3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
critical reflection #3:
The Australian Professional Standards for Teachers constitutes teacher quality as it makes explicit the elements of high-quality and effective teaching in 21st century schools. In order to develop the qualities of a capable teacher, I know that being able to plan and implement effective teaching and learning is critical (Baskerville, 2011). Dweck (2014) states, that being able to expose students to a wide range of authentic learning experiences by adopting a variety of teaching strategies is key to engaging and empowering students in any classroom. Several different experiences of being immersed into the schooling environment has taught me first hand, what it means to establish challenging learning goals, plan learning programs, pick relevant resources and use effective communication skills. Thus, artefact 5 shows how incorporating ICT into a literacy-based session allowed the students to explore a range of reading skills through iPads, computers and web-based programs.
Hayward (2000) contends that when teachers lack the ability to evaluate their teaching in an efficient manner, it can contribute to the suffering of student achievement. As a future facilitator of learning, being able to reflect and evaluate the success of my teaching and lessons is of utmost importance. It is for this reason that I believe it is imperative to receive feedback from my supervising teachers and complete daily reflections. Consequently, this allows me to evaluate and construct knowledge that is personally relevant to the success of my own teaching and learning (Hayward, 2000; Timperley et al., 2007). Artefacts 7, 8 and 9 supply a small snapshot of the constructive comments I have received and valued from professionals in the field. Being a self-reflective, self-evaluative teacher, serves as a powerful catalyst for reciprocal teaching whereby student results and attitudes can teach the teacher (Timperley et al., 2007).
Hayward (2000) contends that when teachers lack the ability to evaluate their teaching in an efficient manner, it can contribute to the suffering of student achievement. As a future facilitator of learning, being able to reflect and evaluate the success of my teaching and lessons is of utmost importance. It is for this reason that I believe it is imperative to receive feedback from my supervising teachers and complete daily reflections. Consequently, this allows me to evaluate and construct knowledge that is personally relevant to the success of my own teaching and learning (Hayward, 2000; Timperley et al., 2007). Artefacts 7, 8 and 9 supply a small snapshot of the constructive comments I have received and valued from professionals in the field. Being a self-reflective, self-evaluative teacher, serves as a powerful catalyst for reciprocal teaching whereby student results and attitudes can teach the teacher (Timperley et al., 2007).
Artefact 1 and 2 show some of the reading conferences that took place during my third placement. At the beginning of every conference, the student and I would discuss their individual learning goal for reading. After listening to them read, I had to then make a judgement to allow the student to continue with the same goal or move on to a more challenging one. The individual learning goals are based on the students' reading abilities and skills.
Relates to: 3.1, 1.5, 2.5 My third year placement school valued the use of ICT in the classroom, in particular, reading sessions. During whole class time, a program called sunshineonline.com.au was used to model proficient reading skills to the students. During independent time, students would use a program called LEXIA. LEXIA's goal is to empower differentiation in learning paths and provide necessary assessment and monitoring data. Finally, during guided reading sessions, texts were sourced from the library, online articles and YouTube clips to show students that there is a plethora of resources to support them in their reading journey's.
Relates to: 3.4, 3.1, 2.6, 4.1 |
This artefact displays a Science-based unit of work that was collaborated between myself and 4 other pre-service teachers. The assignment required us to create a unit of work for a grade 4 classroom at St Columba's Primary School. After learning about the different approaches to teach Science in the primary school classroom, we constructed a sequence of lessons in order to successfully teach the concept of 'liquids and solids'. The last page of this artefact specifically shows the sequence and use of teaching strategies.
Relates to: 3.2, 3.3, 3.1, 2.2 Artefact 5 shows how one of my supervising teachers uses both verbal and non-verbal ways to communicate when transitioning between activities. She challenged me to also use this kind of method to ensure student engagement.
Relates to: 3.5 During my first year of placement I was able to witness parent-teacher interviews. It was a great learning experience as I was able to see first-hand, how teachers and parents can work together in providing their children with the best education possible.
When writing my individual teaching philosophy I note how vital it is to involve parents and carers throughout their child's educational journey. Artefact 10 is an extract from one of my research essays that highlights why this relationship is so important. Relates to: 3.7 |
During one of my placements, my supervising teacher used several different strategies in her classroom, however she consistently referred to Bloom's Taxonomy, Gardner's Multiple Intelligences and Problem-Based learning. In order to help me adopt to these myself, she provided me with this text book (artefact 4) that allowed me to deliver lessons using strategies associated with these types of teaching and learning approaches. This provided a thorough introduction to the way she teaches and how her students learn. Another strategy that I adopted from this placement, and one I intend to continue is making simple and concise posters to place around the room for students to refer to. This was a strategy I felt worked well with her students, and in turn, helped them become independent learners as well.
Relates to: 3.3 Artefact 7 and 8 display how being self-reflective works to improve teaching programs. During my placements I wrote reflections on every lesson I taught and asked my supervising teacher to also reflect on my teaching. This process allowed me to get another perspective on how my lesson went and ways to improve for future lessons. My ultimate goal was to enhance student learning as much as possible, and receiving feedback from another teacher allowed me to do so.
Relates to: 3.6, 3.3 |