Element 3: Teacher plan, assess and report for effective learning
Quality planning is integral to the success of a lesson (Groundwater-Smith, Ewing & Le Cornu, 2003, p.185). It requires the teacher to recognize the needs, interests and abilities of their students, and identify effective pedagogies relevant to the content area. Although we cannot plan for everything that may occur in our classrooms, we must plan quality learning experiences and use of professional judgment to adjust and cater for the changes that may occur in our classrooms. As part of quality teaching (DET) we must also recognize the importance of assessing and reporting. Assessment of students’ ability at the beginning of the unit, allows for their prior knowledge to surface and gives an indication to teachers about where they should start and the direction that they should head towards. Without thorough planning, assessing and reporting the level of quality teaching will be compromised.
1. Planned and implemented logical lessons and lesson sequences selecting and organizing content in a logical and structured way to address the overall outcome while also engaging students though the use of a range of appropriate resources. By understanding the interest and learning styles of my students I have arranged learning experiences through activities using that interested them.
2. Ensured that all lessons and sequences that I have planned have a clear focus, indentifying the subject content and the associated syllabus outcomes relevant to the stage taught. I am specific in what learning goals are to be achieved in the lesson, and outline a number of indicators that suggest that the students have achieved or working towards achieving these outcomes.
3. Clearly identified the intended learning goals for all lessons that I have planned, linking any assessment opportunities back to the goals specified in the lesson. This ensures that students are assessed on what they have already experienced and also act as a tool to monitor students’ progress throughout the learning experience. I have used these assessments as reference for my future planning of the topic ensuring future lesson will be of significance to them.
- Utilized a range of strategies in assessing students understanding including summative, formative and oral assessments providing students with a number of opportunities to express their knowledge and conceptual understanding of the topic. I draw upon the quality teaching framework to justify the activities I have selected and to ensure that high quality learning experiences are ingrained into all lessons.
1. Improve my system of recording in which I can accurately monitor students’ progress throughout their learning experiences. My current system I have does not allow me to track the progress of all children in the class as it is time consuming and often miss out. This progress profile is a start to my system of recording progress however will need alteration to become more succinct and reliable (provide sample).
2. Enhance my oral and written feedback to students in a timely manner and ensure that my comments are supportive, encouraging and informative. I also need to involve my students in the decision making process of what they learn and how they want to learn it, possibly also allowing them to become more involved in the development of assessment tasks so they are more aware of the aspects of assessment.
3. Develop reporting strategies to students, parents and caregivers so we can develop a mutual understanding of expectations as well as liaise to better assist the student in developing to their full potential.
1. Learn more strategies on how to maintain a recording system that will accurately monitor students’ progress throughout learning experiences instead of a summative recording system where worksheets are collected and marked.
- Discuss with my co-operating teacher and fellow staff members to devise a range of techniques and positive feedback strategies for given both oral and written feedback in everyday teaching situations and not only in assessments. To involve students in the decision and planning stage of a unit, I will look at holding a class conference to discuss their learning goals and objectives and make joint decisions on what and how they want to learn. This will allow me to work towards better implementing my belief in terms of classroom management philosophy – Glasser Choice Theory.
3. Involve myself in the assessing and reporting processes that may be undertaken at the school that I will be undertaken my next practicum or internship. If the opportunity arises I will observe and expose myself to reporting strategies and practices undertaken at both school and class level. I will discuss with my co-operating teacher the processes of interview and steps leading towards the interview itself.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2003). Teaching challenges and dilemmas.(2nd Edition). Victoria: Thomson