Standard Three:
Plan For and Implement Effective Teaching and Learning
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3.1 Establish challenging learning goals
Set explicit, challenging and achievable learning goals for all students.
Professional Learning relating to this standard:
IB Training: South Australian Middle Years Program Coordinators' Group ( 19 February 2015)
Set explicit, challenging and achievable learning goals for all students.
Professional Learning relating to this standard:
IB Training: South Australian Middle Years Program Coordinators' Group ( 19 February 2015)
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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.
This standard refers to the need to effectively plan your teaching at the year, semester, unit and lesson levels to ensure that learning is structured in a logical manner, builds continually to allow students to acquire and consolidate knowledge and skills and that the necessary curriculum requirements and student performance standards are met. During my practicums I used school-provided pro forma and adapted my my own documents in order to structure units and lessons that met these requirements and made the appropriate links to the ACARA National Curriculum (pictured).
Professional Learning relating to this standard:
SAETA Stage 1 and Two Refresher Course (7 February 2015)
IB Training: South Australian Middle Years Program Coordinators' Group ( 19 February 2015)
One Plus Campus Learning Area Meeting (22 February 2015)
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
This standard refers to the need to effectively plan your teaching at the year, semester, unit and lesson levels to ensure that learning is structured in a logical manner, builds continually to allow students to acquire and consolidate knowledge and skills and that the necessary curriculum requirements and student performance standards are met. During my practicums I used school-provided pro forma and adapted my my own documents in order to structure units and lessons that met these requirements and made the appropriate links to the ACARA National Curriculum (pictured).
Professional Learning relating to this standard:
SAETA Stage 1 and Two Refresher Course (7 February 2015)
IB Training: South Australian Middle Years Program Coordinators' Group ( 19 February 2015)
One Plus Campus Learning Area Meeting (22 February 2015)
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3.3 Use teaching strategies
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Standard 3.3 addresses the need to use digital tools and resources in the classroom to promote deep and quality learning for students and engaging students in real world issues of problem solving skills. One great way to do this is in history is by using online virtual recreation programs that require students to take on the role of a particular historical figure (or sometime a more generic character type) and to make the decisions necessary to survive in that historical period and location. This transforms history from the abstract to the concrete and requires students to actively engage with the reality of the period. One example can be found here http://www.scootle.edu.au/ec/viewing/L359/index.html which asks students to step into the shoes of the Commandant's Clerk at Port Arthur but there are many other examples for different depth studies that can be found on Scootle (and no doubt other websites also). Because they are individual activities done on a computer students can work at their own pace and the teacher is free to wander around the class and give individual attention and assistance where required. For students requiring extension such programs can be used as a starting point to build more complex tasks around, perhaps by getting students to choose an aspect covered in the learning object to do further research on, or by the teacher creating additional (or more complex) problems which the character needs to resolve.
Professional Learning relating to this standard:
One Plus Campus Learning Area Meeting (22 February 2015)
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Standard 3.3 addresses the need to use digital tools and resources in the classroom to promote deep and quality learning for students and engaging students in real world issues of problem solving skills. One great way to do this is in history is by using online virtual recreation programs that require students to take on the role of a particular historical figure (or sometime a more generic character type) and to make the decisions necessary to survive in that historical period and location. This transforms history from the abstract to the concrete and requires students to actively engage with the reality of the period. One example can be found here http://www.scootle.edu.au/ec/viewing/L359/index.html which asks students to step into the shoes of the Commandant's Clerk at Port Arthur but there are many other examples for different depth studies that can be found on Scootle (and no doubt other websites also). Because they are individual activities done on a computer students can work at their own pace and the teacher is free to wander around the class and give individual attention and assistance where required. For students requiring extension such programs can be used as a starting point to build more complex tasks around, perhaps by getting students to choose an aspect covered in the learning object to do further research on, or by the teacher creating additional (or more complex) problems which the character needs to resolve.
Professional Learning relating to this standard:
One Plus Campus Learning Area Meeting (22 February 2015)
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3.4 Select and use resources
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Standard 3.4 refers to the need to educate students about the way to locate and evaluate information effectively. With millions of results coming up with every Google search, students need to know how to choose the best information. One quick and easy thing you can teach your students is to select certain web address suffixes for example .edu for education sites. It is also important to explain why some sites are better than others when researching. For example rather than saying "Don't use wikipedia" explain how sites that can be edited by anyone can't be as reliable precisely because anyone can edit them (perhaps even show students an example that they will recognise an incorrect). Introducing students to subject specific databases and how to use them can extremely helpful and a lifelong skill. You can also direct students to a list of certain websites to explore (previously vetted by you) rather than just sending them out into cyberspace. One site I have found very useful for both English and History is VictoriaWeb which would still require students to use research skills to find information but it is contained. Introducing students to referencing tools such as RefWorks, or even the basic referencing tool on Microsoft Word can help them to build source files and avoid unintentional plagiarism.
Professional Learning relating to this standard:
SAETA Stage 1 and Two Refresher Course (7 February 2015)
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Standard 3.4 refers to the need to educate students about the way to locate and evaluate information effectively. With millions of results coming up with every Google search, students need to know how to choose the best information. One quick and easy thing you can teach your students is to select certain web address suffixes for example .edu for education sites. It is also important to explain why some sites are better than others when researching. For example rather than saying "Don't use wikipedia" explain how sites that can be edited by anyone can't be as reliable precisely because anyone can edit them (perhaps even show students an example that they will recognise an incorrect). Introducing students to subject specific databases and how to use them can extremely helpful and a lifelong skill. You can also direct students to a list of certain websites to explore (previously vetted by you) rather than just sending them out into cyberspace. One site I have found very useful for both English and History is VictoriaWeb which would still require students to use research skills to find information but it is contained. Introducing students to referencing tools such as RefWorks, or even the basic referencing tool on Microsoft Word can help them to build source files and avoid unintentional plagiarism.
Professional Learning relating to this standard:
SAETA Stage 1 and Two Refresher Course (7 February 2015)
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3.5 Use effective classroom communication
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
This standard refers to the need to communicate effectively with students in a range of ways. As is shown by Gardiner's work on multiple intelligences, students learn in a range of different ways. Consequently, as a teacher communication should also be varied so that all students have an opportunity to understand what you are teaching them.
Within my own teaching I incorporated a range of communication strategies into my pedagogy (pictured below) including:
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
This standard refers to the need to communicate effectively with students in a range of ways. As is shown by Gardiner's work on multiple intelligences, students learn in a range of different ways. Consequently, as a teacher communication should also be varied so that all students have an opportunity to understand what you are teaching them.
Within my own teaching I incorporated a range of communication strategies into my pedagogy (pictured below) including:
- Chalk and Talk - Verbal, lecturing style lesson delivery supplemented by notes on white board
- Whole Class Discussions - Verbal contributions made by multiple members of the class and responses noted on whiteboard or "Flip Chart" (a program used on an IWB)
- Discussion Cards - to facilitate small group discussions
- PowerPoints, Flip Charts and Prezis
- YouTube Clips
- Documentaries and other DVDs - often with subtitles available
- Textbooks - while these can be boring if used as the only teaching tool they do contain a lot of information and can be a great supplement to other activities
- Handouts - increased student access to computers these can either by hard copy or electronic (or both)
- Edmodo and other learning platforms
- Email - either individual or group
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
This standard refers to the need to evaluate the effectiveness of learning activities, lesson plans and unit plans to improve student learning in the future. Sometimes activities that sound good on paper just do not work in the classroom for a whole range of reasons As a teacher it is important to review all activities and make notes on what does and what does not work so that alterations can be made both for continuing to work with the current class and teaching the same topic with future classes. There are three key ways to evaluate a teaching program.
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning
This standard refers to the need to evaluate the effectiveness of learning activities, lesson plans and unit plans to improve student learning in the future. Sometimes activities that sound good on paper just do not work in the classroom for a whole range of reasons As a teacher it is important to review all activities and make notes on what does and what does not work so that alterations can be made both for continuing to work with the current class and teaching the same topic with future classes. There are three key ways to evaluate a teaching program.
- Self evaluation (making notes on what you think worked and did not work) - I tend to make notes on my lesson plan immediately after teaching so that things are still fresh in my mind.
- Colleague or Mentor evaluation (this can be in a formal context such as on practicum or when moving from Graduate to Proficient level or informally by discussing issues or ideas in a staff room conversation context) - my mentor teachers on practicum made notes on my performance during their observations and I also discussed many of my ideas with my mentors and my fellow student ideas before implementing them. While teaching at Gleeson I was also given the opportunity to undertake a co-coaching program which involved working with a colleague to identify a classroom development goal (for me it was focused on classroom management strategies being implemented during the opening of the lesson) and have that colleague observe me in the classroom and provide feedback and discussion so that I could plan further development goals and strategies.
- Student evaluation (getting students to reflect on tasks and units allows you to understand what worked and what needs changing from their perspective) - I used small task reflection sheets and occasionally even Post-It notes to allow students to have their voices heard in the evaluation process. At the end of each semester students also complete an anonymous performance evaluation to provide me with more general feedback.
Professional Learning relating to this standard:
IB Training: South Australian Middle Years Program Coordinators' Group ( 19 February 2015)
One Plus Campus Learning Area Meeting (22 February 2015)
IB Training: South Australian Middle Years Program Coordinators' Group ( 19 February 2015)
One Plus Campus Learning Area Meeting (22 February 2015)
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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.
This standard refers to the need to keep parents and carers informed about their child(ren)'s education and the teacher's ability to use a variety of different strategies and tools to ensure this happens. Keeping parents informed is essential because they are one of the three corners of the "Learning Partnership Triangle" (pictured) which illustrates the relationship roles in an optimum learning environment. Key mediums of communicating with parents include:
I have implemented all of these strategies at various times as appropriate.
Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.
This standard refers to the need to keep parents and carers informed about their child(ren)'s education and the teacher's ability to use a variety of different strategies and tools to ensure this happens. Keeping parents informed is essential because they are one of the three corners of the "Learning Partnership Triangle" (pictured) which illustrates the relationship roles in an optimum learning environment. Key mediums of communicating with parents include:
- Correspondence - via letter for formal situations, or via email for more informal information.
- Group Correspondence - group email or newsletter.
- Class Blog - could be incorporated in the school's intranet system. This allows parents to log on and keep up with class activities at their own discretion. Students may also contribute to the blog.
- Phone Calls - for conversations/discussions that are more important than could be written in an email or which are time sensitive.
- Face-to-face - This can include Parent-Teacher interview nights and other one on one discussions that are of a formal or sensitive nature and also group meetings such as Welcome Nights and School Community meetings.
I have implemented all of these strategies at various times as appropriate.