WHY IS STANDARD THREE VALUABLE?
Since I was notified of my school placement for my FPE 1/2, I immediately begun to plan and organise learning programs that I would roll out during Term 3. For my teaching to be most effective, I needed to ensure learning opportunities would be created that would be engaging for all involved. I had to organise and re-structure my time management to ensure I could prioritise my school life and university studies, whilst keeping a healthy lifestyle balance. I believe that because of the intensive planning and organisation I had conducted before my placement, it provided me with the foundation to have a hugely successful and rewarding final practicum. I was required to plan and sequence learning programs in Literacy, Numeracy, HASS and Health. Within each program, I was to ensure I had selected appropriate teaching strategies and use effective communication when delivering these lessons. Although the process was time consuming and at times very difficult to complete, it was by far the most rewarding experience of my final practicum, to plan and implement all learning programs successfully and effectively to the educational needs of my students.
STANDARD THREE - SITUATION, ACTION & OUTCOME
INTEGRATED STANDARDS MET: 1.1, 1.5, 2.1, 2.2, 2.3, 2.5, 3,1, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 6.1, 7.1, 7.2, 7.3
My focus student (low achiever) working on his letter writing through tracing letters. This activity was a planned daily morning task for him to complete.
My focus student's (low achiever) "Mat Manner's" reward booklet.
My focus student's (low achiever) cold task (right) vs final (summative) task (left)
My focus student (high achiever) being challenged to write a description using the five senses.
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My focus student (low achiever) working on his letter writing through copying letters. He would be given a different "focus" letter each day. This activity was a planned daily morning task for him to complete.
This placemat was taped to my focus student's (low achiever) table for him to easily recognise and correctly write his letters.
My focus student (high achiever) extending her knowledge after finishing her class work early. In this photo, she is completing the editing cards I had created for her to extend her knowledge on punctuation and spelling.
Meeting with my focus student's (low achiever) carer's, discussing my concerns about his behaviours.
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3.1 - Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 - Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 - Use teaching strategies
Include a range of teaching strategies.
3.4 - Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 - Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6 - Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7 - Engage parents / carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
Action Plan - Moving Forward
- I will continue to seek and collect appropriate resources in which I believe will come in handy for my future teaching practices. These resources will eventually enable me to cover all basis of the curriculum and certainly will help me plan and implement effective lessons.
- Through these resources and experiences within the classroom I will aim to utilise a wide range of teaching strategies to construct authentic learning experiences that engage, stimulate and motivate my students to learn.
- I also aim to further enhance my knowledge and teaching practices by undertaking professional development in which will develop strategies to plan and implement effective teachings within my classroom.
- Within the school I will be based at, I will continue to approach other well established teachers, as other teachers within the school could offer opinions or tips on how to effectively plan and implement effective teaching within my classroom. This process would give me some useful insights which I can take into my own classroom.