Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
s stated in Standard 1 and 2 knowing students and knowing the content to teach are fundamental aspects in teaching. Aside from these essentials there are a number of other things I plan to implement to make teaching and learning most effective.
Through my pre-service teaching experiences, I have recognised the importance of pre- planning lessons by researching content, selecting appropriate resources, tools and materials, and outlining appropriate teaching strategies to deliver it. The planning process of designing a learning programme should be done thoroughly and logically. The units of work I have created in the past aim to take students on a journey from what they already know, understand and have experienced, to then make connections with new content that challenges and extends them. By the end of the unit I want students to feel accomplished and successful. When planning units of work, I use the ‘I do, we do, you do’ model, and the 5 e’s phases of learning; engage, explore, explain, elaborate, evaluate.
During this process I encourage goal setting throughout. Setting goals is something I do for myself and also for my students. Setting high expectations and raising the bar means students are going to strive to reach higher. Each student has their own potential and I want to help each student to reach it. When setting goals for my students I want them to be involved and have ownership over their learning, with something to work towards. Setting goals can be in any learning area, or personal and social. Students can have goals displayed on their desks as constant reminder, as book marks, or in their workbooks.
To meet goals students need to be provided with opportunity to do so. They need to be presented with high quality materials in engaging ways. To deliver content I have learnt and practised a variety of teaching strategies. I acknowledge that students learn in different ways and there is no single approach to teaching and learning. Therefore I have developed a varied repertoire of teaching strategies to enhance my students learning experiences. Irrespective of the subject area I am able to use a variety of teaching strategies to facilitate learning and reach each individual child.
Selecting and using resources is about making decisions around what will best support and add value the learning experience. They need to be of high quality and accessible for the whole class. I seek to find engaging resources through the school and outside environment as well as online resources. ICTs in this day and age have great potential, and I have embedded digital resources to engage students collaboratively in critical and creating thinking. It allows learning to take place on a global scale outside the four walls of a classroom.
Through my pre-service teaching experiences, I have recognised the importance of pre- planning lessons by researching content, selecting appropriate resources, tools and materials, and outlining appropriate teaching strategies to deliver it. The planning process of designing a learning programme should be done thoroughly and logically. The units of work I have created in the past aim to take students on a journey from what they already know, understand and have experienced, to then make connections with new content that challenges and extends them. By the end of the unit I want students to feel accomplished and successful. When planning units of work, I use the ‘I do, we do, you do’ model, and the 5 e’s phases of learning; engage, explore, explain, elaborate, evaluate.
During this process I encourage goal setting throughout. Setting goals is something I do for myself and also for my students. Setting high expectations and raising the bar means students are going to strive to reach higher. Each student has their own potential and I want to help each student to reach it. When setting goals for my students I want them to be involved and have ownership over their learning, with something to work towards. Setting goals can be in any learning area, or personal and social. Students can have goals displayed on their desks as constant reminder, as book marks, or in their workbooks.
To meet goals students need to be provided with opportunity to do so. They need to be presented with high quality materials in engaging ways. To deliver content I have learnt and practised a variety of teaching strategies. I acknowledge that students learn in different ways and there is no single approach to teaching and learning. Therefore I have developed a varied repertoire of teaching strategies to enhance my students learning experiences. Irrespective of the subject area I am able to use a variety of teaching strategies to facilitate learning and reach each individual child.
Selecting and using resources is about making decisions around what will best support and add value the learning experience. They need to be of high quality and accessible for the whole class. I seek to find engaging resources through the school and outside environment as well as online resources. ICTs in this day and age have great potential, and I have embedded digital resources to engage students collaboratively in critical and creating thinking. It allows learning to take place on a global scale outside the four walls of a classroom.