Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
Proficient - Set explicit, challenging and achievable learning goals for all students
Highly Accomplished - Develop a culture of high expectations for all students by modelling and setting challenging learning goals.
For every lesson, I share with students a learning objective. An example of a slide is below. These goals are evident in my lesson plans and enable students to know what they are aiming for in their work. One of the methods I use is the Fist to Five chart for gathering instant data on how students are progressing with the objectives. A copy of this chart is below.
I also use writing conferences to help students set individual learning goals in relation to their writing. I meet with individual students and we analyse their work together and set targets for improvement. Below is a copy of one of my meeting notes.
3.2 Plan, structure and sequence learning programs
Proficient - Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
Highly Accomplished - Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
When planning programs I design activities that first engage students in the concept, give them explicit teaching about the concept and then get them to apply that knowledge to new scenarios. The engagement, the hook, is outlined in the lesson plans. Below is a copy of an English program.
3.3 Use teaching strategies
Proficient - Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Highly Accomplished - Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
I use explicit instruction in English, following the I Do, We Do, You Do scaffolded approach to help develop knowledge and skills. I also use questioning strategies to encourage class discussion.
I demonstrate metacognitive strategies and model the language of thinking during the “I do” stage of my literacy and when assisting in mathematics lessons. An example is during the teaching of reading strategies, we discuss as a class what good readers would do for consecutive lessons until a bank of ideas are built up – when deciding if something is a fact or opinion, I model thinking, “Is this something I can back up with evidence from the text” This is evidenced in the reading program below.
3.4 Select and use resources
Proficient - Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Highly Accomplished - Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
Students are part of a one to one iPad program, so many different apps are used every day to help engage students in their learning. Some examples are Mathletics, Skoolbo, Khan Academy, iMovie, Pages, Numbers, Aurasma, Stile, Google classroom and Tools 4 Students.
Below are some photo's of students engaged in the use of an iPad application.
3.5 Use effective classroom communication
Proficient - Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
Highly Accomplished - Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.
To ensure students are engaged in lessons I use the following strategies: proximity to all students by moving about the room, the use of KidPick (an iPad app that randomly selects a students name to answer questions therfore all students need to be prepared with an answer, verbal encouragement to students who may be off task or distracted and extra scaffolding for those students who are not yet able to engage at the level of other students.
I communicate with students directly, clearly and repeatedly during the “I do” phase of lessons. Langauge is age appropriate and utilises thinking questions.
Students feel comfortable to talk and share with me about their lives and interests outside of school and I ensure I listen and respond with interest in these times. An example is asking a student what they are going to be doing on the weekend and then following the weekend ask the student how their weekend was and how X went.
3.6 Evaluate and improve teaching programs
Proficient - Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
Highly Accomplished - Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
I make adjustments to lessons using diagnostic testing as a starting point. For example when I was teaching Year 5 maths I used the end of term test at the beginning of the term to collect evidence on what concepts were unknown and what concepts the students had prior knowledge of. The concepts already known were then extended and built upon. Formative assessment is used throughout my English unit in order to assess which concepts need to be retaught or approached in a different manner.
English books are marked every day and students who struggle with a concept are recorded based on the use of an exit ticket. I use this technique to show me what students are thinking and what they have learned at the end of a lesson. Before students leave (for recess, lunch, the end of the day, their next class, or are transitioning to another subject area), they have to hand in a “ticket” filled out with an answer to a question, a solution to a problem, or a response to what they’ve learned. Exit Tickets help me assess if students have “caught what I taught” and plan for the next lesson or unit of instruction.(see photo evidence below).
3.7 Engage parents/carers in the educative process
Proficient - Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children's learning.
Highly Accomplished - Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
Events are also planned throughout the year to encourage parents to come into the classroom to meet myself or to book a parent teacher meeting.
Emails are sent home to parents in order to maintain contact. When a child is absent for greater than 2 days I phone the parent to express concern and to see if there is anything I can do to help the child catch up on work and I remind the parent that all classwork is on Google classroom.
For students who have an IEP or IMP the process invloves meeting the parents and keeping them informed of progress. In my role as the Learning Support teacher I maintained open communication with all parents. This included sending home tips to help them encourage their child in specific areas. Evidence is attached below.
Proficient - Set explicit, challenging and achievable learning goals for all students
Highly Accomplished - Develop a culture of high expectations for all students by modelling and setting challenging learning goals.
For every lesson, I share with students a learning objective. An example of a slide is below. These goals are evident in my lesson plans and enable students to know what they are aiming for in their work. One of the methods I use is the Fist to Five chart for gathering instant data on how students are progressing with the objectives. A copy of this chart is below.
I also use writing conferences to help students set individual learning goals in relation to their writing. I meet with individual students and we analyse their work together and set targets for improvement. Below is a copy of one of my meeting notes.
3.2 Plan, structure and sequence learning programs
Proficient - Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
Highly Accomplished - Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
When planning programs I design activities that first engage students in the concept, give them explicit teaching about the concept and then get them to apply that knowledge to new scenarios. The engagement, the hook, is outlined in the lesson plans. Below is a copy of an English program.
3.3 Use teaching strategies
Proficient - Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Highly Accomplished - Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
I use explicit instruction in English, following the I Do, We Do, You Do scaffolded approach to help develop knowledge and skills. I also use questioning strategies to encourage class discussion.
I demonstrate metacognitive strategies and model the language of thinking during the “I do” stage of my literacy and when assisting in mathematics lessons. An example is during the teaching of reading strategies, we discuss as a class what good readers would do for consecutive lessons until a bank of ideas are built up – when deciding if something is a fact or opinion, I model thinking, “Is this something I can back up with evidence from the text” This is evidenced in the reading program below.
3.4 Select and use resources
Proficient - Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Highly Accomplished - Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
Students are part of a one to one iPad program, so many different apps are used every day to help engage students in their learning. Some examples are Mathletics, Skoolbo, Khan Academy, iMovie, Pages, Numbers, Aurasma, Stile, Google classroom and Tools 4 Students.
Below are some photo's of students engaged in the use of an iPad application.
3.5 Use effective classroom communication
Proficient - Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
Highly Accomplished - Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.
To ensure students are engaged in lessons I use the following strategies: proximity to all students by moving about the room, the use of KidPick (an iPad app that randomly selects a students name to answer questions therfore all students need to be prepared with an answer, verbal encouragement to students who may be off task or distracted and extra scaffolding for those students who are not yet able to engage at the level of other students.
I communicate with students directly, clearly and repeatedly during the “I do” phase of lessons. Langauge is age appropriate and utilises thinking questions.
Students feel comfortable to talk and share with me about their lives and interests outside of school and I ensure I listen and respond with interest in these times. An example is asking a student what they are going to be doing on the weekend and then following the weekend ask the student how their weekend was and how X went.
3.6 Evaluate and improve teaching programs
Proficient - Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
Highly Accomplished - Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
I make adjustments to lessons using diagnostic testing as a starting point. For example when I was teaching Year 5 maths I used the end of term test at the beginning of the term to collect evidence on what concepts were unknown and what concepts the students had prior knowledge of. The concepts already known were then extended and built upon. Formative assessment is used throughout my English unit in order to assess which concepts need to be retaught or approached in a different manner.
English books are marked every day and students who struggle with a concept are recorded based on the use of an exit ticket. I use this technique to show me what students are thinking and what they have learned at the end of a lesson. Before students leave (for recess, lunch, the end of the day, their next class, or are transitioning to another subject area), they have to hand in a “ticket” filled out with an answer to a question, a solution to a problem, or a response to what they’ve learned. Exit Tickets help me assess if students have “caught what I taught” and plan for the next lesson or unit of instruction.(see photo evidence below).
3.7 Engage parents/carers in the educative process
Proficient - Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children's learning.
Highly Accomplished - Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
Events are also planned throughout the year to encourage parents to come into the classroom to meet myself or to book a parent teacher meeting.
Emails are sent home to parents in order to maintain contact. When a child is absent for greater than 2 days I phone the parent to express concern and to see if there is anything I can do to help the child catch up on work and I remind the parent that all classwork is on Google classroom.
For students who have an IEP or IMP the process invloves meeting the parents and keeping them informed of progress. In my role as the Learning Support teacher I maintained open communication with all parents. This included sending home tips to help them encourage their child in specific areas. Evidence is attached below.