AITSL Standard 3 - Plan for and implement effective teaching and learning
Mentor teacher comment Form A “Has demonstrated modifying tasks as required”
3. 1 Establish challenging learning goals.
Set learning goal that provide achievable challenges for students of varying abilities and characteristics.
Evidence: Different task set for different students.
Goals set as per ability level for spelling, reading and maths groups based upon a range of assessment. Types of assessment dawn upon include formative, summative, diagnostic and anecdotal evidence, which can be based on my own observations as well information obtained from other teachers and parents. Assessment takes place on a regular basis to determine future planning needs. Different strategies are used to assess students in order to ensure that the assessment is fair, valid and reliable. For example student X, is given easier sight words and the opportunity to review the words for longer prior to writing them. A project could be completed as a poster rather than as narrative. Visual, and anecdotal evidence can be used as an alternative to written and verbal.
The 5 spelling sheets vary with difficulty based upon student stage of development with spelling. This assessment was made from a commuter program, spelling tests and anecdotal evidence including observation.Demonstrated through modified tasks in the classroom. Drawing used in place of writing, spelling test conducted one on one allowing for more time and prompting, grouped students appropriately based on ability to work together.
Mentor teacher comment Form A “Has demonstrated modifying tasks as required”
3. 1 Establish challenging learning goals.
Set learning goal that provide achievable challenges for students of varying abilities and characteristics.
Evidence: Different task set for different students.
Goals set as per ability level for spelling, reading and maths groups based upon a range of assessment. Types of assessment dawn upon include formative, summative, diagnostic and anecdotal evidence, which can be based on my own observations as well information obtained from other teachers and parents. Assessment takes place on a regular basis to determine future planning needs. Different strategies are used to assess students in order to ensure that the assessment is fair, valid and reliable. For example student X, is given easier sight words and the opportunity to review the words for longer prior to writing them. A project could be completed as a poster rather than as narrative. Visual, and anecdotal evidence can be used as an alternative to written and verbal.
The 5 spelling sheets vary with difficulty based upon student stage of development with spelling. This assessment was made from a commuter program, spelling tests and anecdotal evidence including observation.Demonstrated through modified tasks in the classroom. Drawing used in place of writing, spelling test conducted one on one allowing for more time and prompting, grouped students appropriately based on ability to work together.
The above spelling records are from a student who is low literacy due to ESL and gaps in education at a younger level. These tests highlight progress due to the appreciation of onset and rhyme. This is an example of differentiating the curriculum.
The above maths tasks are representative of maths ability groups. The entire class completed the fraction wall (left). The middle and far right activity represent the range of achievement levels with the grade 5 class.
The above tasks are representaive of rotational groups of mixed ability, using locating and scribing location points on paper, location and tactics playing battleship on paper, and location and tactics playing the board game battleships.
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3. 2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Evidence:
Planned lesson sequences using knowledge of student learning, content and effective teaching strategies.
LMP, Daily Worksheet and Lesson Plans.
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Evidence:
Planned lesson sequences using knowledge of student learning, content and effective teaching strategies.
LMP, Daily Worksheet and Lesson Plans.
3. 3 Use teaching strategies.
Include a range of teaching strategies.
Evidence:
Explicit teaching via a demonstration on board and use of clear explanations.
Scaffolding to extend learning by students drawing on their own current knowledge, understandings and interpretations. Enquiry based learning to increase student engagement. Group based learning. Learning through ICT as a research tool.
Include a range of teaching strategies.
Evidence:
Explicit teaching via a demonstration on board and use of clear explanations.
Scaffolding to extend learning by students drawing on their own current knowledge, understandings and interpretations. Enquiry based learning to increase student engagement. Group based learning. Learning through ICT as a research tool.
3. 4 Select and use resources.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Evidence: The following items were incorporated into the classroom activities.
Hands on blocks, connector shapes, bendy straws, plasticine, mathletics, cool maths, science experiments, U-tube, excursions, photography, posters, dioramas, plays, group debates, smart board, books.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Evidence: The following items were incorporated into the classroom activities.
Hands on blocks, connector shapes, bendy straws, plasticine, mathletics, cool maths, science experiments, U-tube, excursions, photography, posters, dioramas, plays, group debates, smart board, books.
3. 5 Use effective classroom communication.
Demonstrated a range of verbal and non verbal communication strategies to support student engagement.
Evidence: Acknowledgement of good work, progress and effort presented by students.
Verbally and through facial expression, body language and positioning use praise, surprise and understanding to provide support and encouragement whilst maintaining acceptable classroom standards. Class discussions that encourag the sharing of experiences can create bonding and feelings of safety. Stickers in books, DoJo points to earn rewards as well as student diaries provide avenues for highlighting positive and negative engagement. Use positive comments towards good behaviour to set an example before resorting to consequences for disruptive behaviour, where possible.
Demonstrated a range of verbal and non verbal communication strategies to support student engagement.
Evidence: Acknowledgement of good work, progress and effort presented by students.
Verbally and through facial expression, body language and positioning use praise, surprise and understanding to provide support and encouragement whilst maintaining acceptable classroom standards. Class discussions that encourag the sharing of experiences can create bonding and feelings of safety. Stickers in books, DoJo points to earn rewards as well as student diaries provide avenues for highlighting positive and negative engagement. Use positive comments towards good behaviour to set an example before resorting to consequences for disruptive behaviour, where possible.
3.6 Evaluate and improve teaching programs.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Evidence: Attended PD sessions, liased with colleagues for feedback and information, observed other teachers.
I have attended two full day PD’s in addition to internal staff meetings and information “cluster” sessions. The first PD’s covered techniques to use with children with autism or foetal alcohol syndrome and other intellectual disabilities.
Techniques include using basic routines that involve very short bursts of learning with continual rewards, repeating frequently for whatever timeframe is required. The second PD highlighted the importance of letting students know that there is a distinction between Aboriginal English and Standard Australian English. The third stressed the importance of introducing mathematical concepts such as patterns as early as pre- primary in play based activities. Assessment is very important to see what students have or have not yet learned…. to plan ahead.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Evidence: Attended PD sessions, liased with colleagues for feedback and information, observed other teachers.
I have attended two full day PD’s in addition to internal staff meetings and information “cluster” sessions. The first PD’s covered techniques to use with children with autism or foetal alcohol syndrome and other intellectual disabilities.
Techniques include using basic routines that involve very short bursts of learning with continual rewards, repeating frequently for whatever timeframe is required. The second PD highlighted the importance of letting students know that there is a distinction between Aboriginal English and Standard Australian English. The third stressed the importance of introducing mathematical concepts such as patterns as early as pre- primary in play based activities. Assessment is very important to see what students have or have not yet learned…. to plan ahead.
3.7 Evaluate parents/ carers in the educative process.
Described a broad range of strategies for involving parents/carers in the educative process.
Use student diaries to communicate with parents, invite parents to have an interview to get feedback and discuss any concerns, provide students with some homework and include family or community tasks as part of the homework, email parents if the need arises, be available after school to speak with parents and have class tests sent home to be signed by a parent. Keep the lines of communication open at all times.
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Described a broad range of strategies for involving parents/carers in the educative process.
Use student diaries to communicate with parents, invite parents to have an interview to get feedback and discuss any concerns, provide students with some homework and include family or community tasks as part of the homework, email parents if the need arises, be available after school to speak with parents and have class tests sent home to be signed by a parent. Keep the lines of communication open at all times.
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Proficient Standards
Standard 3 - Plan for and Implement effective teaching and learning
Focus area 3.1 Establish challenging learning goals
Establish explicit, challenging and achievable learning goals for all students
Evidence (3.1) Tab 1
Lesson Plan: See attached showing differentiation
Evidence (3.1) Tab 1
Lesson Plan: See attached showing differentiation
Reflection:
By using the differentiation guidelines in the Maths text, students were able to work to their individual ability level. The students that needed to be challenged or who finished quickly were given more open ended tasks or more in depth worksheets.
Challenging and achievable goals were also explicitly set via MathsSpace. These tasks could be done at the students own pace and they could also be set to "Adaptive" so that the questions would be selected based on the students answers and individual progress.
By using the differentiation guidelines in the Maths text, students were able to work to their individual ability level. The students that needed to be challenged or who finished quickly were given more open ended tasks or more in depth worksheets.
Challenging and achievable goals were also explicitly set via MathsSpace. These tasks could be done at the students own pace and they could also be set to "Adaptive" so that the questions would be selected based on the students answers and individual progress.
Focus area 3.2 - Plan, structure and sequence learning programs
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning
Evidence (3.2)
Sequenced program Attached
SEQTA program (Physics Year 7)
Focus area 3.3 Use teaching strategies
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking
Evidence (3.3)
Lesson plan See attached
Explicitly demo, examples
- Mathematical process to solve problems on whiteboard (year 7 Algebra, Probability)
- Steps to light a Bunsen Burner, safely
- Set up the See-Saw Prac (Physics Year 7)
- Correct method to effectively use an Inclinometer to measure height (Year 8 Physics)
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Focus area 3.4: Select and use resources
Select and/or create and use a range of resources, including ICT, to engage students in their learning
Evidence (3.4)
Reflection
Technology incorporated in to lessons
Select and/or create and use a range of resources, including ICT, to engage students in their learning
Evidence (3.4)
Reflection
Technology incorporated in to lessons
- SEQTA on line lessons
- PowerPoints
- Videos
- Phet Simulations (using games to learn the effect of weight, mass , force)
Focus area 3.5: Use effective classroom communication
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement
Evidence (3.5)
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement
Evidence (3.5)
Focus area 3.6: Evaluate and improve teaching programs
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
Evidence: (3.6)
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
Evidence: (3.6)
Reflection:
- Feedback from Year 8 about exam expectations, results and improvement. Most students recognised they could have applied themselves better during class and have revised at home better for the test.
- Data collection from Year 7 Prac reports. (individual work, class work group work) Three different options were tried. With the scaffolding and repetitiveness of prac report an understanding was developed and consolidated with most students. year 8 will provide more evidence. The group work worded well for Inclusion support students but not so well for others. This may have been due to the group combinations or the sequence of the group work or the time frame in which to complete it.
Focus area 3.7: Engage parents/ carers in the educative process
Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children's learning
Evidence (3.7)
Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children's learning
Evidence (3.7)
Parent communication
E.g.
Jane thanks heaps im sure willow is loving science at his pace and yes i did get very out of sync finding everyone and willow was at home. Thanks for your e-mail......
Original message
Sent: Thursday, 24th September 2020
Sender: Jane RamsayDear Donna
So sorry I missed you.
Unfortunately the evening got very out of sync.
I did have a look around before I left but did not see Willow.
I can say though they he is doing fine at school.
He sits with his ISA and he works works well. He is getting C grades overall.
He is well behaved, very quiet but on task, and works well when in a group.
Please feel free to contact me at any time
The class will be doing Biology next term They will do one assignment about ecosystems/ animals and one term test.
They will also do pracs, but no major prac reports.
Kind regards
jane ramsay
I will try to give you a call tomorrow (if not today)
Once again apologies we didn't meet.
Kind regards
jane Ramsay
E.g.
Jane thanks heaps im sure willow is loving science at his pace and yes i did get very out of sync finding everyone and willow was at home. Thanks for your e-mail......
Original message
Sent: Thursday, 24th September 2020
Sender: Jane RamsayDear Donna
So sorry I missed you.
Unfortunately the evening got very out of sync.
I did have a look around before I left but did not see Willow.
I can say though they he is doing fine at school.
He sits with his ISA and he works works well. He is getting C grades overall.
He is well behaved, very quiet but on task, and works well when in a group.
Please feel free to contact me at any time
The class will be doing Biology next term They will do one assignment about ecosystems/ animals and one term test.
They will also do pracs, but no major prac reports.
Kind regards
jane ramsay
I will try to give you a call tomorrow (if not today)
Once again apologies we didn't meet.
Kind regards
jane Ramsay
Reflection:
Use of SEQTA to inform and engage parents through
Use of SEQTA to inform and engage parents through
- class content - on line lesson
- Term overview
- expectations for assessments
- timeframes for assessment
- reminders for due dates and drafts
- reminders for equipment required
- Communication via phone and direct message
- Class forum