Rationale

This learning story is an extract of an assignment completed in unit EDE252, studied in SP1-2020. The learning story documents a sequence of planned learning experiences, linking to theory and curriculum content, demonstrating knowledge of students learning and effective teaching strategies.

I believe this artefact demonstrates my ability to plan, structure and sequence learning programs. Within the learning story I identify that this learning sequence began with a visit to the Art Gallery of South Australia. A follow-up experience is planned to build on the child’s curiosity and develop their understanding of how colours can be mixed to create other colours and this is documented within the learning story. Within the conclusion a follow-up activity is identified to extend upon the learning that occurred.

Throughout the learning story I link to the EYLF and relevant theory, demonstrating my knowledge of the content. I demonstrated my knowledge of student learning by planning and implement age-appropriate learning experiences that engage the child, sparking their sense of curiosity and wonder. Moss (2020, personal communication) noted that I ‘…stimulated learning in a very authentic way.’ Some effective teaching strategies evident in this learning story include, scaffolding, questioning, prompting, setting up an inviting and engaging learning environment and following the learner’s ideas.

In my upcoming professional learning experience I will have the opportunity to improve my skills in this area as I plan, structure and sequence learning programs. I will use this opportunity to develop my knowledge of student learning, content and effective teaching strategies, which are critical skills for an effective educator. By engaging with my mentor teacher, I will have the opportunity to reflect and receive constructive feedback to improve my practice and emerging skills as a pre-service teacher.

3.2 Plan, Structure and Sequence Learning Programs

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