Standard 3 - Plan for and implement effective teaching and learning
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Evidence as to how I meet this Standard:
3.1.2 Establish challenging learning goals This Mathematics task was used to give students a chance to build their real world problem solving skills, creativity, critical thinking and collaboration. I believe that these 21st Century Learning skills are incredibly important for the futures of students. The aim was to make a program that was engaging and relevant to students’ lives, and was student focused. The activity has been created with the idea of integrating subjects across curriculum areas including Literacy, numeracy, ICT and HASS. The teaching strategies implemented in this program include Project Based learning strategies. This program includes collaboration, explicit teaching and independent research tasks to cater for the diverse learning needs and styles of students. 3.1.2 Lesson Plan for the Olympics Problem solving activity. Improved critical thinking and gave students a real world maths task. |
Evidence 3.1.2 The below mathematics task was given to allow students to gain a real world understanding of the importance of area and perimeter in design. It was a fun way to consolidate the learning of area and perimeter during the year. The program was also differentiated for students of varying ability.
3.2.2 Plan, structure and sequence learning programs
As a part time kindergarten teacher at NTPPS I covered the areas of health, history, geography and ICT. Attached below on the slideshow shows a comprehensive approach to how planned according to to the Australian Curriculum and scope and sequence chart. Outlined are the areas covered and what each lesson would cover. I made sure each lesson was engaging and hands on.
Evidence below indicates well structured and sequenced lesson plans in the areas of HASS and Health. It also details relevant teaching strategies used to develop knowledge, skills, problem solving and critical thinking (3.2.2 and 3.3.2)
3.2.2 evidence of lesson plans used at NTTPS kindergarten that covered the areas of Health, HASS, VIRTUES and ICT. Lessons were well sequenced and activities were grouped so that students were working at different tables engaging in different activities.
3.4.2 Select and use resources
I use a large variety of resources in my classroom to enhance student learning to make learning fun. Throughout this portfolio I have displayed numerous photos of resources that I have made to help students become more engaged in their learning. Stem projects and investigations are one of my favourite ways to enhance student learning. They are both a hands on approach to learning and for all grade levels in primary school an important part of learning. The slide show below shows some of the resources and stem projects I have been planned or been involved in during classroom time.
Some of the areas that I have used resources effectively include:
I use a large variety of resources in my classroom to enhance student learning to make learning fun. Throughout this portfolio I have displayed numerous photos of resources that I have made to help students become more engaged in their learning. Stem projects and investigations are one of my favourite ways to enhance student learning. They are both a hands on approach to learning and for all grade levels in primary school an important part of learning. The slide show below shows some of the resources and stem projects I have been planned or been involved in during classroom time.
Some of the areas that I have used resources effectively include:
- Kindergarten - Stations were set up in the Kindergarten classroom which allowed children to learn and discover through play. I created a magnetic table which the students loved and spent long amounts of time at working out how many balls can be collected with different size magnets. I also set up a cutting table so that they could practice cutting long or short strips of paper. Other areas include a beading table and colour sorting tubes attached to the cupboards. We also had an amazing kitchen, dress up area and train track.
- Word art on the iPad - Year 1 students at GMAS were learning about what plants need to grow and the parts of the plant. Instead of asking them to draw or label it on a piece of paper students were asked to draw it on an iPad and send it via email. Students were very keen to use this technique as they got to choose colours, different types of drawing materials eg pen, paint crayon etc, writing on the iPad with their finger and learning the skill of emailing onto someone else.
- Year 3 students at GMAS got to create their own stop motion project at the end of the year. They each chose a partner to work with and discuss what story they were going to create. They then had to write how they were going to create this story and what their storyline was. Once that was completed they could set out and begin their stop motion movie. They played around with sound effects, voice over and developed an understanding of how long it takes to make an animated movie. When they had completed their stop motion (over a 4 week period) they could present it to their class.
- Year 3 Stem Projects was another popular way to enhance student learning and enjoyment in the classroom. Each Wednesday we would have a wacky Wednesday day where students rotated around the classroom every 30 minutes. Activities focused on problem solving, working as a team to solve the problem, and revising subject areas that were learned recently in a game. Wednesday quickly became a favourite day for all students.
3.5.2 Use effective classroom communication
As a kindergarten teacher at NTTPS I was in communications with parents on a daily basis both morning and in the afternoon. Tom Price is a small community so buses were not available and parents were generally asked to drop kindergarten children off everyday. This allowed me to let parents know of anything that is going on in the classroom and also any behaviour issues that may have arisen during the day. More private matters were discussed during meetings that were scheduled if parents or myself felt they were needed.
At GMAS a diary system is used for daily parent contact. Students are also given green or red notes for good or bad behaviour so that parents are aware of what is happening at school with their child. At GMAS, teachers are required to also ring each parent once a term just to touch base with them and let them know how their child is going. This happens as many students travel by bus every day and contact with the parents is therefore very minimal.
Another way of letting a parent know of behaviour in the classroom is through class dojo. Class Dojo is a fantastic program used by teachers to reward good behaviour and work ethic while also having the ability to give a red point if the need arises for bad behaviour. At the end of the week the results are sent through to the parents to let them know how their child is going at school that week.
Class schedules are also used in many classrooms I teach as a relief teacher and also in my classroom when I was a kindergarten and year 3 teacher. This allows students to see the day ahead as they walk into the classroom.
In the classroom I use a variety of different ways to get the attention of the students. These include:
3.6.2 Evaluate and improve teaching programs
After every lesson I evaluate whether the lesson was a success or not. When I was on contract teaching year 6 at GMAS I was continually evaluating my lessons. As I had never taught in a year 6 classroom I found that explaining the concepts was a lot harder than it is in the younger grades. If a lesson didn't work very well I would re-evaluate and come back the next day and go over the concept again so that the students gained a better understanding. I left an area on my lesson plans that allowed me to evaluate the activity and whether it was enjoyed or not and what changes I could make to improve the lesson for another time.
As a kindergarten teacher at NTTPS I was in communications with parents on a daily basis both morning and in the afternoon. Tom Price is a small community so buses were not available and parents were generally asked to drop kindergarten children off everyday. This allowed me to let parents know of anything that is going on in the classroom and also any behaviour issues that may have arisen during the day. More private matters were discussed during meetings that were scheduled if parents or myself felt they were needed.
At GMAS a diary system is used for daily parent contact. Students are also given green or red notes for good or bad behaviour so that parents are aware of what is happening at school with their child. At GMAS, teachers are required to also ring each parent once a term just to touch base with them and let them know how their child is going. This happens as many students travel by bus every day and contact with the parents is therefore very minimal.
Another way of letting a parent know of behaviour in the classroom is through class dojo. Class Dojo is a fantastic program used by teachers to reward good behaviour and work ethic while also having the ability to give a red point if the need arises for bad behaviour. At the end of the week the results are sent through to the parents to let them know how their child is going at school that week.
Class schedules are also used in many classrooms I teach as a relief teacher and also in my classroom when I was a kindergarten and year 3 teacher. This allows students to see the day ahead as they walk into the classroom.
In the classroom I use a variety of different ways to get the attention of the students. These include:
- Clapping a pattern to get attention
- Using a catch phrase and students respond e.g. laa, laa, la, la, laa, la and they respond with laa, la, la, la, laa.
- saying waterfall which automatically makes the class say shhh.
3.6.2 Evaluate and improve teaching programs
After every lesson I evaluate whether the lesson was a success or not. When I was on contract teaching year 6 at GMAS I was continually evaluating my lessons. As I had never taught in a year 6 classroom I found that explaining the concepts was a lot harder than it is in the younger grades. If a lesson didn't work very well I would re-evaluate and come back the next day and go over the concept again so that the students gained a better understanding. I left an area on my lesson plans that allowed me to evaluate the activity and whether it was enjoyed or not and what changes I could make to improve the lesson for another time.
3.7 Engage parents/ carers in the educative process
During my time as a Kindergarten teacher at NTPPS I had regular contact with parents and encouraged parent help in the classroom. This allowed not only parents to see the work and play that their child is actively engaging in but also allow me to have an extra set of hands in the classroom for group activities - especially in the early childhood years.
As a relief teacher I see parents frequently coming in for the morning session to help with reading and sight word activities. Parents take the child outside or into the POD and has one on one reading time with the student.
I have also hosted an introduction to pre-kindy and kindy meeting each year for parents so that they are aware of what we are going to be doing and learning in the classroom. It also allowed parents to let me know any concerns they may have about their child eg shyness, abilities, behaviour etc and what we could do to work together in the classroom to help the child through this stage.
As a pre-kindy teacher I introduced a facebook page so that parents could communicate with me on a regular basis and also see what their children have been up to for the day. It was a wonderful way to post pictures of each child's learning journey through the program.
As a teacher on contract at GMAS I was required to contact parents at least once a term to let them know how their child was going at school. If contact could not be made then an email on SEQTA was sent letting them know. This was a great way for parents to find out information if they cannot get to school at drop off or pick up each day.
During my time as a Kindergarten teacher at NTPPS I had regular contact with parents and encouraged parent help in the classroom. This allowed not only parents to see the work and play that their child is actively engaging in but also allow me to have an extra set of hands in the classroom for group activities - especially in the early childhood years.
As a relief teacher I see parents frequently coming in for the morning session to help with reading and sight word activities. Parents take the child outside or into the POD and has one on one reading time with the student.
I have also hosted an introduction to pre-kindy and kindy meeting each year for parents so that they are aware of what we are going to be doing and learning in the classroom. It also allowed parents to let me know any concerns they may have about their child eg shyness, abilities, behaviour etc and what we could do to work together in the classroom to help the child through this stage.
As a pre-kindy teacher I introduced a facebook page so that parents could communicate with me on a regular basis and also see what their children have been up to for the day. It was a wonderful way to post pictures of each child's learning journey through the program.
As a teacher on contract at GMAS I was required to contact parents at least once a term to let them know how their child was going at school. If contact could not be made then an email on SEQTA was sent letting them know. This was a great way for parents to find out information if they cannot get to school at drop off or pick up each day.