sequence must contain a beginning, middle and conclusion. Having a sequence of lesson plans, also enables me to have a clear understanding of what I'm teaching. Content to be included into learning programs must be in consultation with the Australian Curriculum, and each consecutive lesson plan linked to the previous.
Evidence 1: After I've explored the Australian Curriculum content, I brainstorm ideas, generally working backwards from the assessment item. I then plan what needs to be taught and how this will be achieved according to learning styles. I then further research to find information and decide on the best possible ways to deliver the information to students. It is also useful to brainstorm/collaborate with other teachers across the same year level.
Below: Lesson plan 5, of 16 sequential lesson plans
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Evidence 2:
Comments from mentors on practicums, indicating my ability to successfully plan, structure and sequence learning programs.
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3.3 USE TEACHING STRATEGIES
---Include a range of teaching strategies.
I like to use a range of teaching strategies including ICT's, hands on experiments, whole group, small and individual activities, opportunities for critical and creative thinking, shared, guided, independent reading, questioning, self-directed work.
Evidence 1: During an art lesson looking at primary colours, students used hands on experimenting, to discover what colours they could make when mixing two colours together. After mixing specific colours within the primary range of colours, students were able to mix various colours to discover other colours they could make. These activities were done individually, and encouraged critical and creative thinking, building on existing knowledge and creating new knowledge.
---Include a range of teaching strategies.
I like to use a range of teaching strategies including ICT's, hands on experiments, whole group, small and individual activities, opportunities for critical and creative thinking, shared, guided, independent reading, questioning, self-directed work.
Evidence 1: During an art lesson looking at primary colours, students used hands on experimenting, to discover what colours they could make when mixing two colours together. After mixing specific colours within the primary range of colours, students were able to mix various colours to discover other colours they could make. These activities were done individually, and encouraged critical and creative thinking, building on existing knowledge and creating new knowledge.
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Evidence 2: Extension activities were made available for students in the form of a booklet about calendars, where students could work on content at their own pace.
This strategy enabled students to work individually in a whole class situation, and encouraged group/paired work/activities, with opportunity for sharing/class discussion.
This strategy enabled students to work individually in a whole class situation, and encouraged group/paired work/activities, with opportunity for sharing/class discussion.
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Evidence 3: A Year 2 class investigation, enabling hands on experiments, questioning and reasoning, discovery and challenging ideas was a very useful teaching strategy.
This was relevant to the way the class liked to learn using an I do, we do, you do approach.
This was relevant to the way the class liked to learn using an I do, we do, you do approach.
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3.4 SELECT AND USE RESOURCES
---Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
My previous experience was working in a library. Therefore, I have a good working knowledge of a variety of resources, where to source them and ideas for exploring content. Research using the internet, also gives us a wealth of added resources, information, ideas for lesson plans, and progressive programs such as StudyLadder, Webquest and Wikispaces. Information sought must be up to date and relevant to support knowledge learning..
Evidence 1: Throughout all practicums I have used a variety of teaching resources from school libraries, as well as information and ideas sought from the internet to provide rich learning materials for students. I often used these resources and information, to modify my lesson plans or use templates to support students learning.
---Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
My previous experience was working in a library. Therefore, I have a good working knowledge of a variety of resources, where to source them and ideas for exploring content. Research using the internet, also gives us a wealth of added resources, information, ideas for lesson plans, and progressive programs such as StudyLadder, Webquest and Wikispaces. Information sought must be up to date and relevant to support knowledge learning..
Evidence 1: Throughout all practicums I have used a variety of teaching resources from school libraries, as well as information and ideas sought from the internet to provide rich learning materials for students. I often used these resources and information, to modify my lesson plans or use templates to support students learning.
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Evidence 2: Internet based programs are useful tools in teaching and learning. The program "Time Monsters" was used to support/backup my teaching on telling time.
This game was great as it also allowed students to use an interactive learning component, at the end of each segment, which was a useful tool to assess what students had learnt.
This also enabled further critical and creative thinking as I asked students to further explain to me/their peers, why they chose their selected answer.
This game was great as it also allowed students to use an interactive learning component, at the end of each segment, which was a useful tool to assess what students had learnt.
This also enabled further critical and creative thinking as I asked students to further explain to me/their peers, why they chose their selected answer.
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3.5 USE EFFECTIVE CLASSROOM COMMUNICATION
---Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
It is essential to use a range of communication strategies that are clear and concise, and easily understood by the receiver, including verbal, non-verbal, appropriate body language, and questioning such as what, where, why, how, when. Effective communication also means being available to students, using students names, students repeating what I say to show their understanding, and can be supported by written/visual versions.
Evidence 1: While there are so many different ways to effectively communicate to students in the classroom and gain attention, one strategy I used, captured young students attention quite well. When I called "alligator, alligator," students were required to put down anything they had in their hands; make alligator jaws with their arms/hands, and respond with "chomp, chomp". This was extremely popular particularly with the boys in the class. My mentors comment was: "Your signal to stop and look gains their attention well and it's a bonus to get kids to make a sound with hands to ensure they have stopped what they are doing and are "with you". (Wendy Allen-Jordan-Port Lincoln Junior Primary School).
Evidence 2: Other ideas to deliver effective classroom communication to gain attention that have worked well, include waiting for all students to be ready before teacher instruction; using hand movement to gain attention; hand clapping; and poems such as 1,2,3, eyes on me, with students responding with 1, 2, eyes on you.
Ensuring classroom expectations are modelled and understood, including behaviours is also essential.
3.6 EVALUATE AND IMPROVE TEACHING PROGRAMS
---Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Part of teaching practice is to continually evaluate, so improvements to a teaching program can be made. This can be regarding behaviour management and classroom expectations, as well as lesson content. Reflection is a major part of this, before, during and after a lesson.
Teachers must be prepared to modify as lessons progress - always assessing - what worked? What didn't? How could this lesson/content be delivered better? Were all students engaged? Was content appropriate?
It is also important as student teachers, to take on-board evaluations from our mentors and adjust accordingly. Communication with students is an essential part of the process - as feedback, and determining if the student understood what was taught. A students learning outcomes are also a clear indication of how well a teaching program is conducted.
Evidence 1: Comments from my mentors demonstrate how I've been able to evaluate and consider their comments to improve my teaching programs. Comment from a mentor on an earlier practicum: "Great to see you have considered the critical feedback from your last lesson and have built on your lesson structure to incorporate these points." (Wendy Allen-Jordan, Port Lincoln Junior Primary School).
Evidence 2: The use of evaluation and reflection at the end of each lesson plan is essential to improve teaching programs. This enables a teacher to make adjustments as necessary to support student learning and outcomes.
However, evaluation and reflection also needs to occur throughout a lesson to best develop teaching and learning opportunities.
---Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
It is essential to use a range of communication strategies that are clear and concise, and easily understood by the receiver, including verbal, non-verbal, appropriate body language, and questioning such as what, where, why, how, when. Effective communication also means being available to students, using students names, students repeating what I say to show their understanding, and can be supported by written/visual versions.
Evidence 1: While there are so many different ways to effectively communicate to students in the classroom and gain attention, one strategy I used, captured young students attention quite well. When I called "alligator, alligator," students were required to put down anything they had in their hands; make alligator jaws with their arms/hands, and respond with "chomp, chomp". This was extremely popular particularly with the boys in the class. My mentors comment was: "Your signal to stop and look gains their attention well and it's a bonus to get kids to make a sound with hands to ensure they have stopped what they are doing and are "with you". (Wendy Allen-Jordan-Port Lincoln Junior Primary School).
Evidence 2: Other ideas to deliver effective classroom communication to gain attention that have worked well, include waiting for all students to be ready before teacher instruction; using hand movement to gain attention; hand clapping; and poems such as 1,2,3, eyes on me, with students responding with 1, 2, eyes on you.
Ensuring classroom expectations are modelled and understood, including behaviours is also essential.
3.6 EVALUATE AND IMPROVE TEACHING PROGRAMS
---Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Part of teaching practice is to continually evaluate, so improvements to a teaching program can be made. This can be regarding behaviour management and classroom expectations, as well as lesson content. Reflection is a major part of this, before, during and after a lesson.
Teachers must be prepared to modify as lessons progress - always assessing - what worked? What didn't? How could this lesson/content be delivered better? Were all students engaged? Was content appropriate?
It is also important as student teachers, to take on-board evaluations from our mentors and adjust accordingly. Communication with students is an essential part of the process - as feedback, and determining if the student understood what was taught. A students learning outcomes are also a clear indication of how well a teaching program is conducted.
Evidence 1: Comments from my mentors demonstrate how I've been able to evaluate and consider their comments to improve my teaching programs. Comment from a mentor on an earlier practicum: "Great to see you have considered the critical feedback from your last lesson and have built on your lesson structure to incorporate these points." (Wendy Allen-Jordan, Port Lincoln Junior Primary School).
Evidence 2: The use of evaluation and reflection at the end of each lesson plan is essential to improve teaching programs. This enables a teacher to make adjustments as necessary to support student learning and outcomes.
However, evaluation and reflection also needs to occur throughout a lesson to best develop teaching and learning opportunities.
![Picture](/uploads/1/1/7/9/11791210/1466411511.png)
3.7 ENGAGE PARENTS/CARERS IN THE EDUCATIVE PROCESS
---Describe a broad range of strategies for involving parents/carers in the educative process.
A parent/carer is the best person to know their child. It is essential for teachers to work in collaboration with parents/carers ensuring the lines of communication are always open, to enable two-way sharing of information and knowledge.
Teachers can provide parents/carers with suggestions/homework to support their child's learning, particularly if time is limited in the classroom for learning.
Various methods can ensure parents/carers are part of the child's education process, including but not limited by students diaries, notes to parents, school newsletter, observation notes, telephone calls, face to face meetings, 3-way conversations, assemblies and parents/carers as helpers in the classroom/on excursions.
Evidence 1: A letter home with students advised parents/carers what is happening in their child's environment.
---Describe a broad range of strategies for involving parents/carers in the educative process.
A parent/carer is the best person to know their child. It is essential for teachers to work in collaboration with parents/carers ensuring the lines of communication are always open, to enable two-way sharing of information and knowledge.
Teachers can provide parents/carers with suggestions/homework to support their child's learning, particularly if time is limited in the classroom for learning.
Various methods can ensure parents/carers are part of the child's education process, including but not limited by students diaries, notes to parents, school newsletter, observation notes, telephone calls, face to face meetings, 3-way conversations, assemblies and parents/carers as helpers in the classroom/on excursions.
Evidence 1: A letter home with students advised parents/carers what is happening in their child's environment.
![Picture](/uploads/1/1/7/9/11791210/1447718680.png)
Evidence 2:
Regular 3-way conversations is an excellent way for parents/carers - student/teacher to focus on and plan for individual students specific needs and discuss how parents/carers can support their child's learning.
Regular 3-way conversations is an excellent way for parents/carers - student/teacher to focus on and plan for individual students specific needs and discuss how parents/carers can support their child's learning.