Standard 3: Plan for and implement effective teaching and learning
3.2: Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.2: Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
|
Artefact 1: Excerpts from Lesson Plans Excerpts from practicum lesson plans demonstrate my ability to devise a learning intention and success criteria that is accessible to students. |
Artefact 2: WALT and WILF Visual Prompts Following feedback from my mentor teacher, I implemented the use of WALT and WILF visual prompts to engage students in a discussion about the lesson's learning intention and success criteria. By stimulating this discussion, I was able to provide students with greater direction and ensure all students understood the purpose of the lesson. |
Artefact 4: Marked Samples of Capacity Summative Assessment In order to effectively plan, structure and sequence learning programs, I employed summative assessment strategies. This allowed me to gain information regarding student comprehension and ability which directed future teaching and learning activities. |
Reflection
Effective learning programs require the informed consideration of student needs, content selection and teaching strategies. Egeberg, McConney and Price (2016) assert that effective teaching is characterised by planning which has a “focus on creating positive learning environments for all students” (p. 10). Throughout my teaching practicum, I developed my ability to plan, structure and sequence learning programs which were conducive to student engagement and academic success. Collegial discussions and collaboration with my mentor teachers enabled me to refine my planning process to reflect effective teaching pedagogy.
During my practicum, I determined that effective lessons required a student-centred lesson intention and success criteria. Despite this, I undervalued the usefulness of student led discourse regarding learning expectations and only included this information in my lesson plan document. Following feedback from my mentor teachers, I began to verbalise the learning intention and success criteria using WALT and WILF prompts. Throughout my practicum, I improved on this skill by preparing and delivering, succinct learning expectations which employed student appropriate language and content specific terminology.
Standard 3.2.1 outlines that pre-service teachers must plan lesson sequences which consolidate and extend on student understandings. Initially, I relied primarily on my mentor teachers to direct teaching and learning sequences. However, as I became more confident in my own judgement, I utilised data collected from summative and formative assessment to inform unit outlines and lesson plans. As “quality planning involves the systematic use of feedback data,” my involvement in administering standardised tests and creating success checklists was beneficial in allowing me to plan, structure and sequence responsive learning programs (Cornish et al., 2018, p. 198). As a result, I was able to determine the extent and quality of student learning and adapt future lessons accordingly.
Throughout my teaching practicum, I improved my capacity to facilitate rich, productive learning experiences which consolidated student understandings of content. Although I have demonstrated my competence in planning effective lesson sequences, I must continue to improve on my ability to develop cohesive unit outlines and scope and sequences.
During my practicum, I determined that effective lessons required a student-centred lesson intention and success criteria. Despite this, I undervalued the usefulness of student led discourse regarding learning expectations and only included this information in my lesson plan document. Following feedback from my mentor teachers, I began to verbalise the learning intention and success criteria using WALT and WILF prompts. Throughout my practicum, I improved on this skill by preparing and delivering, succinct learning expectations which employed student appropriate language and content specific terminology.
Standard 3.2.1 outlines that pre-service teachers must plan lesson sequences which consolidate and extend on student understandings. Initially, I relied primarily on my mentor teachers to direct teaching and learning sequences. However, as I became more confident in my own judgement, I utilised data collected from summative and formative assessment to inform unit outlines and lesson plans. As “quality planning involves the systematic use of feedback data,” my involvement in administering standardised tests and creating success checklists was beneficial in allowing me to plan, structure and sequence responsive learning programs (Cornish et al., 2018, p. 198). As a result, I was able to determine the extent and quality of student learning and adapt future lessons accordingly.
Throughout my teaching practicum, I improved my capacity to facilitate rich, productive learning experiences which consolidated student understandings of content. Although I have demonstrated my competence in planning effective lesson sequences, I must continue to improve on my ability to develop cohesive unit outlines and scope and sequences.