3. Plan for and implement effective teaching and learning

Domain: Professional Practice

Plan for and implement effective teaching and learning.

3.1 Establish Challenging Learning Goals

Evidence

To facilitate effectively learning it is essential to provide lessons in a scaffolded step by step approach allowing for scaffolding and each learner to work at the own pace. It is also essential that the content is engaging, provides interest, variety and is challenging while allowing success. This is a complex task and thus planning is valuable for success.

Graduate Level 1st.

When I created the Cells Revisions Prezi for year8 Science, I was aware of the different levels of learning and expectation. To cater to this I included and commented on the 'required content' and 'how knowing a little more was even better' during the session while providing both sets of information. You can see I have used a simplified drawing of the cell, then when I considered

3.2 Plan, structure and sequence learning programs.

Evidence

The importance of planning lesson sequences is in the ability to cover required curriculum in a timely manner and allowing for variation in the use of suitable strategies. This approach increases the chance of students 1) maintaining interest and 2) managing the curriculum in a progressive and constructive manner. That is reasonable bite sizes of information for memory and cognitive integration with regular study for reinforcement, especially if an activity or project type assessment can be implemented for knowledge application and integration.

At an individual level it also allows for adaption of the lessons for the various differentiated levels or individual student special needs.

Graduate Level 1st.

To cater for a learner's (Jane Doe) special need I constructed a Learning Management Plan and the an Individual Learning Plan. These files are attached below.

Graduate Level 2nd.

Lesson Plans for a single Year 11 Psychology class and a Year 12 sequence for a topic are attached below. Improve and link to LP - in sections under LP.

Proficient Level 1st.

? genetic sequence? from 2

3.3 Use teaching strategies

Evidence

When selecting teaching strategies it is important to consider a number of elements- these include the learners' learning styles, learning dimensions, learners' developmental needs as well as the actual learning intentions.

Graduate Level

Examples of teaching strategies I use include:

Learning Styles:

Audio

For me key is the clear articulation and repetition of key points so learners ‘hear’ the message with regard to content.

I love expanding on this by the use of ‘songs’ and ‘you tubes’ where I can as it is additionally engaging and changes the presentation style further- not always listening to me. For example in the Year 8 Geometry Lesson there are 'math songs' add link to

I would also love to learn and develop storytelling, as well as key message approach

Visual

Power point and Prezi add links to for 1) drawing in their attention, the color movement is useful; 2) use it to assist myself remain on track and cover all (memory trigger) and; 3) I deliberately use it to keep the learners writing as the notes are not continuously available. Though this approach needs refining as while it works for many, as in I keep them on track (or they miss out and they don’t want to) for some of the slower learners I am too fast. BUT if I go slowly enough for the slowest it is way too slow for the majority of the class. This provides me with a dilemma. Currently I am juggling the use of a hand out for the times verses providing notes within online access. Each option has its down side and upside.

The use of video clips extends this option further.

Kinaesthetic

Ideally I like to include ‘active’ aspects. Such as the ‘cards activity’ 3.1 (above).

I also prefer to draw the students into discussion and where reading aloud for activities getting them to participate not only has them participating but discourages them wandering as they may be called upon to read.

Content:

Use of repetition for key points ‘Good use of repetition to go over key points’. (Mentor feedback 12/5/14)

Circulating room to check as they work ‘ circulating the room to check if students have done the work was good’ (Mentor feedback 14/5/14) ‘Moving around the room when they were working on the questions was good’. (Mentor feedback 16/5/14)

Teaching aids: ‘She made use of cards to help students further consolidate period one’s content.’ (Mentor feedback)

Cognitive:

Brain storming: ‘Good to have a brainstorm to get them thinking’ (Mentor feedback 16/5/14)

Asking questions: ‘ Teacher involved the students in the revision lesson by asking for their contribution & providing hints when necessary’ (mentor feedback 6/14) ‘Teacher made great use of leading questions’ ‘she took questions from the students and addressed them comprehensively’

Interactive: “was good to see the interaction with students when they were completing the questions’ (Mentor feedback 16/5/14) ‘good circulating and assisting’ (Mentor feedback 22/5/14)

Refer to concrete: ‘Good how you kept referring back to Andrew’ (clip on depression) ‘Good use of examples when going through the list of symptoms’. (Mentor feedback 19/5/14)

Social:

Group work: ‘Encouraged group work in the session’ (Mentor feedback 29/5/14)

Discussion: Teacher provided students with time to discuss the questions in their group (Mentor feedback 29/5/14)

Emotional:

Success Intelligence:

Proficient Level 1st.

3.4 Select and use resources

Evidence

I believe we are fortunate to be teaching in an era where an extensive range of resources are available to engage the learners and support our teaching. This ranges from ICT widely available via the internet, traditional texts, professional associations and support groups plus a diverse range of models and other tools, as well as our natural environment. Indeed the resources currently available can easily become overwhelming so whilst the diversity is excellent at a practical level as a teacher having core resources as a foundation is important for logistical reasons.

Graduate Level 1st.

use of Youtube, google sources for famous people, Prezi, Power Points, flash cards (created)

Proficient Level 1st.

3.5 Use effective classroom communication

Evidence

When we consider that communication is how we share information and that only a small percentage of our communication is by the words we speak, the importance of the variety of methods of communication becomes clear. Thus as a teacher attempting to not only share knowledge and skills, but also gain co operation within the classroom, being aware of the various methods of communication we use is valuable, especially if we use them consciously and effectively.

Verbal

Sharing of knowledge content answering their questions

feedback upon observation

Non-verbal

Writing up Instructions, Learning Intentions and Success Criteria provides clear communication of requirements.

Along with the verbal encouragement of students to examine other items under the microscope, during an EcoLink session, this was also provided non verbal (implicit communication) that it is ok to explore and demonstration of how to do prepare and examine other items.

3.6 Evaluate and improve teaching programs

Evidence

Graduate Level 1st.

Year 8 practice adjusting process my adjustment from peer feedback

Take info from inschool PD- observation and feedback from peers

Also feedback from students- pace level of engagement as well as asking- school updating what they do via student feedback- students what better info on what elective units cover- respond by doing a open night so students can ask teachers.

Proficient Level 1st.

3.7 Engage parents /carers in the educative process.

Evidence

Graduate Level 1st.

???

Proficient Level 1st.

Have developed My Working docs to assist me plan and implement effective teaching and learning. See under Lesson Planning- LMP and LP. Working on PoA now.