Belinda spent time roving around the classroom and interacting with students individually and in small groups to identify their current knowledge and differences in learning. With the year 12 class, she systematically observed and monitored students during class (informal assessment) and recognised an area the majority of the class struggled with. She then created lessons to address this. These lessons worked extremely well. The students engaged with them and as a result, applied it to their own assessments. Standard 2 Belinda’s lessons were extremely well prepared and researched. The lessons were designed with clear learning intentions. Her ICT use was outstanding and her ability to find a clip or a game to support the class content amazed me. It was never done to fill time, but rather purposefully to add to lesson. Belinda modelled good literacy, both orally and in written form. Standard 3 Belinda always sent her lesson plans to me with time for feedback if needed. She was well organised, planned and prepared. This made her very easy to work with. The learning goals/intentions were challenging, thorough and achievable. Belinda gave students clear instructions on what to do upon entry to the room. She always reminded students what they had done previously (recapitulation), what they would be doing in the current lesson and at the end, prepared them for the following lesson. She gave time indicators to keep students moving and aware of the time left. Belinda has a very clear, relaxed and natural voice. She questioned and included students in meaningful discussions. Belinda stuck to the classroom routines and kept a tight structure within each period. She used a range of activities and resources that complemented her learning in... ... middle of paper ... ... in ‘Standard 6.’ She also participated and sang in front of the school during WOW. She took the opportunity to include our school values within her teaching as and when the opportunity arose. I offered Belinda the opportunity to take over my roll mark class and she willingly accepted. She prepared relevant and useful worships to share with the class and I believe they benefited immensely from her sharing. These demonstrated that Belinda understands the mission and ethos of Longburn Adventist College. Overall, I thoroughly enjoyed having Belinda in my classroom. She contributed so much on a daily basis and was so easy to work with. I learned a lot to use in my own teaching and enjoyed watching her grow and develop. I have no reservations in grading Belinda a High Distinction because she displayed outstanding ability in both her teaching organisation and practice.
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
While reading, when a word did not seem to make sense, Student A was able to correct on her own without having to take much time to make the correction. Student A also showed great correcting skills throughout the read aloud. When she mispronounced a word she immediately recognized that it sounded wrong and corrected it. Throughout the Jessie, Champion Skater, Student
The teacher does make sure the children are capable in saying vocabulary words correctly. Most of the students learn from her by imitating the way she moves her lips, when saying a word. The student seems to be doing very well in the classroom, by always interacting in the lesson, and actually paying attention on what the teacher is saying. The student is receiving an appropriate education in the classroom, in her appropriate grade level. I just feel that the student would be more engage, if they can interact with their classmates more. The work in the classroom should be less worksheets, more active involvement, like activities on the smart board or group
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Informal assessments provide the most useful, practical information about the learning processes of a student. Informal as...
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right-using it well. Portland, OR: Assessment Training Institute.
Amy is a quick learner and did not hesitate to expand her knowledge. Amy has the invaluable ability to think outside the box – she often comes up with fresh ideas. Amy has shown great commitment to her studies and consistently made impressive contributions to class discussions. I am very grateful to have had a student to work with as smart and attentive as Amy. I was particularly impressed that Amy managed to handle the pressure of her many courses while simultaneously keeping up her extra-curricular
After completing this written assignment I have validated my understanding about the importance of reflecting on own practice to promote positive outcomes for each child. Having a written reflection on the lesson plans lets me know what went well during the lesson, what I would do different the next time I teach this lesson. How would I engage the students more in the activity and was the lesson developmentally appropriate for this age
In order to give myself and my students the best chance at success in the classroom I will attempt to find out as much as I can about each one of them before I set up the learning environment. Current and comprehensive information on students’ likes, dislikes, experiences, skill, understanding and development is imperative to create the best possible learning environment (Daniels & Perry, 2003). Communicating openly and often with stakeholders to help gather good information requires positive collaboration with families, staff and most importantly the students themselves. Frequent, targeted assessment before, during and after learning also provides data that supports the design of teaching and learning experiences offering each student opportunities to be challenged and moved forward (Koppang, 2004). Although time and effort are necessary to obtain this information, it may help to prevent mismatched or misdirected teaching efforts that waste valuable resources, contribute ...
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
Resources are designed to support us as teachers to plan, deliver and assess our teaching and lesson delivery. All the materials and books, a variation and diversification of approaches, resources used for different learning styles, in order to meet the needs of all my students were contributing to the professional development and continuing education. Preparing visual prompts to stimulate, the use of colour in my slides, always helped to stimulate the interest and emphasise the key points in my teaching. However, computer-based technology, provided opportunities to develop ICT skills. Thus, through class sessions and little practice students were developing skills to use it, and create professionally looking and visually stimulating slides. As teachers, we must be willing to encourage our students to become active participants in their learning, creating opportunities to actively engage all
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity