Standard 3: Plan for and Implement Effective Teaching and Learning
Craig et al. (2010) identified that
graduate teachers should be encouraged to utilise their skills and knowledge in
lesson sequence building and overall student learning in order to create
educational tasks that address the curriculum. Formulation of lesson plans or
sequences are necessary not only for the use of teachers in order to plan their
curriculum content, but also for teaching administrators such as the Victorian
Institute of Teaching (VIT) to regulate the teaching profession and audit the
professional development of all teachers (Dunn, et al., 2010). The most
effective teachers are able to clearly outline and utilise appropriate teaching
strategies and resources in order to facilitate maximum student learning
potential (Kyriakides, Christoforou, &
Charalambous, 2013). According to Charalambous et al. (2013), if there
is no clear and challenging learning outcome or goal provided for the students
by the teacher, it can become detrimental to achieving the expected student
learning requirements. These learning outcomes must challenge students across the
vast number of learning abilities (Kyriakides,
Christoforou, & Charalambous, 2013). In order to further achieve
effective learning and teaching, the classroom teacher must have the support
and cooperation of the parents or carers of students within their class (Dunn,
et al., 2010). Although collusion is important between parents or carers and
educators, it is required that the parents or carers become involved and
supportive in the process of educating their children (Marsh, 2010). Ongoing work is still needed to fully understand
what the complete role is for teachers in promoting and achieving student
outcomes (Kyriakides, Christoforou, &
Charalambous, 2013).
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Artefact 1: Lesson Plan Demonstrating Challenging Learning Goals
Annotation: This artefact
demonstrates a lesson plan which was implemented during my second Professional
Experience placement. Highlighted within this document I
have exhibited my aptitude to establish learning goals which
appropriately challenge students with differing levels of ability, therefore
representing my knowledge of focus area 3.1 of the Australian Professional
Standards for Graduate Teachers.
Artefact 2: Mathematics Unit Planner
Annotation: Focus area 3.2 from the
Australian Profession Standards for Graduate teachers is clearly represented
within this artefact as it illustrates my ability to plan and structure a
learning sequence which utilises knowledge of student learning, content and
effective teaching strategies in order to teach the mathematical concepts of
Division and Fractions. The learning sequence contains a series of short
revision lessons which provided me with a background regarding the student's
prior knowledge of division before proceeding to commence studying another concept,
this being fractions.
The final lesson within this learning sequence demonstrates my implementation of focus area 3.4 from the Australian Professional Standards for Graduate Teachers as I have included an form of information and communication technology resource in the lesson in order to engage students in their learning.
The final lesson within this learning sequence demonstrates my implementation of focus area 3.4 from the Australian Professional Standards for Graduate Teachers as I have included an form of information and communication technology resource in the lesson in order to engage students in their learning.
Artefact 3: Student ILP from placement
Annotation: The Individual Learning Plan
below was created during my third Professional Experience Program
in collaboration with my associate teacher and the parents of a student
within the grade 5 class that I was engaging with. This artefact demonstrates
my inclusion of a strategy in my teaching practice, which involves parents
in the educative process of implementing effective teaching and
the effective learning of their child. This artefact therefore acts as my
evidence for implementing focus area 3.7 from the Australian Professional
Standards for Graduate Teachers.