Sample 3.1 - Unit Plan |
3.1 Establish challenging learning goalsUsing information gathered from assessment data and profiling my students, I am able to come up with challenging learning goals for them. Sample 3.1 showcases this by generally explaining the different learning needs of several students in the class and how they can be addressed. Sample 3.2 is an example of how these general needs can be targeted in specific ways during a lesson to ensure that students who require extension or support can receive what the require and achieve to the best of their abilities. Furthermore, Sample 3.1 and Sample 3.2 both set goals in accordance with the Australian Curriculum, enabling the required content to be taught to learners and allowing the to have a knowledge base for them to build on in subsequent learning experiences.
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Sample 3.2 - Lesson PlanSample 3.3 - Alma |
3.4 Select and use resourcesEngaging all students, who have a variety of likes and dislike, can be a challenging task. In order to do this, I choose and store resources from a wide variety of sources. For indigenous students, I choose resources that they can relate to on a personal or cultural level (Sample 1.4) I also use ICT to find appropriate resources to use in my lessons. One such lesson had students watch a short video called Alma (Sample 3.3) and record what they believed Alma could see, hear and feel. students then used their recorded information to recount the events of Alma, with a focus on using adjectives to describe settings and characters, in addition to building suspense. This task engaged students, and eventually led on to students creating their own horror stories.
3.5 Use effective classroom communicationSample 3.2 showcases the different classroom management strategies used during the delivery of that lesson. These strategies are used to ensure that students remain focused and on task. In the introduction of the lesson, there is also ample opportunities to use humour to engage with the students, so long as this humour is not mean-spirited or offensive. Use of humour provides opportunities for students to remain engaged with the lesson and is one of the strategies I employ often to keep learners engaged. I also encourage student participation where applicable, and encourage students to teach their peers if they know the concept being discussed. During lessons where new knowledge is being introduced, I model the process for students before allowing them to complete the activity, with some students receiving additional support if needed.
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3.7 Engage parents/ carers in the educative process |
Sample 3.4 - Parent Email |
Parents have the right to know how their child is managing at school - both with learning and with behaviour. Sample 3.4 shows an email conversation held with a student's mother, who was concerned that her son was becoming disengaged with school as he was also disengaging with everything except video games at home. A phone call was made and a brief meeting was held with both her and the student to discuss ways that he might become engaged at school. The parent also requested being sent short emails at the end of each day detailing what her son had achieved and how he behaved that day. Several interactions such as this also occurred with parents over notes that were sent home. This allowed me to alter my program to meet the learning needs of the students who were having difficulty connecting to the content.
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