Standard 3: Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
Critical Reflection
All teachers need to plan effectively and implement effective teaching and learning. Teachers need to establish challenging learning goals that are measurable and that cater for students within the classroom. Artefact 1, a year 4 multiplication and division unit of work, and artefact 2, a year 5 literacy unit of work, demonstrate my ability to set achievable and challenging learning outcomes that cater to the diverse range of abilities of students.
When planning a learning sequence, teachers need to be aware of students’ prior knowledge, capabilities and have content knowledge so they are able to plan positive, meaningful learning experiences (Passey & Hobrecht, 2007). When planning lessons, teachers need to be able to identify and use a wide range of teaching strategies so they can adapt teaching methods and meet the needs of all students. Incorporating a range of resources, including ICT, is essential to develop skills and enhance the educational experience (Passey & Hobrecht, 2007).
Effective classroom communication, including verbal and non-verbal forms is important in a classroom, as it promotes student learning and increases student performance (Sanders & Wiseman, 1990). Artefact 3, comments by associate teacher, demonstrates that I am able to use effective classroom communication to support student engagement.
Teachers need to be ongoing reflective practitioners and need to evaluate teaching programs. Teachers need to assess teaching methods, instructional choices and identify strengths and weaknesses to help improve teaching and learning (Hubball, Collins & Pratt, 2005). This is evident in artefact 4, a year 5 math’s lesson, as I evaluated and assessed previous lessons to help plan a future lesson.
Parents/carers have a major role in their child’s education and teachers need to involve them in the educative process. Engaging parents in their child’s education positively influences student performance (Emeagwali, 2009). Allowing parents to observe teaching practices and getting them to speak to students about an area of expertise, are effective ways to include parents in the educative process (Graham, 2011). Artefact 5, a critical reflection, demonstrates my knowledge on a range of strategies to help engage parents in their child’s education.
Word Count: 294
References
Emeagwali, N. (2009). Fostering parent-teacher collaboration in the classroom. Techniques, 84(5), 1-8. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA198995042&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=eba628c94b3cb5cd8d4222876741a68e
Graham, D. (2011). Family-school partnerships: Towards sustainable pedagogical practice. Asia-Pacific Journal of Teacher Education, 39(2), 165-176. doi: 10.1080/1359866X.2011.560651
Hubball, H., Collins, J., & Pratt, D. (2005). Enhancing reflective teaching practices: Implications for faculty development programs. The Canadian Journal of Higher Education, 35(3), 57-81. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/221136023?accountid=8194
Passey, D., & Hobrecht, P. (2001). On-line resources and effective teaching and learning. Education 29(1), 3-13. doi:10.1080/03004270185200021
Sanders, J. A., & Wiseman, R. L. (1990). The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom. Communication Education, 39(4), 341-353. doi:10.1080/03634529009378814
Evidence
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
Critical Reflection
All teachers need to plan effectively and implement effective teaching and learning. Teachers need to establish challenging learning goals that are measurable and that cater for students within the classroom. Artefact 1, a year 4 multiplication and division unit of work, and artefact 2, a year 5 literacy unit of work, demonstrate my ability to set achievable and challenging learning outcomes that cater to the diverse range of abilities of students.
When planning a learning sequence, teachers need to be aware of students’ prior knowledge, capabilities and have content knowledge so they are able to plan positive, meaningful learning experiences (Passey & Hobrecht, 2007). When planning lessons, teachers need to be able to identify and use a wide range of teaching strategies so they can adapt teaching methods and meet the needs of all students. Incorporating a range of resources, including ICT, is essential to develop skills and enhance the educational experience (Passey & Hobrecht, 2007).
Effective classroom communication, including verbal and non-verbal forms is important in a classroom, as it promotes student learning and increases student performance (Sanders & Wiseman, 1990). Artefact 3, comments by associate teacher, demonstrates that I am able to use effective classroom communication to support student engagement.
Teachers need to be ongoing reflective practitioners and need to evaluate teaching programs. Teachers need to assess teaching methods, instructional choices and identify strengths and weaknesses to help improve teaching and learning (Hubball, Collins & Pratt, 2005). This is evident in artefact 4, a year 5 math’s lesson, as I evaluated and assessed previous lessons to help plan a future lesson.
Parents/carers have a major role in their child’s education and teachers need to involve them in the educative process. Engaging parents in their child’s education positively influences student performance (Emeagwali, 2009). Allowing parents to observe teaching practices and getting them to speak to students about an area of expertise, are effective ways to include parents in the educative process (Graham, 2011). Artefact 5, a critical reflection, demonstrates my knowledge on a range of strategies to help engage parents in their child’s education.
Word Count: 294
References
Emeagwali, N. (2009). Fostering parent-teacher collaboration in the classroom. Techniques, 84(5), 1-8. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA198995042&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=eba628c94b3cb5cd8d4222876741a68e
Graham, D. (2011). Family-school partnerships: Towards sustainable pedagogical practice. Asia-Pacific Journal of Teacher Education, 39(2), 165-176. doi: 10.1080/1359866X.2011.560651
Hubball, H., Collins, J., & Pratt, D. (2005). Enhancing reflective teaching practices: Implications for faculty development programs. The Canadian Journal of Higher Education, 35(3), 57-81. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/221136023?accountid=8194
Passey, D., & Hobrecht, P. (2001). On-line resources and effective teaching and learning. Education 29(1), 3-13. doi:10.1080/03004270185200021
Sanders, J. A., & Wiseman, R. L. (1990). The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom. Communication Education, 39(4), 341-353. doi:10.1080/03634529009378814
Evidence
Artefact 1, is a mathematics unit on strategies to solve multiplication and division problems, that I planned for grade four students on my third year placement round. It demonstrates my ability to set challenging learning goals and plan sequential lessons that provide a range of learning experiences, that cater to visual, tactile and kinaesthetic learners. A range of teaching strategies are also evident in this planner, as well as a range of mathematical and ICT resources that engage students in their learning.
Descriptors: 3.1, 3.2, 3.3, 3.4
Descriptors: 3.1, 3.2, 3.3, 3.4
Unit Title: EDLA309: Literacy Education 2
For this assignment, my task was to plan, structure and sequence a literacy unit of work, use a range of teaching and learning strategies, as well as a variety of resources, including ICT, in order to support student learning.
Descriptors: 3.1, 3.2, 3.3 and 3.4
For this assignment, my task was to plan, structure and sequence a literacy unit of work, use a range of teaching and learning strategies, as well as a variety of resources, including ICT, in order to support student learning.
Descriptors: 3.1, 3.2, 3.3 and 3.4
Artefact 3, is a copy of the comments provided by my associate teachers from my second and third year placements.
Descriptors: 3.2, 3.3, 3.4, 3.5, 3.6
Descriptors: 3.2, 3.3, 3.4, 3.5, 3.6
During my second year placement in a year 5 classroom, I developed a series of lessons on multiplication. After evaluating lessons and assessing students work, I was able to see what level the students were at with their learning. My associate teacher and I planned a lesson together where students would be broken up into ability groups, this gave students an opportunity to extend their learning.
Descriptor: 3.6
During my second year placement in a year 5 classroom, I developed a series of lessons on multiplication. After evaluating lessons and assessing students work, I was able to see what level the students were at with their learning. My associate teacher and I planned a lesson together where students would be broken up into ability groups, this gave students an opportunity to extend their learning.
Descriptor: 3.6
Artefact 5, is a critical reflection that I wrote on my third year placement about the importance of engaging parents in their child's education. In this critical refection there are many strategies that I intend to use for involving parents/carers in the educative process.
Descriptor: 3.7
Descriptor: 3.7