Teachers plan, assess and report for effective learning.
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 lesson sequences that are designed to engage students and address learning outcomes. ?
3.1.3 Select and organise subject/content in logical sequential and structured ways to address student learning outcomes. ?
3.1.4 Demonstrate a knowledge of a range of appropriate and engaging resources and materials to support students' learning. ?
3.1.5 Demonstrate knowledge and use of a range of strategies to assess student’s achievement of learning outcomes. ?
3.1.6 Demonstrate knowledge of the link between outcome and assessment strategies?
3.1.7 Give helpful and timely oral and written feedback to students. ?
3.1.8 Demonstrate knowledge and a rationale for keeping accurate and reliable records to monitor students’ progress?
3.1.9 Demonstrate an understanding of the principles and practices of reporting to students, parents and caregivers. ?
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.
I have always endeavored to incorporate syllabus outcomes and indicators in my lesson plans, with accompanying matching assessment strategies. (Aspect 3.1.6) I also make an effort to provide students with oral feedback and often written feedback on work samples at the conclusion of the lesson. (Aspect 3.1.7) This is an area that could be enhanced with more feedback provided for students. I have planned and implemented coherent lessons and lesson sequences, and used assessment (
I believe planning is a crucial element of classroom work, and as McBurney-Fry states, it “is the single most important criterion in achieving success in the classroom.” (2002, p.57) Without allowances for needs and engagements thing can easily escalate and turn chaotic. If clear learning goals are not identified before a lesson, then that lesson may have little all no value. It is essential that the reason for teaching a specific lesson is made clear, and that the ways students will achieve the learning goals made known. (Aspect 3.1.1) Appropriate planning allows for the consideration of activities for those who are faster workers and those special needs students who require additional support, whilst maintaining a clam and purposeful climate in the classroom (McBurney-Fry, 2002, p. 64).
I need to demonstrate a broad range of assessment strategies to suit different learning needs. (Aspect 3.1.5) In order to do this I would like to implement an assessment task that incorporates all aspects of Bloom's Taxonomy. I also need to continue to experiment with a range of teaching resources. (Aspect 3.1.4) To date I have made use of Interactive whiteboards, School Magazine publications, posters, reading kits and books. This is an area that constantly needs to be reviewed in order to maintain student interest, and for lessons to be of the best possible quality. I need also to be aware of how assessment impacts upon further planning and the need to implement lessons considering different student's needs. (Aspect 3.1.10)
I will become more familiar with the various assessment strategies used to monitor student's progress, and in doing so develop a rationale for assessment. (Aspect 3.1.8) I will also demonstrate the practice of reporting to parents, (Aspect 3.1.9) with a letter sent to them about my involvement as a practicum teacher in their child's class, and possibly attach a work sample constructed as a result of one of my lessons. It is vitally important that a solid relationship be maintained between the classroom teacher and parents, and reporting and assessment certainly provides a link in being able to do this.