Description
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
This page provides evidence for meeting Standard 2 (specifically sub-standard 2.3) at a graduate level.
Rationale for evidence supplied
The artefact I have chosen resonates with sub-standard 2.1, 2.2, and 2.3 (Australian Institute for Teaching and School Leadership, 2017). I believe that the evidence highlights the Australian Curriculum content knowledge and order, demonstrates I understand the content, have used that knowledge to create a sequential lesson plan, and have assessed accordingly.
When planning, I first got to know the students, what level of knowledge they already had and then based my knowledge of the content around a lesson plan that would engage them. As discussed in Whitton (et al., 2016, p. 83-87), this is an essential part of the planning process. Given this is the last lesson in the unit, I have structured it to be a consolidating lesson while building further knowledge for students that require extending.
A strategy that I had implemented is a task rotation strategy. Students were broken up into three groups, which became more manageable for assessment, with guided teaching as one group. It also provides a framework for enabling differentiation by learning styles (Silver, et al., 2007, p. 205).
ICT’s play a fundamental role in engaging our students in this day and age with the Australian Curriculum. Therefore, I am a firm believer in the use of ICT’s to promote learning and provide differentiation. Using ICT also resonates with my teaching philosophy with a more student-centred approach, making the experience more relevant to the student (Whitton et al., 2016, p. 134).
In the future, I would like to try to create an assessment rubric, while also remembering to take pictures of students work. The pre-assessment and post-assessment pieces are also paramount to provide evidence that the teaching strategies and content knowledge help the students achieve the standards.
References
Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards
Silver, H. F., Strong, R. W., & Perini, M. J. (2007). Strategic teacher: Selecting the right research-based strategy for every lesson. ProQuest Ebook Central https://ebookcentral.proquest.com
Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & M., Sinclair, C. (2016). Learning for teaching: Teaching for learning (3rd ed.). CENGAGE Learning