The lesson plan has been designed to align with the ACARA framework for Year 3 Mathematic Students (ACARA, 2014): The Measurement and Geometry Strand. The 3 sequential lesson plans from the new unit are part of a learning continuum, and have been developed around a student centred, constructivist approach. Explicit teaching was also important in reaching all the student’s learning needs. Experiences were motivating to promote on task behaviour to maximise learning opportunities. The lessons scaffolded learning, and students make meaning of learning through a variety of effective pedagogical approaches. (Battista, 1997).
The lesson focus: Using unit of measurements was carefully planned considering students differing levels of interest, motivation and learn in various ways. Pedagogical approaches embedded were: Problem solving/inquiry teaching, reflective practice and planning for relationships/peer learning. (Findlay, 2014). The learning throughout the lesson was structured progressively, to ensure all students move through the learning and investigation at their level. This approach resonates with ‘Piaget’s theory’, of Stages of Cognitive Development, which resonates with the belief that students should move progressively through stages without skipping any stages. The ‘explicit teaching’ approach combined with the inquiry teaching was instrumental in providing clear learning and behaviour expectations for all students. Effective clear instruction assists learners to assimilate and process new information. (Satto, 1997). This was also designed to promote respectful on- task behaviour to maximise all learning opportunities for all students.
Careful planning, enhanced a purposeful flow to the three lessons. Thi...
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...nd others. The constructivist teaching strategies and tools like watching and listening to a learning movie support vision impaired and engage low-high levers, with its varied level of learning content. Created Regular praise and feedback was implemented, focus on what the student did well, whilst observing where additional support is required. (Alexander, 2012) Teaching to all students, to instil self-confidence and an added motivation and urge for all learners low to high, with all varying levels of support. Utilising other adult’s benefits learner’s teachers, this was included to manage levels of support for vision impaired students and special needs learners.
Successfully planned teaching lessons insure learning is inclusive, and assists all learners from all cultures, learning levels and physical abilities to meet important learning objectives.
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
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
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
I will explain the psychology of learning and the theories I use in my practice. Analysing these theories and teaching methods will give rise, to investigating how these will help in teaching and learning ‘In a nutshell, a principle is a value, belief or ethic relating to something you do and the theory is that which explains why it works’.(Wilson 2009:350) In delivering of a lessons, educator must keep in mind SMARTER objectives.
Teaching Methods can be categorised in to basically two groups which are Teacher Centred and Learner Centred methods, and can take the form of Experiential, Trainer Guided, Cooperative, Interactive Instruction and independent study. However in this task three will be discussed which are Experiential Learning, Cooperative and Trainer Guided Methods in terms of key elements, classroom arrangements, roles, rules as well as considering the pros and cons of each method. COOPERATIVE LEARNING
Children are like sponges, they absorb everything they see, hear and do. As teachers, our job is to mold them in becoming good citizens in today’s society. We all have that one teacher who motivated, inspired and made learning a fun experience. Those moments have stuck with us throughout life, we have given those teachers a high level of trust by showing us how much they care. Teaching wasn 't my childhood dream, however, life experiences led me to take that path. I currently work as a Sitter for an autistic child. I have been working with him for over two years now. Never have I worked with a child who has a disability. I have seen major improvement since being together, it brings me so much joy to see how much of an improvement he has been
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
Therefore the teacher proactively plans a variety of ways to ‘get at’ and express learning” (Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more work to the smart children. Instead the teacher must assess who understands the material, who is struggling, who needs to be challenged and decide what or how to teach the students from there (Tomlinson, 2001). Differentiation should occur naturally and involve individual, class and group work to allow for the differences in all students and all subjects of study (Tomlinson, 2001). Probably the most important aspect of differentiation is the idea of challenging all learners at their level instead of giving extra work to those students whom learn the concepts quickly.
Taking into account the students’ background, I developed this lesson to help them comprehend the targeted grammatical features (gerunds and infinitives) and make them able to use those features in communication with others. The students, as mentioned in the lesson plan, take this class in the evening, which means that they most likely work during the day and probably need to communicate using the language in their work settings. Therefore, it is important to give as many opportunities as possible for the students to use the targeted features in interactive activities, such as interviews and group works. I expect these activities to not only promote negotiation of meaning that is useful for language learning (Long, 1996), but also push them to produce comprehensible output, which also facilitates learning (Swain, 1993).
Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can
During this semester in the course human development and learning, the class has been learning about a range of ways that children develop and learn. This also develops the understanding of the human growth process in terms of different learning styles and what teaching strategies can be used. Learning about a child’s learning in primary school is vital in being able to successfully develop a range of strategies to benefit both student and teachers learning. Communication strategies to support learning, strategies to support inclusive student participation and engagement in learning, and organisation of the classroom and providing directions to learners managing challenging behaviour are all significantly important to uphold in
My teaching career has been spent learning how to provide appropriate support, guidance, patience, & understanding, as well as to enhance academic growth & success, for all students. My purpose as a teacher is to enrich and inspire the lives of young students with moderate/intensive needs by providing access to information instead of functioning as the primary source of information for students to flourish. My teaching methods will be to create an environment ripe with opportunities for discovery and exploration which will allow all students to learn at their own pace, generate questions and construct knowledge, while providing hands-on practice of skills in authentic situations as well as to make learning intriguing and meaningful to all students. Carefully planned and constructed learning environment will also allow the teacher more time to meet the individual needs of each student. Another important factor to a well-prepared learning environment is to facilitate learning, and providing students with balance and consistency (2004). Young students require a balance between various classroom dimensions, including activities guided by the teacher and independent work, quiet work and active work, gross motor and fine motor activities, and open and closed aspects to the curriculum and classroom materials (2004). Consistency is also a required condition for learner success. Schedules (daily and weekly), the enforcement of classroom rules, and student expectations should not be in flux but remain consistent. Without a sense of consistency in the classroom, school life would lack the necessary feeling of safety and reliability young children need to focus, to take risks, and to t...
I acknowledge that children develop at their own pace; therefore, I will provide each pupil with the correct level of learning materials and make adjustments to fit individual exclusive needs. Since students have individual learning needs, as...
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