Standard 3
This page is structured with an explanation of each of domain under standard 3. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
This page is structured with an explanation of each of domain under standard 3. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
3.1
Establish challenging learning goals |
3.2
Plan, structure and sequence learning programs |
Set explicit, challenging and achievable learning goals for all students.
|
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
|
3.3
Use teaching strategies |
3.4
Select and use resources |
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
|
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
|
3.5
Use effective classroom communication |
3.6
Evaluate and improve teaching programs |
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
|
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
|
3.7
Engage parents / carers in the educative process
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
As a teacher it important to incorporate a range of teaching and learning strategies within a unit. By incorporating many different teaching and learning strategies into my teaching I can provide an opportunity for all my students by catering for different learning styles, interests and readiness levels.
My illustrations of practice of planning for and implementing effective teaching and learning include incorporating the 3 forms of assessment into my teaching, the SEPEP model and Game Sense approach, Inquiry based model, promoting problem solving, the use of exit and starter cards and a lesson Checklist within my lessons and homework booklets.
My illustrations of practice of planning for and implementing effective teaching and learning include incorporating the 3 forms of assessment into my teaching, the SEPEP model and Game Sense approach, Inquiry based model, promoting problem solving, the use of exit and starter cards and a lesson Checklist within my lessons and homework booklets.
Pre-assessment, Formative assessment and Summative assessment
Incorporating pre-assessment, formative assessment and summative assessment are effective ways of ensuring students and teachers are given feedback on their learning and development. As learning is an ongoing process, feedback is essential. It ensures that there is assessment preparatory to learning, assessment integrated with and for learning and assessment of the learning. This allows both students and teachers to see if goals have been accomplished. Assessment is an opportunity for both myself and students to gain an understanding of where they are at within the learning process within a unit.
These pieces of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.4, 3.6
Incorporating pre-assessment, formative assessment and summative assessment are effective ways of ensuring students and teachers are given feedback on their learning and development. As learning is an ongoing process, feedback is essential. It ensures that there is assessment preparatory to learning, assessment integrated with and for learning and assessment of the learning. This allows both students and teachers to see if goals have been accomplished. Assessment is an opportunity for both myself and students to gain an understanding of where they are at within the learning process within a unit.
These pieces of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.4, 3.6
Above are two examples of how I pre-assess my students before starting a unit work. The first example is of a 'Kahoot' I have used in Physical Education. I often also use the online resource 'Kahoot' to gauge an understanding of what my students know about the topic they are about to start.
The second example is a worksheet I gave my year 9's on Area and Volume to gauge their understanding before beginning the topic.
The second example is a worksheet I gave my year 9's on Area and Volume to gauge their understanding before beginning the topic.
Above are two examples of formative assessment. The first example is of a year 9 Investigation task in which they investigated how different dimensions of a cylinder can impact its volume.
The second example is a Volume and Area mini project that I gave my Stage 1 General Maths class. This task required them to construct their own pyramid which fit a certain set of size guidelines.
The second example is a Volume and Area mini project that I gave my Stage 1 General Maths class. This task required them to construct their own pyramid which fit a certain set of size guidelines.
Above are two examples of summative assessment. The first is a measurement test that was given to a year 8 Maths class. The second example is a folio I also constructed for that same year 8 Maths class. I believe it is essential to have different forms of assessment within a unit to ensure that all students have an opportunity to show their knowledge, understanding and skills in different ways.
The SEPEP model and Game Sense approach
These are two strategies that I am passionate about when teaching Physical Education. Game sense aims to develop tactical play and skill execution in games, through the use of modified games, questioning, freeze replays and rule modifications (ACHPER, 2011). The Sport Education in Physical Education Program (SEPEP) model involves students participating in a shortened sport “season”, being affiliated with a team affiliation and being responsible for a role within that team (eg. coach, umpire, manager) (ACHPER, 2011).
Both of these approaches use a student centred approach (Pill, 2013) promoting students to become competent, literate and enthusiastic learners and sportspeople (Siedentop, 1994 & Hastie, 1998). I believe they are both effective models for teaching Physical education as they both motivate and interest students in a way the traditional skill and drill method of teaching does not.
Below are two examples of unit plans based around the SEPEP and Game Sense Model and a study I did about the use of questioning in the game sense approach.
These pieces of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.4
These are two strategies that I am passionate about when teaching Physical Education. Game sense aims to develop tactical play and skill execution in games, through the use of modified games, questioning, freeze replays and rule modifications (ACHPER, 2011). The Sport Education in Physical Education Program (SEPEP) model involves students participating in a shortened sport “season”, being affiliated with a team affiliation and being responsible for a role within that team (eg. coach, umpire, manager) (ACHPER, 2011).
Both of these approaches use a student centred approach (Pill, 2013) promoting students to become competent, literate and enthusiastic learners and sportspeople (Siedentop, 1994 & Hastie, 1998). I believe they are both effective models for teaching Physical education as they both motivate and interest students in a way the traditional skill and drill method of teaching does not.
Below are two examples of unit plans based around the SEPEP and Game Sense Model and a study I did about the use of questioning in the game sense approach.
These pieces of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.4
This is a unit plan I used for my year 8 HPE class. Each week they have a double of PE in which I ran a SEPEP unit.
|
As part of the topic HLPE2531 I completed a study about benefits of questioning, which is a key component of the game sense approach. This study was based on coaching and teaching netball, but the results can be used for any sport.
Questioning is a component of the game sense approach that I have tried to incorporate into my teaching whenever I can, even within mathematics. |
Inquiry Based Model and Promoting Problem Solving
The inquiry based model and promoting problem solving are two approaches that I am passionate about when teaching Maths. I believe these two approaches that are an effective way of creating life-long, self-directed and critical thinking learners in Maths.
Below is an Inquiry based unit that I did with a Stage 1 General Maths Class.
These pieces of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.4
The inquiry based model and promoting problem solving are two approaches that I am passionate about when teaching Maths. I believe these two approaches that are an effective way of creating life-long, self-directed and critical thinking learners in Maths.
Below is an Inquiry based unit that I did with a Stage 1 General Maths Class.
These pieces of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.4
This was a unit plan I used for my Stage 1 General Maths class on Statistics. This unit had a high emphasis on inquiry based learning allowing students to explore and actively participate in their learning while the teacher becomes a facilitator. Many of the tasks focus on the students exploring concepts or problems. Open and guided questions are used continuously throughout the unit to encourage critical thinking and allow deeper understanding of concepts.
The unit also involves quite a lot of problem solving in which questions are constantly posed to encourage students to seek information, make decisions and generate new knowledge to lead to deeper understanding of concepts. Numerous tasks encourage students to understand problems more deeply, describe barriers associated within the problem, identify various solutions, try out solutions and evaluate results.
The unit also involves quite a lot of problem solving in which questions are constantly posed to encourage students to seek information, make decisions and generate new knowledge to lead to deeper understanding of concepts. Numerous tasks encourage students to understand problems more deeply, describe barriers associated within the problem, identify various solutions, try out solutions and evaluate results.
Starter and Exit Cards
Another form of formative assessment that I implemented within my lessons were starter and exit cards. These are a strategy that I used to gauge where my students were within my unit. I usually used the exit and started cards to determine whether I could move on to new content and where particular students were with their understanding. I also used this strategy to ensure readiness of groups for certain activities. The starter and exit cards can be written or done online. This piece of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 This picture is a starter I used for a lesson to review what my year 8 students had learnt so far in their financial maths unit. For this lesson I wrote three questions on the board. The first question students had to write their answer and name on a red sticky note. Once they had completed the question with all working out, they came up to show me and if it was correct stuck their answer on the board. The second question was written on an orange sticky note and the last question on a green sticky note. Students worked together to solve the questions and were motivated to be the first to solve the questions. When we finished the activity, students could see their answers on the board. As the teacher I was able to explain the traffic light system. Red should be a question they could do, orange should be where they are at and green should have been a little bit of a challenge.
|
Lesson Checklist
Many lessons that I teach I have students at different levels within my lesson. I often make use of the lesson checklist which allowed students to meet check points for tasks or lessons.The model I usually use is the should could can model which also allows students establish challenging learning goals for a lesson. The should represents where they must be up to by the end of the lesson, the could represents where they could be up to and the can represents where they can be up to. The allows students to have success with reaching the first point, however stretches those to reach the last point. This piece of evidence meets the standards listed above 3.1, 3.2, 3.3, 3.5 |
Homework booklets
In year 8 to set students up with good work habits I ensure they have a homework booklet for each unit. This allows the chance to work on work at home that is relevant to the work they are doing at school. It also allows their parents or carers to be aware of what they are learning about at school and how they are going. I mark this every week to give them feedback. There overall mark is given out of 2. They get a 0 if they don't complete anything and a 2 if they complete most.
This piece of evidence meets the standards listed above 3.2, 3.5, 3.6, 3.7
In year 8 to set students up with good work habits I ensure they have a homework booklet for each unit. This allows the chance to work on work at home that is relevant to the work they are doing at school. It also allows their parents or carers to be aware of what they are learning about at school and how they are going. I mark this every week to give them feedback. There overall mark is given out of 2. They get a 0 if they don't complete anything and a 2 if they complete most.
This piece of evidence meets the standards listed above 3.2, 3.5, 3.6, 3.7
Above is an example of a Homework booklet I give to me year 8 Maths class. Each week they complete the task or questions. This also helps them too see what they will be doing in coming weeks leading up to an assessment.