PROFESSIONAL PRACTICE
3. Plan for & implement effective teaching & learning
Please find below focus areas 3.2 and 3.3.
You will find opposite each focus area supporting evidence in pdf form, annotated in speech bubbles.
Critical reflections illustrate how my evidence demonstrates my attainment of the chosen focus areas.
3.2 Plan, structure and sequence learning programs
In EDFD548 Effective Teaching and Professional practice Assessment 1 I planned lesson sequences using knowledge of student learning, content and effective teaching strategies. By utilising Marzano's design questions I demonstrated my:
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Capacity to follow a unit plan and structure a lesson within that unit plan
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Identified context of content within a unit/subject/continuum
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Capacity to complete research/preparation to understand and create content specific to a learning unit
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A range of teaching strategies including: whole class, group, pair, individual work and feedback
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Incorporated use of data/observations from previous lessons/ assessments into planning
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Linked learning to previous lesson (recapping/prior learning)
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Used agreed/accepted lesson structure stipulated in the unit guide
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Showed an appropriate lesson sequencing (within lesson) - Prior knowledge, explicit teaching, practice, reflection, praise/celebration of success
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Achieved appropriate internal timing of lessons
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Considered and implemented the inclusion of general capabilities
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I also demonstrated through the scaffolding of reflection questions, my ability to reflect on my teaching strategies and students learning and adapt my lessons to the needs of students. I have evidenced my capacity to plan for learning but also demonstrated the need for flexibility in delivery to meet student needs.
3.3 Use teaching strategies
Assessment 1 in my EDFD548 Effective Teaching and Professional practice unit, I planned for a range of teaching strategies. I differentiated teaching styles throughout and across my 3 lesson plans reflecting on a range of teaching strategies and classroom management styles and how to apply these in the classroom. I demonstrated my understanding of three key theories for differentiation including: the 8 ways Aboriginal Pedagogy framework, The differentiated Instruction Model, and Visual, Auditory, and Kinaesthetic (VAK) Learning System. As evidenced, I used these models to inform the selection of whole and small group activities, explicit teaching, cooperative and collaborative learning, problem solving and investigative teaching strategies. I planned and implemented lesson activities that encouraged critical thinking, creativity and problem solving by utilising the general capabilities from ACARA. This assessment allowed me to demonstrate a diversity of approaches across a sequence of lessons and develop effective questioning techniques that maximize participation and encourage high order thinking skills.