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
At most of the schools where I have had placement it was important that the students knew what the point of the lesson was and the learning intention was stated at the beginning of every lesson and/or written on the whiteboard. I did the same as students seem to work better if they know what is expected of them and how a particular lesson fits into their learning.
As a tutor I have worked with a lot of students that have an individual learning plan and have worked with this plan or created my own for the student. These plans consider the diverse needs of students, support the areas they have strengths in and the areas in need of improvement. Not all students are able to learn in the same way or are at the same developmental stage which is important to consider when designing learning experiences for them.
Most importantly I let the students know that I believe in them and I have high expectations of them, all while supporting, encouraging them and scaffolding their learning.
3.2. Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Examples of unit plans that I have developed:
Unit Plan for Healthy Eating
Unit Plan for Numeracy
Unit Plan for Literacy
Unit Plan for Religion
Unit Plan for Science
Unit Plan for Technology and Design
3.3. Use teaching strategies
Include a range of teaching strategies
I use a range of teaching strategies when working in a classroom. These are strategies that I have learnt from my course and from practicum.
Some of the strategies are:
· Whole, Part, Whole teaching
· Group Work
· Clear instructions
· Clear expectations
· Learning intention on board
· ICT/multimedia
· Brainstorming
· Direct Teaching
· Giving time to think eg. Think, pair, share
· Role play
· Games
· Scaffolding learning
· Gradual increase of student responsibility
· Problem solving
· Self-directed learning
· Attention getters eg. 1,2,3 or ringing a bell
· Using a timer, so students know how long they have left to do something
· Having activities for learners to do once they have finished work
· Teacher roaming
3.4. Select and use resources
Demonstrate knowledge of a range or resources, including ICT, that engage students in their learning
During my practicums so far I have been placed in schools which have a wide range of resources. With access to internet it is very easy to find new resources to adapt and use.
When teaching I would often use ICT to hook the students in. One practicum I had with year sixes I used ICT a lot, I used ICT games, PowerPoints, YouTube clips and songs which worked really well. I have also seen interactive whiteboards being used to a great advantage. In a practicum with grade two’s I saw iPods being used in class, students would listen to a story and read along in a book. I have also seen on practicum and in volunteering students using camera to record what they are doing, this was particularly useful in reading because they could watch themselves and reflect and analyse their reading behaviours.
ICT is not the only useful resource used in the classroom. I believe that ICT is really great but does not need to be used for everything. Things like pencils and paper are great basic resources. In maths lessons I often used counters, blocks and things that they could touch and manipulate. Books are a fantastic resource as well, I used a fantastic story in a lesson I gave about editing to hook the students in.
3.5. Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
In my 2013 practicum I worked really hard in the area of communication. Many of the students had short attention spans and so I had to be conscious of how long I spoke for at the beginning of a lesson. My mentor teacher often used a timer set for 7 minutes and would speak no longer than that. If there was a need to speak longer it was important for the kids to move around a bit to get the refocused. I made sure to practice using a clear voice and giving clear and concise instructions. Non-verbal strategies are also important, such as hand gestures and body language. Silence is often a good method of communication and can be better than saying something.
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 is important to be a reflective practitioner. Self-evaluation and reflection should be a continuous process as to make sure that student learning is benefiting from your practice. Working with other teachers and gaining their feedback and advice is a great way to evaluate and improve your teaching. My mentor teachers on practicum have been invaluable in this area. As well as using other teacher’s feedback you can also ask your students for feedback and use their assessments as a resource for evaluating your teaching.
3.7. Engage parents/careers in the educative process
Describe a broad range of strategies for involving parents/educators in the education process
I believe that it is really important to engage student’s parents/careers in the education of their children. Volunteering in a school I have seen a lot of parent helpers in the classroom as the school is very active in getting their parents to help out.
At the schools where I have been on placement it was school policy that to aim for parents be engaged in their children’s school life.
Some strategies that I have witnessed on placement and volunteering are:
· Important persons day
· Meetings with parents informal and informal
· Phone calls
· Student diaries
· Notes/letters home
· Newsletters, class and school
· Meet and greet nights at the start of the year
· Participation in excursions and school events such as sport carnivals
· Class blog
· Parent helpers
· Working Bees
3.1. Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics
At most of the schools where I have had placement it was important that the students knew what the point of the lesson was and the learning intention was stated at the beginning of every lesson and/or written on the whiteboard. I did the same as students seem to work better if they know what is expected of them and how a particular lesson fits into their learning.
As a tutor I have worked with a lot of students that have an individual learning plan and have worked with this plan or created my own for the student. These plans consider the diverse needs of students, support the areas they have strengths in and the areas in need of improvement. Not all students are able to learn in the same way or are at the same developmental stage which is important to consider when designing learning experiences for them.
Most importantly I let the students know that I believe in them and I have high expectations of them, all while supporting, encouraging them and scaffolding their learning.
3.2. Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Examples of unit plans that I have developed:
Unit Plan for Healthy Eating
Unit Plan for Numeracy
Unit Plan for Literacy
Unit Plan for Religion
Unit Plan for Science
Unit Plan for Technology and Design
3.3. Use teaching strategies
Include a range of teaching strategies
I use a range of teaching strategies when working in a classroom. These are strategies that I have learnt from my course and from practicum.
Some of the strategies are:
· Whole, Part, Whole teaching
· Group Work
· Clear instructions
· Clear expectations
· Learning intention on board
· ICT/multimedia
· Brainstorming
· Direct Teaching
· Giving time to think eg. Think, pair, share
· Role play
· Games
· Scaffolding learning
· Gradual increase of student responsibility
· Problem solving
· Self-directed learning
· Attention getters eg. 1,2,3 or ringing a bell
· Using a timer, so students know how long they have left to do something
· Having activities for learners to do once they have finished work
· Teacher roaming
3.4. Select and use resources
Demonstrate knowledge of a range or resources, including ICT, that engage students in their learning
During my practicums so far I have been placed in schools which have a wide range of resources. With access to internet it is very easy to find new resources to adapt and use.
When teaching I would often use ICT to hook the students in. One practicum I had with year sixes I used ICT a lot, I used ICT games, PowerPoints, YouTube clips and songs which worked really well. I have also seen interactive whiteboards being used to a great advantage. In a practicum with grade two’s I saw iPods being used in class, students would listen to a story and read along in a book. I have also seen on practicum and in volunteering students using camera to record what they are doing, this was particularly useful in reading because they could watch themselves and reflect and analyse their reading behaviours.
ICT is not the only useful resource used in the classroom. I believe that ICT is really great but does not need to be used for everything. Things like pencils and paper are great basic resources. In maths lessons I often used counters, blocks and things that they could touch and manipulate. Books are a fantastic resource as well, I used a fantastic story in a lesson I gave about editing to hook the students in.
3.5. Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
In my 2013 practicum I worked really hard in the area of communication. Many of the students had short attention spans and so I had to be conscious of how long I spoke for at the beginning of a lesson. My mentor teacher often used a timer set for 7 minutes and would speak no longer than that. If there was a need to speak longer it was important for the kids to move around a bit to get the refocused. I made sure to practice using a clear voice and giving clear and concise instructions. Non-verbal strategies are also important, such as hand gestures and body language. Silence is often a good method of communication and can be better than saying something.
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 is important to be a reflective practitioner. Self-evaluation and reflection should be a continuous process as to make sure that student learning is benefiting from your practice. Working with other teachers and gaining their feedback and advice is a great way to evaluate and improve your teaching. My mentor teachers on practicum have been invaluable in this area. As well as using other teacher’s feedback you can also ask your students for feedback and use their assessments as a resource for evaluating your teaching.
3.7. Engage parents/careers in the educative process
Describe a broad range of strategies for involving parents/educators in the education process
I believe that it is really important to engage student’s parents/careers in the education of their children. Volunteering in a school I have seen a lot of parent helpers in the classroom as the school is very active in getting their parents to help out.
At the schools where I have been on placement it was school policy that to aim for parents be engaged in their children’s school life.
Some strategies that I have witnessed on placement and volunteering are:
· Important persons day
· Meetings with parents informal and informal
· Phone calls
· Student diaries
· Notes/letters home
· Newsletters, class and school
· Meet and greet nights at the start of the year
· Participation in excursions and school events such as sport carnivals
· Class blog
· Parent helpers
· Working Bees