Milestone 2: Element 3

Element 3: Teachers plan, assess and report for effective learning

Aspect: Planning Teaching and learning goals, programs

3.1.1 Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation.

3.1.2 Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes.

Aspect: Selection and organisation of content

3.1.3 Select and organise subject/content in logical, sequential and structured ways to address student learning outcomes.

Aspect: Selection, development, use of materials and resources

3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning.

Aspect: Linking assessment to learning

3.1.5 Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes.

3.1.6 Demonstrate knowledge of the link between outcomes and assessment strategies.

Aspect: Providing feedback to students

3.1.7 Give helpful and timely oral and written feedback to students.

Aspect: Reporting

3.1.9 Demonstrate an understanding of the principles and practices of reporting to students, parents and caregivers.

Aspect: Program evaluation

3.1.10 Demonstrate an understanding of the principles and practices for using student assessment results to reflect on lesson sequences and inform further planning of teaching and learning.

Throughout my teaching experience, I have shown initiative in the construction of logical and relevant lessons (3.1.1) in which students participate in open-ended discussions and individually expressing opinions and sharing critical responses to situations and higher-order thinking problems. (incorporating visual, hands-on and interactive activities; see evidence 1a, 1b & 2) The lesson sequence and structures of lessons in the unit provided students with meaningful learning experiences and approached the central concepts of the unit (Identity) in a way that engaged the students both cognitively and emotionally. (3.1.2) I persisted in thoughtful preparation of lessons by creating specific lesson plans directed at relevant learning goals of various KLAs. (especially in COGs-HSIE, Creative Arts, and English) 

My lesson plans implemented well-structured lesson sequences that were engaging and appropriate in terms of addressing students’ learning outcomes. The sample lesson plans I have included show my detailed planning of every learning activities for the students. The mathematics lesson plan and evaluation portrays my capacity to identify clear learning goals that are related to the original school program that the class follows. (3.1.3 & 3.1.4) I paid attention to levels of interest and ability in terms of activities; most lessons exhibited my focus on practical, hands-on experiences that addressed students’ needs and engaged them in meaningful learning experiences. As students were involved in interactive, visually stimulating tasks, I practiced using a diverse range of materials and resources that were engaging and supportive to students’ learning. The COGS unit of study on Japan provoked my creativity and adventurous side to teaching; I selected and designed activities that were both interesting and challenging for the students. These were culturally and socially appropriate and relevant in terms of syllabus outcomes. (see evidence 3a, 3b) 

During my second and third year practicum I had encountered many opportunities to conduct and monitor various types of student assessments. They range from formal (selective school examinations, year assessments) to informal forms in the classroom. (oral reflection, exercise books, peer assessment, criteria based projects etc) These broadened my horizon in terms of the planning of assessments and backwards mapping in particular learning stages. (3.1.5 & 3.1.6) I have independently assessed students’ learning by progress tracking and providing support in self-assessing (criteria-based written assessment) in the learning of the text type “discussions” in English. (see evidence 4a, 4b) Students are then able to practice self-accountability by marking and evaluating their own work. As they assessed their effort they were able to understand their mistakes and correct them with my guiding demonstration. Although I have not yet written official student reports during my teaching practice, I have attended and contributed in the construction of yearly reports during my third practicum in a Year 5 class. I joined in the stage teacher team every week to discuss the writing of final reports and organisation of parent meetings. (3.1.9) I have also witnessed and participated in individual before class parent-teacher meetings in which both parties discussed students’ learning and welfare in the school. (see evidence 5) I have readily used feedback both from students and co-operating teachers to reflect and adapt my teaching practice and lesson plan sequences. (3.1.10) I demonstrated my understanding of the importance of assessment results in comparison to the learning process of students as I implemented different strategies in the delivering of my lessons and the form of assessment employed to determine students’ learning progress. (see evidence 5)

I will work on my flexibility in lesson planning and continue with my observation of students as their responses make up a major section of lesson evaluations. I have taken the initial steps in my goal of delivering innovative, interactive and meaningful activities through varieties of resources. I will strive to enhance my productivity in terms of giving feedback and marking students’ work. I will establish and develop my own scheme of balancing teaching and marking within a day’s planned program.  

I need to work on my strategies of explicitly present knowledge to students through these resources, as these procedural matters can be very time-consuming. I need to work on my time-management and lesson transaction skills between class routines and introduction to new materials or resources by using quick game sessions or technology as a tool for easier transaction and attention gaining. Even though I had taken a step in creativity, I also need to work on the notion of ‘deep understanding’. As my use of resources and materials had been successful in terms of engaging and encouraging students to develop their understandings, I need to address other aspects of employing resources to achieve higher order thinking such as developing and facilitating focus questions that provoke analytical thinking skills. 

I believe it is vital to reflect and renew my ideas of lesson preparation as different classroom settings and different students need various approaches of learning. It is my job to ascertain the type of instructions I issue and explanations that I explicit within any learning activities. As I do not believe in judging students based on their assessment results, I will continue to provide students with honest and helpful advices to support their development of ‘self-determination’. (Deci & Ryan, 2007) I will maintain objective views on students’ achievement and reflect on my methods of teaching in correspondence of their results in subjects such as English and Mathematics and see them as opportunities for future lesson sequence/planning.


Deci, Edward. & Ryan, Richard. M. (Last Updated on February 22, 2007) Self Determination Theory: An Approach to Human Motivation and Personality. Retrieved on April 19, 2007 from: