Helen Hardy

Standard 3 – Plan for and implement effective teaching and learning.

3.1 Set explicit, challenging and achievable learning goals for all students.

Using the Australian Curriculum the overview is prepared for the term. Lessons are then arranged in sequence. The use of WALT, WILT and TIB reminds students of the expected learning outcomes. The use of the Bump it Up wall helps students track their learning progress and take responsibility for their learning.

Observation report written by Annie Wild, Executive Teacher 20/7/2017.

3.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

As part of a literacy lesson about writing procedural texts, then students watch the making of a vegemite sandwich then made their own sandwiches.

Students enjoy a ‘picnic’ in the classroom as they eat their vegemite sandwiches and discuss the steps they took to make their sandwich.

Students then meet the learning outcome by writing a procedural text about how to make a vegemite sandwich.

3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

The most important strategy I use in the classroom is questioning. Rather than instructing and directing students, questioning enables students to think for themselves and develop creative thinking. Hands on learning enables students to try, solve and demonstrate their learning.

During Investigations students explore how things move but performing movements that animals would use, building cars and exploring how different objects move down ramps.

The students then drew a car and discussed how they would build that car that moved. Using recycled materials the students then build their cars and experimented with how the car moved on different surfaces.

Other strategies include ‘think pair and share’ to enable students to share ideas and thoughts and working in groups to explore and problem solve.

Students work together to determine how to remove the frozen minions from the container. Students determine that a hairdryer or the sun would melt the ice and therefore release the minions.

3.4 Select and /or create and use a range of resources, including ICT, to engage students in their learning.

A range of resources are created to engage students and promote hands on learning including ICT.

Laminated picture of a pizza provides a hands on resource that is used to ‘invite students over for pizza’ as we demonstrate subtraction or addition.
The IWB used to support numeracy
The IWB used to support literacy. Activities are sourced from Mathsletics, Topmarks, Scootle as well as created.

Resources – numeracy, letter sounds and blends as well as creating caterpillars to demonstrate direction of print.

Making snakes with wool and coloured pasta to create the letter s – literacy, letter and sound recognition.

3.5 Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

The effort demonstrated by students is supported in a number of different ways – these include receiving a ‘high five’, stickers, comments in their books, artist of the month where there artwork is displayed in the school for a month, fortnightly achievement awards at the school assembly, as well as visiting other classrooms to show their achievement.

3.6 Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data to inform planning.

The evidence gained from student learning enables me to see the effectiveness of my teaching and lesson plans. Student assessments enables me to determine if the students have reached the expected outcomes and plan for revisions for further teaching to ensure all students understand the concepts.

3.7 Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.

Although many believe that schools are about students, I believe that schools are also about parents. Parents should be part of the education process and included in their child’s learning. Learning is visible in the classroom as well as around the school. Artworks are displayed for all parents to view. A newsletter is sent home each term. Reporting is undertaken after each semester to inform parents of their child’s progress. Learning journeys provide a visual representation of development and progress.